##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Orquidia M. Acosta-Hathaway]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Ralph A. Gates Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [23882 Landisview Avenue]{.underline}

(If address is P.O. Box, also include street address)

[Lake Forest California 92630-5152]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 949 )837-2260]{.underline} Fax [( 949 ) 837-5013]{.underline}

Website/URL [www.svusd.k12.ca.us](http://www.svusd.k12.ca.us/) E-mail
<hathawayo@svusd.org>

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.

[(on original print)]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Jerry C. Gross]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Saddleback Valley Unified School District]{.underline}
Tel. [( 949 ) 586-1234]{.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.

[(on original print)]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Ginny Fay Aitkens

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

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

[(on original print)]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [26]{.underline} Elementary
schools

[0]{.underline} Middle schools

[4]{.underline} Junior high schools

[5]{.underline} High schools

[1]{.underline} Other (Severely Handicapped Site)

[36]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,428]{.underline}

Average State Per Pupil Expenditure: [\$7,239]{.underline}

**SCHOOL** (To be completed by all schools)

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

> \[ \] Urban or large central city
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.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   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       59        58                     **117**      **7**                             

  **1**       66        64                     **130**      **8**                             

  **2**       46        68                     **114**      **9**                             

  **3**       54        50                     **104**      **10**                            

  **4**       67        76                     **143**      **11**                            

  **5**       54        54                     **108**      **12**                            

  **6**       55        55                     **110**      Other                             

                                    **TOTAL                                                   **826**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\*2003-2004 data

6\. Racial/ethnic composition of [17]{.underline} % White

the students in the school: [11]{.underline} % Black or African American

2003-2004 data [68]{.underline} % Hispanic or Latino

[4]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_14.8\_\_\_\_%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 57
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 67
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        124
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    833
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.148
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    14.8
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school[:
\_\_\_46\_\_\_%]{.underline}

[\_ 387\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_6\_\_\_\_]{.underline} \_

Specify languages: Arabic, Farsi, Romanian, Tagalog, and Spanish

9\. Students eligible for free/reduced-priced meals:
[\_\_\_59.3\_\_\_\_\_%]{.underline}

[\_\_\_494 \_\_\_]{.underline}Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
[\_\_\_\_5.5\_\_\_\_%]{.underline}

[\_\_\_\_\_46\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[\_\_\_\_]{.underline}Autism [\_\_\_\_]{.underline}Orthopedic Impairment

[\_\_\_\_]{.underline}Deafness [\_1\_\_]{.underline}Other Health
Impaired

[\_\_\_\_]{.underline}Deaf-Blindness [\_6]{.underline} Specific Learning
Disability

[\_\_\_\_]{.underline}Hearing Impairment [\_39\_]{.underline}Speech or
Language Impairment

[\_\_\_\_]{.underline}Mental Retardation [\_\_\_\_]{.underline}Traumatic
Brain Injury

[\_\_\_\_]{.underline}Multiple Disabilities [\_\_\_\_]{.underline}Visual
Impairment Including Blindness

11. Indicate 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} \_\_\_\_\_\_\_\_

Classroom teachers [\_34\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_5\_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_1\_\_\_\_]{.underline}
[\_\_\_6\_\_\_\_]{.underline}

> Support staff [\_\_3\_\_\_\_]{.underline} [\_\_11\_\_\_\_]{.underline}
>
> Total number [\_44\_\_\_\_]{.underline} [\_\_17\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio: 20:1 (grades 1
and 2)

32:1 (K, and grades 3-6)

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.6        96.2        96.0        96.0        96.0

  Daily teacher attendance 98          96          98          96          96

  Teacher turnover rate    16          5           5           15          10

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

> \*Higher teacher turnover rates are due to retirement and reduction in
> force (RIF due to loss of 20:1 in K and 3^rd^ grade in 2003)

**PART III ‑ SUMMARY**

Ralph A. Gates Elementary School is a dependent charter school in
Saddleback Valley Unified School District in Lake Forest, Orange County,
California. The school was built in 1965 and was modernized four years
ago. It houses 33 classrooms for K-6, and 2 classrooms for community
preschool programs. As a Title I school, we are unique in our population
and programs within the district. We are 72% Hispanic, 22%
White/Non-Hispanic, and 6% other ethnicities. We serve 850 students; 46%
are English language learners. Additionally, 59.3% of our population
qualifies for free and reduced-fee lunch. The average parent educational
level is below high school.

We customize our curriculum and schedules to ensure academic success for
our diverse population. We evaluate and refocus programs annually to
ensure that all our students in grades K-6 learn and succeed according
to California standards. Fifty-two percent of students participate in
the regular district K-6 core curriculum, and 48% of students are in the
two-way Spanish-English language immersion program (by parent choice).
We provide research-based flexible grouping instructional strategies for
mathematics and reading so that students in grades 2-6 benefit
regardless of achievement level. Our successful programs have earned our
school the California Association of Bilingual Educators (CABE) Award of
Excellence in 1998, the California Distinguished Schools Award in 2002,
the Title I Achieving Schools Award in 2003, and the California Schools
Board Association Golden Bell Award in 2003.

Our teachers meet or exceed the No Child Left Behind (NCLB) criteria for
"highly qualified" staff and hold Cross-cultural (CLAD) or Bilingual
Cross-cultural (BCLAD) Language and Academic Development, or the
equivalent certification to teach second-language learners. All staff
hold, or are in the process of attaining, California Technology
Assistance Project (CTAP) certification. A significant number of
teachers and staff are bilingual and provide primary language support
for students and families as appropriate. Content area English language
development methodology and instruction are integral strategies in every
classroom. Gates has attracted a staff that excels in expertise and
enthusiasm for teaching second language learners and at-risk students.

We encourage our parents to be active partners in the education of their
children by providing resources that empower them. Parents develop
skills to become proactive members of the school community in our 9-12
week Parent Academy. We collaborate with the adult education department
to provide adult English second language computer-based classes in our
two computer labs. We provide Spanish literacy classes for our
Spanish-speaking parents who are illiterate, and Spanish foreign
language classes to our English-speaking parents whose children are in
our two-way program.

The mission of the Gates School community is to meet the needs of the
whole child so that every child can be a successful individual and a
contributing member of society. We believe that setting high academic
standards and expectations for all students in an environment of
academic excellence, mutual respect, positive reinforcement, and
opportunities to build good character helps our students develop
positive self-concepts. This self-esteem is the vehicle by which
students become responsible citizens and learn the skills necessary to
adapt and contribute to a constantly changing society. As a staff we
hold high expectations for ourselves and constantly reexamine and
reformulate our mission and goals. We are proud of our all-inclusive
practices and embrace the strengths of our multilingual, multicultural
community.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  ***Describe the meaning of the school's assessment results in
    reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them**.*

At the beginning of each school year, our staff analyzes test data from
standards-aligned district assessments and benchmarks, Standardized
Testing and Reporting (STAR) test data for grades 2-6, including the
Spanish Assessment of Basic Education (SABE/2), and California English
Language Development Test (CELDT) test data. Test scores are
disaggregated by subgroups, including students who are English-only,
English learners, and language learners who have been re-designated as
fluent in English, all of whom participate in the regular program,
two-way language program, Special Education, and/or Socioeconomically
Disadvantaged. This analysis, in addition to the data from Federal
Adequate Yearly Progress (AYP) and State Academic Performance Index
(API) reports, becomes the basis for our annual single plan for student
achievement. Our School Site Council (SSC), comprised of parents and
teachers, studies this data and makes decisions regarding program
improvement, program focus, and program budget allocations.

