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

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

**Cover Sheet**

Name of Principal[: Mrs. Barbara Heisser]{.underline}

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

Official School Name[: Alisal Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address[: 1454 Santa Rita Road]{.underline}

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

[Pleasanton California 94566]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(925) 426-4200]{.underline} Fax [(925) 426-9852]{.underline}

Website/URL
[www.pleasanton.k12.ca.us/alisal](http://www.pleasanton.k12.ca.us/alisal)
Email <bheisser@pleasanton.k12.ca.us>

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

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

(Principal's Signature)

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

Name of Superintendent: [Dr. John M. Casey]{.underline}

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

District Name: [Pleasanton Unified School District]{.underline} Tel.
[(925) 462-5500]{.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: [Mrs. Kris Weaver]{.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)

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

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

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

[3]{.underline} Middle schools

[0]{.underline} Junior high schools

[3]{.underline} High schools

[15]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,267.31]{.underline}

Average State Per Pupil Expenditure: [\$7,123.64]{.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

\[ X\] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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**       39        41                     **80**       **7**                                      

  **1**       49        51                     **100**      **8**                                      

  **2**       37        57                     **94**       **9**                                      

  **3**       60        36                     **96**       **10**                                     

  **4**       38        61                     **99**       **11**                                     

  **5**       52        42                     **94**       **12**                                     

  **6**                                                     **Other/SDC**   22        10               **32**

                                    **TOTAL                                                            **595**
                                    STUDENTS                                                           
                                    IN THE                                                             
                                    APPLYING                                                           
                                    SCHOOL**                                                           
  ----------- --------- ----------- ---------- --------- -- --------------- --------- ---- ----------- ---------

6\. Racial/ethnic composition of [68]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

[1]{.underline} % Other

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[13]{.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 40
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 42
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        82
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    595
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.13
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [12]{.underline}
%

[75]{.underline} Total Number Limited English Proficient

Number of languages represented: [20]{.underline}

Specify languages: Spanish, Korean, Gujarati, Portuguese, Japanese,
Farsi (Persian), Assyrian, French, Cantonese, German, Armenian, Hindi,
Indonesian, Punjab, Russian, Vietnamese, Hungarian, Italian, Rumanian,
Taiwanese

9\. Students eligible for free/reduced-priced meals: [6.5]{.underline} %

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

If this method is not 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: [15]{.underline} %

[92]{.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.

[5]{.underline} Autism [4]{.underline} Orthopedic Impairment

Deafness Other Health Impaired

Deaf-Blindness [35]{.underline} Specific Learning Disability

Hearing Impairment [40]{.underline} Speech or Language Impairment

[6]{.underline} Mental Retardation [1]{.underline} Traumatic Brain
Injury

Multiple Disabilities [1]{.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} [1]{.underline}
>
> Classroom teachers [25]{.underline} [4]{.underline}
>
> Special resource teachers/specialists [3]{.underline} [3]{.underline}
>
> Paraprofessionals [10]{.underline} [1]{.underline}
>
> Support staff [7]{.underline} [15]{.underline}

Total number [46]{.underline} [24]{.underline}

12\. Student "classroom teacher" ratio: K- 3 [19.9]{.underline} 4 & 5
[32]{.underline} SDC [12]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

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

  Daily student attendance 94.7%       95.4%       98.8%       94.7%       92.1%

  Daily teacher attendance 96.4%       93.7%       96.8%       93.9%       93.1%

  Teacher turnover rate    21%         29%         19%         6%          18%

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

Teacher turnover rate at Alisal is for the following reasons: Reduction
in number of classes, moving out of area and family care leaves.

**[PART III ‑ SUMMARY]{.underline}**

Alisal Elementary School in Pleasanton, California maintains the belief
that all students can learn and succeed. We are committed to ensuring
the individual development of the whole child by providing a quality,
innovative, well articulated, and a student centered program that will
allow each child to reach his or her potential. Our students will be
life long learners and contributors to our diverse society as caring and
responsible citizens. To insure this mission, we believe that we must
strive to improve students\' performance, promote our partnerships with
parents and community stakeholders through honest and productive two-way
communication. Recognize and appreciate our diversity and individual
strengths and actively work to instill the character traits of
integrity, honesty, responsibility, respect, compassion and
self-discipline. We believe that through our consistent efforts toward
these goals we can ensure that at Alisal \"*No Child is Left Behind*.\"

Alisal Elementary School, opened in 1956, is the oldest continually
operating K-5 school in Pleasanton, California. We are one of the nine
elementary schools in the district, serving 595 students. Thanks to the
support of local citizens, bond measure funds have enabled the PUSD to
remodel the site creating a safe, modern and high tech facility as of
1999. The steady influx of students representing divers populations and
experiences into Alisal has enriched our school culture and perspective
in numerous ways. Alisal continues to live up to its reputation as an
exemplary school in the Pleasanton School District. We have been
recognized as a California Distinguished School three time 1989, 1995
and 2001.

