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

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

**Cover Sheet**

Name of Principal [Ms. Barbara Derich]{.underline}

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

Official School Name [Dixie Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [1175 Idylberry Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[San Rafael CA 94903-1103]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 415 ) 492-3730]{.underline} Fax [( 415 ) 492-3736]{.underline}

Website/URL [http://www.dixieschool.com](http://www.dixieschool.com/)
E-mail [bderich@marin.k12.ca.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 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Thomas J. Lohwasser, Ed.D.]{.underline}

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

District Name [Dixie Elementary]{.underline} Tel. [( 415 )
492-3700]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson [Ms. Karen Crockett]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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: \_\_[3]{.underline}\_\_
Elementary schools

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

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

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

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

\_\_[4]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \$8,025 (2002-03)

Average State Per Pupil Expenditure: \$6,444 (2001-02)

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

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

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

4\. \_\_\_[7]{.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**       35        20          55           **7**                             n/a

  **1**       31        26          57           **8**                             n/a

  **2**       29        29          58           **9**                             n/a

  **3**       33        17          50           **10**                            n/a

  **4**       31        41          72           **11**                            n/a

  **5**       39        37          76           **12**                            n/a

  **6**                             n/a          Other                             n/a

  **TOTAL                                                                          **368**
  STUDENTS IN                                                                      
  THE                                                                              
  APPLYING                                                                         
  SCHOOL →**                                                                       
  ----------- --------- ----------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86.42]{.underline} % White (318)

the students in the school: [0.82]{.underline} % Black or African
American (3)

[2.99]{.underline} % Hispanic or Latino (11)

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

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

[1.63]{.underline} % Unassigned

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[4.53%]{.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.)

8\. Limited English Proficient students in the school:
\_\_[.82]{.underline}\_\_%

\_\_\_\_[3]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[3]{.underline}\_\_\_

Specify languages: Spanish, Cantonese, Arabic

9\. Students eligible for free/reduced-priced meals:
\_\_\_[1.36]{.underline}\_\_%

\_\_\_\_[5]{.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:
\_\_\_\_[16]{.underline}\_\_ %

\_\_\_\_[59]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[33]{.underline}\_Specific Learning Disability

\_\_[1]{.underline}\_Hearing Impairment \_[20]{.underline}\_Speech or
Language Impairment

\_\_[2]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_[1]{.underline}\_Multiple Disabilities \_\_[1]{.underline}\_Visual
Impairment Including Blindness

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[18]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[1]{.underline}\_\_
\_\_\_\_\_[2]{.underline}\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[10]{.underline}\_\_

> Support staff \_\_\_\_[4]{.underline}\_\_
> \_\_\_\_\_[7]{.underline}\_\_
>
> Total number \_\_\_[24]{.underline}\_\_ \_\_\_\_[19]{.underline}\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[21:1]{.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 96.96%      96.84       96.71       97.34       96.82

  Daily teacher attendance 97.6%       \*          \*          \*          \*

  Teacher turnover rate    10%         11%         20%         11%         17%
  ^+^                                                                      

  Student dropout rate     n/a         n/a         n/a         n/a         n/a

  Student drop-off rate    n/a         n/a         n/a         n/a         n/a
  ------------------------ ----------- ----------- ----------- ----------- -----------

> \* Teacher ADA data is not calculated annually. Data for previous
> years is not available.
>
> \+ Teacher turnover due to reduction in the number of classes, medical
> leave, retirement, and teacher relocations/moves.

**PART III ‑ SUMMARY**

***The Mission of the Dixie School community is "to promote academic
excellence, to nurture learning as a lifelong process, and to support
all students as they become informed, productive, contributing members
of society."*** The School Site Council carefully considered each word
when developing this mission statement, knowing that it would focus the
work of our learning community. It communicates Dixie's philosophy that
all children can achieve success with support and the application of
rigorous standards.

Dixie's high academic and social standards, starting with the California
Department of Education's frameworks and standards, are developed and
enhanced through a study of current research on learning and best
instructional practices, and consistent use of student assessment tools.
The result is our programs also incorporate our belief that success in
life requires intellectual flexibility and aesthetic appreciation and
compassion for one another. We are fortunate to be a part of a community
that places a high priority on learning, promotes student success, and
gives time, talent, and energy to support our high expectations for all
students.

Dixie Elementary School is nestled in the rolling hills surrounding
Lucas Valley, adjacent to a wooded creek. Our child-centered school is
dedicated to fostering academic excellence, positive character
development, artistic expression, environmental awareness, and a sense
of community. Family involvement is a hallmark of our community. Our
families make our school a priority by spending countless hours in
support of instructional programs. It is our culture of caring that
allows our students to excel. Dixie provides a learning environment in
which each student is individually challenged to meet or exceed grade
level standards.

Students are encouraged to develop healthy character traits, such as
teamwork, responsibility, and integrity through our Life Skills
Character Education Program. Our Buddy Program pairs older children with
younger ones for academic, artistic, or athletic projects to create
connections between children. We foster leadership growth through our
Game Buddies, Conflict Managers, and Peer Helpers, as well as Student
Council. "**Be Safe, Be Responsible, Be Respectful**" are the simple yet
effective school rules; all our students have a clear understanding of
what is expected of them. We have a network of support services to help
students experiencing emotional, social, or academic difficulties. Dixie
students are enriched through art and music classes, drama, creative
movement, and physical education. The Home and School Club provides all
the funding for these programs, and they support assemblies and
workshops such as the Italian Street Painting Festival, symphony
recitals, and Shakespeare Company plays. Students have opportunities to
participate in extracurricular activities such as Odyssey of the Mind,
Science Fair, Spelling Bee, Family Science Night, and our Back-to-School
Ice Cream Social.

Environmental awareness and community service go hand in hand at Dixie.
Teachers and trained parent volunteers work with classes to learn about
ecology, recycling, and sustainable living. We use our 11-acre campus as
a context for learning by investigating our creek and doing in-depth
studies of life cycles. In addition to our wonderful location alongside
a wooded creek, Dixie's campus features a fenced, working garden with a
shed and compost bins, and four additional on-campus gardens. We also
have a school-wide recycling program. From posters encouraging recycling
to the creation of worm and compost bins for our gardens to "green
teams" who help pick up trash at lunch, every child at Dixie understands
the importance of taking care of the earth and each other.

