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

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

**Cover Sheet**

Name of Principal [Mr. Rick Ivers]{.underline}

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

Official School Name [Manassa Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [PO Box 430 200 South 5th]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Manassa Colorado 81141-0280]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 719 ) 843-5277]{.underline} Fax [(719 ) 843-5080]{.underline}

Website/URL [www.centauri.k12.co.us]{.underline} E-mail
[ivers@amigo.net]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. John Jordan]{.underline}

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

District Name [North Conejos Schools]{.underline} Tel. [( 719 )
274-5174]{.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 Mr. Leroy Salazar

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_2\_\_ Elementary schools

\_\_\_1\_\_ Middle schools

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

\_\_\_1\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_\_4\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$6116]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$5800]{.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
>
> \[ X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.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**       19        18                     **37**       **7**                             

  **1**       17        22                     **39**       **8**                             

  **2**       23        17                     **40**       **9**                             

  **3**       19        26                     **45**       **10**                            

  **4**       14        15                     **29**       **11**                            

  **5**       29        20                     **49**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   239
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [47]{.underline} % White

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

[51]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[4.7]{.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 9
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    232
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .047
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.7
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[3]{.underline}\_\_\_%

\_\_\_[7]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[74]{.underline}\_\_\_%

\_\_[177]{.underline}\_\_Total Number Students Who Qualify

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

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

\_\_\_\_\_[11]{.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.

\_[1]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[6]{.underline}\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[4]{.underline}\_\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[12]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[6]{.underline}\_\_\_\_
\_\_\_\_\_\_\_\_

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

> Support staff \_\_\_\_\_\_\_ \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_[22]{.underline}\_\_\_ \_\_\_[1]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[20:1]{.underline}\_\_\_\_\_\_

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

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

  Daily student attendance 93.6        94.3        95.4        95          95.3

  Daily teacher attendance 96.7        96.1        96.3        97.2        96.5

  Teacher turnover rate    5%          0%          5%          5%          5%

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

Part III- Summary

Manassa Elementary, located in Manassa, Colorado, is a K-5 public school
located in southern Colorado. The school's mission is to provide the
opportunity for each student to reach his/her full potential. When a
student leaves the district he/she should have a positive self-image,
the ability to function positively in a modern technologically oriented
society, possess the skills and desire to be self-supporting, and
appreciate the value of lifelong learning. To do this the student should
have achieved competence in basic, critical thinking, computer skills,
management, human relations, multi-cultural, and life/work success
skills.

Manassa Elementary has a rich and diverse cultural make-up. The student
population averages about 51% Hispanic, 47% Anglo, while the remaining
student population is comprised of Black and Asian American students.

Manassa is a small rural town with no major industry in the area.
Agriculture, both ranching and farming, makes up the majority of the
local economy. The school's mobility rate averages around 5%. Currently,
seventy-four (74%) of the students are eligible for the federal
free/reduced food program

Manassa has earned the reputation of being an excellent school that
offers a quality education. Because of this reputation, the school
attracts many students from neighboring school districts. In fact, over
15% of the student population is from surrounding school districts.
There are two classrooms per grade level with an average of about 20
students per classroom. The school employs 18 certified teachers and a
half-time counselor. Forty percent of the teachers are bilingual in
Spanish and 40% of the teachers hold a Masters Degree.

Manassa is able to recruit and retain quality teachers. The opportunity
to teach in a highly regarded school attracts many teachers. Teachers
also appreciate having a principal that is highly supportive and
encourages creative and innovative teaching strategies. The principal
also maintains a positive school climate in which students understand
that behaviors that are not conducive to the learning environment will
not be accepted.

The foundation to Manassa Elementary School's improvement and high
levels of student achievement include:

-   Exceptional teacher quality and commitment

-   Curriculum and instruction aligned to Colorado content standards

-   Positive school climate

An example of this improvement is, on the 2003 Colorado Student
Assessment Program, Manassa students performed at rates higher than the
state average in all seven of the grade level tests administered.
Student achievement has improved each year, particularly for Hispanic
students. In 2001, only 55% of fifth grade Hispanic students were
proficient or above on the Reading CSAP. By 2003, this percentage had
increased to 72%, which was 6% higher than the state average for all
students.

