##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Mary A. Donielson]{.underline}

Official School Name [California Elementary School]{.underline}

School Mailing Address [1125 Bainbridge Ave.]{.underline}

[West Covina, CA 91790-4856]{.underline}

Tel. [(626) 939-4800]{.underline} Fax [(626) 939-4805]{.underline}

Website/URL [california.wcusd.org]{.underline} Email
[mdonielson@wcusd.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of Superintendent [Dr. Richard Vladovick]{.underline}

District Name [West Covina Unified School District]{.underline} Tel.
[(626) 939-4600]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of School Board President [Mr. Steven Cox]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[PART II -- DEMOGRAPHIC DATA]{.underline}**

1\. Number of schools in the district: [9]{.underline} Elementary
schools

[3]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[14]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,123.64]{.underline}

Average State Per Pupil Expenditure: [\$7, 028.31]{.underline}

3\. Category that best describes the area where the school is located:

> ( ) Urban or large central city
>
> ( ) Suburban school with characteristics typical of an urban area
>
> ( x ) Suburban
>
> ( ) Small city or town in a rural area
>
> ( ) Rural

4\. [2 Yrs. 10 months]{.underline} Number of years the principal has
been in her position at this school

> [2 Yrs.]{.underline} If fewer than three years, how long was the
> previous principal at this school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  -------------------- ---------------- ---------------- ----------------
  Grade                \# of Males      \# of Females    Grade Total

  K                    33               34               67

  1                    42               40               82

  2                    35               35               70

  3                    40               35               75

  4                    44               29               73

  5                    41               25               66

  Total Students                                         433
  -------------------- ---------------- ---------------- ----------------

6\. Racial/ethnic composition of students in the school:

[8%]{.underline} White

[4%]{.underline} Black or African American

[64%]{.underline} Hispanic or Latino

[23%]{.underline} Asian

[1%]{.underline} American Indian/Alaskan Native

7\. Student turnover, or mobility rate, during the past year:
[19.24%]{.underline}

+-------+---------------------------------------------+---------------+
| \(1\) | Number of students who                      | 38            |
|       |                                             |               |
|       | transferred to the school                   |               |
|       |                                             |               |
|       | after October 1 until the                   |               |
|       |                                             |               |
|       | end of the year                             |               |
+-------+---------------------------------------------+---------------+
| \(2\) | Number of students who                      | 43            |
|       |                                             |               |
|       | transferred from the                        |               |
|       |                                             |               |
|       | school after October 1                      |               |
|       |                                             |               |
|       | until the end of the year                   |               |
+-------+---------------------------------------------+---------------+
| \(3\) | Subtotal of all                             | 81            |
|       |                                             |               |
|       | transferred students (sum                   |               |
|       |                                             |               |
|       | of rows (1) and (2)                         |               |
+-------+---------------------------------------------+---------------+
| \(4\) | Total number of students                    | 421           |
|       |                                             |               |
|       | in the school as of                         |               |
|       |                                             |               |
|       | October 1                                   |               |
+-------+---------------------------------------------+---------------+
| \(5\) | Subtotal in row (3)                         | .1924         |
|       |                                             |               |
|       | divided by total in row                     |               |
|       |                                             |               |
|       | \(4\)                                       |               |
+-------+---------------------------------------------+---------------+
| \(6\) | Amount in row (5)                           | 19.24%        |
|       |                                             |               |
|       | Multiplied by 100                           |               |
+-------+---------------------------------------------+---------------+

8\. Limited English Proficient students in the school:
[21.5%]{.underline}

> [93]{.underline} Total Number Limited English
>
> Proficient

Number of languages represented: [6]{.underline}

Languages: Spanish, Mandarin, Cantonese, Vietnamese, Tagalog and Ilocano

9\. Students Eligible for free/reduced-price meals: [57%]{.underline}

[248]{.underline} Total Number Students Who Qualify

10\. Students receiving special education services: [10%]{.underline}

> [42]{.underline} Total Number of Students Served
>
> The number of students with disabilities according to conditions
> designated in the Individuals with Disabilities Education Act are:

Autism 2

Orthopedic Impairment 1

Deafness 0

Other Health Impaired 0

Deaf-Blindness 0

Specific Learning Disability 12

> Hearing Impairment 0
>
> Speech or Language Impairment 23

11\. Number of full-time and part-time staff members in each of the
categories below:

# Number of Staff

> [Full-time]{.underline} [Part-time]{.underline}

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [21]{.underline} [0]{.underline}

Special resource teachers/specialists [1]{.underline} [2]{.underline}

Paraprofessionals [0]{.underline} [8]{.underline}

Support staff [2]{.underline} [6]{.underline}

Total number [25]{.underline} [16]{.underline}

12\. Student-"classroom teacher" ratio: [20.6:1]{.underline}

13\. Attendance Patterns of teachers and students:

  --------------------- ----------- ----------- ----------- ----------- -----------
                        2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily Student         96.33%      96.27%      96.1%       96.17%      99.2%
  Attendance                                                            

  Daily Teacher         96.5%       96.5%       96.5%       96.5%       96.5%
  Attendance                                                            

  Teacher Turnover Rate 10%         10%         10%         10%         10%
  --------------------- ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

**Children are in the spotlight at California Elementary School in West
Covina, California: we** **pull together for student success!** The
impact that a close-knit community has on its members is a foundation of
immeasurable strength in its ability to nurture the best in each person
involved. California Cubs are nurtured by such a community of caring and
collaborative staff that strives to bring out the best in each child.
Standing sturdily since 1956, California Elementary offers an inspiring
gateway to this loving community with its freshly clipped lawns and warm
russet brick embraced by the elegant arms of a stately pine tree.
Sidewalks strewn with blowing leaves, laughing children, and bustling
teachers further project a powerful vision of a school bolstered by
tradition, yet committed to growth and change. This tradition of unified
vision inspired the current PTA slogan: **Pulling** **Together for
Student Success**. This slogan represents the spirit of our school
community and our vision statement: "California Elementary School
strives, through a unified effort between staff and community, to
nurture students to become lifelong learners who embrace responsibility,
effective collaboration and self-discipline." Our graphic emblem, a
grinning bear pulling a school wagon loaded with books and binders,
reminds all of the potency of collaboration and what it creates:
success! We strive to provide students with the academic and personal
skills necessary to become fully functioning members of society.