Technology is used in the classroom to reinforce academic skills and to
differentiate curriculum to challenge every student at his/her own
level. Our computer specialist works with teachers to put together
interactive projects that help children learn to research, write, and
edit, as well as develop critical and creative thinking skills. In our
28-iMac computer lab and in the classroom, all students complete
standards-based computer activities and multimedia projects.

Our culture of caring provides the foundation for our students' academic
and personal success at Dixie School. The support they feel from their
teachers, administrators, support staff, parents and classmates allows
them to experience the freedom to challenge themselves. In this loving
atmosphere, all children grow and learn.

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

Our school monitors academic performance closely to determine student
proficiency in English/ Language Arts (ELA) and Math. Dixie's **Adequate
Yearly Progress** report shows that our students continue to meet and
exceed expectations. In ELA in 2002, 76.8 percent of our students
demonstrated proficiency. In 2003, 81.9 percent were proficient. In Math
in 2002, 80.1 percent of our students were proficient. In 2003, that
number rose to 87.3 percent. Moreover, we are ensuring that all students
are tested. Student participation in 2002 was 96.7 percent and in 2003
it was 98.8 percent for ELA and\
97.7 percent for math.

The California Department of Education (CDE) uses the **Academic
Performance Index (API**) to measure a school's performance. The state
calculates a school's performance on a scale from 100 to 1000. A school
is considered high achieving if its API is above 800. We have been
pleased to see our school's API score increase from **873 (in 1999) to
916 (in 2003)**, [placing Dixie in the top ten percent of high
performing schools statewide.]{.underline}

Our grade level results on the **Content Standards** test also show how
thoughtful planning leads to continuous growth and improvement. The
State's definition of passing the **California Standards Test**
**(CST)** is to be proficient or above. In 2003, **a significant
percentage of our students tested at proficient or advanced levels**:

-   In 2^nd^ grade, 87% of students in language arts, 90% in math.

-   In 3^rd^ grade, 86% of students in language arts, 88% in math.

-   In 4^th^ grade, 85% of students in language arts, 88% in math.

-   In 5^th^ grade, 72% of students in language arts, 83% in math.

From 1999 to 2002, the State used the **SAT-9**, a nationally
norm-referenced test, to assess our annual progress in core academic
areas. During those years, **the percentage of students at or above the
50^th^ percentile were**:

-   In reading (2^nd^ grade): 88% in 1999 to 88% in 2002. Math: from 86%
    to 92%.

-   In reading (3^rd^ grade): 84% in 1999 to 89% in 2002. Math: from 81%
    to 89%.

-   In reading (4^th^ grade): 83% in 1999 to 94% in 2002. Math: from 83%
    to 96%.

-   In reading (5^th^ grade): 98% in 1999 to 91% in 2002. Math: from 90%
    to 94%.

In 2003, the CDE chose the **CAT/6**, published by CTB/McGraw-Hill, as
the new normative component of California's standardized assessment
system to measure student progress in core academic areas. Last year,
**the percentage of students at or above the 50^th^ percentile was**:

-   In reading (2^nd^ grade): 91%. Math: 96%

-   In reading (3^rd^ grade): 78%. Math: 86%.

-   In reading (4^th^ grade): 78%. Math: 89%

-   In reading (5^th^ grade): 84%. Math: 91%

Dixie students have demonstrated continuous improvement and growth using
the Standardized Test and Reporting (STAR) program, and their progress
is monitored through our Reading/Results based report cards, fourth and
fifth grade direct writing, and the summative standards-based math
assessments. We develop a clear understanding of every child's needs and
accomplishments by combining national, state, and local assessment with
his/her classroom performance. We are particularly proud that the
students in all our sub-populations (ELL, Resource, Special Education),
though numerically small, achieved similar and comparable gains as our
school-wide population.

In addition to tracking year-to-year data, Dixie School also follows
individual students during their time at Dixie to ensure that their
scores are improving. We do all we can to ensure each student meets our
Board approved grade-level promotion criteria. Teachers evaluate the
progress of each student and each class through cohort analysis to
determine where more enrichment or intervention would be effective.

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

**Dixie School uses assessment data to understand and improve student
and school performance.**

Before each school year begins, Dixie teachers allocate two full days of
their time to review grade level standards and STAR data, and then
design lessons that **target instruction** based on grade level
standards and individual needs. We have high goals for every child and
closely track the **progress of our at-risk and special education
students** in particular**.**

A community and educational partnership with the Buck Institute,
Foundation for Educational Change, was created to expand our resources
and co-fund our professional development needs in the use of assessments
and data. A **School Assessment Team** comprised of the principal and
teachers met for six days of training led by a national assessment
specialist. We created our own trainer team of teachers to educate staff
on the use and analysis of disaggregated assessment data for annual
planning of school-wide, grade level, and subgroup instructional
objectives and strategies.

The Site Council updates our **School Improvement Plan** annually to
reflect current research, best practices, and student achievement data.
The council reexamines goals and identifies new issues and objectives.
We create a timeline and budget to accomplish these goals.

Teacher teams create *Grade Level Action Plans* with objectives for core
subjects to ensure the academic success of all students using state
standards and benchmarks. We carefully monitor at-risk students using
our Student Study team led by a trained teacher facilitator. When
necessary, we establish IEP goals or develop a 504 plan to support a
student's progress. In the classroom, after school and during the
summer, our students are given opportunities to meet and exceed state
standards.

Dixie staff has reached consensus on the methods and means for
monitoring and assessing student progress in English/Language Arts and
Mathematics, based on our knowledge of the State framework and
standards. This knowledge, coupled with an ongoing series of
professional development trainings and implementation of our newly
adopted, standards-based, English/Language Arts and Mathematics series,
gives us the necessary tools to teach our students.

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

We share disaggregated student assessment data, our school's yearly
progress, and accomplishments with all segments of the learning
community in a variety of ways.

-   Our work with the Reading RESULTS project has led to a
    **standards-based report card**, revolutionizing how we communicate
    with parents. Report cards are distributed every trimester.\
    At-risk students receive additional progress reports mid-trimester.
    We also have formal parent-teacher conferences in the fall. Parent
    can see from their children's report cards at what point a standard
    is taught, assessed, and mastered. Our standards-aligned report
    cards summarize a student's phonics and decoding skills, reading
    level, fluency, and comprehension, as well as achievement toward
    standards in language arts and math. We have a common understanding
    of our goals within and across grade levels. Expectations and
    outcomes are communicated clearly to students and their families.
    Student progress is monitored throughout the year.