Our highly educated and trained teachers are dedicated to providing a
well-articulated differentiated curriculum to meet the diverse
educational needs of Alisal\'s students. We take pride in providing an
instructional program that meets the educational and emotional needs of
our students. We develop positive character traits; self-esteem, social
skills and student centered learning through our character education
program. The values of mutual responsibility, communication and a sense
of community pride are carried out in the innovative activities that
promote student responsibility and leadership. Monthly flag salutes,
student council, Conflict Managers, Junior Safety Valets, school-wide
recycling, and most recently a drive to collect personal necessities for
American troops abroad, provide Alisal students with experiences which
help them develop as human beings and citizens.

We pride ourselves on the level of collaboration among staff, parents,
students and the community. Parents are actively involved in PTA (Parent
Teacher Association), School Site Council, School Safety Committee, and
parent education programs. On a daily basis numerous parents work as
volunteers in our classrooms. Partnerships with PPIE (Pleasanton
Partnerships in Education), Tri-Valley Business Council, School Resource
Officer Program, Junior Achievement, ROP (Regional Occupational
Program), and local businesses enhance our school programs and our
children\'s\' learning experiences. Kids Club, an on site day care,
provides a safe and caring environment for many Alisal students.

Our school mascot, the California grizzly bear, can be seen throughout
our campus reminding everyone that \"*Alisal Bears Care*.\"

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

**1.** The analysis of assessment data on this and following pages is
drawn from our students performance on the California STAR test which is
comprised of two elements; a nationally normed (NRT) achievement test
(SAT-9) and the *California Standards Test* (CST). The *California
Standards Tests* are designed to be end-of-grade assessments of the
content standards. As the core of the assessment system, these tests are
used to identify students who have achieved the desired performance
level. Student performance on the ELA standards was reported for the
first time in 2000-2001, math results were added in 2001-2002. Writing
proficiencies were added in 2000-2001 for Fourth grade, students' scores
are included in the ELA results. The STAR testing window is scheduled to
fall on and around the day on which 85% of the instructional days are
completed. California assess and reports as API scores each of its
schools progress toward state goals by analyzing factors such as
socioeconomic level, ethnicity, mobility, and percent of ELL students,
and percent credentialed teachers. Schools can be ranked from 200-1000.
In this measure Alisal has increased its statewide ranking from a score
of 803 to 862 over four years.

[*California Standards Test*- ELA (two years of data)]{.underline}: At
all grade levels tested Alisal students scored well above the state
average. In fact, the average number of Alisal students scoring at
proficient or above has consistently doubled that of the state average.
In most grade levels the number of students at basic levels has
decreased while the number of students at proficient or above has
increased. These increases are mirrored in grade levels with a
statistically significant number of ELL students (Second and Third
grade) which shows evidence of our effort to close achievement gaps. The
same Second and Third grade Limited English students performed well
above the state averages on the English Language Arts portion of the
CST. Special Education students in Third Grade (no other grades had
statistically significant numbers of students tested) performed above
the state averages all levels, with 17% (Alisal) compared to 9% (state
average) in the Advanced level.

[California Standards Test- Math (1 year of data)]{.underline}: Once
again, all grade levels scored well above state averages. Limited
English Proficient students (Second through Fourth grade) surpassed the
percent of Alisal students scoring at Proficient or above and were
significantly above state averages. In Third grade our Special Education
students scored above the state average at the Proficient or Above
Level.

[Norm referenced SAT-9 (3 years data)]{.underline} Students at every
grade level performed well above the 50%tile in the Reading and Math.
Students at the third grade level improved their performance over three
years on both Reading and Math. In all measures, more than half of all
the students in our sub-populations are at or above the 50%ile and in
most measure 3/4 of all students in all subgroups are at or above the
50%ile. Our Special Education students and Limited English Proficient
students have show shown continuous, significant improvement over three
years. Students in Second, Third and Fifth grades have shown continuous
improvement in Math. There is an indication that total reading scores in
Second, Fourth and Fifth grades have dropped slightly. Alisal has put
into place several strategies and programs to support students with
below grade level skills and plans to continue to investigate and
implement promising research based strategies to provide the additional
academic support that those students need. Expect to see significant
improvement in student achievement as we implement the newly adopted
standards based materials and curriculum which provides consistent
systematic emphasis on phonemic awareness and reading comprehension and
writing strategies. Our successes come one student at a time. This is
achieved through ongoing assessments, which provide the teacher with
specific information needed to differentiate instruction. Efforts such
as small flexible groups focused on specific skill development and
mastery of standard, and the added resources of our Reading Specialist
and At Risk Aide all combines to provide optimal conditions for students
to achieve.

> At Alisal when we analyze this data we see not just numbers and
> percents, but the hard work of students, teachers, administrators and
> parents to ensure that all children meet the standards and experience
> the joy of learning. They represent our commitment to continually
> improving as educators and the strides that we have made in the last
> four years.
>
> **2. Alisal School uses assessment data in several important ways to
> understand and improve students' performance.**

-   Disaggregated STAR and district assessment results are analyzed to
    identify trends and determine focus areas. Grade levels analyze past
    and incoming students' areas of strengths and are challenged to
    develop long-term strategies. Whole school data is used to provide
    input to the SSC for improvement and budget planning, including
    staff development, materials and programs.