For the past four years, student scores have shown positive evidence of
the effectiveness of our flexible grouping instructional model and our
standards-aligned materials. Our API score, set by the state for
measuring our academic growth compared to essentially similar schools in
California, was 689 and was targeted by the state to be raised 6 points
for 2001. We changed the way we delivered reading instruction and
created a research-based flexible grouping strategy that empowered
student subgroups to make significant gains above the target set by the
state, raising our API by 32 points to 731. In 2001-2002, we applied
similar changes to our mathematics programs based on test data from
2001. This flexible grouping strategy allows us to create smaller
classes and deliver the mathematics curriculum at each group's
instructional level. Our annual growth API score increased from 689 in
2000 to 746 in 2003. This is in spite of significant growth in the
numbers of English learners and socio-economically disadvantaged
populations. Additionally, our program has increased the number of
students re-designated to fluency.

We monitor our students' progress every 4-5 weeks and reassess the
placements in mathematics and reading groups. We utilize a variety of
standardized and criterion referenced tests and district benchmarks to
identify students performing below grade level and students who have
mastered skills and are ready to move to a different instructional
group. Students change groups in reading and mathematics according to
progress made in achieving California grade-level standards. Students in
the two-way language immersion program and the English immersion program
are integrated in the flexible groups in grades 4-6 for reading and
mathematics. Teachers work together across grades 2-6 to ensure that all
students receive standards-based instruction for their respective grade,
regardless of instructional level, and are prepared for the State STAR
assessments in the spring. All students, including language learners and
Special Education, are mainstreamed and served within the school day
through the flexible grouping in reading and mathematics. Three resource
teachers and two non-classroom-based certificated teachers assist in
reducing the student-to-teacher ratio for both reading and mathematics
in grades 2-6. Instructional assistants, parents and community
volunteers work with students within the classroom to provide targeted
assistance in reading and mathematics.

2.  ***Show how the school uses assessment data to understand and
    improve student and school performance.***

The SSC uses student achievement data to shape programs and form
school-wide goals in its annual plan. Progress measured by
standards-aligned state and district assessments helps the committee
identify student needs and allocate resources to ensure equity and
success for all. Through the evaluation process we developed our
flexible grouping strategies model for reading and math. We also
determined that non-classroom-based credentialed teachers best serve our
students as part of reading and math rotations during the regular day.
The rigorous evaluation process enables us to build on our successes and
keep our program dynamic.

Teachers use standardized test scores, rubrics, computerized
assessments, and curriculum-based tests to identify student needs every
month, assess placements in groups, and regroup students accordingly.
They design lessons and choose materials at the students' instructional
levels monthly. Teachers use computer-generated lexile scores to help
choose the appropriate level books for instructional and student
recreational reading. The Home Language Survey and the CELDT results
identify English learners and provide specialized instruction in the
classroom and via the newcomers' class. Teacher assessment led to our
starting new English classes for English learners before and after
school. We use assessment data for students at every level, including
for Gifted And Talented Education (GATE) identified students and
students with individual instructional plans, to ensure appropriate
materials, methods, and placement for continuing student success.

3.  ***Describe how the school communicates student performance,
    including assessment data, to parents, students, and the
    community***.

Gates' SSC and English Language Advisory Council (ELAC), comprised of
parents, staff, administrators, and community members, meet regularly to
review student achievement data, identify needs, review and create
parent surveys, and formulate action plans to improve our school. They
collaborate with the Rotary Club, senior groups (City of Laguna Woods),
Mission Hospital Family Resource Center, and county programs. The two
committees produce an annual report, including goals, available to
everyone in the community. We communicate academic expectations and test
results through the state standards reports for parents, district
standards brochures, school accountability report card, Title I program
information, and the site's parent handbook. This information is
explained at Back to School Night, Parent-Teacher Association (PTA) and
Advocates for Language Learners (ALL) meetings, and is reviewed during
our Parent Academy classes. Our discipline brochure explains our
expectations, rewards and consequences, dress code, and rules. Our
parent-teacher-student compact defines the responsibilities of each in
order to ensure a successful year.

We provide every written form and announcement in Spanish and English,
and assistance in other languages using on-site and district translators
as needed. Our *Gator Communicator*, a monthly student newsletter,
updates our community about academics, activities, and other issues.
Struggling students and their parents meet with teachers to create and
maintain academic and behavior contracts. The daily agenda for grades
2-6 students states expectations and provides additional opportunities
for communication between school and home.

4.  ***Describe how the school will share its successes with other
    schools.***

Staff and administrators at Gates eagerly share our successes by
collaborating with universities, participating in leadership forums, and
presenting our programs to educators at formal and informal meetings.
Gates teachers mentor student teachers, interns, and observers from
Concordia, Chapman, Cal State Fullerton, and UC Irvine universities.
Aspiring teachers seek placements with the highly trained teachers at
Gates who have demonstrated continuing success with language learners
and other special-needs students. Gates is the subject of a five-year
forward research study to observe and track language learners and the
methods used in our programs. Envoys of teachers recently visited from
Mexico and China to observe our curriculum, methods, and facilities. At
district-sponsored principal leadership meetings, our principal shares
information about our programs and advises administrators facing
challenges similar to those at Gates. The Orange County Department of
Education hosts a Title I Principals' Forum at which our principal
shares information. Teachers and administrators attended ceremonies for
the CABE, California Distinguished Schools, Title I Achieving Schools,
and Golden Bell awards and made presentations describing our programs.
Administrators from all over California contact Gates for advice and
information. We are seeking a charter school dissemination grant that
will enable us to collaborate with a similarly populated school and
nurture its success in building specialized programs. Our exemplary
programs have been chosen to feature in a case study for an upcoming US
Department of Education Charter Schools publication.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  ***Describe the school's curriculum. Outline in several sentences
    the core of each curriculum area and show how all students are
    engaged with significant content based on high standards. Include
    art and foreign languages in the descriptions.***

Our programs are innovative in that our research-based flexible grouping
model has replaced the traditional, static model of one teacher
directing one group of students throughout the day. Students
homogeneously group at each grade level for directed reading, writing,
and math instruction for part of their weekly instructional minutes. The
rest of these minutes are spent heterogeneously grouped with their
homeroom teacher. Certificated non-classroom-based teachers work
simultaneously with the classroom teachers to improve the
student-teacher ratio. The flexibility of our grouping model enables us
to meet the needs of the whole child by allowing us to place students in
the most supportive and challenging groups, thus encouraging growth,
confidence, and achievement. We are in the process of adopting a new
standards-based language arts series for both programs: English
immersion and Spanish/English two-way language immersion. The rest of
the curriculum materials are already California standards-based.
Teachers use thematic units and state-approved materials, such as
software, interactive instructional programs, videos, CDs and DVDs, to
strengthen texts. We provide a newcomer program for grades 3-6;
*Language for Learning* (SRA) for grades K-2; *Into English* (Hampton
Brown) for grades K-6; and core curriculum English Language Development
(ELD) modifications as needed. Students functioning below grade level in
reading and writing attend skills-based summer school for literacy
development.