-   The district and the principal hold parent **information meetings**
    to discuss and build understanding about STAR testing. Local
    **newspapers** report STAR assessment information for schools, the
    district, and the county.

-   Each student's **STAR data** is mailed every summer with a detailed
    explanation for interpreting data.

-   The **School Accountability Report Card** is given to all families
    and is available at our office and on our website.

-   Our school **Website** (dixieschool.com) continually posts
    activities, classroom projects, curriculum links, and links to the
    state website for STAR and SARC data. Each year our school hosts a
    Board meeting to recognize individual and school-wide achievements
    and to review the annual report.

-   **Newsletters** written by the Superintendent, the Board of
    Trustees, our principal, and each classroom teacher provide ongoing
    information on curriculum, special programs, and student activities.

**Dixie School shares its successes with other schools.**

Many programs are in place to ensure articulation between district
schools and beyond.

-   Fifty percent of our district-wide staff development time is spent
    collaborating and reviewing student work and assessments.

```{=html}
<!-- -->
```
-   After extensive training at the Reading RESULTS Summer Professional
    Development Institute and the Governor's Reading Professional
    Development Institutes, Dixie teacher-leaders share their expertise
    by conducting workshops in under-performing districts throughout the
    state. Our school serves as a model for local districts whose
    teachers come to observe our reading programs in action. We are
    pleased our Literacy Team and principal were invited to share our
    K-5 school-wide efforts in Reading RESULTS at the California
    Curriculum and Instruction Leadership Symposium in February 2002.
    The Symposium Planning Committee's acceptance letter read: "*We
    identified your team's work in system-wide implementation of
    California standards as representative of exemplary practice*."

```{=html}
<!-- -->
```
-   Dixie teachers meet with their colleagues monthly at school and
    district-wide grade level meetings to develop and align grade level
    assessments that are anchored in our standards-based report cards,
    and to share best practices, new instructional strategies, and
    materials across the district.

-   One teacher has served as a mentor to others across the district and
    other districts, teaching her peers about website development, and
    informational literacy. She also assists teachers on an individual
    basis with finding instructional materials available on the internet
    and identifying strategies for maximizing effective use of
    technology integration to support student learning.

```{=html}
<!-- -->
```
-   Teachers from each grade level meet regularly with their peers from
    the next grade level. The district's middle school sixth grade
    teachers meet with fifth grade teachers to ensure a well-articulated
    curriculum that supports our students' transition to the middle
    school setting. Elementary teachers articulate with their middle
    school colleagues and the middle school articulates with the local
    high school.

    **PART V -- CURRICULUM AND INSTRUCTION**

**Dixie School's curriculum engages all students with significant
content based on high standards.**

*"Teachers at Dixie School attend closely to grade-level standards in a
seamless way. Rather than teaching standards in isolation, many
standards are incorporated in authentic experiences."*

\- Student Teaching Supervisor, Sonoma State University

Dixie promotes academic excellence with a standards-based curriculum
that is well articulated and research based. Students are academically
engaged and have significant interactions with caring, well-trained
staff. Through careful analysis of student assessment data, we pinpoint
the strengths and specific needs of each student. Teachers use a variety
of instructional strategies to accommodate each child's learning style.
Dixie teachers take the time to plan thoughtfully constructed lessons to
challenge and support every child, differentiating for ELL, GATE, and
at-risk students. In addition to adopting standards-aligned textbooks
and supplemental materials for math, science, language arts, and social
studies for all grades, Dixie targets its professional development to
ensure our students continue to make gains in their achievements. Our
rigorous reading and math curricula are described in responses on page
8.

Proficiency in English/Language Arts is the key to becoming an
independent learner, and all children receive explicit instruction in
reading, writing, speaking, and listening. These core skills are
integrated into every subject area at all grade levels. Working with a
consortium of ten local districts, we created a scope and sequence in
writing from kindergarten to eighth grade, resulting in four-point
rubrics that succinctly set standards for good writing in each genre at
each grade level. These writing rubrics clearly define what students
should know and be able to do. Teachers and students use standards-based
rubrics for individual projects and oral presentations. Similar rubrics
developed for public speaking ensure students learn how to communicate
effectively. Students practice these skills and strategies in all
subjects.

Dixie teachers have learned that science reinforces students' reading
and math skills. Through rigorous classroom instruction, as well as
direct hands-on investigations with earth, life, and physical sciences
each year, students develop higher-level thinking. Throughout their
years at Dixie, students discover the attributes of living things, learn
about the properties of matter, explore geology, focus on light and
color, investigate the properties of magnetism and electricity, and
study human biology. Our fifth grade science curriculum culminates with
our students attending a week-long environmental camp.

In social studies, teachers use integrated, thematic study units to
engage students in their community and local, state, and national
history, as well as to foster awareness of current events and
participation in community service. Whether panning for gold like the
49ers, working in the colonial gardens, or learning a Miwok children's
game, our students go back in time to live the history they are studying
to gain an appreciation for the world in which they live.

Each week, every child at Dixie has several opportunities for artistic
expression. Primary students have music instruction weekly, and upper
grade students participate in our district music program (strings,
woodwinds, band, and chorus) twice a week. Every child has fifteen weeks
of visual arts instruction. Kindergarten and first grade students have
creative movement classes. Third, fourth, and fifth grade students have
drama classes. All students perform in musical and dramatic assemblies
throughout the year. Our PE specialists focus on the development of
specific skills, challenge students to do their personal best, and build
teamwork and cooperation. In 2003, 90 percent of our fifth graders
successfully passed the California "Fitnessgram."

Our Life Skills Character Education Program promotes positive traits
such as responsibility, tolerance and perseverance. These traits are
woven into every aspect of the student's life at school whether it is
receiving a "Lion's Roar" card for good behavior or participating in the
monthly schoolwide assembly. We have found that by having high
expectations for behavior, our students are more focused and productive.
Dixie's dedicated staff works purposefully to develop well-rounded
students who are intellectually curious, socially responsible, and
physically fit.