California Elementary School is one of nine elementary schools in the
West Covina Unified School District, in the rambling suburb of West
Covina, in Los Angeles County in the state of California. The school is
comprised of grades K through five with an enrollment of 433 students.
Our school participates in class size reduction, which consists of
twenty students or less per class for grades K through 3, since its
initiation in 1997. Our school was recognized as a California
Distinguished School in the year 2001 -- 2002. California School was
rated a "10" in the California API Index, in the subcategory of similar
schools. The API, Academic Performance Index, is a California Public
School rating system on which our school has improved a total of 189
points in the past three years!

Our culturally and ethnically diverse population is currently 57.14%
economically disadvantaged, which has grown from 55.79% just six months
ago. The rural land of the past, which sprouted rows of citrus and
walnut trees, has evolved into a diverse suburban community. The school
population is comprised of 64% Hispanic, 23% Asian, 8% Caucasian, 4%
Black/African-American, and 1% Native American, of whom 21% are limited
English proficient. The two major language groups are Spanish and
Chinese (Cantonese and Mandarin). Our population includes 10% Special
Education with two special day classes and 56 Gifted and Talented
students.

A vigorous family nurtures its members in many ways. Raising children
well is a joint effort undertaken by dedicated people. They work to
provide for not only the child's basic needs, such as food and shelter,
but for his or her higher needs as well. This includes their emotional
and intellectual well being. California Elementary School makes
community involvement happen, and this ensures well-rounded children.

# [PART IV: INDICATORS OF ACADEMIC SUCCESS]{.underline}

**Show the school's assessment results and how they are
interpreted[.]{.underline}**

The Academic Performance Index (API) is the cornerstone of the statewide
accountability system for California public schools, established through
the Public Schools Accountability Act (PSAA) in 1999. We qualify for the
No Child Left Behind -- Blue Ribbon Award because more than 40% of our
students come from a disadvantaged background and we show dramatic
improvement for all student groups as shown by our disaggregated data. A
school's score on the API was determined by Standardized Achievement
Test (SAT 9) scores only until 2001, when the California Standards Test
in English/Language Arts was added. The California Standards Test in
math was added in 2002. The API is a numeric index that ranges from a
low of 200 to a high of 1000. California School has shown significant
growth and improvement in the past three years, due to the collective
efforts of teachers who review test data throughout the school year and
work together to devise a plan for success. In 1999 -- 2000, our base
API was 609, and grew to 692; in 2000 -- 2001, we increased to 744; and
in 2001 -- 2002, we escalated to 793. Our statistically significant
subgroups are Hispanic, Asian, and economically disadvantaged. For the
first time, the baseline puts chief emphasis on tests specifically
geared toward California's high standards. The statewide and similar
schools rankings show how each of the schools in California are
performing academically in comparison to all other schools in the state
(statewide ranking) and in comparison to other schools in the state that
are similar in size and in student population (similar schools ranking).
Both ranking systems range from a low of 1 to a high of 10.

+------------+------+---------+---------+-----------+-----------------+
|            | API  | API     | Actual  | Statewide | Similar Schools |
|            |      |         |         |           |                 |
|            | Base | Growth  | Growth  | Rank      | Rank            |
+------------+------+---------+---------+-----------+-----------------+
| 1999-2000  | 609  | 692     | +83     | 6         | 6               |
|            |      |         |         |           |                 |
| Growth     |      |         |         |           |                 |
+------------+------+---------+---------+-----------+-----------------+
| 2000-2001  | 692  | 752     | +60     | 7         | 8               |
|            |      |         |         |           |                 |
| Growth     |      |         |         |           |                 |
+------------+------+---------+---------+-----------+-----------------+
| 2001-2002  | 752  | 793     | +41     | 8         | 10              |
|            |      |         |         |           |                 |
| Growth     |      |         |         |           |                 |
+------------+------+---------+---------+-----------+-----------------+

The Standardized Testing and Reporting (STAR) Program, created by the
State Board of Education, features these components:

-   California Standards Tests, produced for California public schools

-   Stanford Achievement Test, Ninth Edition, Form T (Stanford 9),
    published by Harcourt Educational Measurement

The California Standards Tests are criterion-referenced tests. The
scores are average scaled scores and show the percent of students who
scored at each performance level (i.e. advanced proficient, basic, below
basic and far below basic). Results are based on how well students
achieve identified state-adopted academic content standards, not how
student results compare with results of other students taking the same
tests.

The SAT-9 is a norm-referenced test that measures each test-taker's
score against the performance of students in a norming group. One
example of our school's improvement is shown on page 12. This chart
shows that 81% of our second graders in 2001-2002 scored at or above the
50^th^ percentile, based on the norm. Our significant subgroups in
second grade showed noteworthy improvement. 77% of Hispanic children
scored at or above the 50^th^ percentile, 72% of economically
disadvantaged scored at or above the 50^th^ percentile, and 80% of
Asians scored in this range.

**The school uses assessment data to understand and improve student and
school performance.**

As part of our commitment to working collaboratively to meet student
needs, we use staff and grade level meetings as opportunities to review
and analyze test results. California School follows a
district-prescribed timeline for testing using multiple measures. Growth
targets are identified using state API scores, however, California
School aims higher as part of its pledge to excellence. Teachers also
use data from the Standardized Achievement Test (SAT-9), and reading,
writing, and math standards assessments. We have enhanced our quarterly
reading assessments this year to include the Critchlow Verbal Language
Scale, the Fry Oral Reading Test, and the Flynt/Cooter Reading Inventory
Comprehension Test. California School used data from its previous
reading assessments to put these new, more relevant analyses into place.
Each teacher then records the results on a Student Assessment Profile
sheet; school-wide results are then disaggregated to inform teachers of
grade-level and school-wide student growth.

