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

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

**Cover Sheet**

Name of Principal [Mrs. Pamela Cullotta]{.underline}

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

Official School Name [Louise N. Henking Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [2941 Linneman St.]{.underline}

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

[Glenview Illinois 60025-4091]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(847) 998-5035]{.underline} Fax [(847)998-9938]{.underline}

Website/URL [hewww.ncook.k12.il.us]{.underline} Email
[Cullotta@ncook.k12.il.us]{.underline}

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

Date [March 21, 2003]{.underline}

(Principal's Signature)

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

Name of Superintendent [Dr. Dorothy Weber]{.underline}

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

District Name [Glenview Community Consolidated School District
34]{.underline} Tel. [(847) 998-5000]{.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 [March 21, 2003]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Beth Primer]{.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 [March 21, 2003]{.underline}

(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: [6]{.underline} Elementary
schools

[1]{.underline} Middle schools

Junior high schools

High schools

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,375]{.underline}

Average State Per Pupil Expenditure: [\$4,667]{.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
>
> \[ \] Rural

4\. [5]{.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**       79        59                     **138**      **7**                             

  **1**       79        72                     **151**      **8**                             

  **2**       75        84                     **159**      **9**                             

  **3**       83        73                     **156**      **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   604
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [76.3]{.underline} % White

the students in the school: [1.7]{.underline} % Black or African
American

[10.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[9.46]{.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 31
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 27
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        58
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    613
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0946
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    9.46
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [22]{.underline}

> Specify languages:
>
> Albanian, Arabic, Assyrian, Bosnian, Bulgarian Croatian, Greek,
> Gujarati, Japanese, Korean, Lithuanian, Malayalam, Mandarin,
> Mongolian, Pilipino, Polish, Romanian, Russian, Serbian, Spanish,
> Ukrainian, Urdu

9\. Students eligible for free/reduced-priced meals: [15.4]{.underline}
%

[93]{.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: [15.2]{.underline} %

[93]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [3]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [12]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [75]{.underline} Speech or Language
Impairment

[2]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.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} [0]{.underline}

Classroom teachers [23]{.underline} [1]{.underline}

Special resource teachers/specialists [15]{.underline} [5]{.underline}

Paraprofessionals [16]{.underline} [2]{.underline}

> Support staff [2]{.underline} [1]{.underline}
>
> Total number [57]{.underline} [9]{.underline}

12\. Student-"classroom teacher" ratio: [22.7]{.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 95.5        95.4        95.9        95.5        94.3

  Daily teacher attendance 88.1        92.7        88.4        89.1        92.8

  Teacher turnover rate    15.5        11.2        25.0        12.8        12.8

  Student dropout rate     \-          \-          \-          \-          \-

  Student drop-off rate    \-          \-          \-          \-          \-
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

Henking School, in Glenview, Illinois, is a learning community that
views all of its members -- students, parents, teachers, and citizens --
as partners in the educational success of every child. This vision is
captured in our mission statement:

> *Henking School -- a place where children, teachers, and parents learn
> and work together to provide opportunities that encourage children to
> realize their full potential and to enable them to become productive,
> caring, and contributing members of society.*

Making this mission statement a reality is a challenge every member of
our educational community accepts each time a student enters our school
-- regardless of the child's background or circumstances.

Henking enjoys a diversity not often found in suburban Chicago schools.
Many of our nearly 600 kindergarten through third grade students are
only the first or second generation in this country. Consequently,
almost one-third of our students come from homes in which English is not
the primary language, with twenty-five percent of our students receiving
English as a Second Language (ESL) services. Henking students can greet
visitors in 22 different languages.

Extreme economic diversity is also a reality. Our families' economic
demographics range from highly affluent to low income. During the past
five years our low income population has doubled to one out of seven
students.

Because of their diverse backgrounds, our students enter school with an
exceptionally wide range of skills and needs. Henking prides itself on
its ability to work with the strengths and weaknesses of each individual
student. Collaboration and communication among teachers, support staff
and parents is an integral part of each child's educational experience.
Flexibility is another critical component of Henking's commitment to
treating each child as an individual. This team approach allows us, for
example, to differentiate by providing advanced instruction in one
subject area and support or remediation in another area to the same
child.

Another reason Henking has been so successful at meeting individual
needs is our commitment to research-based instructional practices. Every
strategy and technique used in the classroom and recommended to parents
rests on a solid foundation of scholarship and expertise. On-going
professional development is not only encouraged, but required of every
certified staff member over and above state requirements.