**Dixie School's Reading Curriculum**

The centerpiece of our English/Language Arts (E/LA) curriculum is the
Reading RESULTS program created by the California Reading and Literature
Project and the Governor's Reading Professional Development Institutes.
Six years ago, Dixie teachers attended the first Reading RESULTS Summer
Professional Development Institute. Inspired by standards-aligned,
research-based, field-tested assessments and the instructional
strategies they learned, teachers implemented this powerful and
comprehensive program.

Reading RESULTS assessments and grade level benchmarks form a nested
system in each classroom that informs instruction**. Dixie School has
adopted the Reading RESULTS motto, "Every child a reader. Every child by
name."** Teachers work in teams using Reading RESULTS as a framework to
guide decision making in selecting, integrating, and implementing a
complete reading program. Our Literacy Team supports the work of each
grade level team. By coupling our strong curriculum with the assessment
and instructional strategies outlined in the Reading RESULTS materials,
we have found an exceptional way to improve student performance.

We adopted our language arts materials because they are research-based
and aligned with state standards, and they have a depth and breadth of
content that supports a variety of instructional strategies to support
reading. This systematic, explicit approach enables teachers to provide
differentiated instruction.

Reading RESULTS assessments are administered three times a year. In the
primary grades they identify: phonemic awareness, phonics/decoding
abilities, high frequency words recognition, reading level, accuracy,
fluency, and comprehension. With the results from these assessments, we
use our comprehensive E/LA program to target instruction. In the upper
grades, assessments continue to focus on these basic skills. The reading
curriculum also broadens to include: vocabulary, exploration of a
variety of genres, higher level understanding of text (plot, character
development, etc.), and literature circles.

Clear benchmarks have been set for each grade level. Intervention
strategies (such as our Read Naturally fluency labs and parent and
senior reading volunteers) are in place for students in need. Together,
the outstanding curriculum, assessments, and instructional strategies
allow teachers to pinpoint areas of weakness and strength and help guide
each student's progress toward meeting state standards.

**Dixie School focuses on math and how it relates essential skills and
knowledge based on the school's mission.**

Our balanced math curriculum is based on the rigorous California state
standards and stresses careful and thoughtful sequencing of instruction
so that every child will master basic skills, develop higher level
problem solving abilities, and demonstrate solid mathematical reasoning.
A portion of our school's mission statement relates to promoting
academic excellence and developing productive, contributing members of
society. Therefore, it is crucial for us to produce mathematically
competent students. Frequent assessments assist teachers in placing
students in flexible groupings to provide differentiated instruction.
In-depth staff development has prepared our teachers with both content
knowledge and a variety of instructional strategies to deliver our
comprehensive curriculum. At-risk students receive supplemental help in
the classroom, through after-school intervention programs, and
individualized activities. Students are expected to demonstrate mastery
in addition, subtraction, multiplication, division facts, as well as
math procedures. Students in K-3 work in math centers using
manipulatives to solidify concepts such as measurement, time, and money.
Fourth and fifth grade students develop fluency in computational and
procedural skills. We also emphasize problem solving using creative
thinking strategies at all grade levels.

Our spiraling curriculum teaches students a number of algebraic and
geometric concepts. Students are given the **opportunity for
acceleration and enrichment** in an advanced math class, which gives
them the tools to move to pre-algebra in sixth grade. In the fall of
2003, **17** percent of last year's fifth graders were placed in
pre-algebra when they entered sixth grade. All classrooms have
state-approved standards-based materials. Students use leveled math
software (such as Number Maze and Fraction Attraction) to reinforce and
enrich skills. We see the positive results on the CST.

**Dixie School differentiates instruction to improve student learning.**

**All students are expected to meet or exceed the grade-level
standards.** We consistently use differentiated instruction and multiple
points of entry to **optimize learning opportunities** in meeting the
needs of all students. After initial assessments, students at all grade
levels are placed in flexible groups\
for spelling, math, and language arts, and every teacher uses centers to
address individual needs. In kindergarten, students are grouped for
"extended day" time during which their teacher challenges them at their
level. In literature circles, students take specific roles such as
summarizer, discussion director, character charter, vocabulary wizard,
and literary illuminator. Students create reports, drawing from a
variety of text, Internet, and in-person resources. They hone their note
taking and research skills to give oral presentations.

Teachers also use differentiated curriculum to meet the broad spectrum
of student needs and abilities. For example, fifth grade classes read
"four novels at a time" based on a theme such as "courage." Each student
reads one of the four novels, which are leveled to give all readers
access to the content. Group discussions, interactive journals, and oral
reports engage all students. In this way, GATE and special needs
students work and learn together in an authentic way while addressing
several of the fifth grade reading standards.

When adopting standards-based instructional materials, we look for depth
and breadth of content that will support a variety of instructional
strategies, is appropriate for flexible grouping, and contains an
integral technology component. We supplement our curriculum with
programs such as Great Books, which introduces students as young as the
third grade to the Socratic method and to meaningful dialogue about
literature. Our Read Naturally self-paced fluency program increases
fluency rates to keep students on track to meet standards. Fourth and
fifth grade advanced math students work with a math specialist once a
week to challenge them with higher-level concepts.

**Dixie School's professional development program impacts student
achievement.**

Our goals for professional development always begin with the question:
"How can we best help all students meet or exceed the state standards?"

Great teachers are integral to our success. We start with a rigorous
hiring process, looking for a candidate who possesses a strong
foundation in educational theory and practice based on the state's
teaching standards and the ELD certification necessary to join the 85
percent of our teachers who are currently certified. Dixie teachers are
trained to provide support for new teachers through Beginning Teacher
Support and Assessment (BTSA). Teachers are supported by colleagues and
the district to ensure their success through open access, frequent
collaboration, and professional development opportunities. Our principal
and one of our teachers are on the district's Peer Assistance and Review
(PAR) Panel. We partner with a local university to train student
teachers and currently have eight on site.

A top priority is to prepare and equip our new, experienced, and veteran
teachers/support staff with core curriculum research-based instructional
and assessment strategies. To assist in establishing our professional
development priorities, each year we review disaggregated school-wide
and individual student performance data to identify areas of need and
strength and survey teachers' needs and interests. We then develop our
comprehensive school-wide and individual professional development plans
based on the district's focus areas and create goals and timelines for
implementation.