Part IV- Indicators of Academic Success

At Manassa Elementary, students in grades 3-5 take the Colorado Student
Assessment Program (CSAP) test battery each spring. Scores on the CSAP
are reported as Unsatisfactory, Partially Proficient, Proficient, and
Advanced. Scores of Proficient and Advanced are considered passing
scores.

3^rd^ and 4^th^ Grade Reading Scores:

In 1998, student achievement at Manassa Elementary was below the state
average in reading in 3^rd^ and 4^th^ grade. By 2003, the 3^rd^ and
4^th^ grade averages at Manassa Elementary far exceeded the state
averages in reading.

CSAP Reading Manassa State Avg. Manassa State Avg.

1998 1998 2003 2003

3^rd^ grade students 64 66 100 74

at or above proficient %

4^th^ grade students 42 57 67 63

at or above proficient %

In 1998 achievement of Manassa's Hispanic students lagged behind other
students and the state averages. By 2003, significant gains had been
made to narrow or eliminate this gap, particularly for 3rd and 5^th^
grade students, where achievement for Hispanic students exceeded the
overall state average.

CSAP Reading 1998 All 1998 Hispanic 2003 All 2003 Hispanic

Students Students Students Students

3^rd^ grade at or 64 59 100 100

above proficient %

4^th^ grade at or 42 32 67 50

above proficient %

2001 All 2001 Hispanic 2003 All 2003 Hispanic

Students Students Students Students

Reading

5^th^ grade at or

above proficient % 60 55 77 72

Math

5^th^ grade at or

above proficient 51 41 87 94

[Analysis of Assessment Data:]{.underline}

In 1998, the first year of administration of the CSAP, student reading
achievement at Manassa was below the state averages. In 2003, student
reading achievement exceeded state averages and the rate of gains far
outpaced gains made across the state. Here is a summary of the gains:

CSAP Reading Manassa State Avg. Manassa State Avg.

1998 1998 2003 2003

3^rd^ grade students 64 66 100 74

at or above proficient %

4^th^ grade students 42 57 67 63

at or above proficient %

In analyzing the test results, it was determined that teachers needed to
identify students who were not reading at grade level at the earliest
age possible so that interventions could be implemented. The school
began using the Developmental Reading Assessment (DRA) to determine a
student's reading level. Once a student is identified as being below
grade level in reading they are placed on an ILP (Individual Literacy
Plan). The ILP is a literacy plan developed between parents and the
school identifying ways that both parties can help the child become a
better reader. At school, students on ILPs receive one-on-one tutoring
in our Literacy Lab, four days a week.

[Communication of Student Performance:]{.underline}

Communication of student performance is accomplished in several ways.
First, the district sends out a "District Accountability Calendar" each
summer to each taxpayer within the district. In the calendar, results of
the state criterion-referenced tests and the Terra Nova tests results
are published. Secondly, "Home Reports" for all the standardized tests
are sent home to parents during Parent/Teacher conferences. Thirdly, as
tests results become available, they are published in the schools'
monthly newsletters. Next, the state publishes an annual "School
Accountability Report", which has the test results listed in them. These
School Accountability Reports are handed out during Parent/Teacher
conferences. Lastly, test results are analyzed and disaggregated by each
schools Building Accountability committee and by the District
Accountability committee.

In the fall of 2000, Manassa Elementary received the "John J. Irwin"
School Improvement Award from the Colorado Department of Education for
continued improvement on the scores from the Colorado Student Assessment
Program. In 2003, Manassa Elementary received the "Title 1- National
Distinguished School Award" and a \$10,000 award. Manassa Elementary
also was named a National Blue Ribbon School for the 2002-2003
school-year.

[Sharing Successes with other Schools:]{.underline}

Sharing successes with other schools will be done in several ways.
First, at monthly Elementary Principal's meetings, in which the
elementary principals from fourteen surrounding schools get together,
successful strategies will be shared. The principals will be invited and
encouraged to visit the school and witness best practices in use.
Secondly, teachers from surrounding schools often visit Manassa
Elementary to spend time observing the teachers and the school. This
practice will be encouraged and expanded if Manassa is selected as a
Blue Ribbon school. Lastly, there are two elementary schools in our
district. Teachers from the other elementary school within the district
will have release time to visit Manassa to witness best practices.