Student progress is monitored throughout the year. Tools such as report
card grades, publishers' chapter and unit tests, district writing
samples, checklists, portfolios, and teacher-developed evaluations are
used. Interventions for students performing below grade level include
leveling, modified instruction, early intervention, tutoring, and summer
school.

Students are made aware of expectations in many ways, such as the
posting of the grade level standards in each classroom, rubrics that
explain reasons for scoring, and written feedback regarding their
performance. Suggestions for improvement are given through individual
conferences with the teacher and oral and written comments on their
work.

The School Communicates student performance, including assessment data,
to parents, students, and the community.

The importance of communicating with parents and other members of our
community about the results of our educational efforts is emphasized at
California School. Successful education means that not only staff, but
community involvement is accentuated. Children need familial support to
recognize the value of education. During November parent-teacher
conferences, the results of each child's Sat-9 test are discussed. At
Back-To-School Night, parents receive copies of the grade level
curriculum and content standards. Descriptors on the report cards
provide additional examples of performance expectations. Parents are
informed of student progress through work samples, chapter and unit
tests, portfolios, and report card grades. Additional parent-teacher
conferences are held throughout the year as needed. Parents are notified
in a timely fashion through Student Success Team meetings and other
types of communication if their child is at risk of not meeting grade
level standards.

Students are made aware of expectations in many ways. One example of
this is the posting of state grade level standards in each classroom.
Teachers score writing based on rubrics and explain the reasons for the
score. Students receive frequent feedback on their performance, as well
as suggestions for improvement through individual conferences with the
teacher and oral and written comments on their work.

School-wide results are reported in the School Accountability Report
Card sent to all families, school and district newsletters, newspapers
including the *Los Angeles Times,* and on the Internet. Individual
student results are sent to families with an explanation of how to
interpret results. California School provides translators as needed.

[The school communicates its successes with other schools]{.underline}.

California School is a community of learners dedicated to involving all
its members in education. As part of the West Covina Unified School
District, our school is also committed to sharing our strengths with
other schools. The report from the California Distinguished Schools
Visitation Team emphasizes that the following are our strengths:

[Areas of Particular Strength]{.underline}:

Strong emphasis on literacy throughout the school as evidenced by

-   Two and one half hours of uninterrupted literacy in the morning

-   Standardized instruction with Open Court and Mountain Language

-   Leveling of class size according to reading abilities

-   Use of additional school personnel to lower the class size at grades
    4 and 5

-   Extended hours of library availability to students (recesses and
    lunch)

Implementation of the Full Day Kindergarten Program

Second Step Behavior Program implemented to teach conflict resolution
skills

Staff Collaboration

-   Looking at Student Work Program

-   Assessing student work and developing instruction to match data

Mary Donielson, our dynamic, consensus-building principal whose
relationship with her staff reflects her win-win philosophy*,* has
shared these strengths at principals' meetings. Teachers collaborate
with peers and colleagues at district-wide in-services. We welcome and
mentor other schools, including those from other districts, who visit
our bustling classrooms to witness and garner ideas from our teachers.
Principals and teachers from Covina Valley and Azusa Unified School
Districts have visited California School to get a bird's eye view of our
programs in action. They were very positive and eager to implement these
programs at their own schools.

#  

# [PART V -- CURRICULUM AND INSTRUCTION]{.underline}

**All students are engaged with significant content, based on high
standards**.

California School strives to go above and beyond in its efforts to
nurture the school community. Our Language Arts curriculum, which is
based on rigorous California state standards, is implemented by using
*Open Court* reading and *Mountain Language*. Students in K through 3
are exposed to an intensive step-by-step phonics program related to the
literature that builds strong oral language proficiency, which leads to
increased comprehension and writing skills. All grades are enhanced by
the full-day kindergarten, which began in the 2001 -- 2002 school year.
Students in grades 4 and 5 are delighted to participate in a program
rich in literature. The fourth grade includes in their social studies
related selections of multicultural biographies that appropriately
reflect the population at our school. One example of this is the story
of Cesar Chavez, the Hispanic founder of the American Farm Workers
Union. Another story features Elias Sifuentes, a native of Mexico who
worked his way up from dishwasher to restaurant owner. In the fifth
grade, there are opportunities to tie in stories of the Revolutionary
War to augment United States history. Some examples of the selections
here are *The Midnight Ride of Paul Revere* by Longfellow and *The
Preamble to the Constitution of the United States.* Science is given
generous consideration as well. In fourth grade "Wood from the Hood" is
an environmentally friendly unit for students living in the Los Angeles
area.

Our math program, *Saxon Math* is also based on rigorous state
standards. The staff collaborated together during Looking at Student
Work sessions when implementing *Saxon Math* to ensure a high caliber
program would be used. Teachers developed pacing guides to ensure that
all standards were being covered in an efficient, effective manner.
*Saxon Math* is used in all grades; *Mountain Math* supplements it in
grades 4 and 5. In grades K through 3, there is a Daily Math Meeting,
which is a daily enrichment activity that is part of this program,
comparable to *Mountain Math.* Each *Saxon Math* lesson has three parts:
the Daily Meeting/*Mountain Math,* Daily Drill, and the Lesson. The
daily drill quizzes the students daily on addition, subtraction,
multiplication or division facts, according to grade level.

*Saxon Math* incorporates literacy into its curriculum; there is a rich
variety of oral language involved during Math Meeting, and students
write word problems daily. *Saxon Math* reaches all of Gardner's
Multiple Intelligences: body-kinesthetic, linguistic, musical,
logical-mathematical, spatial, intrapersonal and interpersonal. For
example, first graders learn the "doubles rap" and the "count-by-ten
rap" to master addition facts. Second graders learn to count by fours by
touching their toes, knees, waists and heads as they count from 1 to 4.
Manipulatives such as pattern blocks and wrap-ups as well as partner
collaboration are a daily part of this math program.