The staff uses 50 percent of its meeting time for articulation of
benchmarks and standards. Dixie teachers meet weekly to review student
data, develop plans for intervention, research strategies to improve
instruction, and articulate across grade levels. We review progress
toward our school goals, identify areas for future staff development,
and recognize our successes. We are deeply committed to refining our
professional practices, even to the point of giving significant personal
time. Dixie teachers have attended workshops including: Calabash, Six
Trait Writing, Marcy Cook Math, Jason Project, Video Production,
California Reading Conference and Student Council/Youth Leadership, and
Reading RESULTS Institute and Leadership Training Institute. Every day
Dixie teachers and partners see the results of their efforts and
thoughtful planning as students increase their learning and growth. We
truly believe that our teachers and support staff are our greatest
resources.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

**California Standards Test (CST) - 2^nd^ grade**

California English/Language Art standards were first reported for
schools in 2000-01. Math standards followed the next year, in 2001-02.

+----------------------------+-------+-------+-------+-------+-------+
|                            | E     |       |       | Math  |       |
|                            | nglis |       |       |       |       |
|                            | h/Lan |       |       |       |       |
|                            | guage |       |       |       |       |
|                            | Arts  |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
|                            | 2002  | 2001  | 2000  | 2002  | 2001  |
|                            | -2003 | -2002 | -2001 | -2003 | -2002 |
+----------------------------+-------+-------+-------+-------+-------+
| Testing month              | May   | May   | April | May   | May   |
+----------------------------+-------+-------+-------+-------+-------+
| Publisher                  | CTB/\ | Har   | Har   | CTB/\ | Har   |
|                            | M     | court | court | M     | court |
|                            | cGraw |       |       | cGraw |       |
|                            | Hill  |       | (Nov. | Hill  |       |
|                            |       |       | 2000  |       |       |
|                            |       |       | e     |       |       |
|                            |       |       | nroll |       |       |
|                            |       |       | used) |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Edition/publication year   | 6^th^ | 9^th^ | 9^th^ | 6^th^ | 9^th^ |
|                            | Ed./\ | Ed./\ | Ed./\ | Ed./\ | Ed./\ |
|                            | 2002  | 1995  | 1995  | 2002  | 1995  |
+----------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**          |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Basic       | 98    | 93    | 95    | 96    | 98    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Proficient  | 87    | 72    | 85    | 90    | 80    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At Advanced             | 36    | 39    | 52    | 60    | 43    |
+----------------------------+-------+-------+-------+-------+-------+
| Mean Scaled Score          | 392.3 | 383.4 | \--   | 420.2 | 404.2 |
+----------------------------+-------+-------+-------+-------+-------+
| Enrollment                 | 48    | 70    | 67    | 48    | 70    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 47    | 66    | 58    | 47    | 68    |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of total students  | 98    | 94    | 87    | 98    | 97    |
| tested                     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students         | 1     | 6     | 9     | 1     | 2     |
| excluded ^^               |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Percent of students        | 2     | 6     | 13    | 2     | 3     |
| excluded                   |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Average No. correct/No.    | \--   | \--   | 62    | \--   | \--   |
| possible                   |       |       | .1/75 |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Average % correct          | \--   | \--   | 82.8  | \--   | \--   |
+----------------------------+-------+-------+-------+-------+-------+
|                            |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| SUBGROUP SCORES            |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| 1\. Limited English        |       |       |       |       |       |
| Proficient ^\#^            |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Basic       | \*    | \*    | \--   | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Proficient  | \*    | \*    | \--   | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At Advanced             | \*    | \*    | \--   | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 4     | 3     | \--   | 4     | 3     |
+----------------------------+-------+-------+-------+-------+-------+
| 2\. Economically           |       |       |       |       |       |
| Disadvantaged              |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Basic       | \*    | \*    | n/a   | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Proficient  | \*    | \*    | n/a   | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At Advanced             | \*    | \*    | n/a   | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 1     | 1     | 0     | 1     | 1     |
+----------------------------+-------+-------+-------+-------+-------+
| 3\. Special Education      |       |       |       |       |       |
| (with Disabilities^+^)     |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Basic       | \*    | \*    | \*    | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Proficient  | \*    | \*    | \*    | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At Advanced             | \*    | \*    | \*    | \*    | \*    |
+----------------------------+-------+-------+-------+-------+-------+
| Number of students tested  | 3     | 9     | 5     | 3     | 10    |
+----------------------------+-------+-------+-------+-------+-------+
|                            |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**           |       |       |       |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Basic       | 68    | 63    | 61    | 76    | 68    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At or Above Proficient  | 36    | 32    | 32    | 53    | 43    |
+----------------------------+-------+-------+-------+-------+-------+
| \% At Advanced             | 12    | 9     | 10    | 24    | 16    |
+----------------------------+-------+-------+-------+-------+-------+
| State Mean Scaled Score    | 332.3 | 324.1 | \--   | 356.7 | 342.7 |
+----------------------------+-------+-------+-------+-------+-------+
| Average No. correct/No.    | \--   | \--   | 44    | \--   | \--   |
| possible                   |       |       | .3/75 |       |       |
+----------------------------+-------+-------+-------+-------+-------+
| Average % correct          | \--   | \--   | 59.0  | \--   | \--   |
+----------------------------+-------+-------+-------+-------+-------+

The following footnotes apply to all data charts in the State
Criterion-Referenced Tests section (pages\
13-17).

 Reasons for not testing include parent-requested waiver and extended
student absence. Students with IEPs may be offered an alternate
assessment or may take the test with accommodations or modifications as
recommended by the IEP team.

\# Limited English (or English Learner) score reports not available for
2000 and 2001. Category listing changed to "English Learners in CA
Public School for Less Than 12 Months" for 2003 reporting.

## \* Insufficient Data - The number of pupils in this category is too small for statistical accuracy or privacy protection. 

\+ Special Education subgroup listing changed to "Students with
Disabilities" for 2003 reporting. No data available for 1999.