Another avenue of sharing best practices would be with teacher education
students from the local college. Manassa Elementary has joined into a
partnership with the local teacher college. This partnership allows
college students who are in various stages of their teacher education
degree to observe classrooms so as to be exposed to best practices.

The school will also utilize the local media to publicize any
recognition they receive. Teachers and the principal will be encouraged
to present at workshops and major conferences such as Colorado Council
for the International Reading Association (CCIRA) and Colorado
Association for School Executives (CASE).

Part V- Curriculum and Instruction

[Curriculum:]{.underline}

The curriculum at Manassa Elementary is strategically aligned with the
Colorado Model Content Standards.

The daily curriculum consists of the following subjects:

-   Reading- McGraw-Hill reading series K-5

-   Math- Harcourt Brace math series K-5

> Teachers in grades 1-5 also supplement the math series with
> Accelerated Math

-   Writing- The school uses "Step-Up to Writing", "6 Traits of
    Writing", and a full time writing teacher

-   Language Arts-

-   Science

-   Social Studies

Other curriculum areas that are addressed on a weekly basis include:

-   Spanish- As part of Manassa's Cultural Appreciation plan, all
    students, K-5, receive Spanish instruction once a week

-   Computers- (please see Computer Curriculum below)

-   Library

-   Music

-   Physical Education- students receive Physical Education 2-3 times a
    week

Students also receive advanced Art instruction six times per year.

Another program that is offered is Talented and Gifted classes for
students in grades 3-5. Through the course of the school year, students
are able to participate in enrichment classes such as Rocketry,
Leadership, Technology, Dance, Painting, Crafts, Calligraphy, Art, and
Science Fair.

One of the keys to Manassa Elementary's success is a school-wide culture
of high expectations for students, as is evidenced by a grading scale
that is tougher than other school's grading scales. The district adopted
this scale and high expectations for students through a process where
teachers and parents worked together to develop a plan to improve the
achievement for all students.

Manassa Elementary is also a School-wide Title 1 school. Moving to a
school-wide program has enabled the school to use Title 1 money and
staff to greatly benefit all students. This is evidenced by having the
Title 1 teacher teaching Spanish classes and using Title 1 money to hire
a writing teacher.

[Reading Curriculum:]{.underline}

At Manassa, a balanced literacy framework is utilized. The elements of
this framework that are used in reading instruction are reading aloud,
shared reading, guided reading, and independent reading. While students
are engaged in this variety of literacy experiences, students'
individual reading levels are assessed carefully and instruction is
matched to student needs. These experiences have helped all of our
students become more proficient readers.

Manassa has chosen to use the McGraw-Hill reading series because it is
integrated with the core subjects and aligned to state standards. This
series integrates reading with spelling, grammar, writing, science and
social studies. The use of this series has helped improve our scores on
the state CSAP tests because it is aligned with Colorado content
standards, which the CSAP is based on. Another important element in the
reading curriculum is the use of age and reading level appropriate
novels. This approach is important because children are encouraged to
read novels, or chapter books, so that they gain an appreciation for
classic novels, and an appreciation for culturally diverse literature.

Another vitally important component of our reading curriculum is the use
of the "Accelerated Reader" program. The Accelerated Reader (AR)
software program enables students to take reading tests on the computer
after they have read a book, which is a great motivational tool for
students to read.

[Computer Curriculum:]{.underline}

As part of the district mission, an emphasis is placed on teaching
technology to students. Because Manassa is a small rural community, with
no local industry, an emphasis is placed in training students for a
global economy based on computers and technology. The school invests
heavily into computers and technology. Manassa Elementary has a
"State-of-the art" computer lab, with 25 new PC computers, wireless
internet, a laser printer, digital cameras, and a scanner. Furthermore,
each classroom has at least 3 computers and a new printer.

All students, K-5, have computer class once a week. The school also
offers a Gifted and Talented computer class for students in grades 3-5,
who have demonstrated an aptitude for technology.

The internet is used to connect the school to the "outside" world. For
many of the students, the internet is the only way they will ever see
the world around them. Much of the academic success of the students can
be attributed to technology. Computer programs such as Accelerated Math,
Accelerated Reading, Perfect Copy, and the Star Reader Program are used
to supplement and enhance the curriculum.