Teachers and paraprofessionals work with the district to receive
training, and create pacing guides and supplementary materials in
mathematics (K - McGraw-Hill; 1-5 - Houghton Mifflin; 6 - McDougal
Littell). Students receive targeted instruction in their flexible
groups, and students at or below the 36^th^ percentile are automatically
enrolled in intensive basic skills mathematics summer school. We use
innovative science (Harcourt Brace) materials. The core curriculum comes
alive with additional programs such as science camp (grade 6), Jet
Propulsion Laboratories competitions (5-6), field trips, and Family
Science Night. Our students receive technology instruction, keyboarding
and other computer skills, in our state-of-the-art computer lab from
teachers and highly qualified media lab staff. Every classroom contains
additional computers for student use across the curriculum, with CD ROM
libraries available by grade level and curricular area. Our social
studies (Harcourt Brace) series is augmented by teacher and
district-created materials. Gates' PTA sponsors the *Meet the Masters*
art seminar and lesson series for all students. Classroom teachers in
K-3 use *Share the Music* (McGraw Hill) for introductory music
instruction. Music specialists teach performing arts music (4-6) and
instrumental music (5-6). Teachers use a formal curriculum (K-3) and
District provides specialists in grades 4-6 to deliver Physical
Education (PE).

We recognize the need for students to become proficient in English,
Spanish, and other languages. A Foreign Language Assistance Grant (FLAP)
for after-school programs enables us to provide language classes. It
funds English and Spanish second language classes for parents, Spanish
and French for students, and clubs for Performing Arts, Visual Arts,
Computers, Homework, Math, English, and Science. Targeted instruction by
highly qualified staff, before and after school, supports the core
curriculum. Kindergarten students performing below grade level standards
participate in a Kindergarten Wrap program, extending the school day.

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

We structure reading instruction in the regular and two-way immersion
programs to meet the needs of our diverse students: language learners,
at-risk students with multiple challenges, grade-level and above
achievers, GATE, and special needs students. Students reading at or
below the 36^th^ percentile are in smaller classes with additional
teachers. When appropriate, English learners are grouped in English
development clusters. College tutors, instructional aides, and
District-trained Language Arts Assistance Program (LAAP)
paraprofessionals contribute to the success of reading rotations by
providing specialized instructional support. The Resource Special
Education teacher is part of the grouping strategies structure, allowing
her to collaborate with the classroom teachers to include identified
special needs students in the reading rotations. Our reading instruction
model provides challenges in complexity and pacing for high achievers
and GATE students. Constant assessment and regrouping ensures
flexibility as students achieve.

We use standards-based materials, and are in the process of adopting a
new state-approved language arts series. Additional language and
literacy development materials include *Language for Learners* in K-1,
*Reading Mastery* for 2-3, *Corrective Reading* for grades 3-6 (all by
SRA), *Phonics and Friends*, and *Avenues* materials (by Hampton-Brown).
Reading comprehension assessment can be accomplished through the
computer-delivered *Reading Counts* tests (Scholastic).

3.  ***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. (Mathematics)***

Pursuing our mission to maintain high academic expectations for all
students and an environment of academic excellence, we structured our
math program after our successful flexible reading group model. It would
be impossible to meet our students' needs and accomplish our mission via
the traditional classroom model. We use standardized test results and
district and teacher-generated assessments to group students in grades
2-6 at their optimum instructional level. Flexibility is built into the
model to regroup students frequently as appropriate. Additional
certificated teachers assist classroom teachers, improving the
student-teacher ratio and creating the environment for achieving
success.

We adopted new math texts in 2002 that are explicitly aligned with
California standards (K - McGraw-Hill; 1-5 - Houghton Mifflin; 6 --
McDougal Littell). Additionally, we use district-created academic
reinforcement lessons to strengthen skills for students who perform
below grade level. Standards-based materials such as practice books, CD
ROMs, tutorial kits, test generators, and level-specific manipulatives
round out our math materials. All students take the district pre- and
post-assessments. Grades 2-6 take the California Achievement Test
(CAT/6) and California Standards Test (CST) assessments, and grades 2-6
in the two-way program take the SABE/2. This data provides valuable
information for our staff to modify curriculum to match each student's
instructional level. Our mathematics instructional materials also
reflect our quest for a balanced, well-articulated, standards-based
curriculum accessible to all students.

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

All teachers at Gates hold CLAD, BCLAD or equivalent certification to
ensure that steps of language acquisition are respected and incorporated
into the curriculum through modified and specialized instructional
methods. Content English Language Development (ELD) and a variety of
research-based ELD strategies are incorporated in lessons in every
subject. Teachers are assigned according to credential and area of
expertise and use a variety of methodologies to instruct; including
direct instruction, guided reading groups for comprehension, targeted
instruction for at-risk students; and homogeneous grouping for
mathematics, reading, and ELD. Credentialed teachers assist in grades
2-6 to implement our "accordion" model of instruction---flexing through
homogenous and heterogeneous groupings---through which we continue to
improve individual achievement and overall site test scores.

Teachers use curriculum mapping to integrate standards into thematic
units and maximize instructional minutes. This detailed information
helps teachers integrate science with writing and social studies with
visual and performing arts, for example. Teacher teams develop rubrics
to assess student work and clarify expectations. Students receive
training in using rubrics, and improve their own work using these
skills. Classroom instruction is supported by before and after-school
English development and literacy classes, and after-school homework,
science, and computer clubs where students receive more academic support
from credentialed teachers. Our staff meets regularly to examine
programs and student progress. This sharing of information allows
teachers to use a prescriptive approach to target individual student
needs. It also allows for flexibility to regroup students as goals are
met or when intervention becomes necessary.