**California Standards Test (CST) - 3^rd^ grade**

  ---------------------------- ------------------ ----------- ----------- ----------- -----------
                               English/Language                           Math        
                               Arts                                                   

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

  Testing month                May                May         April       April       April

  Publisher                    CTB/\              Harcourt    Harcourt    CTB/\       Harcourt
                               McGraw Hill                                McGraw Hill 

  Edition/publication year     6^th^ Ed./\        9^th^ Ed./\ 9^th^ Ed./\ 6^th^ Ed./\ 9^th^ Ed./\
                               2002               1995        1995        2002        1995

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic         95                 93          92          94          94

  \% At or Above Proficient    86                 77          74          88          86

  \% At Advanced               45                 53          32          56          55

  Mean Scaled Score            391.2              397.6       \--         421.1       416.1

  Enrollment                   69                 66          79          69          66

  Number of students tested    69                 62          65          68          62

  Percent of total students    100                94          82          99          94
  tested                                                                              

  Number of students excluded  0                  4           14          1           4

  Percent of students excluded 0                  6           18          1           6

  Average No. correct/No.      \--                \--         58.3/75     \--         \--
  possible                                                                            

  Average % correct            \--                \--         77.7        \--         \--

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Limited English                                                                 
  Proficient ^\#^                                                                     

  \% At or Above Basic         \*                 \*          \--         \*          \*

  \% At or Above Proficient    \*                 \*          \--         \*          \*

  \% At Advanced               \*                 \*          \--         \*          \*

  Number of students tested    1                  3           \--         1           3

  2\. Economically                                                                    
  Disadvantaged                                                                       

  \% At or Above Basic         n/a                n/a         n/a         n/a         n/a

  \% At or Above Proficient    n/a                n/a         n/a         n/a         n/a

  \% At Advanced               n/a                n/a         n/a         n/a         n/a

  Number of students tested    0                  0           0           0           0

  3\. Special Education (with                                                         
  Disabilities^+^)                                                                    

  \% At or Above Basic         \*                 \*          \*          \*          \*

  \% At or Above Proficient    \*                 \*          \*          \*          \*

  \% At Advanced               \*                 \*          \*          \*          \*

  Number of students tested    10                 8           7           10          8

                                                                                      

  **STATE SCORES**                                                                    

  \% At or Above Basic         63                 62          59          71          65

  \% At or Above Proficient    33                 34          30          46          38

  \% At Advanced               10                 11          9           19          12

  State Mean Scaled Score      323.9              323.5       \--         344.3       331.6

  Average No. correct/No.      \--                \--         43.3/75     \--         \--
  possible                                                                            

  Average % correct            \--                \--         57.7        \--         \--
  ---------------------------- ------------------ ----------- ----------- ----------- -----------

**California Standards Test (CST) - 4^th^ grade**

  ---------------------------- ------------------ ----------- ----------- ----------- -----------
                               English/Language                           Math        
                               Arts                                                   

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

  Testing month                May                May         April       April       April

  Publisher                    CTB/\              Harcourt    Harcourt    CTB/\       Harcourt
                               McGraw Hill                                McGraw Hill 

  Edition/publication year     6^th^ Ed./\        9^th^ Ed./\ 9^th^ Ed./\ 6^th^ Ed./\ 9^th^ Ed./\
                               2002               1995        1995        2002        1995

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic         96                 100         97          94          98

  \% At or Above Proficient    85                 86          80          88          86

  \% At Advanced               57                 48          43          56          46

  Mean Scaled Score            395.9              392.7       \--         402.5       396.0

  Enrollment                   74                 73          84          74          73

  Number of students tested    72                 66          70          72          67

  Percent of total students    97                 90          83          97          92
  tested                                                                              

  Number of students excluded  2                  7           14          2           6

  Percent of students excluded 3                  10          17          3           8

  Average No. correct/No.      \--                \--         68.4/90     \--         \--
  possible                                                                            

  Average % correct            \--                \--         76.0        \--         \--

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Limited English                                                                 
  Proficient ^\#^                                                                     

  \% At or Above Basic         \*                 \*          \--         \*          \*

  \% At or Above Proficient    \*                 \*          \--         \*          \*

  \% At Advanced               \*                 \*          \--         \*          \*

  Number of students tested    4                  4           \--         4           4

  2\. Economically                                                                    
  Disadvantaged                                                                       

  \% At or Above Basic         n/a                n/a         n/a         n/a         n/a

  \% At or Above Proficient    n/a                n/a         n/a         n/a         n/a

  \% At Advanced               n/a                n/a         n/a         n/a         n/a

  Number of students tested    0                  0           0           0           0

  3\. Special Education (with                                                         
  Disabilities^+^)                                                                    

  \% At or Above Basic         \*                 \*          \*          \*          \*

  \% At or Above Proficient    \*                 \*          \*          \*          \*

  \% At Advanced               \*                 \*          \*          \*          \*

  Number of students tested    9                  7           8           9           7

                                                                                      

  **STATE SCORES**                                                                    

  \% At or Above Basic         74                 71          66          72          67

  \% At or Above Proficient    39                 36          33          45          37

  \% At Advanced               15                 14          11          18          13

  State Mean Scaled Score      339.0              332.9       \--         343.6       332.4

  Average No. correct/No.      \--                \--         48.6/90     \--         \--
  possible                                                                            

  Average % correct            \--                \--         54.0        \--         \--
  ---------------------------- ------------------ ----------- ----------- ----------- -----------

**California Standards Test (CST) - 5^th^ grade**

  ---------------------------- ------------------ ----------- ----------- ----------- -----------
                               English/Language                           Math        
                               Arts                                                   

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

  Testing month                May                May         April       April       April

  Publisher                    CTB/\              Harcourt    Harcourt    CTB/\       Harcourt
                               McGraw Hill                                McGraw Hill 

  Edition/publication year     6^th^ Ed./\        9^th^ Ed./\ 9^th^ Ed./\ 6^th^ Ed./\ 9^th^ Ed./\
                               2002               1995        1995        2002        1995

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic         92                 97          96          90          91

  \% At or Above Proficient    72                 80          73          83          75

  \% At Advanced               38                 56          32          42          24

  Mean Scaled Score            377.4              393.7       \--         418.2       395.2

  Enrollment                   73                 72          111         73          72

  Number of students tested    71                 70          93          71          70

  Percent of total students    97                 97          84          97          97
  tested                                                                              

  Number of students excluded  2                  2           18          2           2

  Percent of students excluded 3                  3           16          3           3

  Average No. correct/No.      \--                \--         65.7/90     \--         \--
  possible                                                                            

  Average % correct            \--                \--         73.0        \--         \--

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Limited English                                                                 
  Proficient ^\#^                                                                     

  \% At or Above Basic         \*                 n/a         \--         \*          n/a

  \% At or Above Proficient    \*                 n/a         \--         \*          n/a