[Instructional Methods:]{.underline}

Several unique instructional methods are used to improve student
learning. One of the more successful methods utilized is the "Literacy
Lab." In the Literacy Lab, students in grades 1-2, who are below grade
level in reading, receive one-on-one tutoring assistance in reading. The
Literacy Lab utilizes two Title 1 teachers and two Title 1 aides. It has
been shown that early identification and intervention for students who
are struggling readers is successful, and the staff believes this is why
the "Literacy Lab" is improving the reading abilities of our students.

Another successful instructional method that is utilized is having a
full time writing teacher. This writing teacher works with all students
in grades 1-5. The writing teacher works in cooperation with the
classroom teacher to create lessons that utilize best practices in
teaching writing. These best practices include shared writing,
interactive writing, guided writing, independent writing, and "Six Trait
Writing".

A school-wide two hour literacy block that starts first thing in the
morning is also incorporated into the daily schedule. The first 2 hours
of each day are set aside for literacy instruction. While all subjects
are important, the staff at Manassa feels literacy is the most important
subject taught. Distractions and interruptions are limited during this
time, and all teachers are working on reading or Language Arts during
this block of time.

English Language Learners (ELL) receive one-on-one ESL instruction twice
a week for a total of one hour.

The staff also incorporates cooperative learning and hands-on learning
activities whenever possible.

[Professional Development:]{.underline}

The district understands the importance of professional development and
the role it plays in the improvement of student achievement. The school
has 3 days each year built into the school calendar for staff
development. In the last couple of years the school has used these
professional development days for training in "6-Trait Writing",
"Step-Up To Writing", and "Reading Comprehension Strategies" to mention
just a few. Furthermore, the district allows each teacher two
professional days each year for professional growth opportunities.
Teachers utilize this time to attend workshops such as the annual
reading conference held in Denver, the Kindergarten conference, and
reading and writing workshops. At the discretion of the building
principal, teachers can request additional leave-time for professional
development. To further enhance this professional development, the
district pays for the workshops and all costs associated with attending
the workshop. Furthermore, teachers at the same grade level have a
monthly team planning time to team plan and share concerns and
successes.

The school is beginning to see the dividends of the professional
development in the area of writing. Since the training in "Step-Up to
Writing" and "6 Traits of Writing", our writing scores have improved on
the standardized tests.

**Colorado Student Assessment Program**

**3^rd^ grade Reading**

Grade\_\_\_\_3\_\_\_\_ Test [CSAP]{.underline}

Edition/publication year [1997-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline}

Number excluded\_\_\_0\_\_ Percent excluded\_\_\_0\_\_\_\_\_

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  |      | 2002 | 2001 | 2000 | 1999 |
|                                  | 2003 |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Testing month                    | Feb. | Feb. | Feb. | M    | M    |
|                                  |      |      |      | arch | arch |
+----------------------------------+------+------+------+------+------+
| SCHOOL SCORES                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 0    | 0    | 5    | 5    | 5    |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 0    | 17   | 19   | 21   | 20   |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 87   | 74   | 67   | 69   | 70   |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 13   | 9    | 9    | 5    | 5    |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 100  | 83   | 76   | 74   | 75   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 31   | 46   | 43   | 39   | 44   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 100  | 100  | 100  | 100  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_                             |      |      |      |      |      |
| \_\_Hispanic\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 0    | 0    | 5    | 7    | 5    |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 0    | 30   | 14   | 22   | 23   |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 92   | 70   | 73   | 67   | 64   |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 8    | 0    | 9    | 4    | 9    |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 100  | 70   | 82   | 71   | 73   |
+----------------------------------+------+------+------+------+------+
| STATE SCORES                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 7    | 9    | 8    | 9    | 11   |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 17   | 18   | 18   | 20   | 20   |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 65   | 61   | 63   | 63   | 59   |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 9    | 11   | 10   | 7    | 8    |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 74   | 72   | 73   | 70   | 67   |
+----------------------------------+------+------+------+------+------+

The state of Colorado has established the levels of "Proficient" and
"Advanced" as the two levels of passing on the Colorado Student
Assessment Program. Scores of "Unsatisfactory" and "Partially
Proficient" are non-passing scores.

