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**2005-2006**

***No Child Left Behind --***

***Blue Ribbon Schools Program***

**Chautauqua Lake Middle Grades**

**Revised 5/4/06**

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_X\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. John F. Panebianco]{.underline}

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

Official School Name [Chautauqua Lake Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [100 North Erie Street]{.underline}

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

City [Mayville \_\_\_\_\_\_\_\_\_\_]{.underline} State
[N.Y.]{.underline} Zip Code [14757-9798]{.underline}

County [Chautauqua\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_ State
School Code Number\*\_\_\_\_\_[6050304]{.underline}\_\_\_\_\_\_\_\_

Telephone [( 716) 753-5872]{.underline} Fax [( 716)
753-5876]{.underline}

Website/URL [www.clake.org]{.underline} E-mail <jpanebianco@clake.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.

[John F. Panebianco]{.underline}
Date\_\_\_\_\_\_\_[2/10/06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Benjamin Spitzer]{.underline}

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

District Name [Chautauqua Lake central School \_]{.underline} Tel. [(
716 )753-5808]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [\_\_\_Mr. Randolph
Henderson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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.

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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: \_\_[1]{.underline}\_\_
Elementary schools

\_\_[1]{.underline}\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_[3]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$18,495]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\$12,169]{.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
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ X \] Rural

4\. [\_\_\_1\_\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

[\_\_\_3\_\_\_]{.underline} If fewer than three years, how long was the
previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**       33        29          62

  **K**                                                     **8**       41        32          73

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       33        35                     68                                             

                                    **TOTAL                                                   203
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [96]{.underline}% White

the students in the school: [1]{.underline}% Black or African American

[1]{.underline}% Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[3]{.underline}\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

+------------------------+--------------------------+------------------+
| **(1)**                | Number of students who   |                  |
|                        | transferred ***to*** the |                  |
| 5                      | school after October 1   |                  |
|                        | until the end of the     |                  |
|                        | year.                    |                  |
+------------------------+--------------------------+------------------+
| **(2)**                | Number of students who   |                  |
|                        | transferred ***from***   |                  |
| 5                      | the school after October |                  |
|                        | 1 until the end of the   |                  |
|                        | year.                    |                  |
+------------------------+--------------------------+------------------+
| **(3)**                | Total of all transferred |                  |
|                        | students \[sum of rows   |                  |
| 10                     | (1) and (2)\]            |                  |
+------------------------+--------------------------+------------------+
| **(4)**                | Total number of students |                  |
|                        | in the school as of      |                  |
| 203                    | October 1                |                  |
+------------------------+--------------------------+------------------+
| **(5)**                | Total transferred        |                  |
|                        | students in row (3)      |                  |
| .049                   | divided by total         |                  |
|                        | students in row (4)      |                  |
+------------------------+--------------------------+------------------+
| **(6)**                | Amount in row (5)        |                  |
|                        | multiplied by 100        |                  |
| 4.9                    |                          |                  |
+------------------------+--------------------------+------------------+

8\. Limited English Proficient students in the school:
\_\_\_\_[00]{.underline}\_\_%

[\_\_\_\_\_0]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_1\_\_\_\_\_]{.underline}

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
[\_\_\_45\_\_\_\_]{.underline}\_%

Total number students who qualify: [\_\_\_\_92\_\_\_\_]{.underline}

> If this method does not produce an 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:
\_\_\_[8]{.underline}\_\_\_\_\_%

\_\_\_[27]{.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. Do not add additional categories.