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

District-sponsored staff development provides relevant ongoing training
in core curriculum areas and for specialty areas such as First Aid/CPR,
Spanish for instructors, CTAP levels I, II, and III, other technology
training, and support for implementing recent textbook adoptions. We
have on-site resource teachers that train staff. We fund training
sessions, release time for teachers to observe veterans, and use
administrative resources for training. When we train staff, we also
provide extensive training for instructional assistants and office
staff. Teachers attend workshops for reading, English language
development, and mathematics. They attend seminars for CABE, Title I,
PE, science and social studies workshops, Lions-Quest Skills for
Growing, and Asset-Building workshops. For the first two years, our
district has a support program for teachers to receive special training
and work with district mentors. New teachers join the district-supported
Beginning Teacher State Assistance program. Articulation is ongoing
among grades and instructional levels to provide relevant instruction
and materials and review student grouping placements as needed. All
teachers and instructional aides are "highly qualified" in accordance
with *NCLB* criteria for teachers. Four teachers hold Administrative
certifications and most hold post-graduate degrees. Eight teachers
received Masonic Student Assistance Program (MSAP) training to develop
and implement a two-tier student study team to improve the student
referral process. The teachers' specialized training empowers them to
assess and identify student needs, customize instructional methods and
materials, and monitor and regroup for progress. The impact of highly
qualified staff and techniques is evident from the test scores, and from
the increasing numbers of students entering accelerated classes in
junior high school.

**PART VII - ASSESSMENT RESULTS (Public Schools)**

> In a letter to the U.S. Secretary of Education accompanying the list
> of nominated schools, the CSSO of each state certifies that the
> schools have all met the minimum requirements established by the CSSO
> for "dramatically improved" and achieving at "high levels" or for
> being in the top 10 percent of schools in the state. The letter from
> the CSSO to the Secretary explains the criteria used by the state to
> nominate the schools. States must rely on the state accountability
> system to identify schools for submission to the Secretary.

Based on state data, the CSSO certifies that the submitted schools meet
one of two criteria: 1) dramatic improvement in test scores to high
levels in the past three years in reading (language arts or English) and
mathematics for schools that draw at least 40 percent of their students
from disadvantaged backgrounds, or 2) regardless of a school's
demographics, achievement in the top 10 percent of schools in the state
as measured by state tests of reading (language arts or English) and
mathematics or in the top 10 percent in the state on assessments
referenced against national norms in at least the last grade tested.

> "Dramatically improved" is defined by the CSSO of each state based on
> the state's definition of adequate yearly progress (AYP). All student
> groups, including disadvantaged students, must show dramatic
> improvement as shown by disaggregated data. "High levels" is defined
> by the CSSO of each state, but at a minimum includes student
> achievement at least at the 55th percentile on state assessments in
> the highest grade tested even if the school makes AYP.

A student from a "disadvantaged background" is defined as one who is
eligible for free or reduced-priced meals at the school, is limited
English proficient, is a migrant student, or is a student receiving
services under Title I of the Elementary and Secondary Education Act, as
amended by the No Child Left Behind Act of 2001.

> Each nominated school must show results in reading (language arts or
> English) and mathematics for at least the last three years using the
> criteria determined by the CSSO using the state accountability system.
> If the state uses only assessments referenced against national norms
> at a particular grade, the school should explain how these tests
> measure the depth and breadth of the state's academic content
> standards. For formatting, if possible use or adapt the sample tables
> (no charts or graphs) at the end of this application.

If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of
its accountability system, at least 90 percent of the students in the
appropriate classes must take the tests. For these tests, schools must
use national norms. The national school norms for the 90^th^ and 55^th^
percentiles can be found on the U.S. Department of Education's Web site.
If fewer than 90 percent take a particular test, do not report the data.
If the PSAT, PLAN, SAT, or ACT are not an official part of the state
accountability system, schools should not report the data.

> The school must disaggregate the data for socioeconomic groups that
> comprise sufficient numbers to be a part of the state's assessment
> reports. If it is not possible to disaggregate by socioeconomic level,
> the school should disaggregate by ethnic/racial groups if they
> comprise sufficient numbers to be statistically significant. Show how
> all subgroups of students achieved at high levels or improved
> dramatically in achievement for at least three years. Explain any
> disparity among subgroups.

The school must specify which groups, if any, are excluded from a test,
the reasons for the exclusion, as well as the number and percentage of
students excluded. Describe how these students are assessed and attach
all tables that show test data to the end of this application.

**LANGUAGE ARTS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_2\_\_\_\_\_]{.underline} Test [California Standards Test,
Language Arts]{.underline}

Edition/publication year [2001, 2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_131\_\_\_]{.underline},
[128\_\_\_]{.underline}

2003 2002 2001

Number of students who took the test: [\_ 122 \_]{.underline},
[124]{.underline} , [127\_\_\_]{.underline}

2003 2002 2001

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_0\_\_\_]{.underline},
[\_\_7\_\_\_\_]{.underline}, [1\_\_\_]{.underline} Percent excluded:
[\_\_0\_\_\_\_]{.underline}, [\_\_\_5\_\_\_]{.underline},
[1\_\_\_]{.underline}

2003 2002 2001 2003 2002 2001

Display Table:

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month                               May         May         May

  **SCHOOL SCORES**                                                   

  \% At or Above Basic                        66          65          63

  \% At or Above Proficient                   25          19          32

  \% At Advanced                              4           2           9

  Number of students tested                   122         124         127

  Percent of total students tested            100         95          99

  Number of students excluded                 0           7           1

  Percent of students excluded                0           5           1

                                                                      

  SUBGROUP SCORES                                                     

  1\. English Language Learners                                       

  \% At or Above Basic                        60          47          39

  \% At or Above Proficient                   18          5           5

  \% At Advanced                              2           0           2

  Number of students tested                   50          59          59

  2\. Socioeconomically Disadvantaged                                 

  \% At or Above Basic                        55          55          55

  \% At or Above Proficient                   13          8           24

  \% At Advanced                              3           0           5

  Number of students tested                   77          79          83

                                                                      

  **STATE SCORES**                                                    

  \% At or Above Basic                        68          63          61

  \% At or Above Proficient                   36          32          32

  \% At Advanced                              12          9           10
  ------------------------------------------- ----------- ----------- -----------

**LANGUAGE ARTS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_3\_\_\_\_\_]{.underline} Test [California Standards Test,
Language Arts]{.underline}

Edition/publication year [2001, 2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_131\_\_\_]{.underline},
[118\_\_\_]{.underline}

2003 2002 2001

Number of students who took the test: [\_ 122 \_]{.underline},
[129]{.underline} , [115\_\_\_]{.underline}

2003 2002 2001

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_0\_\_\_]{.underline},
[\_\_2\_\_\_\_]{.underline}, [3\_\_\_]{.underline} Percent excluded:
[\_\_0\_\_\_\_]{.underline}, [\_\_\_2\_\_\_]{.underline},
[3\_\_\_]{.underline}

2003 2002 2001 2003 2002 2001

Display Table:

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month                               May         May         May