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-   The principal meets with teachers to evaluate his/her specific class
    of students. Assessment data is used to identify and target five
    students for more focused instruction. Two additional meetings are
    held with the principal and support personnel to support the student
    progress.

-   Administrators facilitate the examination of student work and a
    variety of assessments during Student Study Team and IEP meetings.
    Appropriate plans, including modifications and standards aligned
    goals, are developed and implemented to meet the needs of the
    students.

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-   Teachers use ongoing standards based assessments to monitor progress
    and to plan. Assessment results are used to make decisions about
    differentiating instruction at all levels. Weekly grade level
    meetings, staff meetings and grade level articulation days are used
    to discuss student performance and plan lessons and to make
    decisions regarding the flexible grouping of students for leveled
    instruction.

**3. Alisal School communicates student performance, including
assessment data, to parents, students, and the community.**

-   Annually, STAR and district writing assessments, including an
    interpretation of the results, are mailed to parents. Local
    newspapers report school and district assessment information, and
    results are posted on the district website, discussed at locally
    broadcast school board meetings, and are included in the schools
    annually published *School Accountability Report Card*. The
    principal shares assessment results at Back to School Night, during
    monthly Parent Coffees and through the bi-monthly school newsletter.

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-   The SSC uses data to develop the annual improvement plan and to make
    budget decisions focused on improving student achievement. Minutes
    from these meetings are posted on the school website.

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-   Teachers conference formally with every parent at least once a year.
    Standardized district and in class assessments and student work are
    used to demonstrate the student's progress. Our standards based
    report cards include information for parents about grade level
    standards, expectations and benchmarks. Rubrics on completed work
    help students and parents understand the assessment of specific
    assignments.

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-   Formal notification to parents occurs three times during the year if
    a child is determined to be at-risk of not meeting grade level
    standards and if retention will be recommended. At-risk conferences
    are held with the parents to jointly develop an intervention plan to
    assist the student.

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-   SST and IEP team meetings are used to convey additional assessment
    results and to develop specific standards based goals for identified
    students.

**4. Alisal School shares its success with other schools**

Schools within the Pleasanton District work together to share successes
and learning frequently. District- wide staff development provides
Alisal staff opportunities to share their areas of expertise and to
learn from others. This year Alisal hosted Best Practices in Language
Arts staff development on our site as part of a coordinated effort of
our Reading Specialist and the Curriculum Department. Teachers and
administrators from throughout the district visited our model classrooms
to observe best practices in action and to discuss implementation
strategies with the teachers from those rooms.

One of Alisal\'s teachers provides ongoing staff development to teachers
from throughout the district on the development of user friendly,
classroom-based, informational websites. Our award winning website which
features classroom connections and information about school activities
can be visited at
[www.pleasanton.k12.ca.us/alisal](http://www.pleasanton.k12.ca.us/alisal)
and is another resource that we will use to share our successes. Alisal
teachers are frequently among the presenters and facilitators at
districtwide staff development days designed to provide training for new
curriculum adoptions. Our beginning teachers are coached through a
three-district BTSA (Beginning Teacher Support and Assessment)
consortium associated with the University of Santa Cruz. This
arrangement provides many opportunities for sharing our work with new
teachers and their advisors from throughout the consortium.

Active participation on districtwide committees such as ELAC (English
Language Advisory Council),

GAC (Gifted Advisory Council), BTSA (Beginning Teacher Support and
Assessment) and district strategic planning committees (Individual
Learning Plans, Character Education and Rigorous Academic Standards)
give Alisal staff a chance to share their successes with other schools
and the community regarding specific programs and their direct effect on
our student achievement.

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

**1.** Alisal's vision is captured in the opening of our mission
statement: ***We maintain the belief that ALL children can learn and
succeed.*** We believe that this goal is attainable through a well
articulated, standards based program that focuses on the needs and
strengths of individual children. As a school and community we set high
standards and expectations in both academic and social skills for our
children.

Students\' achievement is a dominant theme at Alisal and we are proud of
the gains our students have made over the last few years. Assessment
strategies, standards based instruction and meeting the needs of special
populations has been the focus of all professional development for
teachers, support staff and administrators. Teachers understand that
setting high expectations for their students is crucial to their
students\' success, and that along with high expectations they must
provide engaging lessons that both motivate and encourage students to do
their best. Grade level teams meet to look at student work and to make
decisions together about the quality of work expected. Diagnostic
assessments of students' performance assist teachers as they make
decisions about pacing, grouping, and lesson planning. They use a
variety of instructional strategies including direct, explicit
instruction and opportunities to construct meaning through hands on
investigations. Teachers group students both in and across their grade
level to provide focused learning opportunities appropriate to the
student\'s instructional level. The specific needs of ELL, GATE, and
at-risk students are identified and integrated into lesson plans. ELL
and GATE students are clustered for optimal differentiated instruction.
Individualized Learning Plans (ILP), which addresses both areas of need
and areas of interest, are developed for GATE students. Our Reading
Specialist, Resource Teacher and three SDC class teachers scaffold
instruction and provide intensive support based on their identified
needs.