\_ [0]{.underline}\_\_\_Autism \_\_[0\_]{.underline}\_Orthopedic
Impairment

\_\_[0\_\_]{.underline}Deafness \_\_[2]{.underline} Other Health
Impaired

\_\_[0\_]{.underline}\_Deaf-Blindness \_[19\_\_]{.underline}Specific
Learning Disability

\_\_[4\_]{.underline}\_Emotional Disturbance
\_\_[0]{.underline}\_\_Speech or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment
\_\_[1]{.underline}\_\_Traumatic Brain Injury

> \_\_[1]{.underline}\_\_Mental Retardation \_\_[0]{.underline} Visual
> Impairment Including Blindness
>
> [\_0]{.underline} \_Multiple Disabilities

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 \_\_[25]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[5\_\_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[3]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[3\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_[37\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[12:1]{.underline}\_\_\_\_\_

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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97%         96%         96%         96%         96%

  Daily teacher attendance   96%         96%         96 %        95%         96%

  Teacher turnover rate      16%         14%         5%          7%          3%

  Student dropout rate       1%          1%          1%          1%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The Chautauqua Lake Central School District is in the southwestern
corner of New York State and encompasses the village of Mayville and the
rural communities of Chautauqua, Dewittville, and Stow as well as part
of Ashville and outlying areas. Mayville is the seat of government for
Chautauqua County and the gateway to the outdoor recreation region of
picturesque Chautauqua Lake. The Chautauqua Lake Central School District
was formed in 1996 through the merger of the former Mayville and
Chautauqua Central School Districts. The building is a pre-K --12
facility and also houses BOCES (Board of Cooperative Educational
Services) special education students. The population of Chautauqua Lake
School District is approximately 1000 students, with about 200 in the
middle grades. Our mission statement includes a partnership with family
and community while providing the educational opportunity for all
students to achieve their potential in a safe, caring environment and
prepare them to live, adjust, and enjoy life in a changing world.

As you walk through this beautiful facility you will see show cases with
artwork, science projects, math quiz questions, an attendance challenge
by grade level, character education signs for the month, an after school
library program, fund raisers for animal shelters and local food
pantries. You will also see board members and community members in the
building for meetings. If you are lucky you will see the superintendent
reading to a kindergarten class. You may see high school students
working with middle grade students or middle grade students assisting
elementary students in our tutoring program. You can stop at our middle
school accelerated reader store to pick up a prize if you earn points by
reading certain books and taking a quiz on line. If you pass by our
lunchroom you will notice our Healthy Choice lunches and after school
healthy food selections for students who may stay after school for
activities. Some after school activities include; yearbook club, authors
club, fitness club, chess club, history club, art club, juggling club,
or a sport. In the morning you can see students on television as the
middle grades and high school produce, edit, and direct their own
announcements.

Chautauqua Lake Middle Grades offers students an inquiring and well
-planned approach to educational learning. In grades 6-8 students are
comforted by a team teaching approach so teachers can assist each other
to help students achieve. In addition, unit and lesson plans are
reviewed and aligned with the New York State Standards. Our curriculum
includes math, social studies, science, English, health, home and
careers, computers, technology, music, choir, band, orchestra, art,
library skills, physical education, swimming, alternate education class,
French, Spanish, library skills, and student to student tutoring. We
also offer accelerated math A and science in eighth grade. Students in
need attend Academic Intervention Services to help them raise their
skill levels in certain subject areas.

Students at Chautauqua Lake Middle Grades can join student government by
being voted in as a classroom representative or officer. Prospective
officers give a speech in front of the middle grades students and then
all students vote. Activities for student government include planning
fund raisers, field trips, donations, and assistance to others. Student
government also is included in many decisions about the activities
within the school.

The community continues to take a large role in the development of our
students. When you walk into local businesses you will see our monthly
Character Education signs hanging. Local businesses participate in
celebrating education by inviting the public to visit a local art
gallery to see students' work. Restaurant owners periodically invite
their employees to cook special ethnic day foods in our cafeteria for
school lunches. The community and school teamed up to send an eighteen
wheeler full of school supplies and food to Hancock Schools, in
Mississippi. These are some of the reasons CLMG has been sited as
consistently having one of the top school districts in the region
according to Business First Magazine.