  **SCHOOL SCORES**                                                   

  \% At or Above Basic                        69          65          68

  \% At or Above Proficient                   34          40          30

  \% At Advanced                              10          9           8

  Number of students tested                   131         129         115

  Percent of total students tested            96          98          97

  Number of students excluded                 5           2           3

  Percent of students excluded                5           2           3

                                                                      

  SUBGROUP SCORES                                                     

  1\. English Language Learners                                       

  \% At or Above Basic                        54          49          43

  \% At or Above Proficient                   9           18          15

  \% At Advanced                              2           2           0

  Number of students tested                   46          62          40

  2\. Socioeconomically Disadvantaged                                 

  \% At or Above Basic                        59          57          59

  \% At or Above Proficient                   15          27          21

  \% At Advanced                              4           3           2

  Number of students tested                   84          86          53

                                                                      

  **STATE SCORES**                                                    

  \% At or Above Basic                        63          62          59

  \% At or Above Proficient                   33          34          30

  \% At Advanced                              10          11          9
  ------------------------------------------- ----------- ----------- -----------

**LANGUAGE ARTS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [California Standards Test,
Language Arts]{.underline}

Edition/publication year [2001, 2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_110\_\_\_]{.underline},
[107\_\_\_]{.underline}

2003 2002 2001

Number of students who took the test: [\_ 121 \_]{.underline},
[106]{.underline} , [103\_\_\_]{.underline}

2003 2002 2001

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_1\_\_\_]{.underline},
[\_\_4\_\_\_\_]{.underline}, [4\_\_\_]{.underline} Percent excluded:
[\_\_1\_\_\_\_]{.underline}, [\_\_\_4\_\_\_]{.underline},
[4\_\_\_]{.underline}

2003 2002 2001 2003 2002 2001

Display Table:

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month                               May         Mai         May

  **SCHOOL SCORES**                                                   

  \% At or Above Basic                        80          74          70

  \% At or Above Proficient                   45          32          40

  \% At Advanced                              17          21          10

  Number of students tested                   121         106         109

  Percent of total students tested            99          96          96

  Number of students excluded                 1           4           4

  Percent of students excluded                1           4           4

                                                                      

  SUBGROUP SCORES                                                     

  1\. English Language Learners                                       

  \% At or Above Basic                        65          60          38

  \% At or Above Proficient                   19          17          5

  \% At Advanced                              3           3           0

  Number of students tested                   37          37          39

  2\. Socioeconomically Disadvantaged                                 

  \% At or Above Basic                        74          65          59

  \% At or Above Proficient                   28          18          21

  \% At Advanced                              8           0           2

  Number of students tested                   80          66          53

                                                                      

  **STATE SCORES**                                                    

  \% At or Above Basic                        74          71          66

  \% At or Above Proficient                   39          36          33

  \% At Advanced                              15          14          11
  ------------------------------------------- ----------- ----------- -----------

**LANGUAGE ARTS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_5\_\_\_\_\_]{.underline} Test [California Standards Test,
Language Arts]{.underline}

Edition/publication year [2001, 2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_102\_\_\_]{.underline},
[111\_\_\_]{.underline}

2003 2002 2001

Number of students who took the test: [\_ 122 \_]{.underline},
[98]{.underline} , [109\_\_\_]{.underline}

2003 2002 2001

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_0\_\_\_]{.underline},
[\_\_4\_\_\_\_]{.underline}, [2\_\_\_]{.underline} Percent excluded:
[\_\_0\_\_\_\_]{.underline}, [\_\_\_4\_\_\_]{.underline},
[2\_\_\_]{.underline}

2003 2002 2001 2003 2002 2001

Display Table:

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month                               May         May         May

  **SCHOOL SCORES**                                                   

  \% At or Above Basic                        78          64          75

  \% At or Above Proficient                   35          26          27

  \% At Advanced                              8           6           3

  Number of students tested                   113         98          109

  Percent of total students tested            100         96          98

  Number of students excluded                 0           4           2

  Percent of students excluded                0           4           2

                                                                      

  SUBGROUP SCORES                                                     

  1\. English Language Learners                                       

  \% At or Above Basic                        50          44          45

  \% At or Above Proficient                   5           3           0

  \% At Advanced                              0           0           0

  Number of students tested                   20          37          38

  2\. Socioeconomically Disadvantaged                                 

  \% At or Above Basic                        71          54          69

  \% At or Above Proficient                   20          9           13

  \% At Advanced                              0           2           0

  Number of students tested                   69          54          70

                                                                      

  **STATE SCORES**                                                    

  \% At or Above Basic                        72          71          66

  \% At or Above Proficient                   36          31          29

  \% At Advanced                              10          9           7
  ------------------------------------------- ----------- ----------- -----------

**LANGUAGE ARTS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_6\_\_\_\_\_]{.underline} Test [California Standards Test,
Language Arts]{.underline}

Edition/publication year [2001, 2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_104\_\_\_]{.underline},
[86\_\_\_]{.underline}

2003 2002 2001

Number of students who took the test: [\_ 122 \_]{.underline},
[102]{.underline} , [81\_\_\_]{.underline}

2003 2002 2001

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_0\_\_\_]{.underline},
[\_\_2\_\_\_\_]{.underline}, [5\_\_\_]{.underline} Percent excluded:
[\_\_0\_\_\_\_]{.underline}, [\_\_\_2\_\_\_]{.underline},
[6\_\_\_]{.underline}

2003 2002 2001 2003 2002 2001

Display Table:

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month                               May         May         May

  **SCHOOL SCORES**                                                   

  \% At or Above Basic                        75          79          85

  \% At or Above Proficient                   38          30          36

  \% At Advanced                              17          6           4

  Number of students tested                   87          102         81

  Percent of total students tested            98          98          94

  Number of students excluded                 2           2           5

  Percent of students excluded                2           2           6

                                                                      

  SUBGROUP SCORES                                                     

  1\. English Language Learners                                       

  \% At or Above Basic                        47          61          73

  \% At or Above Proficient                   5           8           5

  \% At Advanced                              0           0           0

  Number of students tested                   19          38          22

  2\. Socioeconomically Disadvantaged                                 

  \% At or Above Basic                        61          77          80

  \% At or Above Proficient                   24          15          16

  \% At Advanced                              7           0           2

  Number of students tested                   46          68          42

                                                                      

  **STATE SCORES**                                                    

  \% At or Above Basic                        71          66          67

  \% At or Above Proficient                   36          30          31

  \% At Advanced                              13          9           8
  ------------------------------------------- ----------- ----------- -----------

**MATHEMATICS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_2\_\_\_\_\_]{.underline} Test [California Standards Test,
Mathematics]{.underline}

Edition/publication year [2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_131\_\_\_]{.underline}

2003 2002

Number of students who took the test: [\_ 122 \_]{.underline},
[125]{.underline}

2003 2002

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_0\_\_\_]{.underline},
[\_\_6\_\_\_\_]{.underline} Percent excluded:
[\_\_0\_\_\_\_]{.underline}, [\_\_\_5\_\_\_]{.underline}