Harcourt Brace publishes our social studies and science programs, and
offers substantial opportunities for subject matter enhancement for our
students. To make their study of California and American history more
meaningful, third, fourth and fifth graders do research on their family
heritage. They do presentations, including photographs and hands-on
demonstrations of items from their culture of origin. Fifth graders do
state and colonial job reports, and fourth graders do mission and
explorer reports, using mapping and graphing. These are also orally
presented.

In addition to Harcourt Brace, California School uses the state-approved
and standards-based Hands-On Science Program to connect students to
science concepts. Focusing on investigation and experimentation, a
content standard for all grade levels, students in various grade levels
complete science projects, choosing a topic related to their specific
grade level standards. First graders study life processes by hatching
and inspecting silkworms and butterflies.

Describe the school's reading curriculum, including a description of why
the school chose this particular approach to reading.

California teachers believe that change is vital to improvement. They
believe that if you do what you've always done, you'll get what you've
always gotten. California School wants continuous improvement to prepare
students for the rapidly changing world. The school community met former
Superintendent Dr. Steven Fish's challenge with a positive attitude and
shining success. His challenge was to come up with school-wide reform
programs to better meet the needs of our students in academic and
affective areas. Working collaboratively for the needs of all students,
reading programs were investigated. The staff chose *Open Court* because
of its alignment with District standards and its historic success ratio
with all learners. Working as a team at every grade level, the staff
implemented the entire *Open Court* program and supplemented it as
needed. The enthusiastic principal purchased materials, from easels and
chart paper in first grade to language mechanics books in upper grades.
Class size reduction was systematically employed in grades 4 and 5 as
well; groups of students were reduced from 32 to approximately 20 with
the aid of a certificated facilitator and an RSP/At-Risk teacher. In the
1999 -- 2000 school year, the school adopted the "California Reads"
program to inspire a love for recreational reading. Our well-attended
Gold Medal ceremonies showed over 2,000,000 school-wide minutes in 2000
-- 2001 and over 3,000,000 minutes in 2001 -- 2002 school year. The
students' enthusiasm for reading was ignited, and the library, which has
become a popular place for students during their recreational time, has
been able to spend in excess of \$40,000 for literature in the past
three years. Mrs. Nancy Peters, our librarian, enthuses, "I am very
excited to see the enthusiasm for our school library...(which is) open
for morning, lunch, and afternoon recess where students eagerly line up
to check out books." Especially popular for recreational reading are
mysteries (*Nancy Drew, Goosebumps, Cam Jansen),* humor *(Amber Brown),*
fantasy (*Harry Potter, Animorphs),*and historical fiction (*American
Diaries, American Girls, the Little House books)*. There are books
available for each student on such popular report topics as missions,
states, and presidents.

Describe one other curriculum area of the school's choice, and show how
it relates to essential skills and knowledge based on the school's
mission.

The enthusiastic spirit of the staff is spread to the students through
all curriculum areas. *Harcourt-Brace Social Studies* is the adopted
social studies program through which all teachers deliver statewide
standards in social studies. Our teachers strive to deliver a curriculum
from which students acquire a knowledge of history and social science
and develop critical thinking skills to study the past and present. The
passion and dedication of our teachers empower students to strive and
excel.

One example of a schoolwide social studies event is Cinco de Mayo, which
commemorates the battle of Puebla in Mexico in which the troops defeated
French forces, and is an important holiday in California, especially in
the Los Angeles area. It is a symbol of Mexican unity and patriotism.
California School's Open House, which coincides with this holiday,
features such Mexican festivities as Aztec dancers and young mariachis,
who sing and play Mexican music. Because of this collaboration with the
community, an inspirational number of families came to celebrate their
children's successes and our school community.

Our *Second Step Program* plays an important part in shaping good
citizens, which is an important part of Social Studies. This program
promotes positive student behavior by teaching students how to show
empathy, control impulsiveness, and manage anger. In addition to
advocating positive student behavior, each teacher has also been given
the *Tough Kid Book and Toolkit* to deal with more challenging student
needs. Teachers in grades 2 -- 5 received training in mental health and
supplementary training in bullying prevention (Steps to Respect). The
use of blue slips, which are written validations of productive behavior,
earn students a positive trip to the principal's office, where they
receive a pencil or book. Children with glowing smiles and flushed faces
are often seen clutching blue slips as they scurry to the office for
their reward.

Describe the different instructional methods the school uses to improve
student learning.

California students participate in a variety of rich educational
activities made possible by the enthusiastic participation of everyone
in the school community. Significant content, based on California state
standards, is taught by using previously mentioned state adopted
programs and by going above and beyond textbook-driven learning through
the use of thematic units of study. The entire school community
participates in Chinese New Year and Cinco de Mayo activities. Another
theme-based school-wide activity is Career Day, which is offered for all
grade levels. Students can research their areas of career interest at
the library, where as part of the recently funded collection, *Career
Ideas for Kids Who Like...Set* is available. The students look forward
to Dr. Seuss Day; the weeks before this author's March birthday the
school participates in writing, drama, storytelling, math and such
festive activities as eating green eggs and ham. Our library, found to
be one of the best in the WCUSD, can boast of over seventy Dr. Seuss
titles.

Each classroom has a TV, VCR, and two Compaq PC's with a professional
caliber printer. Our computer lab is home to 32 networked PC's that are
connected to the Internet and a scanner. There is a classroom set of
Alphasmarts, which allow entire classes to input text while in the
classroom and then download into computers for final set up and project
completion. Software programs reinforce classroom instruction. Our
curriculum, based on district standards, educational research, and
California school's infectious initiative, provides maximum
opportunities for each child.

Because our thoughts are unified with those of Thomas Armstrong in
*Multiple Intelligences in the Classroom,* who states that "As long as
instructors shift their intelligence emphasis from presentation to
presentation, there will always be a time during the period or day when
a student has his or her own most highly developed intelligence(s)
actively involved in learning..." students are provided with
differentiated instruction, allowing for the success of all students.
Each teacher provides his/her class with thirty minutes of English
Language Development instruction for English Language Learners daily.