**Colorado Student Assessment Program**

**4th grade Reading**

Grade\_\_\_\_4\_\_\_\_ Test [CSAP]{.underline}

Edition/publication year [1997-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline}

Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  |      |      | 2001 | 2000 | 1999 |
|                                  | 2003 | 2002 |      |      |      |
+----------------------------------+------+------+------+------+------+
| Testing month                    | M    | Feb. | Feb. | M    | M    |
|                                  | arch |      |      | arch | arch |
+----------------------------------+------+------+------+------+------+
| SCHOOL SCORES                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 10   | 5    | 5    | 15   | 5    |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 23   | 10   | 32   | 41   | 21   |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 58   | 78   | 55   | 41   | 74   |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 9    | 8    | 5    | 2    | 0    |
+----------------------------------+------+------+------+------+------+
| At or above Proficient           | 67   | 86   | 60   | 43   | 74   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 48   | 40   | 44   | 41   | 39   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 100  | 95   | 100  | 100  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 2    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_                             |      |      |      |      |      |
| \_\_Hispanic\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 9    | 5    | 3    | 21   | 10   |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 41   | 5    | 34   | 32   | 24   |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 45   | 80   | 52   | 42   | 67   |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 5    | 10   | 3    | 5    | 0    |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 50   | 90   | 55   | 47   | 67   |
+----------------------------------+------+------+------+------+------+
| STATE SCORES                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 12   | 13   | 13   | 8    | 10   |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 24   | 24   | 23   | 27   | 29   |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 56   | 55   | 56   | 53   | 52   |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 7    | 6    | 7    | 9    | 7    |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 63   | 61   | 63   | 62   | 59   |
+----------------------------------+------+------+------+------+------+

The state of Colorado has established the levels of "Proficient" and
"Advanced" as the two levels of passing on the Colorado Student
Assessment Program. Scores of "Unsatisfactory" and "Partially
Proficient" are non-passing scores.

**Colorado Student Assessment Program**

**5th grade Reading**

Grade\_\_\_\_5\_\_\_\_ Test [CSAP]{.underline}

Edition/publication year [2001-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline}

Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  |      | 2002 | 2001 | 2000 | 1999 |
|                                  | 2003 |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Testing month                    | M    | M    | Feb  | NA   | NA   |
|                                  | arch | arch |      |      |      |
+----------------------------------+------+------+------+------+------+
| SCHOOL SCORES                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 0    | 12   | 9    |      |      |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 23   | 33   | 28   |      |      |
+----------------------------------+------+------+------+------+------+
| Proficient                       | 72   | 47   | 60   |      |      |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 5    | 7    | 0    |      |      |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 77   | 54   | 60   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 39   | 43   | 43   |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 98   | 98   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 1    | 1    |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 2    | 2    |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_                             |      |      |      |      |      |
| \_\_Hispanic\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 0    | 14   | 14   |      |      |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 28   | 38   | 32   |      |      |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 67   | 41   | 55   |      |      |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 5    | 7    | 0    |      |      |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 72   | 48   | 55   |      |      |
+----------------------------------+------+------+------+------+------+
| STATE SCORES                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 13   | 14   | 12   |      |      |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 19   | 20   | 22   |      |      |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 58   | 56   | 56   |      |      |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 8    | 7    | 8    |      |      |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 66   | 63   | 64   |      |      |
+----------------------------------+------+------+------+------+------+

The state of Colorado has established the levels of "Proficient" and
"Advanced" as the two levels of passing on the Colorado Student
Assessment Program. Scores of "Unsatisfactory" and "Partially
Proficient" are non-passing scores.

**Colorado Student Assessment Program**

**5th grade Math**

Grade\_\_\_\_5\_\_\_\_ Test [CSAP]{.underline}

Edition/publication year [2001-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline}

Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  |      | 2002 | 2001 | 2000 | 1999 |
|                                  | 2003 |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Testing month                    | M    | Feb. | Feb  | NA   | NA   |
|                                  | arch |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SCHOOL SCORES                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 0    | 2    | 19   |      |      |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 13   | 37   | 28   |      |      |
+----------------------------------+------+------+------+------+------+
| Proficient                       | 54   | 35   | 44   |      |      |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 33   | 23   | 7    |      |      |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 87   | 58   | 51   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 39   | 43   | 43   |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 98   | 98   |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 1    | 1    |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 2    | 2    |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_                             |      |      |      |      |      |
| \_\_Hispanic\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 0    | 3    | 23   |      |      |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 6    | 45   | 36   |      |      |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 61   | 31   | 32   |      |      |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 33   | 21   | 9    |      |      |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 94   | 52   | 41   |      |      |
+----------------------------------+------+------+------+------+------+
| STATE SCORES                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Unsatisfactory %                 | 12   | 12   | 14   |      |      |
+----------------------------------+------+------+------+------+------+
| Partially Proficient %           | 30   | 31   | 32   |      |      |
+----------------------------------+------+------+------+------+------+
| Proficient %                     | 36   | 35   | 38   |      |      |
+----------------------------------+------+------+------+------+------+
| Advanced %                       | 20   | 20   | 13   |      |      |
+----------------------------------+------+------+------+------+------+
| At or above Proficient %         | 56   | 55   | 51   |      |      |
+----------------------------------+------+------+------+------+------+