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

**Assessment Results:**

New York State now tests students from grades 3-8 in English Language
Arts and Math. A student could score a 1-4 on performance level scores.
Scoring a one or two would be considered below the state standard and a
three or four would be an average and above average score. A math score
range of 448-601 would put a student in the first and lowest of the four
performance levels. A math score range of 602-636 would put a student in
the second performance level. A math score range of 637-677 would put a
student in the third performance score range. A math score range of 678
-810 would put a student in the fourth and highest performance score
range. Each of the four performance levels has a description explaining
the relation between an individual student's performance on each key
idea tested and the student's overall performance on the test. When
scores are accumulated at a grade level the district does an item
analysis to see which questions were missed by each student. Likewise,
the district will take data across grade levels to see if certain areas
of concern need to be addressed. This can also be done at the county,
region, and state levels. In addition, subgroups can be focused on to
check for learning.

In 2005 72 % of 8^th^ graders at CLMG had a three, and 9% a four for an
overall 81% meeting the standard. In 2005 57% of 8^th^ grades at CLMG
had a three, and 9% a four for an overall 66% met the standard. A school
performance index is used to assess a schools performance relative to
the New York State standards. The performance index is a number 0-200,
calculated by adding the percentage of students who scored a 2,3, and 4
on the state exam to the percentage of students who scored a 3 and 4.
The performance index then becomes the schools Adequate Yearly Progress
(AYP) in that subject area. From 2002 --2005 Chautauqua Lake eighth
graders had an Adequate Yearly Progress in English Language Arts of
140,142,142, and 166 respectively. In 2002-2005 Chautauqua Lake eighth
graders had an AYP in math of 147,159,174, and 178 respectively. New
York State assessment information can be found on
[www.nysed.gov](http://www.nysed.gov/).

**Using Assessment Results:**

Assessment data drives learning at CLMG. If a student receives a one or
two on a state exam, that student is in need of academic intervention
services. The student will receive Academic Intervention Services (AIS)
from a certified and qualified teacher in the proper area. First an item
analysis will be done by checking the questions /areas in which a
student may be weak. The item analysis then helps to determine the goals
for the student. The additional instruction will occur until the student
reaches the goals, which were set prior to entering Academic
Intervention Services. Some students who have certain needs may receive
accommodations such as a consultant teacher who can visit the classroom
to help the student and/or consult one on one. In addition, all students
may volunteer for a focus session after school to concentrate on certain
skills.

**Communicating Assessment Results:**

Initially, parents are sent the results of the state assessments on
their child. Meetings are scheduled for parents, with teachers, and
counselors, to discuss options for their child. The district sends out
the state results to the public and New York State sends the results to
the local media for print.

**Sharing Success:**

Throughout the year our staff attends and host workshops with teachers
from around the region to share methods, philosophies, and techniques.
Often we can receive or send lesson plans and ideas to teachers via
E-mail. Shadowing a teacher in another school is another way we try to
find ways to continue to learn. Various teachers in the district
subscribe to various organizations to stay on the cutting edge with
curriculum and technology. Administrators are on New York State
Education Department list serves so we are instantly updated with NCLB
and other laws. In band and choir our best students attend a county wide
concert to perform for their parents and public.. CLMG website will give
anyone a link to updated events and projects occurring on our campus and
in community. You can find us at www.clake.org

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum:**

In grades 6-8 all students take ELA, Science, Social Studies, and Math.
All students are schedule for 30

minutes of (AIS) Academic Intervention Services, or (AP) Assistance
Period. Assistance period gives a student the ability to communicate
with any teacher to go over homework or something covered in class that
day they may need assistance with. All teachers in the district have
received formal training in Step Up to Writing. Step Up to Writing is a
writing strategy for students to use when trying to communicate in any
subject area. Students will use SU2W in ELA and social studies to write
narratives. They also learn how to use SU2W in describing computations
in math and science. In 6^th^ grade students have two

sessions of ELA daily and in 7^th^ and 8^th^ they have two sessions of
ELA every other day. Foreign language is provided in French and Spanish
for our 7^th^ and 8^th^ graders. In addition, all students take art,
health, computers, industrial technology and home and careers. Students
are able to take chorus, band, choir, library skills, and study hall
during their middle grade years. Each teacher is responsible to assure
all lesson plans incorporate state assessments and are checked by the
administrator.