Describe the school's professional development program and its impact on
student achievement.

California's staff embraces the dynamic role that ongoing professional
development plays in meeting the needs of a changing society. At weekly
staff meetings, teachers are regularly updated on best practices.
Teachers have received training on *Open Court, Saxon Math, Mountain
Math* and *Mountain Language.* Teachers also continually share new
strategies with each other.

The teachers at California recognize the importance of working together
in harmony for the benefit of the students. Lively, enthusiastic
exchanges between teachers take place at staff meetings, in the
teacher's lounge, and in the hallways. The teachers discuss the
students' academic, social, and emotional needs. Dr. McBride, our
psychologist/consultant, regularly talks with the staff at staff
meetings and privately if needed. She has been instrumental in helping
to execute *Second Step,* a school-wide conflict resolution program
currently in place. Students show their understanding of this program by
actively practicing its skills in the classroom and on the playground.
Students strive to master the three major themes of empathy, impulse
control, and anger management. The positive reinforcement given with
blue slips, which bestows upon students a positive trip to the
principal's office, also helps the students to attain emotional
maturity. The learning taking place in this area carries over into the
students' family lives as well. Teachers regularly get together to
discuss student work and assessment results in order to inform their
teaching. This is done at and across grade levels.

The teachers are dedicated to refreshing and updating their skills in
order to help students become lifelong learners. They do this by
attending inservices on an ongoing basis. Curriculum mapping helps the
teachers to plan their year. Looking at Student Work informs teachers of
student progress at and across grade levels. The staff was trained in
CPR through the Red Cross at an after school inservice. Teachers assess
their own needs and attend individual trainings as indicated. This
includes teachers visiting other teachers to observe exemplary lessons.
All California teachers are actively involved in WCUSD curriculum
committees.

Norm Referenced Test

> For Grade 2 Test [Standardized Achievement Test (SAT9)]{.underline}
>
> Edition/publication year [1995]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> Testing Month [April]{.underline}
>
> Scores are reported as percentiles

<table>
<colgroup>
<col style="width: 25%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><p>2001-2002</p>
<p>Language</p></td>
<td><p>2000-2001</p>
<p>Language</p></td>
<td><p>1999-2000</p>
<p>Language</p></td>
<td><p>2001-2002</p>
<p>Total Reading</p></td>
<td><p>2000-2001</p>
<p>Total Reading</p></td>
<td><p>1999-2000</p>
<p>Total Reading</p></td>
<td><p>2001-2002</p>
<p>Total Math</p></td>
<td><p>2000-2001</p>
<p>Total Math</p></td>
<td><p>1999-2000</p>
<p>Total Math</p></td>
</tr>
<tr class="even">
<td>SCHOOL SCORES</td>
<td>81%</td>
<td>67%</td>
<td>54%</td>
<td>81%</td>
<td>65%</td>
<td>49%</td>
<td>93%</td>
<td>89%</td>
<td>85%</td>
</tr>
<tr class="odd">
<td>Number of students Tested</td>
<td>69</td>
<td>73</td>
<td>65</td>
<td>70</td>
<td>73</td>
<td>65</td>
<td>70</td>
<td>73</td>
<td>65</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>93%</td>
<td>88%</td>
<td>96%</td>
<td>95%</td>
<td>88%</td>
<td>96%</td>
<td>95%</td>
<td>88%</td>
<td>96%</td>
</tr>
<tr class="odd">
<td>Number of Students excluded</td>
<td>5</td>
<td>10</td>
<td>3</td>
<td>4</td>
<td>10</td>
<td>3</td>
<td>4</td>
<td>10</td>
<td>3</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>7%</td>
<td>12%</td>
<td>4%</td>
<td>5%</td>
<td>12%</td>
<td>4%</td>
<td>5%</td>
<td>12%</td>
<td>4%</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1.Hispanic</td>
<td>77%</td>
<td>61%</td>
<td>45%</td>
<td>79%</td>
<td>62%</td>
<td>51%</td>
<td>92%</td>
<td>87%</td>
<td>86%</td>
</tr>
<tr class="odd">
<td>2.EconomicallyDisadvantaged</td>
<td>72%</td>
<td>61%</td>
<td>42%</td>
<td>70%</td>
<td>59%</td>
<td>39%</td>
<td>93%</td>
<td>86%</td>
<td>83%</td>
</tr>
<tr class="even">
<td>3.Asian</td>
<td>80%</td>
<td>68%</td>
<td>75%</td>
<td>87%</td>
<td>68%</td>
<td>75%</td>
<td>92%</td>
<td>92%</td>
<td>86%</td>
</tr>
<tr class="odd">
<td>STATE SCORES</td>
<td>53%</td>
<td>51%</td>
<td>50%</td>
<td>52%</td>
<td>50%</td>
<td>48%</td>
<td>62%</td>
<td>59%</td>
<td>57%</td>
</tr>
</tbody>
</table>

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Some of our
subgroup scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