Our school curriculum is grounded in the rigorous California State
Content Standards adopted by the PUSD in all major content areas. Our
effective reading and writing curriculums are described in sections \# 2
and #3. Standards based curriculum materials and supplementary materials
have been selected and purchased to ensure that all the standards are
taught.

In Kindergarten and First grade, students count, compare, sort and
describe as they investigate math concepts. Among the skills that First
grade teachers expect their students to master are basic facts,
understanding simple data and measurement. In the Second and Third
grade, teachers balance math problem solving skills and concrete
hands-on experiences with math procedures, memorization and quick recall
of math facts. Teachers lay the groundwork for basic geometry, simple
algebra, multiplication, measurement and data analysis. In all of the
primary grades, the works of Marilyn Burns and Marcy Cook are
implemented through differentiated math centers, class lessons and
activities. In Fourth and Fifth grade, our teachers use a variety of
innovative programs such as Winning Equations and Hands On Equations to
insure that students meet the rigorous California standards.

Standards based science instruction in Kindergarten through Fifth grades
balance in-class instruction on core concepts, principles and theories
with frequent opportunities for hands-on investigations using scientific
process. At all grade levels, Alisal teachers involve students in
understanding the lessons of history, current events and their effect on
daily life, social consciousness, public service, community and people
as the relate to their grade level standards. Teachers use the adopted
text, supplementary materials and a wonderful variety of integrated
activities such as \"Walk Through California\"; Colonial Days and our
Third grade musical based on the history of Pleasanton \"Our Town
Pleasanton."

Our school\'s computer lab and in-class computers are used both to
support standards acquisition in all subject areas and to provide
specific instruction related to district technology standards. Trained
specialist and teachers provide physical education and music
instruction. Physical activities are designed to improve strength and
endurance while promoting social and personal skills. Our Fourth and
Fifth grade students can elect to participate in band or violin lessons
during the school day. Character education and the character traits of
responsibility, integrity, honesty, respect, compassion and
self-discipline are embedded into all areas of instruction and our
expectations for student achievement.

**2*. Alisal School's approaches to reading ***

Alisal's staff is actively involved in providing comprehensive,
standards aligned reading curriculum. Teachers assess and modify the
curriculum as well as incorporate a variety of age appropriate
strategies. Teachers balance direct, explicit instruction in skill
acquisition with time to read and practice for fluency, comprehension
and enjoyment. All classes provide a mixture of both fiction and
nonfiction materials and students are taught comprehension strategies
for both.

In the primary grades the focus is on phonemic awareness and phonics. As
students move into reading, teachers use leveled reading materials and
running records to assess their student's progress in both decoding and
comprehension. Teachers group students for Literacy Centers in small,
flexible groups as is appropriate to each child's current ability. In
Second and Third grade, students are flexibly grouped during reading
rotations and reading workshops. Our Reading Specialist and At-Risk Aide
push into these classes to provide more intensive small group
instruction to ELD and at-risk students.

Teachers in all grades use many of the strategies from Stephanie
Harvey\'s *Strategies that Work* to extend reading comprehension and
metacognative skills. In First through Fifth grade, we are using the
*Systematic Instruction in Phonics, Phonemic Awareness and Sight Words*
(SIPPS) program to assist students with the reading, spelling and in
decoding of multi-syllabic words. Upper grade teachers incorporate
reciprocal teaching strategies, Literature Circles, and Reader\'s
Workshop to engage their students as readers. Students are placed in
flexible groups to address the differentiation of reading materials for
all students including GATE and at-risk students. Students who are
at-risk as readers may also work with, Reading Recovery, *Read
Naturally* (fluency) or *Soar to Success* (comprehension) groups to
remediate their area of weakness.

**3. *Alisal School focuses on writing and shows how it relates to
essential skills and knowledge based on the school's mission.***

Writing is a focus at all grade levels at Alisal. Our comprehensive
writing program is based on the California State standards and writing
types for each grade level. All students in Second, Third and Fifth
grade are assessed annually by the district. Anchor papers are selected
for calibration purposes from throughout the district. Teachers at
Alisal assess student writing informally throughout the year and make
modification as needed to insure that student meet the standards.
Beginning with simple narrative stories and dictation and progressing
through each of the writing types, students are taught to write for a
variety of purposes and audiences. Teachers incorporate strategies such
as narrative writing diamond, 4-square writing, shared and interactive
writing.