  \% At Advanced               \*                 n/a         \--         \*          n/a

  Number of students tested    4                  0           \--         4           0

  2\. Economically                                                                    
  Disadvantaged                                                                       

  \% At or Above Basic         n/a                n/a         n/a         n/a         n/a

  \% At or Above Proficient    n/a                n/a         n/a         n/a         n/a

  \% At Advanced               n/a                n/a         n/a         n/a         n/a

  Number of students tested    0                  0           0           0           0

  3\. Special Education (with                                                         
  Disabilities^+^)                                                                    

  \% At or Above Basic         \*                 \*          \*          \*          \*

  \% At or Above Proficient    \*                 \*          \*          \*          \*

  \% At Advanced               \*                 \*          \*          \*          \*

  Number of students tested    8                  8           9           8           8

                                                                                      

  **STATE SCORES**                                                                    

  \% At or Above Basic         72                 71          66          61          59

  \% At or Above Proficient    36                 31          28          35          29

  \% At Advanced               10                 9           7           10          7

  State Mean Scaled Score      332.0              327.7       \--         332.1       322.5

  Average No. correct/No.      \--                \--         47.6/90     \--         \--
  possible                                                                            

  Average % correct            \--                \--         52.9        \--         \--
  ---------------------------- ------------------ ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

**2^nd^ grade**

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

**Reading**

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

  Testing month                    May               May              April            April           April

  Publisher                        CTB/\             Harcourt         Harcourt         Harcourt        Harcourt
                                   McGraw-Hill                                                         

  Edition/publication year         CAT, 6^th^        SAT,\            SAT,\            SAT,\           SAT,\
                                   Ed.               9^th^ Ed.        9^th^ Ed.        9^th^ Ed.       9^th^ Ed.

  **SCHOOL SCORES**                                                                                    

  Total Score (at or above 50%     91                88               96               79              88
  NPR)                                                                                                 

  NPR for Average Student          77                80               88               76              80
  Score                                                                                                

  Enrollment                       48                70               67               79              80

  Number of students tested        47                65               55               62              74

  Percent of total students        98                93               82\*             78              93
  tested                                                                                               

  Number of students excluded      1                 5                12               17              6
  ^^                                                                                                  

  Percent of students excluded     2                 7                18               22              7

                                                                                                       

  SUBGROUP SCORES                                                                                      

  1\. Limited English                                                                                  
  Proficient                                                                                           

  Number of students tested    4                 3               \#               \#               0   

  2\. Economically                                                                                     
  Disadvantaged                                                                                        

  Number of students tested    1                 1               0                0                0   

  3\. Special Education (with                                                                          
  Disabilities)                                                                                        

  Number of students tested    3                 7               5                7                   
  ---------------------------- --- ------------- --- ----------- ---- ----------- ---- ----------- --- -----------

**Mathematics**

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

  **SCHOOL SCORES**                                                                                  

  Total Score (at or above 50%     96              92               93               90              86
  NPR)                                                                                               

  NPR for Average Student          92              86               91               84              81
  Score                                                                                              

  Enrollment                       48              70               67               79              80

  Number of students tested        47              66               55               63              74

  Percent of total students        98              94               82 \*            80              93
  tested                                                                                             

  Number of students excluded      1               4                12               16              6

  Percent of students excluded     2               6                18               20              7

                                                                                                     

  SUBGROUP SCORES                                                                                    

  1\. Limited English                                                                                
  Proficient                                                                                         

  Number of students tested    4               3               \#               \#               0   

  2\. Economically                                                                                   
  Disadvantaged                                                                                      

  Number of students tested    1               1               0                0                0   

  3\. Special Education (with                                                                        
  Disabilities)                                                                                      

  Number of students tested    3               8               2                7                   
  ---------------------------- --- ----------- --- ----------- ---- ----------- ---- ----------- --- -----------

 Reasons for not testing include parent-requested waiver and extended
student absence. Students\
with IEPs may be offered an alternate assessment or may take the test
with accommodations or modifications as recommended by the IEP team.

\* November enrollment used to compare against April testing numbers.
Participation rate has margin of error.

\# No "Limited English" data available on CDE web site

 No "Special Education/Disabilities" data available on CDE web site

**National Norms 3^rd^ grade**

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

**Reading**

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

  Testing month                     May                May              April            April           April

  Publisher                         CTB/\              Harcourt         Harcourt         Harcourt        Harcourt
                                    McGraw-Hill                                                          

  Edition/publication year          CAT, 6^th^         SAT,\            SAT,\            SAT,\           SAT,\
                                    Ed.                9^th^ Ed.        9^th^ Ed.        9^th^ Ed.       9^th^ Ed.

  **SCHOOL SCORES**                                                                                      

  Total Score (at or above 50%      78                 89               90               89              84
  NPR)                                                                                                   

  NPR for Average Student           77                 85               85               84              79
  Score                                                                                                  

  Enrollment                        69                 66               79               89              100

  Number of students tested         69                 64               62               71              95

  Percent of total students         100                97               78 \*            80              95
  tested                                                                                                 

  Number of students excluded       0                  2                17               18              5

  Percent of students excluded      0                  3                22               20              5

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1\. Limited English                                                                                    
  Proficient                                                                                             

  Number of students tested    1                  4                \#               \#               1   

  2\. Economically                                                                                       
  Disadvantaged                                                                                          

  Number of students tested    0                  0                0                1                0   

  3\. Special Education (with                                                                            
  Disabilities)                                                                                          

  Number of students tested    10                 10               7                8                   
  ---------------------------- ---- ------------- ---- ----------- ---- ----------- ---- ----------- --- -----------

**Mathematics**

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

  **SCHOOL SCORES**                                                                                    

  Total Score (at or above 50%      86               89               95               92              81
  NPR)                                                                                                 

  NPR for Average Student           87               90               86               83              78
  Score                                                                                                

  Enrollment                        69               66               79               89              100

  Number of students tested         69               64               62               72              95

  Percent of total students         100              97               78 \*            81              95
  tested                                                                                               

  Number of students excluded       0                2                17               17              5

  Percent of students excluded      0                3                22               19              5

                                                                                                       

  SUBGROUP SCORES                                                                                      

  1\. Limited English                                                                                  
  Proficient                                                                                           

  Number of students tested    1                4                \#               \#               1   

  2\. Economically                                                                                     
  Disadvantaged                                                                                        

  Number of students tested    0                0                0                1                0   

  3\. Special Education (with                                                                          
  Disabilities)                                                                                        

  Number of students tested    10               10               4                8                   
  ---------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- --- -----------

 Reasons for not testing include parent-requested waiver and extended
student absence. Students\
with IEPs may be offered an alternate assessment or may take the test
with accommodations or modifications as recommended by the IEP team.