State of California Criterion Referenced Tests

FOR LANGUAGE ARTS AND MATHEMATICS FOR GRADE 2

Testing Month April

+--------------------------+----------------+----------------+--------+
|                          | 2001-2002      | 2000-2001      | 200    |
|                          |                |                | 1-2002 |
|                          | En             | En             |        |
|                          | glish/Language | glish/Language | Math   |
|                          | Arts           | Arts           |        |
+--------------------------+----------------+----------------+--------+
| SCHOOL SCORES            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or Above Basic        | 88%            | 84%            | 96%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 71%            | 52%            | 80%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 25%            | 18%            | 50%    |
+--------------------------+----------------+----------------+--------+
| Number of students       | 69             | 73             | 70     |
| Tested                   |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of total         | 93%            | 88%            | 95%    |
| students tested          |                |                |        |
+--------------------------+----------------+----------------+--------+
| Number of Students       | 5              | 10             | 4      |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of students      | 7%             | 12%            | 5%     |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| SUBGROUP SCORES          |                |                |        |
+--------------------------+----------------+----------------+--------+
| 1\. Hispanic             |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 78.2%          | 72.5%          | 95.5%  |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 63%            | 42.5%          | 75%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 21.7%          | 10%            | 43.2%  |
+--------------------------+----------------+----------------+--------+
| 2\. Economically         |                |                |        |
| Disadvantaged            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 77%            | 75%            | 93%    |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 60%            | 39%            | 76%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 13%            | 12%            | 43%    |
+--------------------------+----------------+----------------+--------+
| 3\. Asian                |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 92.4%          | 84.1%          |        |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 61.6%          | 54.7%          | 100%   |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 30.8%          | 23.5%          | 66.7%  |
+--------------------------+----------------+----------------+--------+
| TOTAL STATE SCORES       |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 63%            | 61%            | 68%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 32%            | 32%            | 43%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 9%             | 10%            | 16%    |
+--------------------------+----------------+----------------+--------+

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Additionally,
English/Language Arts Criterion referenced scores are only available for
the past two years and Math scores for last year. Some of our subgroup
scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

Norm Referenced Test

> For Grade 3 Test [Standardized Achievement Test (SAT9)]{.underline}
>
> Edition/publication year [1995]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> Testing Month [April]{.underline}
>
> Scores are reported as percentiles

<table>
<colgroup>
<col style="width: 25%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><p>2001-2002</p>
<p>Language</p></td>
<td><p>2000-2001</p>
<p>Language</p></td>
<td><p>1999-2000</p>
<p>Language</p></td>
<td><p>2001-2002</p>
<p>Total Reading</p></td>
<td><p>2000-2001</p>
<p>Total Reading</p></td>
<td><p>1999-2000</p>
<p>Total Reading</p></td>
<td><p>2001-2002</p>
<p>Total Math</p></td>
<td><p>2000-2001</p>
<p>Total Math</p></td>
<td><p>1999-2000</p>
<p>Total Math</p></td>
</tr>
<tr class="even">
<td>SCHOOL SCORES</td>
<td>71%</td>
<td>53%</td>
<td>55%</td>
<td>61%</td>
<td>49%</td>
<td>43%</td>
<td>86%</td>
<td>76%</td>
<td>64%</td>
</tr>
<tr class="odd">
<td>Number of students Tested</td>
<td>69</td>
<td>66</td>
<td>73</td>
<td>69</td>
<td>66</td>
<td>73</td>
<td>69</td>
<td>64</td>
<td>74</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>96%</td>
<td>89%</td>
<td>94%</td>
<td>96%</td>
<td>89%</td>
<td>94%</td>
<td>96%</td>
<td>87%</td>
<td>95%</td>
</tr>
<tr class="odd">
<td>Number of Students excluded</td>
<td>3</td>
<td>8</td>
<td>5</td>
<td>3</td>
<td>8</td>
<td>5</td>
<td>3</td>
<td>10</td>
<td>4</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>4%</td>
<td>11%</td>
<td>6%</td>
<td>4%</td>
<td>11%</td>
<td>6%</td>
<td>4%</td>
<td>13%</td>
<td>5%</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1.Hispanic</td>
<td>69%</td>
<td>43%</td>
<td>42%</td>
<td>77%</td>
<td>41%</td>
<td>36%</td>
<td>84%</td>
<td>66%</td>
<td>49%</td>
</tr>
<tr class="odd">
<td>2.EconomicallyDisadvantaged</td>
<td>62%</td>
<td>45%</td>
<td>45%</td>
<td>50%</td>
<td>43%</td>
<td>34%</td>
<td>81%</td>
<td>69%</td>
<td>52%</td>
</tr>
<tr class="even">
<td>3.Asian</td>
<td>71%</td>
<td>77%</td>
<td>71%</td>
<td>56%</td>
<td>65%</td>
<td>53%</td>
<td>93%</td>
<td>94%</td>
<td>80%</td>
</tr>
<tr class="odd">
<td>STATE SCORES</td>
<td>55%</td>
<td>53%</td>
<td>50%</td>
<td>47%</td>
<td>46%</td>
<td>44%</td>
<td>64%</td>
<td>61%</td>
<td>57%</td>
</tr>
</tbody>
</table>

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Some of our
subgroup scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

State of California Criterion Referenced Tests

FOR LANGUAGE ARTS AND MATHEMATICS FOR GRADE 3

Testing Month April

+--------------------------+----------------+----------------+--------+
|                          | 2001-2002      | 2000-2001      | 200    |
|                          |                |                | 1-2002 |
|                          | En             | En             |        |
|                          | glish/Language | glish/Language | Math   |
|                          | Arts           | Arts           |        |
+--------------------------+----------------+----------------+--------+
| SCHOOL SCORES            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or Above Basic        | 82%            | 59%            | 94%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 53%            | 28%            | 80%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 14%            | 7%             | 39%    |
+--------------------------+----------------+----------------+--------+
| Number of students       | 69             | 68             | 69     |
| Tested                   |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of total         | 90%            | 92%            | 90%    |
| students tested          |                |                |        |
+--------------------------+----------------+----------------+--------+
| Number of Students       | 8              | 6              | 8      |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of students      | 10%            | 8%             | 10%    |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| SUBGROUP SCORES          |                |                |        |
+--------------------------+----------------+----------------+--------+
| 1\. Hispanic             |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 72.1%          | 47.7%          | 92.1%  |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 44.2%          | 20.4%          | 76.3%  |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 7%             | 6.8%           | 31.6%  |
+--------------------------+----------------+----------------+--------+
| 2\. Economically         |                |                |        |
| Disadvantaged            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 72%            | 47%            | 94%    |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 35%            | 19%            | 65%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 6%             | 3%             | 31%    |
+--------------------------+----------------+----------------+--------+
| 3\. Asian                |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 77.8%          | 77.8%          | 94.1%  |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 50%            | 77.8%          | 88.2%  |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 22.2%          | 22.2%          | 58.8%  |
+--------------------------+----------------+----------------+--------+
| TOTAL STATE SCORES       |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 62%            | 59%            | 65%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 34%            | 30%            | 38%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 11%            | 9%             | 12%    |
+--------------------------+----------------+----------------+--------+