This year many of our teachers have attended district workshops on Six
Trait writing and are applying these strategies in their instruction.
Teachers provide explicit instruction in writing conventions and
strategies such as word choice, organization and elaboration. At all
grade levels students learn skills specific to the writing process.
Teachers use a variety of tools such as graphic organizers and webs to
teach students strategies for developing and organizing their ideas in
the pre-writing phase. Editing and revising skills are taught explicitly
and in context. Students develop and use rubrics, self and peer editing,
and teacher/student editing conferences to continually improve upon
their writing skills. Writing portfolios help students and parents see
how their writing has developed over time and to help students and
teachers assess their progress and set goals for improvement.
Opportunities to write are provided throughout the day and across the
curriculum. ELD cluster teachers are familiar with the state ELL
Language Arts standards for writing and provide appropriately leveled
instruction and support to the ELL students. Teachers differentiate
writing instruction and assignments to meet the needs of GATE and
at-risk students.

**4.** ***Different instructional methods Alisal School uses to improve
student learning***

Alisal teachers are committed to providing a challenging academic
program that supports every child as a learner. Teachers at Alisal
believe that student safety and creating a classroom atmosphere that
models and reflects character traits such as respect, integrity and
responsibility are essential to student learning. Teachers regularly
differentiate instruction based on students' needs to provide equitable
access to learning opportunities for all students including ELL, At-Risk
and GATE. Teachers balance direct, explicit instruction with
opportunities for inquiry and constructing meaning. Flexible grouping,
both in classes and within the grade level, gives teachers the
opportunity to make decisions about pacing, re-teaching, compacting,
extending or modifying curriculum to meet students' needs. Teachers
utilize a variety of instructional materials, such as *SIPPS*, *Read
Naturally*, *Math Excursions*, *Winning Equations* and standards based
software, to provide appropriate learning opportunities to all of their
students.

During the school day students may be engaged in large, small group or
one-on-one lessons with their teacher, the Reading Specialist, the
At-Risk Aide or with parent volunteers. Teachers ask their students to
reflect on their learning through writing, pair and share, table talks,
or reciprocal learning activities. Students are provided with a wide
variety of opportunities to demonstrate their learning. Instruction
based assessments such as demonstrations, dramatizations, and oral and
written reports, projects and models are used by teachers as measures of
students' learning. Class-created rubrics provide opportunities to
students for feedback, self-evaluation and taking responsibility for
their own learning.

**5. *Alisal School's professional development program and its impact on
improving student achievement***

Alisal's professional development is organized to ensure that all
students meet state standards. We believe that the most effective staff
development is designed to answer a specific need identified by
teachers. This process is carried out on several levels.

-   The district Curriculum Council advises the Curriculum Department on
    district wide staff development needs. Some of the training that
    Alisal teachers have participated in include Best Practices in
    Literacy, *Six Trait Writing*, Math Modules, *Winning Equations*,
    Differentiation for ELL, Differentiation for GATE, and Reciprocal
    Teaching. All new teachers and their coaches are provided with
    intensive staff development through our BTSA.