2003 2002 2003 2002

Display Table:

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month                                      May         May

  **SCHOOL SCORES**                                              

  \% At or Above Basic                               82          67

  \% At or Above Proficient                          61          46

  \% At Advanced                                     23          15

  Number of students tested                          122         125

  Percent of total students tested                   100         95

  Number of students excluded                        0           6

  Percent of students excluded                       0           5

                                                                 

  SUBGROUP SCORES                                                

  1\. English Language Learners                                  

  \% At or Above Basic                               82          47

  \% At or Above Proficient                          57          27

  \% At Advanced                                     15          7

  Number of students tested                          50          60

  2\. Socioeconomically Disadvantaged                            

  \% At or Above Basic                               76          56

  \% At or Above Proficient                          52          36

  \% At Advanced                                     12          10

  Number of students tested                          77          81

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                               76          68

  \% At or Above Proficient                          53          43

  \% At Advanced                                     24          16
  -------------------------------------------------- ----------- -----------

**MATHEMATICS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_3\_\_\_\_\_]{.underline} Test [California Standards Test,
Mathematics]{.underline}

Edition/publication year [2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_136\_\_\_]{.underline}, [\_131\_\_\_]{.underline}

2003 2002

Number of students who took the test: [\_ 131 \_]{.underline},
[129]{.underline}

2003 2002

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_5\_\_\_]{.underline},
[\_\_2\_\_\_\_]{.underline} Percent excluded:
[\_\_4\_\_\_\_]{.underline}, [\_\_\_2\_\_\_]{.underline}

2003 2002 2003 2002

Display Table:

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month                                      May         May

  **SCHOOL SCORES**                                              

  \% At or Above Basic                               80          77

  \% At or Above Proficient                          56          49

  \% At Advanced                                     19          16

  Number of students tested                          131         129

  Percent of total students tested                   96          98

  Number of students excluded                        5           2

  Percent of students excluded                       4           2

                                                                 

  SUBGROUP SCORES                                                

  1\. English Language Learners                                  

  \% At or Above Basic                               61          62

  \% At or Above Proficient                          37          30

  \% At Advanced                                     9           6

  Number of students tested                          61          62

  2\. Socioeconomically Disadvantaged                            

  \% At or Above Basic                               74          71

  \% At or Above Proficient                          48          40

  \% At Advanced                                     13          10

  Number of students tested                          84          86

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                               71          65

  \% At or Above Proficient                          46          38

  \% At Advanced                                     19          12
  -------------------------------------------------- ----------- -----------

**MATHEMATICS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [California Standards Test,
Mathematics]{.underline}

Edition/publication year [2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_122\_\_\_]{.underline}, [\_110\_\_\_]{.underline}

2003 2002

Number of students who took the test: [\_ 120 \_]{.underline},
[107]{.underline}

2003 2002

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_2\_\_\_]{.underline},
[\_\_3\_\_\_\_]{.underline} Percent excluded:
[\_\_2\_\_\_\_]{.underline}, [\_\_\_3\_\_\_]{.underline}

2003 2002 2003 2002

Display Table:

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month                                      May         May

  **SCHOOL SCORES**                                              

  \% At or Above Basic                               82          68

  \% At or Above Proficient                          54          34

  \% At Advanced                                     15          13

  Number of students tested                          120         107

  Percent of total students tested                   98          97

  Number of students excluded                        1           3

  Percent of students excluded                       2           3

                                                                 

  SUBGROUP SCORES                                                

  1\. English Language Learners                                  

  \% At or Above Basic                               78          55

  \% At or Above Proficient                          32          18

  \% At Advanced                                     5           5

  Number of students tested                          37          38

  2\. Socioeconomically Disadvantaged                            

  \% At or Above Basic                               81          59

  \% At or Above Proficient                          46          20

  \% At Advanced                                     8           4

  Number of students tested                          79          67

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                               72          67

  \% At or Above Proficient                          45          37

  \% At Advanced                                     18          13
  -------------------------------------------------- ----------- -----------

**MATHEMATICS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_5\_\_\_\_\_]{.underline} Test [California Standards Test,
Mathematics]{.underline}

Edition/publication year [2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered:
[\_113\_\_\_]{.underline}, [\_102\_\_\_]{.underline}

2003 2002

Number of students who took the test: [\_ 113 \_]{.underline},
[98]{.underline}

2003 2002

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_0\_\_\_]{.underline},
[\_\_4\_\_\_\_]{.underline} Percent excluded:
[\_\_0\_\_\_\_]{.underline}, [\_\_\_4\_\_\_]{.underline}

2003 2002 2003 2002

Display Table:

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month                                      May         May

  **SCHOOL SCORES**                                              

  \% At or Above Basic                               57          59

  \% At or Above Proficient                          23          29

  \% At Advanced                                     4           7

  Number of students tested                          113         98

  Percent of total students tested                   100         96

  Number of students excluded                        0           4

  Percent of students excluded                       0           4

                                                                 

  SUBGROUP SCORES                                                

  1\. English Language Learners (lg. Influx of new               
  non-English students in 2003)                                  

  \% At or Above Basic                               16          45

  \% At or Above Proficient                          5           15

  \% At Advanced                                     0           0

  Number of students tested                          20          27

  2\. Socioeconomically Disadvantaged (lg. Influx of             
  new non-English students in 2003)                              

  \% At or Above Basic                               40          53

  \% At or Above Proficient                          11          23

  \% At Advanced                                     1           4

  Number of students tested                          69          54

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                               61          59

  \% At or Above Proficient                          35          29

  \% At Advanced                                     10          7
  -------------------------------------------------- ----------- -----------

**MATHEMATICS CALIFORNIA STANDARDS TEST (State Criterion-Referenced
Test)**

Grade[\_\_\_6\_\_\_\_\_]{.underline} Test [California Standards Test,
Mathematics]{.underline}

Edition/publication year [2002 and 2003]{.underline} Publisher
[California Department of Education]{.underline}

Number of students in the grade in which the test was administered: [\_
89\_\_\_]{.underline}, [\_104\_\_\_]{.underline}

2003 2002

Number of students who took the test: [\_ 87 \_]{.underline},
[103]{.underline}

2003 2002

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_\_\_2\_\_\_]{.underline},
[\_\_1\_\_\_\_]{.underline} Percent excluded:
[\_\_2\_\_\_\_]{.underline}, [\_\_\_1\_\_\_]{.underline}

2003 2002 2003 2002

Display Table:

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month                                      May         May

  **SCHOOL SCORES**                                              

  \% At or Above Basic                               76          70

  \% At or Above Proficient                          42          32

  \% At Advanced                                     16          11

  Number of students tested                          87          103

  Percent of total students tested                   98          99

  Number of students excluded                        2           1

  Percent of students excluded                       2           1

                                                                 