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Additionally,
English/Language Arts Criterion referenced scores are only available for
the past two years and Math scores for last year. Some of our subgroup
scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

> For Grade 4 Test [Standardized Achievement Test (SAT9)]{.underline}
>
> Edition/publication year [1995]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> Testing Month [April]{.underline}
>
> Scores are reported as percentiles

<table>
<colgroup>
<col style="width: 25%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><p>2001-2002</p>
<p>Language</p></td>
<td><p>2000-2001</p>
<p>Language</p></td>
<td><p>1999-2000</p>
<p>Language</p></td>
<td><p>2001-2002</p>
<p>Total Reading</p></td>
<td><p>2000-2001</p>
<p>Total Reading</p></td>
<td><p>1999-2000</p>
<p>Total Reading</p></td>
<td><p>2001-2002</p>
<p>Total Math</p></td>
<td><p>2000-2001</p>
<p>Total Math</p></td>
<td><p>1999-2000</p>
<p>Total Math</p></td>
</tr>
<tr class="even">
<td>SCHOOL SCORES</td>
<td>48%</td>
<td>57%</td>
<td>50%</td>
<td>45%</td>
<td>47%</td>
<td>41%</td>
<td>58%</td>
<td>68%</td>
<td>55%</td>
</tr>
<tr class="odd">
<td>Number of students Tested</td>
<td>62</td>
<td>61</td>
<td>74</td>
<td>62</td>
<td>61</td>
<td>71</td>
<td>62</td>
<td>62</td>
<td>74</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>95%</td>
<td>91%</td>
<td>95%</td>
<td>95%</td>
<td>91%</td>
<td>91%</td>
<td>95%</td>
<td>93%</td>
<td>95%</td>
</tr>
<tr class="odd">
<td>Number of Students excluded</td>
<td>3</td>
<td>6</td>
<td>4</td>
<td>3</td>
<td>6</td>
<td>7</td>
<td>3</td>
<td>5</td>
<td>4</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>5%</td>
<td>9%</td>
<td>5%</td>
<td>5%</td>
<td>9%</td>
<td>9%</td>
<td>5%</td>
<td>7%</td>
<td>5%</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1.Hispanic</td>
<td>40%</td>
<td>47%</td>
<td>40%</td>
<td>38%</td>
<td>41%</td>
<td>36%</td>
<td>52%</td>
<td>59%</td>
<td>49%</td>
</tr>
<tr class="odd">
<td>2.EconomicallyDisadvantaged</td>
<td>37%</td>
<td>56%</td>
<td>36%</td>
<td>37%</td>
<td>44%</td>
<td>31%</td>
<td>46%</td>
<td>67%</td>
<td>43%</td>
</tr>
<tr class="even">
<td>3.Asian</td>
<td>80%</td>
<td>77%</td>
<td>60%</td>
<td>69%</td>
<td>64%</td>
<td>75%</td>
<td>84%</td>
<td>84%</td>
<td>44%</td>
</tr>
<tr class="odd">
<td>STATE SCORES</td>
<td>54%</td>
<td>53%</td>
<td>50%</td>
<td>50%</td>
<td>47%</td>
<td>45%</td>
<td>58%</td>
<td>54%</td>
<td>51%</td>
</tr>
</tbody>
</table>

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Some of our
subgroup scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

State of California Criterion Referenced Tests

FOR LANGUAGE ARTS AND MATHEMATICS FOR GRADE 4

Testing Month April

+--------------------------+----------------+----------------+--------+
|                          | 2001-2002      | 2000-2001      | 200    |
|                          |                |                | 1-2002 |
|                          | En             | En             |        |
|                          | glish/Language | glish/Language | Math   |
|                          | Arts           | Arts           |        |
+--------------------------+----------------+----------------+--------+
| SCHOOL SCORES            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or Above Basic        | 62%            | 74%            | 70%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 26%            | 34%            | 43%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 10%            | 10%            | 11%    |
+--------------------------+----------------+----------------+--------+
| Number of students       | 61             | 63             | 63     |
| Tested                   |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of total         | 94%            | 94%            | 97%    |
| students tested          |                |                |        |
+--------------------------+----------------+----------------+--------+
| Number of Students       | 4              | 4              | 2      |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of students      | 6%             | 6%             | 3%     |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| SUBGROUP SCORES          |                |                |        |
+--------------------------+----------------+----------------+--------+
| 1\. Hispanic             |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 50%            | 64.5%          | 69%    |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 16.6%          | 24.5%          | 35.7%  |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 9.5%           | 6.7%           | 7.1%   |
+--------------------------+----------------+----------------+--------+
| 2\. Economically         |                |                |        |
| Disadvantaged            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 50%            | 65%            | 56%    |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 19%            | 31%            | 56%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 6%             | 9%             | 6%     |
+--------------------------+----------------+----------------+--------+
| 3\. Asian                |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 91%            | 92.9%          | 90%    |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 63.7%          | 57.2%          | 81.9%  |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 18.2%          | 14.3%          | 36.4%  |
+--------------------------+----------------+----------------+--------+
| TOTAL STATE SCORES       |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 71%            | 66%            | 67%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 36%            | 33%            | 37%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 14%            | 11%            | 13%    |
+--------------------------+----------------+----------------+--------+

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Additionally,
English/Language Arts Criterion referenced scores are only available for
the past two years and Math scores for last year. Some of our subgroup
scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

Norm Referenced Test

> For Grade 5 Test [Standardized Achievement Test (SAT9)]{.underline}
>
> Edition/publication year [1995]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> Testing Month [April]{.underline}
>
> Scores are reported as percentiles