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-   Staff development embedded in other tasks includes development of
    the standards based report card, writing assessment rubric
    development and anchoring, as well as math, science and language
    arts piloting.

```{=html}
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```
-   Staff development based on data and teacher needs initiated at
    Alisal include a two-year investigation into effective reading
    comprehension led by our Reading Specialist. Based on the
    metacognative skills outlined in Stephanie Harvey's *Strategies that
    Work*. It includes meeting to discuss strategies, modeled lessons
    with students and in class coaching. The Alisal writing committee
    has researched and adopted a narrative and expository writing
    program. Teachers coached each other, shared lessons and used
    student work, professional books, videos and support materials to
    improve their writing instruction. Once a month staff development
    lunches (voluntary) focus on the needs of at-risk students.

    **[STATE CRITERION-REFERENCED TESTS]{.underline}**

###### Table 1

Grade: [2]{.underline} Test: [California Standards Test (CST) -- English
-- Language Arts]{.underline}

Edition/publication year: [2001-2002]{.underline} Publisher: [California
Department of Education]{.underline}

What groups were excluded from testing? Why and how were they assessed?
Students were excluded by absence, written parent request or student
IEP. Students were assessed through their IEP goals by alternative
standardized, district or school assessments to determine their
achievement.

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

  Testing month April                                    

  SCHOOL SCORES                                          

  Total                                                  

  At or Above Basic                     93               96

  At or Above Proficient                66               73

  At Advanced                           25               32

  Number of students tested             93               91

  Percent of total students tested      94               96

  Number of students excluded           6                4

  Percent of students excluded          6                4

  SUBGROUP SCORES                                        

  1\. Females                                            

  At or Above Basic                     98               93

  At or Above Proficient                74               66

  At Advanced                           28               30

  2\. Males                                              

  At or Above Basic                     85               97

  At or Above Proficient                54               76

  At Advanced                           21               33

  3\. Limited English Proficiency                        

  At or Above Basic                     89               100

  At or Above Proficient                71               69

  At Advanced                           24               19

  4\. Socio-Economically Disadvantaged                   

  At or Above Basic                     N/A              N/A

  At or Above Proficient                N/A              N/A

  At Advanced                           N/A              N/A

  5\. Special Education Enrollment                       

  At or Above Basic                     N/A              N/A

  At or Above Proficient                N/A              N/A

  At Advanced                           N/A              N/A

  **STATE SCORES**                                       

  Total                                                  

  At or Above Basic                     63               61

  At or Above Proficient                32               32

  At Advanced                           9                10
  ------------------------------------- ---------------- ----------------

The California Standards Test (CST) is criterion-referenced tests.
Results are based on how well students achieve identified state adopted
academic content standards not how student results compare with results
of other students taking the same tests. The performance levels
designated are advanced, proficient, basic, below basic and far below
basic. See below scaled score ranges for performance standards.

**Second Grade:** Basic 300-349 Proficient 350-401 Advanced ≥ 402

### STATE CRITERION-REFERENCED TESTS

####### Table 2

Grade: [3]{.underline} Test: [California Standards Test (CST) -- English
-- Language Arts]{.underline}

Edition/publication year: [2001-2002]{.underline} Publisher: [California
Department of Education]{.underline}

What groups were excluded from testing? Why and how were they assessed?
Students were excluded by absence, written parent request or student
IEP. Students were assessed through their IEP goals by alternative
standardized, district or school assessments to determine their
achievement.

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

  Testing month April                                          

  SCHOOL SCORES                                                

  Total                                                        

  At or Above Basic                               94           90

  At or Above Proficient                          73           67

  At Advanced                                     32           31

  Number of students tested                       98           94

  Percent of total students tested                95           82

  Number of students excluded                     5            20

  Percent of students excluded                    5            18

  SUBGROUP SCORES                                              

  1\. Females                                                  

  At or Above Basic                               100          90

  At or Above Proficient                          78           66

  At Advanced                                     25           37

  2\. Males                                                    

  At or Above Basic                               90           92

  At or Above Proficient                          69           69

  At Advanced                                     35           20

  3\. Limited English Proficiency                              

  At or Above Basic                               99           N/A

  At or Above Proficient                          86           N/A

  At Advanced                                     33           N/A

  4\. Socio-Economically Disadvantaged                         

  At or Above Basic                               N/A          N/A

  At or Above Proficient                          N/A          N/A

  At Advanced                                     N/A          N/A

  5\. Special Education Enrollment                             

  At or Above Basic                               84           N/A

  At or Above Proficient                          42           N/A

  At Advanced                                     17           N/A

  **STATE SCORES**                                             

  Total                                                        

  At or Above Basic                               62           59

  At or Above Proficient                          32           30

  At Advanced                                     9            9
  ----------------------------------------------- ------------ -----------

The California Standards Test (CST) are criterion-referenced tests.
Results are based on how well students achieve identified state adopted
academic content standards not how student results compare with results
of other students taking the same tests. The performance levels
designated are advanced, proficient, basic, below basic and far below
basic. See below scaled score ranges for performance standards.

**Third Grade:** Basic 300-349 Proficient 350-401 Advanced ≥ 402

### STATE CRITERION-REFERENCED TESTS

###### Table 3

Grade: [4]{.underline} Test: [California Standards Test (CST) -- English
-- Language Arts]{.underline}

Edition/publication year: [2001-2002]{.underline} Publisher: [California
Department of Education]{.underline}

What groups were excluded from testing? Why and how were they assessed?
Students were excluded by absence, written parent request or student
IEP. Students were assessed through their IEP goals by alternative
standardizes, district or school assessments to determine their
achievement.

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

  Testing month April                                            

  SCHOOL SCORES                                                  

  Total                                                          

  At or Above Basic                                  94          100

  At or Above Proficient                             74          64