  SUBGROUP SCORES                                                

  1\. English Language Learners                                  

  \% At or Above Basic                               53          51

  \% At or Above Proficient                          11          19

  \% At Advanced                                     0           3

  Number of students tested                          19          31

  2\. Socioeconomically Disadvantaged                            

  \% At or Above Basic                               N/A         65

  \% At or Above Proficient                          26          26

  \% At Advanced                                     N/A         7

  Number of students tested                          46          69

                                                                 

  **STATE SCORES**                                               

  \% At or Above Basic                               64          62

  \% At or Above Proficient                          34          32

  \% At Advanced                                     10          10
  -------------------------------------------------- ----------- -----------

**[MATHEMATICS STANFORD ACHIEVEMENT TEST/9 (SAT/9)
(Norm-referenced)]{.underline}**

Grade[\_\_\_2\_\_\_\_\_]{.underline} Test [Stanford Achievement
Test/9]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

Number of students in the grade in which the test was administered: [\_
131 \_]{.underline}, [128]{.underline} , [\_\_104]{.underline}

2002 2001 2000

Number of students who took the test: [\_125 \_]{.underline} ,
[\_\_128\_\_\_]{.underline}, [\_\_99\_\_]{.underline}

2002 2001 2000

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_ 6 \_]{.underline}, [\_\_\_0\_\_\_]{.underline},
[\_\_5\_\_\_]{.underline} Percent excluded: [\_4\_ \_]{.underline},
[\_\_\_0\_\_\_]{.underline}, [\_\_5\_\_\_\_]{.underline}

2002 2001 2000 2002 2001 2000

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ------------- -------------------------------------- ----------- ----------- -----------
                                                       2001-2002   2000-2001   1999-2000

  Testing month                                        May         May         May

  **SCHOOL                                                                     
  SCORES**                                                                     

  Total Score                                          72          65          65
  (above                                                                       
  (scoring                                                                     
  above 50^th^                                                                 
  percentile)                                                                  

  Total Score                                          45          32          35
  (above                                                                       
  (scoring                                                                     
  above 75^th^                                                                 
  percentile)                                                                  

  Number of                                            125         128         99
  students                                                                     
  tested                                                                       

  Percent of                                           96          100         95
  total                                                                        
  students                                                                     
  tested                                                                       

  Number of                                            6           0           5
  students                                                                     
  excluded                                                                     

  Percent of                                           4           0           5
  students                                                                     
  excluded                                                                     

                SUBGROUP SCORES                                                

                1\. English Language Learners                                  

                Total Score (above (scoring above      60          51          55
                50^th^ percentile)                                             

                Total Score (above (scoring above      25          14          21
                75^th^ percentile)                                             

                Number of students tested              60          59          38

                2\. Socioeconomically Disadvantaged                            

                Total Score (above (scoring above      65          60          57
                50^th^ percentile)                                             

                Total Score (above (scoring above      34          24          27
                75^th^ percentile)                                             

                Number of students tested              80          84          56

                **STATE SCORES**                                               

                Total Score (above (scoring above      62          51          57
                50^th^ percentile)                                             

                Total Score (above (scoring above      37          25          33
                75^th^ percentile)                                             
  ------------- -------------------------------------- ----------- ----------- -----------

**[MATHEMATICS STANFORD ACHIEVEMENT TEST/9 (SAT/9)
(Norm-referenced)]{.underline}**

Grade[\_\_\_3\_\_\_\_\_]{.underline} Test [Stanford Achievement
Test/9]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

Number of students in the grade in which the test was administered: [\_
131\_\_]{.underline}, [\_\_118\_\_]{.underline}, [109\_\_]{.underline}

2002 2001 2000

Number of students who took the test: [\_\_ 128 \_]{.underline} ,
[\_113\_\_\_]{.underline}, [\_\_104\_\_]{.underline}

2002 2001 2000

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_ \_ 3 \_]{.underline}, [\_\_5\_\_\_]{.underline},
[\_\_\_5\_\_\_]{.underline} Percent excluded: [\_2\_\_]{.underline},
[\_\_\_4\_\_\_]{.underline}, [\_\_\_5\_\_]{.underline}

2002 2001 2000 2002 2001 2000

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ------------- -------------------------------------- ----------- ----------- -----------
                                                       2001-2002   2000-2001   1999-2000

  Testing month                                        May         May         May

  **SCHOOL                                                                     
  SCORES**                                                                     

  Total Score                                          73          68          56
  (above                                                                       
  (scoring                                                                     
  above 50^th^                                                                 
  percentile)                                                                  

  Total Score                                          45          35          27
  (above                                                                       
  (scoring                                                                     
  above 75^th^                                                                 
  percentile)                                                                  

  Number of                                            128         113         104
  students                                                                     
  tested                                                                       

  Percent of                                           98          96          95
  total                                                                        
  students                                                                     
  tested                                                                       

  Number of                                            3           5           5
  students                                                                     
  excluded                                                                     

  Percent of                                           2           4           5
  students                                                                     
  excluded                                                                     

                SUBGROUP SCORES                                                

                1\. English Language Learners                                  

                Total Score (above (scoring above      61          46          28
                50^th^ percentile)                                             

                Total Score (above (scoring above      27          21          8
                75^th^ percentile)                                             

                Number of students tested              62          39          39

                2\. Socioeconomically Disadvantaged                            

                Total Score (above (scoring above      72          59          38
                50^th^ percentile)                                             

                Total Score (above (scoring above      35          24          16
                75^th^ percentile)                                             

                Number of students tested              85          68          55

                **STATE SCORES**                                               

                Total Score (above (scoring above      62          51          51
                50^th^ percentile)                                             

                Total Score (above (scoring above      36          25          29
                75^th^ percentile)                                             
  ------------- -------------------------------------- ----------- ----------- -----------

**[MATHEMATICS STANFORD ACHIEVEMENT TEST/9 (SAT/9)
(Norm-referenced)]{.underline}**

Grade[\_\_\_4\_\_\_\_\_]{.underline} Test [Stanford Achievement
Test/9]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

Number of students in the grade in which the test was administered [110
\_]{.underline}, [\_\_107\_\_]{.underline}, [\_115\_\_\_]{.underline}

2002 2001 2000

Number of students who took the test: [\_\_106 \_]{.underline} ,
[\_\_103\_\_]{.underline}, [\_\_110\_\_]{.underline}

2002 2001 2000

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_ 4 \_ \_]{.underline}, [\_\_\_4\_\_\_]{.underline},
[\_\_5\_\_\_]{.underline} Percent excluded: [\_\_4 \_\_\_]{.underline},
[\_\_4\_\_\_]{.underline}, [\_\_\_5\_\_\_]{.underline}

2002 2001 2000 2002 2001 2000

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ------------- -------------------------------------- ----------- ----------- -----------
                                                       2001-2002   2000-2001   1999-2000