Finally, the Henking educational community is not content with merely
achieving average results. Our staff has made a commitment to continuous
improvement under the guidance of the American Society for Quality (ASQ)
with the support of the District and community resources. This system
not only allows teachers to analyze and improve instructional practices
and methods, but also provides the students with tools and methods to
track their own progress and take ownership of their learning. Students
themselves are able to set goals and raise their own levels of
expectation with remarkable results.

As one of our parents recently wrote: "Henking is the reason we moved to
Glenview\...it offers a first rate education and fosters curiosity and
creativity. It is a community." Henking School is pleased its commitment
to excellence is recognized and embraced by the members of our entire
educational community.

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

1\. Henking School believes no child should be left behind and we are
accountable to ourselves and our community for the outcomes of our
students' learning. Third grade students, including children with
Individual Education Plans, take the Illinois Standards Achievement Test
(ISAT). This test measures the extent to which students are meeting the
Illinois Learning Standards. The Illinois Measure of Annual Growth in
English (IMAGE) test is an alternate assessment given by the state to
accurately assess the wide range of English language proficiency that
Limited English Proficient (LEP) students exhibit. This represents 23%
of our third grade students. These students have been in the ESL program
three years or less and take the IMAGE test.

The ISAT reports data in four categories: 'Academic Warning,' 'Below
Standards,' 'Meets Standards,' and 'Exceeds Standards.' The yearly
results indicate our students are continuously improving. The most
recent outcomes demonstrate nearly all of our students scored in the
Meets or Exceeds categories in reading (91%) and mathematics (97%).
These results far exceed state percentages. Two years ago the state
began providing more detailed test data. This allows us to assess the
progress of specific sub groups. We are proud to note all of our
disaggregated data indicate that we have seen significant increases in
the percentage of students in the Exceeds category.

Reading:

-   special education from 9% to 48%

-   free/reduced from 13% to 20%

-   Asian/ Pacific Islander from 36% to 69%

-   general population from 39% to 52%

> Mathematics:

-   special education population from 27% to 62%

-   free/reduced from 38% to 80%

-   Asian/Pacific Islander from 64% to 85%

-   general population has moved from 52% to 71%

> These changes have occurred while our free/reduced and ESL populations
> have increased. We also have seen improvements in our students'
> demonstrated abilities despite lower mobility rates, meaning many of
> the neediest students have become long-term members of our school
> community.

The ISAT data are also used to identify areas of need at the school and
student levels. This has led to the development of the school
improvement plan and changes in instructional practices. In every
category, Henking School students demonstrated outstanding performance
significantly exceeding state and local percentages.

2\. Continuous improvement occurs through planned change. Henking School
uses several assessments to collect data for use in our ASQ Koalaty Kid
process. The results from ISAT, combined with our district adopted,
nationally normed Northwest Evaluation Association (NWEA) test, helps us
examine our strategies and plan for continuous improvement. The emphasis
is placed on data-based decision making. As such, the ISAT and NWEA
information help us review our strengths and weaknesses to redefine our
curriculum focus and professional development.

By analyzing reading and mathematics scores, vocabulary was identified
as an area needing improvement. Through grade level team collaboration,
skills were identified for improvement and processes were implemented to
improve instruction and assess progress. This led us to create a
sustainable process of improvement for first through third grade
students. Our first grade focused on recognition of sight words in
isolation and in context. Students were taught these sight words through
a variety of activities and were then assessed at scheduled intervals.
Progress was monitored and students were identified for additional
support. Curriculum Based Measures (CBM) were used as pre and post tests
to check for reading fluency which correlates to improved reading
comprehension. Second and third grade continued and sustained this work
on vocabulary development and fluency skills with regularly scheduled
assessments given to evaluate progress. Final evaluations demonstrated a
strengthening of skills at all grade levels which led to integrated
instructional practices, followed by improvements.

3\. The sharing of expectations, student performance and assessment data
has played a major role in the success we have experienced at Henking.
We place enormous value on the communication process among all our
stakeholders.

Parent/school communication begins early in the year with Curriculum
Night, which launches discussions on students' goals, expectations,
curriculum, the school improvement plan, and the school mission. At
Curriculum Night parents learn what the school-wide academic focus will
be for the coming year based on our assessment data. Grade level
teaching teams outline testing requirements and preparation.