**Reading:**

The reading curriculum at CLMG is comprised of various programs and
methods. These

programs include Headsprouts, Voyager, Read for Real, School Island, and
Vocabulary Connections.

Topics covered in these programs include; focuses on word study,
vocabulary, comprehension, technology,

fluency, words in context, categorizing, classifying, creative response,
author's purpose, making

inferences, plot, character, theme, figurative language, and compare and
contrast. Some methods we use

include two column notes, restating, summaries, topic sentences, short
answers, essays, (Step Up to

Writing). We also use Autoskills, which focuses on word attack skills
and comprehension skills. We can

check students' progress by using New York State tests 3-8, AIMSWEB,
reading inventories, and critical

reading series.

**Mathematics, Science, Art, Etc.:**

The science curriculum at CLMG relates to essential skills by
implementing a philosophy that all students

can learn. Students in the middle grades can receive their core
curriculum in the general classroom, with a

consultant, in a resource room and in alternative education. Students
who struggle with the traditional

classroom can vary their education by having one or more curriculum
areas taught by an alternate

education teacher.

**Instructional Methods:**

Chautauqua Lake Middle Grades uses many instructional methods to improve
student learning. Some examples include; After school study programs,
Cooperative learning structures (pair share), focus sessions (after
school review), educational field trips, skits and reenactments,
experiments, mentoring, coaching, peer tutoring, Reader's Theater,
differentiated instruction, on-line lessons, Academic intervention
services, use of manipulatives, clubs, student council, alternate
education for struggling students, and videography (students do
announcements on channel 84). CLMG also has many clubs students can join
after school to help provide more opportunities for social learning
while working towards fun goals.

**Professional Development:**

Professional development in the district is achieved in various ways.
Some teachers choose to attend workshops/conferences and then share that
information at faculty meetings, department meetings, building level
meeting, and workshops as a presenter. All teachers will attend our
in-service days and then discuss what they were able to use in the
classroom at their next department or grade level meeting. On occasion
our teaching staff will invite a person from a particular organization
for a specific reason such as, Step up to Writing or Autism. When needed
an administrator will recommend a certain workshop for a teacher.
Student achievement increases as teachers learn various methods for
teaching a unit or lesson.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Subject [Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade
[8]{.underline}\_\_\_\_\_\_ Test
[Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher [New York State
Testing Program]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           82          77          65          55          61
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  9           20          4           5           

  Number of students tested            91          86          85          84          72

  Percent of total students tested     100         100         98.7        99.8        99.7

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  **Low Income Scores**                                                                

  \% At or above meets state standard  83          64          42          34          ?

  \% exceed state standard             10          9           0           0           ?

  Number of students tested who were   29          22          19          18          ?
  low income                                                                           

  Percentage of students tested        100         100         100         100         ?

  Number of students alternatively     0           0           0           0           ?
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           ?
  assessed                                                                             

                                                                                       

                                                                                       

                                                                                       

                                                                                       

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject [ELA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade
[8]{.underline}\_\_\_\_\_\_ Test
[ELA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher [New York State
Testing Program]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           66          43          58          46          47
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  9           3           2           3           2

  Number of students tested            90          86          67          69          72

  Percent of total students tested     99          100         100         100         99.7

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  **Low Income Scores**                                                                

  \% At or above meets state standard  69          25          50          22          ?

  \% exceed state standard             0           0           0           0           ?

  Number of students tested who were   29          20          16          18          ?
  low income                                                                           

  Percentage of students tested        100         100         100         100         ?

  Number of students alternatively     0           0           0           0           ?
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           ?
  assessed                                                                             

                                                                                       

                                                                                       

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------