The state of Colorado has established the levels of "Proficient" and
"Advanced" as the two levels of passing on the Colorado Student
Assessment Program. Scores of "Unsatisfactory" and "Partially
Proficient" are non-passing scores.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**2^nd^ Grade- Reading**

Grade\_\_\_2\_\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            56               60               67               59

  Number of students tested              39               39               29               41

  Percent of total students tested       100              100              100              100

  Number of students excluded            0                0                0                0

  Percent of students excluded           0                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        58               41               58               52   
  (specify subgroup)                                                                        

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

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**2^nd^ Grade- Math**

Grade\_\_\_2\_\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            62               67               72               72

  Number of students tested              39               39               29               41

  Percent of total students tested       100              100              100              100

  Number of students excluded            0                0                0                0

  Percent of students excluded           0                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        63               63               65               64   
  (specify subgroup)                                                                        
  --------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**3^rd^ Grade- Reading**.

Grade\_\_\_3\_\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            55               59               53               45

  Number of students tested              39               32               44               42

  Percent of total students tested       95               100              100              100

  Number of students excluded            2                0                0                0

  Percent of students excluded           5                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        49               53               48               41   
  (specify subgroup)                                                                        
  --------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**3^rd^ Grade- Math**

Grade\_\_\_3\_\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            60               68               55               46

  Number of students tested              39               32               44               42

  Percent of total students tested       95               100              100              100

  Number of students excluded            2                0                0                0

  Percent of students excluded           5                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        55               59               48               41   
  (specify subgroup)                                                                        
  --------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**4^th^ Grade- Reading**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_\_4\_\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            66               58               50               49

  Number of students tested              28               48               43               41

  Percent of total students tested       100              100              100              100

  Number of students excluded            0                0                0                0

  Percent of students excluded           0                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        64               52               50               46   
  (specify subgroup)                                                                        
  --------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**4^th^ Grade- Math**

Grade\_\_\_\_4\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                                          Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                        

  Total Score                           70               54               48               44

  Number of students tested             28               48               43               41

  Percent of total students tested      100              100              100              100

  Number of students excluded           0                0                0                0

  Percent of students excluded          0                0                0                0

  SUBGROUP SCORES                                                                          

  1\. [Hispanic]{.underline}       65               47               49               41   
  (specify subgroup)                                                                       
  -------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**5^th^ Grade- Reading**

Grade\_\_\_5\_\_\_\_ Test [Terra Nova- Multiple Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher- [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            52               49               49               49

  Number of students tested              48               43               42               41

  Percent of total students tested       100              100              100              100

  Number of students excluded            0                0                0                0

  Percent of students excluded           0                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        44               51               46               45   
  (specify subgroup)                                                                        
  --------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**5^th^ Grade- Math**

Grade\_\_\_5\_\_\_\_\_ Test [Terra Nova- Multiple
Assessment]{.underline}

Edition/publication year [2000-2003]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

What groups were excluded from testing? [None]{.underline} Why, and how
were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month                          Sept.            Sept.            Sept.            Sept.

  **SCHOOL SCORES**                                                                         

  Total Score                            52               49               46               45

  Number of students tested              48               43               42               41

  Percent of total students tested       100              100              100              100

  Number of students excluded            0                0                0                0

  Percent of students excluded           0                0                0                0

  SUBGROUP SCORES                                                                           

  1\. [Hispanic]{.underline}        45               51               43               41   
  (specify subgroup)                                                                        
  --------------------------------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

**Terra Nova test results are reported in NCEs- Normal Curve Equivalent.
A score of 50 is considered the national average. Scores above 50 are
considered above average.**