Along with the ongoing feedback teachers provide to students and parents
based on homework and other classroom assignments, regularly scheduled
conferences take place twice a year. Classroom teachers may be joined at
these conferences by support staff members, including translators, to
present to students and parents a complete academic and social
assessment. Report cards and standardized test performance are shared
and explained at this time. Between conference dates, our teachers keep
parents apprised of performance concerns or celebrations through phone
or e-mail contact. Our school's open door policy encourages and welcomes
parents to visit classrooms and meet with teachers throughout the year.

Parents are kept informed of school-wide assessment data through school
and classroom weekly newsletters. Also one of the monthly PTA meetings
is devoted to the discussion of testing results and their implications.
Test data are communicated via the school website
(hewww.ncook.k12.il.us) and District website (www.ncook.k12.il.us). The
local school council and the PTA council also serve as forums to
disseminate this information. The Glenview community receives frequent
reports concerning our school's assessment data through the District's
community-wide newsletter.

4\. As a part of the educational community, Henking recognizes that
winning the Blue Ribbon award carries a responsibility to share
successful methods and strategies. We welcome the opportunity to do so
through a variety of venues.

Sharing our successful methods has already begun within the District.
Our school has been actively participating in the ASQ Koalaty Kid
program since 2000. This year our staff began workshops for district
administrators and teachers from other Glenview schools. We would
continue to offer and build upon these workshops with a greater emphasis
on classroom instructional processes. Presenters would demonstrate and
provide methods and tools for classroom applications, as well as share
examples of student work.

Additional pertinent information will be shared at district grade level
meetings with our staff members making presentations to their
colleagues.

We would actively seek out other opportunities to share our strategies
beyond the District. We will offer to present a "Blue Ribbon Strategy"
workshop through the North Cook Intermediate Service Center, our local
professional training and development organization for educators. Our
principal has been asked to offer a workshop for other Midwest
principals entitled "Quality Continuous Improvement at the Blue Ribbon
Level." As part of ASQ Koalaty Kid, we are prepared to plan and offer a
workshop at their national conference outlining how Koalaty Kid helped
Henking become a Blue Ribbon School.

Henking also plans to offer an Open House inviting educators from the
community and state. Visitors would experience model classrooms
first-hand and speak with students and staff members about our effective
instructional methods and interventions. Part of the day would include
an introduction of our school website (hewww.ncook.k12.il.us) which
offers lesson plans, idea forums, relevant web links, and video clips
demonstrating key concepts that have worked well.

Henking School looks forward to expanding its opportunities to share
methods and practices that have been successful for us and to be part of
a meaningful interaction with other educators.

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

1\. Henking students are engaged in rigorous, rich and varied curriculum
experiences centered on high quality basic skills aligned to state and
local standards. The curriculum introduces all students to the knowledge
and skills they should learn at each grade level and provides
opportunities to excel. Curriculum is integrated to facilitate student
construction of relevant connections among subject areas. Authentic
learning experiences are embedded into activities and address various
learning styles. Activities at all grade levels reflect a connection to
community values, cultural diversity, collaboration and problem solving.
Technology supports all areas of the curriculum within an innovative
flexible schedule. This flexible schedule also provides open access for
the Learning Resource Center to enhance all areas of learning.
Enrichment activities are selected to expand learning through visiting
authors, cultural arts assemblies, book clubs, art enrichment and the
Junior Great Books program.

Children as young as three become involved with our curriculum through a
pre-kindergarten program. Designed to meet the needs of children at-risk
of academic failure, the program prepares them for the regular school
curriculum. Parent involvement is an essential component of this program
helping facilitate parenting skills and build parent/school
collaboration. At age five, children enter the regular half-day
kindergarten program and may be dually placed in an extended day
kindergarten class for at-risk or bilingual students. The emphasis is on
gaining knowledge of the principles of the English writing system and on
literacy experiences.

Children are immersed in the reading, language arts, mathematics,
science, and social science curricula from first through third grade.
Daily physical education classes, weekly visual art, vocal music, drama,
and health classes extend learning to provide activities that correlate
with and enrich the academic program. Assessments are scheduled
throughout the curriculum to improve instructional practices and gauge
student learning.