  Testing month                                        May         May         May

  **SCHOOL                                                                     
  SCORES**                                                                     

  Total Score                                          62          65          60
  (above                                                                       
  (scoring                                                                     
  above 50^th^                                                                 
  percentile)                                                                  

  Total Score                                          38          37          30
  (above                                                                       
  (scoring                                                                     
  above 75^th^                                                                 
  percentile)                                                                  

  Number of                                            106         103         110
  students                                                                     
  tested                                                                       

  Percent of                                           96          96          95
  total                                                                        
  students                                                                     
  tested                                                                       

  Number of                                            4           4           5
  students                                                                     
  excluded                                                                     

  Percent of                                           4           4           5
  students                                                                     
  excluded                                                                     

                SUBGROUP SCORES                                                

                1\. English Language Learners                                  

                Total Score (above (scoring above      45          36          35
                50^th^ percentile)                                             

                Total Score (above (scoring above      18          8           10
                75^th^ percentile)                                             

                Number of students tested              38          39          40

                2\. Socioeconomically Disadvantaged                            

                Total Score (above (scoring above      48          55          51
                50^th^ percentile)                                             

                Total Score (above (scoring above      23          25          19
                75^th^ percentile)                                             

                Number of students tested              66          53          67

                **STATE SCORES**                                               

                Total Score (above (scoring above      58          54          51
                50^th^ percentile)                                             

                Total Score (above (scoring above      35          32          29
                75^th^ percentile)                                             
  ------------- -------------------------------------- ----------- ----------- -----------

**[MATHEMATICS STANFORD ACHIEVEMENT TEST/9 (SAT/9)
(Norm-referenced)]{.underline}**

Grade[\_\_\_5\_\_\_\_\_]{.underline} Test [Stanford Achievement
Test/9]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

Number of students in the grade in which the test was administered: [\_
102 \_\_]{.underline}, [\_111\_\_\_]{.underline},
[\_91\_\_\_\_]{.underline}

2002 2001 2000

Number of students who took the test: [\_\_ 98 \_]{.underline} ,
[\_\_111\_\_\_]{.underline}, [\_\_90\_\_\_]{.underline}

2002 2001 2000

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_ \_4 \_]{.underline}, [\_\_ 0\_\_]{.underline},
[\_\_1\_\_\_]{.underline} Percent excluded: [\_\_4 \_\_\_]{.underline},
[\_\_100\_\_]{.underline}, [\_\_1\_\_\_\_]{.underline}

2002 2001 2000 2002 2001 2000

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ------------- -------------------------------------- ----------- ----------- -----------
                                                       2001-2002   2000-2001   1999-2000

  Testing month                                        May         May         May

  **SCHOOL                                                                     
  SCORES**                                                                     

  Total Score                                          60          56          49
  (above                                                                       
  (scoring                                                                     
  above 50^th^                                                                 
  percentile)                                                                  

  Total Score                                          34          28          22
  (above                                                                       
  (scoring                                                                     
  above 75^th^                                                                 
  percentile)                                                                  

  Number of                                            98          111         90
  students                                                                     
  tested                                                                       

  Percent of                                           98          100         99
  total                                                                        
  students                                                                     
  tested                                                                       

  Number of                                            4           0           1
  students                                                                     
  excluded                                                                     

  Percent of                                           4           0           1
  students                                                                     
  excluded                                                                     

                SUBGROUP SCORES                                                

                1\. English Language Learners                                  

                Total Score (above (scoring above      37          20          59
                50^th^ percentile)                                             

                Total Score (above (scoring above      8           5           15
                75^th^ percentile)                                             

                Number of students tested              38          40          27

                2\. Socioeconomically Disadvantaged                            

                Total Score (above (scoring above      52          44          28
                50^th^ percentile)                                             

                Total Score (above (scoring above      24          18          6
                75^th^ percentile)                                             

                Number of students tested              54          72          36

                **STATE SCORES**                                               

                Total Score (above (scoring above      57          54          50
                50^th^ percentile)                                             

                Total Score (above (scoring above      32          30          27
                75^th^ percentile)                                             
  ------------- -------------------------------------- ----------- ----------- -----------

**[MATHEMATICS STANFORD ACHIEVEMENT TEST/9 (SAT/9)
(Norm-referenced)]{.underline}**

Grade[\_\_\_6\_\_\_\_\_]{.underline} Test [Stanford Achievement
Test/9]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

Number of students in the grade in which the test was administered:
[\_104\_\_]{.underline}, [\_\_86\_\_]{.underline},
[\_\_107\_\_]{.underline}

2002 2001 2000

Number of students who took the test: [\_\_103 \_]{.underline} ,
[\_\_81\_\_\_]{.underline}, [\_\_103\_\_]{.underline}

2002 2001 2000

What groups were excluded from testing? Why, and how were they assessed?

[\_\_\_\_Parent waiver. Assessed with California standards-based
pre/post benchmark tests]{.underline}

Number excluded: [\_ 1\_ \_]{.underline}, [\_\_\_5\_\_]{.underline},
[\_\_4 \_\_]{.underline} Percent excluded: [\_\_\_1\_\_]{.underline},
[\_\_6\_\_\_]{.underline}, [\_\_\_4\_\_\_]{.underline}

2002 2001 2000 2002 2001 2000

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ------------- -------------------------------------- ----------- ----------- -----------
                                                       2001-2002   2000-2001   1999-2000

  Testing month                                        May         May         May

  **SCHOOL                                                                     
  SCORES**                                                                     

  Total Score                                          71          74          80
  (above                                                                       
  (scoring                                                                     
  above 50^th^                                                                 
  percentile)                                                                  

  Total Score                                          43          42          54
  (above                                                                       
  (scoring                                                                     
  above 75^th^                                                                 
  percentile)                                                                  

  Number of                                            103         81          103
  students                                                                     
  tested                                                                       

  Percent of                                           99          94          96
  total                                                                        
  students                                                                     
  tested                                                                       

  Number of                                            1           5           4
  students                                                                     
  excluded                                                                     

  Percent of                                           1           6           4
  students                                                                     
  excluded                                                                     

                SUBGROUP SCORES                                                

                1\. English Language Learners                                  

                Total Score (above (scoring above      44          59          56
                50^th^ percentile)                                             

                Total Score (above (scoring above      21          23          15
                75^th^ percentile)                                             

                Number of students tested              39          22          39

                2\. Socioeconomically Disadvantaged                            

                Total Score (above (scoring above      62          62          68
                50^th^ percentile)                                             

                Total Score (above (scoring above      22          24          39
                75^th^ percentile)                                             

                Number of students tested              68          42          44

                **STATE SCORES**                                               

                Total Score (above (scoring above      60          57          55
                50^th^ percentile)                                             

                Total Score (above (scoring above      38          35          32
                75^th^ percentile)                                             
  ------------- -------------------------------------- ----------- ----------- -----------