\* November enrollment used to compare against April testing numbers.
Participation rate has margin of error.

\# No "Limited English" data available on CDE web site

 No "Special Education/Disabilities" data available on CDE web site

**National Norms 4^th^ grade**

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

**Reading**

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

  Testing month                    May               May              April            April           April

  Publisher                        CTB/\             Harcourt         Harcourt         Harcourt        Harcourt
                                   McGraw-Hill                                                         

  Edition/publication year         CAT, 6^th^        SAT,\            SAT,\            SAT,\           SAT,\
                                   Ed.               9^th^ Ed.        9^th^ Ed.        9^th^ Ed.       9^th^ Ed.

  **SCHOOL SCORES**                                                                                    

  Total Score (at or above 50%     78                94               91               93              83
  NPR)                                                                                                 

  NPR for Average Student          82                87               88               89              80
  Score                                                                                                

  Enrollment                       74                73               84               108             78

  Number of students tested        72                69               69               91              72

  Percent of total students        97                95               82 \*            84              92
  tested                                                                                               

  Number of students excluded      2                 4                15               17              6

  Percent of students excluded     3                 5                18               16              8

                                                                                                       

  SUBGROUP SCORES                                                                                      

  1\. Limited English                                                                                  
  Proficient                                                                                           

  Number of students tested    4                 4               \#               \#               1   

  2\. Economically                                                                                     
  Disadvantaged                                                                                        

  Number of students tested    0                 1               0                1                0   

  3\. Special Education (with                                                                          
  Disabilities)                                                                                        

  Number of students tested    9                 8               7                5                   
  ---------------------------- --- ------------- --- ----------- ---- ----------- ---- ----------- --- -----------

**Mathematics**

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

  **SCHOOL SCORES**                                                                                  

  Total Score (at or above 50%     89              96               91               92              83
  NPR)                                                                                               

  NPR for Average Student          90              87               84               85              78
  Score                                                                                              

  Enrollment                       74              73               84               108             78

  Number of students tested        72              69               70               90              69

  Percent of total students        97              95               83 \*            83              88
  tested                                                                                             

  Number of students excluded      2               4                14               18              9

  Percent of students excluded     3               5                17               17              12

                                                                                                     

  SUBGROUP SCORES                                                                                    

  1\. Limited English                                                                                
  Proficient                                                                                         

  Number of students tested    4               4               \#               \#               1   

  2\. Economically                                                                                   
  Disadvantaged                                                                                      

  Number of students tested    0               1               0                1                0   

  3\. Special Education (with                                                                        
  Disabilities)                                                                                      

  Number of students tested    9               8               7                4                   
  ---------------------------- --- ----------- --- ----------- ---- ----------- ---- ----------- --- -----------

 Reasons for not testing include parent-requested waiver and extended
student absence. Students\
with IEPs may be offered an alternate assessment or may take the test
with accommodations or modifications as recommended by the IEP team.

\* November enrollment used to compare against April testing numbers.
Participation rate has margin of error.

\# No "Limited English" data available on CDE web site

 No "Special Education/Disabilities" data available on CDE web site

**National Norms 5^th^ grade**

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

**Reading**

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

  Testing month                    May               May              April            April           April

  Publisher                        CTB/\             Harcourt         Harcourt         Harcourt        Harcourt
                                   McGraw-Hill                                                         

  Edition/publication year         CAT, 6^th^        SAT,\            SAT,\            SAT,\           SAT,\
                                   Ed.               9^th^ Ed.        9^th^ Ed.        9^th^ Ed.       9^th^ Ed.

  **SCHOOL SCORES**                                                                                    

  Total Score (at or above 50%     84                91               86               94              98
  NPR)                                                                                                 

  NPR for Average Student          88                88               84               83              85
  Score                                                                                                

  Enrollment                       73                72               111              83              55

  Number of students tested        70                70               91               66              49

  Percent of total students        96                97               82 \*            80              89
  tested                                                                                               

  Number of students excluded      3                 2                20               17              6

  Percent of students excluded     4                 3                18               20              11

                                                                                                       

  SUBGROUP SCORES                                                                                      

  1\. Limited English                                                                                  
  Proficient                                                                                           

  Number of students tested    4                 0               \#               \#               0   

  2\. Economically                                                                                     
  Disadvantaged                                                                                        

  Number of students tested    0                 0               0                0                0   

  3\. Special Education (with                                                                          
  Disabilities)                                                                                        

  Number of students tested    7                 8               7                4                   
  ---------------------------- --- ------------- --- ----------- ---- ----------- ---- ----------- --- -----------

**Mathematics**

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

  **SCHOOL SCORES**                                                                                  

  Total Score (at or above 50%     91              94               86               89              90
  NPR)                                                                                               

  NPR for Average Student          91              90               87               83              86
  Score                                                                                              

  Enrollment                       73              72               111              83              55

  Number of students tested        70              69               94               66              49

  Percent of total students        96              96               85 \*            80              89
  tested                                                                                             

  Number of students excluded      3               3                17               17              6

  Percent of students excluded     4               4                15               20              11

                                                                                                     

  SUBGROUP SCORES                                                                                    

  1\. Limited English                                                                                
  Proficient                                                                                         

  Number of students tested    4               0               \#               \#               0   

  2\. Economically                                                                                   
  Disadvantaged                                                                                      

  Number of students tested    0               0               0                0                0   

  3\. Special Education (with                                                                        
  Disabilities)                                                                                      

  Number of students tested    7               7               8                4                   
  ---------------------------- --- ----------- --- ----------- ---- ----------- ---- ----------- --- -----------

 Reasons for not testing include parent-requested waiver and extended
student absence. Students\
with IEPs may be offered an alternate assessment or may take the test
with accommodations or modifications as recommended by the IEP team.

\* November enrollment used to compare against April testing numbers.
Participation rate has margin of error.

\# No "Limited English" data available on CDE web site

 No "Special Education/Disabilities" data available on CDE web site