Special attention is given to support social and emotional growth
through social work programs and Project Adventure team-building
activities aimed at developing self-esteem and conflict resolution
skills. A continuum of services is available to meet the needs of
students through daily reading support programs, speech/language
services, pre-special education intervention, small group and individual
counseling, and extended day tutoring. The ESL program provides a
diversified range of services for English language learners and their
parents. Enrichment services are available through pull-out groups and
whole class instruction. Citizenship activities are provided through our
Character Counts! ™ program, student council, and peer mentoring. A
portion of the social science curriculum is based on the history and
services of our local community. This includes visits to local areas of
interest as well as visits by representatives from the police and fire
departments and the public library.

Woven throughout the curriculum is ASQ Koalaty Kid philosophy, a
student-centered approach that systematically applies the principles of
total quality to the classroom and school. Utilizing a systems approach,
students learn to analyze their skills, develop goals and continuously
assess their progress. This approach empowers children to take ownership
for their learning and become active participants in the improvement
process. Mission statements are developed by each class at the beginning
of the year to provide a road map for learning. This leads to class and
individual goals which reflect their needs. The goal for all involves
fostering an enthusiasm for learning, a sense of responsibility, an
aptitude for problem solving, and a habit of excellence.

2\. Economic and cultural diversity is a reality at Henking. Nowhere is
this diversity more apparent than in the results of the literacy
screening provided for each entering kindergarten student. The screening
results show students enter our building with enormously disparate needs
and skills. Kindergarten literacy ability ranges from fluent readers to
those who are unable to recognize letters. Consequently, Henking's
reading program was developed to meet the wide-ranging needs and
abilities of our diverse population.

The reading curriculum is aligned with State and District standards and
is constantly undergoing evaluation and revision. To address our
students' diverse needs, our curriculum maintains a balance of phonics
and comprehension, utilizing fiction and non-fiction. Our balanced
approach emphasizes explicit systematic instruction using materials
appropriate for all learners. Beginning with phonemic training in
kindergarten and moving to specific spelling, vocabulary, writing,
comprehension, and novel units by third grade, teachers emphasize the
application of skills and strategies.

Providing rigor and flexibility in meeting the needs of all children,
Houghton Mifflin's [Invitation to Literacy]{.underline} series was
selected as a support to our reading curriculum following a year-long
pilot program. This series offers components that allow the classroom
teacher to differentiate instruction for every level. Further
differentiation for high achieving students is offered through the
Junior Great Books program. Students identified as requiring reading
remediation and support beyond the regular classroom work in small
groups with reading support staff. These groups use Houghton Mifflin's
[Early Success]{.underline} and [Soar to Success]{.underline} materials,
which were chosen specifically to emphasize fundamental skills and
strategies.

Frequent student monitoring through various assessments and the ASQ
process continually provides information for instructional choices,
reading support, and parent communication. In this way, each student is
offered instruction and support at his/her own level.

3\. Developed in collaboration with University of Chicago, Henking's
math curriculum, [Everyday Mathematics]{.underline}, is based on the
learning goals established by the National Council of Teachers of
Mathematics and is aligned with State standards. Based on our beliefs
that every child can learn, along with research and team planning, this
program provides a broad range of differentiated experiences with math
concepts. For example, card games at varying levels of difficulty
developing number sense are presented to classroom groups. One group
might manipulate cards to determine which number is greater, while
another group adds cards together to find sums as another performs
multiplication strategies with the same cards. This research-based
program presents topics through scaffolding instruction and spiraling
curriculum. Concepts are developed, practiced and extended via hands-on
activities over time. For instance, children trade real coins to develop
basic money concepts. As their individual skills improve, they increase
the amount of coins they exchange and finally, develop change-making
skills. Children are encouraged to work together as problem solving
teams to investigate various solutions to real life mathematical
problems. Each child is, therefore, an active co-learner and participant
in his/her personal understanding and application of math concepts.
On-going teacher assessments through daily discussion, Home Links
(homework), unit tests, timed-tests, quizzes and teacher observations
drive instructional decision-making.

4\. Entering the classrooms at Henking School, one sees challenging and
exciting places where children are taught self-discipline and routines
so that they can make decisions about their own learning. A variety of
research-based instructional methods occur within these classrooms
daily. Young learners benefit from blocks of time in the form of daily,
uninterrupted periods devoted to content area instruction. Teachers
provide direct instruction to the entire class as well as small groups.
An example of small group instruction includes shared and guided reading
and writing. Teacher collaboration provides additional support within
the classroom for native language learners and special needs students.
Another way teachers facilitate learning is by encouraging children to
assume a mentoring role. This can be seen when the third graders work
cooperatively with kindergarten partners to develop, write and read
stories.