  At Advanced                                        40          36

  Number of students tested                          94          85

  Percent of total students tested                   88          98

  Number of students excluded                        13          2

  Percent of students excluded                       12          2

  SUBGROUP SCORES                                                

  1\. Females                                                    

  At or Above Basic                                  97          100

  At or Above Proficient                             79          80

  At Advanced                                        47          44

  2\. Males                                                      

  At or Above Basic                                  92          99

  At or Above Proficient                             68          58

  At Advanced                                        30          30

  3\. Limited English Proficiency                                

  At or Above Basic                                  N/A         N/A

  At or Above Proficient                             N/A         N/A

  At Advanced                                        N/A         N/A

  4\. Socio-Economically Disadvantaged                           

  At or Above Basic                                  N/A         N/A

  At or Above Proficient                             N/A         N/A

  At Advanced                                        N/A         N/A

  5\. Special Education Enrollment                               

  At or Above Basic                                  N/A         N/A

  At or Above Proficient                             N/A         N/A

  At Advanced                                        N/A         N/A

  **STATE SCORES**                                               

  Total                                                          

  At or Above Basic                                  71          66

  At or Above Proficient                             36          33

  At Advanced                                        14          11
  -------------------------------------------------- ----------- -----------

The California Standards Test (CST) is criterion-referenced tests.
Results are based on how well students achieve identified state adopted
academic content standards not how student results compare with results
of other students taking the same tests. The performance levels
designated are advanced, proficient, basic, below basic and far below
basic. See below scaled score ranges for performance standards.

**Fourth Grade:** Basic 300-349 Proficient 350-392 Advanced ≥ 393

### STATE CRITERION-REFERENCED TESTS

###### Table 4 

Grade: [5]{.underline} Test: [California Standards Test (CST) -- English
-- Language Arts]{.underline}

Edition/publication year: [2001-2002]{.underline} Publisher: [California
Department of Education]{.underline}

What groups were excluded from testing? Why and how were they assessed?
Students were excluded by absence, written parent request or student
IEP. Students were assessed through their IEP goals by alternative
standardizes, district or school assessments to determine their
achievement.

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

  Testing month April                                            

  SCHOOL SCORES                                                  

  Total                                                          

  At or Above Basic                                  89          90

  At or Above Proficient                             59          56

  At Advanced                                        18          24

  Number of students tested                          93          110

  Percent of total students tested                   89          98

  Number of students excluded                        11          2

  Percent of students excluded                       11          2

  SUBGROUP SCORES                                                

  1\. Females                                                    

  At or Above Basic                                  88          94

  At or Above Proficient                             61          56

  At Advanced                                        17          30

  2\. Males                                                      

  At or Above Basic                                  90          86

  At or Above Proficient                             57          56

  At Advanced                                        19          19

  3\. Limited English Proficiency                                

  At or Above Basic                                  N/A         N/A

  At or Above Proficient                             N/A         N/A

  At Advanced                                        N/A         N/A

  4\. Socio-Economically Disadvantaged                           

  At or Above Basic                                  N/A         N/A

  At or Above Proficient                             N/A         N/A

  At Advanced                                        N/A         N/A

  5\. Special Education Enrollment                               

  At or Above Basic                                  N/A         45

  At or Above Proficient                             N/A         0

  At Advanced                                        N/A         0

  **STATE SCORES**                                               

  Total                                                          

  At or Above Basic                                  71          66

  At or Above Proficient                             31          28

  At Advanced                                        9           11
  -------------------------------------------------- ----------- -----------

The California Standards Test (CST) is criterion-referenced tests.
Results are based on how well students achieve identified state adopted
academic content standards not how student results compare with results
of other students taking the same tests. The performance levels
designated are advanced, proficient, basic, below basic and far below
basic. See below scaled score ranges for performance standards.

**Fifth Grade:** Basic 300-349 Proficient 350-394 Advanced ≥ 395

### STATE CRITERION-REFERENCED TESTS

###### Table 5

Grade: [2 - 5]{.underline} Test: [California Standards Test (CST)
Mathematics]{.underline}

Edition/publication year: [2001-2002]{.underline} Publisher :
[California Department of Education]{.underline}

What groups were excluded from testing? Why and how were they assessed?
Students were excluded by absence, written parent request or student
IEP. Students were assessed through their IEP goals by alternative
standardized, district or school assessments to determine their
achievement.

  ---------------------------- ---------- --------- ----------- ----------
                               Grade 2    Grade 3   Grade 4     Grade 5

  Testing month                April                            

  SCHOOL SCORES                                                 

  At or Above Basic            95         93        92          86

  At or Above Proficient       77         77        60          55

  At Advanced                  45         33        21          20

  Number of students tested    93         98        99          94

  Percent of total students    94         95        93          90
  tested                                                        

  Number of students excluded  6          5         8           10

  Percent of students excluded 6          5         7           10

  SUBGROUP SCORES                                               

  1\. Females                                                   

  At or Above Basic            96         98        90          83

  At or Above Proficient       83         84        57          46

  At Advanced                  48         28        18          7

  2\. Males                                                     

  At or Above Basic            95         90        97          88

  At or Above Proficient       69         72        65          62

  At Advanced                  41         35        26          30

  3\. Limited English                                           
  Proficiency                                                   

  At or Above Basic            88         100       91          N/A

  At or Above Proficient       82         93        64          N/A

  At Advanced                  53         53        0           N/A

  4\. Socio-Economically                                        
  Disadvantaged                                                 

  At or Above Basic            N/A        N/A       N/A         N/A

  At or Above Proficient       N/A        N/A       N/A         N/A

  At Advanced                  N/A        N/A       N/A         N/A