<table>
<colgroup>
<col style="width: 25%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><p>2001-2002</p>
<p>Language</p></td>
<td><p>2000-2001</p>
<p>Language</p></td>
<td><p>1999-2000</p>
<p>Language</p></td>
<td><p>2001-2002</p>
<p>Total Reading</p></td>
<td><p>2000-2001</p>
<p>Total Reading</p></td>
<td><p>1999-2000</p>
<p>Total Reading</p></td>
<td><p>2001-2002</p>
<p>Total Math</p></td>
<td><p>2000-2001</p>
<p>Total Math</p></td>
<td><p>1999-2000</p>
<p>Total Math</p></td>
</tr>
<tr class="even">
<td>SCHOOL SCORES</td>
<td>61%</td>
<td>46%</td>
<td>42%</td>
<td>44%</td>
<td>42%</td>
<td>41%</td>
<td>67%</td>
<td>59%</td>
<td>58%</td>
</tr>
<tr class="odd">
<td>Number of students Tested</td>
<td>70</td>
<td>73</td>
<td>69</td>
<td>71</td>
<td>74</td>
<td>74</td>
<td>71</td>
<td>70</td>
<td>74</td>
</tr>
<tr class="even">
<td>Percent of total students tested</td>
<td>92%</td>
<td>97%</td>
<td>91%</td>
<td>93%</td>
<td>99%</td>
<td>97%</td>
<td>93%</td>
<td>93%</td>
<td>97%</td>
</tr>
<tr class="odd">
<td>Number of Students excluded</td>
<td>6</td>
<td>2</td>
<td>7</td>
<td>5</td>
<td>1</td>
<td>2</td>
<td>5</td>
<td>5</td>
<td>2</td>
</tr>
<tr class="even">
<td>Percent of students excluded</td>
<td>8%</td>
<td>3%</td>
<td>9%</td>
<td>7%</td>
<td>1%</td>
<td>3%</td>
<td>7%</td>
<td>7%</td>
<td>3%</td>
</tr>
<tr class="odd">
<td>SUBGROUP SCORES</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>1.Hispanic</td>
<td>53%</td>
<td>39%</td>
<td>39%</td>
<td>39%</td>
<td>40%</td>
<td>39%</td>
<td>56%</td>
<td>48%</td>
<td>52%</td>
</tr>
<tr class="odd">
<td>2.EconomicallyDisadvantaged</td>
<td>61%</td>
<td>43%</td>
<td>32%</td>
<td>38%</td>
<td>37%</td>
<td>28%</td>
<td>68%</td>
<td>55%</td>
<td>46%</td>
</tr>
<tr class="even">
<td>3.Asian</td>
<td>76%</td>
<td>48%</td>
<td>43%</td>
<td>54%</td>
<td>48%</td>
<td>34%</td>
<td>83%</td>
<td>84%</td>
<td>65%</td>
</tr>
<tr class="odd">
<td>STATE SCORES</td>
<td>54%</td>
<td>52%</td>
<td>49%</td>
<td>46%</td>
<td>55%</td>
<td>44%</td>
<td>58%</td>
<td>45%</td>
<td>51%</td>
</tr>
</tbody>
</table>

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Some of our
subgroup scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.

> State of California Criterion Referenced Tests

FOR LANGUAGE ARTS AND MATHEMATICS FOR GRADE 5

Testing Month April

+--------------------------+----------------+----------------+--------+
|                          | 2001-2002      | 2000-2001      | 200    |
|                          |                |                | 1-2002 |
|                          | En             | En             |        |
|                          | glish/Language | glish/Language | Math   |
|                          | Arts           | Arts           |        |
+--------------------------+----------------+----------------+--------+
| SCHOOL SCORES            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or Above Basic        | 67%            | 68%            | 70%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 24%            | 28%            | 50%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 11%            | 7%             | 17%    |
+--------------------------+----------------+----------------+--------+
| Number of students       | 75             | 70             | 76     |
| Tested                   |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of total         | 99%            | 93%            | 100%   |
| students tested          |                |                |        |
+--------------------------+----------------+----------------+--------+
| Number of Students       | 1              | 5              | 0      |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| Percent of students      | 1%             | 7%             | 0%     |
| excluded                 |                |                |        |
+--------------------------+----------------+----------------+--------+
| SUBGROUP SCORES          |                |                |        |
+--------------------------+----------------+----------------+--------+
| 1\. Hispanic             |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 65.3%          | 56.9%          | 65.3%  |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 20.4%          | 20.5%          | 40.8%  |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 6.1%           | 9.1%           | 12.2%  |
+--------------------------+----------------+----------------+--------+
| 2\. Economically         |                |                |        |
| Disadvantaged            |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 63%            | 64%            | 72%    |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 24%            | 24%            | 49%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 11%            | 7%             | 21%    |
+--------------------------+----------------+----------------+--------+
| 3\. Asian                |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 70.5%          | 87.6%          | 94.1%  |
+--------------------------+----------------+----------------+--------+
| At or above Proficient   | 41.1%          | 37.6%          | 82.3%  |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 23.5%          | 6.3%           | 29.4%  |
+--------------------------+----------------+----------------+--------+
| TOTAL STATE SCORES       |                |                |        |
+--------------------------+----------------+----------------+--------+
| At or above Basic        | 71%            | 66%            | 59%    |
+--------------------------+----------------+----------------+--------+
| At or Above Proficient   | 31%            | 28%            | 29%    |
+--------------------------+----------------+----------------+--------+
| At Advanced              | 9%             | 7%             | 7%     |
+--------------------------+----------------+----------------+--------+

Please Note: The state of California does not calculate state mean
scores by performance levels, ONLY for content areas. Additionally,
English/Language Arts Criterion referenced scores are only available for
the past two years and Math scores for last year. Some of our subgroup
scores (Hispanic and Asian) are not available from the state of
California. We obtained them from Data Works. The information regarding
subgroup norms/standards supplied by publishers will be provided by the
State of California.