The children are actively engaged in learning through a hands-on
activity based approach in mathematics and science. Problem-based
learning is an approach used to integrate content areas and focus
students on solving authentic problems. Throughout all content areas
children work in cooperative learning groups.

Classroom teachers consult with music, physical education and art
teachers to promote integration across the curriculum. Additionally,
classroom teachers collaborate with Learning Resource personnel to
seamlessly integrate technology and library resources into research and
problem-based projects. Field trips are used to help children see real
world applications. Teachers use ongoing assessments and informal
observations to guide instructional decisions. Examples include
ability-leveled spelling lists, alternative math assignments, modified
work or enrichment activities. As one parent noticed, "Henking School,
no matter how large or diverse, teaches each student as an individual,
assessing special needs and gifts while optimizing instruction to
various strengths and weaknesses."

5\. The professional development programs at Henking School continually
evolve in order to meet the needs of all students. Several years ago
test results were analyzed and it became apparent that students in our
top quartile were not performing at levels commensurate with their
abilities. To address this concern, teachers attended workshops to
improve differentiated instruction. Student achievement was positively
impacted by this training, as demonstrated by the significant percentage
of students who moved from the "Meets" to "Exceeds" category on the
ISAT.

Based on a need realized through ISAT data and using the ASQ Koalaty Kid
process, a two-year commitment to improve student achievement in writing
has begun. This includes workshops designed to support teachers,
assessment to guide instruction, consistency across grade levels, and
student ownership through individual goal setting/monitoring.

Personal professional development is consistent among the staff.
Teachers attend multiple workshops and courses yearly. Examples include
Junior Great Books, Math Exemplars, Science Curriculum, writing
seminars, and an accredited Spanish for Educators class to meet growing
ESL needs. These classes are shared with peers and serve to strengthen
the caliber of instruction and improve student achievement. As one
parent recently wrote, "My wife and I are both university professors. I
am extremely impressed with the organization, eloquence, and
intelligence of the school's faculty. In fact, the faculty seems much
better than any University groups I've seen!"

Illinois Standards Achievement Test

NCS Pearson/Illinois State Board of Education

Henking School -- Grade 3

Reading

Illinois Standards Achievement Test

NCS Pearson/Illinois State Board of Education

Henking School -- Grade 3

Mathematics

  ---------------------------------- ----------- ----------- ----------- --
  **Henking Math**                                                       

                                     2001-2002   2000-2001   1999-2000   

  Testing Month                       April      April       February    

  School Scores                                                          

  Total                                                                  

  At or Above Meets                  97%         96%         93%         

  At Exceeds                         71%         56%         52%         

  Number of Students Tested          121         126         128         

  Percent of Total Students Tested   77%         85%         81%         

  Number of Students Excluded        35          22          31          

  Percent of Students Excluded       23%         15%         19%         

  **Subgroup Scores**                                                    

  Special Ed                                                             

  At or Above Meets                  91%         71%         72%         

  At Exceeds                         62%         14%         27%         

  Not Special Ed                                                         

  At or Above Meets                  98%         98%         96%         

  At Exceeds                         73%         59%         55%         

  Free/Reduced                                                           

  At or Above Meets                  100%        88%         \*\*        

  At Exceeds                         80%         38%         \*\*        

  Not Free/Reduced                                                       

  At or Above Meets                  97%         97%         \*\*        

  At Exceeds                         71%         58%         \*\*        

  White                                                                  

  At or Above Meets                  96%         96%         \*\*        

  At Exceeds                         69%         59%         \*\*        

  African American                                                       

  At or Above Meets                   \*\*       \*\*        \*\*        

  At Exceeds                          \*\*       \*\*        \*\*        

  Hispanic                                                               

  At or Above Meets                   \*\*       \*\*        \*\*        

  At Exceeds                          \*\*       \*\*        \*\*        

  Asian Pacific Islander                                                 

  At or Above Meets                  100%        100%        \*\*        

  At Exceeds                         85%         64%         \*\*        

  **State Scores**                                                       

  At or Above Meets                  74%         74%         69%         

  At Exceeds                         30%         28%         23%         

  \*\* - Insufficient data from                                          
  State                                                                  
  ---------------------------------- ----------- ----------- ----------- --