  5\. Special Education                                         
  Enrollment                                                    

  At or Above Basic            N/A        74        N/A         N/A

  At or Above Proficient       N/A        41        N/A         N/A

  At Advanced                  N/A        8         N/A         N/A

  **STATE SCORES**                                              

  Total                                                         

  At or Above Basic            68         65        67          59

  At or Above Proficient       43         38        37          29

  At Advanced                  16         12        13          7
  ---------------------------- ---------- --------- ----------- ----------

The California Standards Test (CST) is criterion-referenced tests.
Results are based on how well students achieve identified state adopted
academic content standards not how student results compare with results
of other students taking the same tests. The performance levels
designated are advanced, proficient, basic, below basic and far below
basic. See below scaled score ranges for performance standards.

**Basic Proficient Advanced**

**Grade 2** 300-349 350-413 ≥ 414

**Grade 3** 300-349 350-413 ≥ 414

**Grade 4** 300-349 350-400 ≥ 401

**Grade 5** 300-349 350-449 ≥ 430

PROFICIENCY RUBRIC CST

+-------------+--------------------------------------------------------+
| **          | **Proficiency level description with respect**         |
| Proficiency |                                                        |
| Level**     | **to the California standards**                        |
+-------------+--------------------------------------------------------+
| *           | Distinguished achievement. In-depth understanding of   |
| *Advanced** | academic knowledge and skills tested and exceeds the   |
|             | grade level expectations.                              |
|             |                                                        |
|             | #                                                      |
+-------------+--------------------------------------------------------+
| **P         | Competent level of achievement in the academic         |
| roficient** | knowledge and skills tested and meets the grade level  |
|             | expectations.                                          |
+-------------+--------------------------------------------------------+
| **Basic**   | Somewhat competent in the academic knowledge and       |
|             | skills tested and partially meets the grade level      |
|             | expectation.                                           |
+-------------+--------------------------------------------------------+
| **Below     | Limited achievement in the academic knowledge and      |
| Basic**     | skills tested and does not meet the grade level        |
|             | expectation.                                           |
+-------------+--------------------------------------------------------+
| **Far Below | Minimal achievement in the academic knowledge and      |
| Basic**     | skills tested and does not meet the grade level        |
|             | expectation.                                           |
+-------------+--------------------------------------------------------+

#### Note: This table is provided to explain relative distinctions between the levels of proficiency that are described in the California Standards Test. It is not an official state document; rather it is a guideline that we have used to better understand the proficiency designations. 

#### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

###### Table 6

Grade: [2 -- 5]{.underline} Test : Stanford Achievement Test (SAT 9)
9^th^ Edition

Edition/publication year : 1996 Publisher: [Harcourt-Brace Educational
Measurements]{.underline}

What groups were excluded from testing? Why and how were they assessed?
Students were excluded by absence, written parent request or student
IEP. Students were assessed through their IEP goals by alternative
standardized, district or school assessments to determine their
achievement.

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

**Norm-Referenced Test Scores:** **SAT/9 Total Reading**

  ------------------------------ ---------- ----------- ----------- -----------
                                 Grade      2001-2002   2000-2001   1999-2000
                                 Level                              

  Testing month                  \--        April       April       April

  **SCHOOL SCORES**                                                 

  Total Score (Percent at or     Grade 2    86          87          88
  Above 50^th^ Percentile)                                          

                                 Grade 3    85          82          83

                                 Grade 4    81          84          77

                                 Grade 5    72          74          67

  Number of students tested                 385         403         405

  Percent of total students                 93          99          97
  tested                                                            

  Number of students excluded               28          5           14

  Percent of students excluded              7           1           3

                                                                    

  **SUBGROUP SCORES**                                               

  Total Score (Percent at or                                        
  Above 50^th^ Percentile)                                          

  1\. Females                               86          83          85

  2\. Males                                 76          80          72

  3\. Asian/Asian America                   93          88          76

  4\. Hispanic or Latino                    57          70          56

  5\. White                                 83          82          82

  6\. Special Education                     61          38          31
  Enrollment                                                        

  7\. Gifted and Talented (GATE)            100         98          100
  Enrollment                                                        

  8\. Limited English Proficient            80          72          N/A

  9\. Socio-Economically                    55          N/A         69
  Disadvantaged                                                     

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

**Table 6 continued**

**Norm-Referenced Test Scores: SAT/9 Total Math**

  -------------------------- ----------- ----------- ----------- -----------
                             Grade Level 2001-2002   2000-2001   1999-2000

  Testing month              \--         April       April       April

  **SCHOOL SCORES**                                              

  Total Score (Percent at or Grade 2     93          87          87
  Above 50^th^ Percentile)                                       

                             Grade 3     91          85          87

                             Grade 4     87          87          80

                             Grade 5     79          76          71

  Number of students tested              385         403         405

  Percent of total students              93          99          97
  tested                                                         

  Number of students                     28          5           14
  excluded                                                       

  Percent of students                    7           1           3
  excluded                                                       

                                                                 

  **SUBGROUP SCORES**                                            

  Total Score (Percent at or                                     
  Above 50^th^ Percentile)                                       

  1\. Females                            87          84          80

  2\. Males                              88          84          82

  3\. Asian/Asian America                97          97          88

  4\. Hispanic or Latino                 71          67          70

  5\. White                              87          84          82

  6\. Special Education                  61          31          31
  Enrollment                                                     

  7\. Gifted and Talented                96          98          100
  (GATE) Enrollment                                              

  8\. Socio-Economically                 84          N/A         73
  Disadvantaged                                                  

  9\. Limited English                    70          89          N/A
  Proficiency                                                    

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