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

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

**Cover Sheet**

Name of Principal [Dr. Marla Lee]{.underline}

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

Official School Name [A. D. Henderson University School]{.underline}

(As it should appear in the official records)

School Mailing Address [777 Glades Road, Florida Atlantic
University]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Boca Raton,]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Florida\_\_\_\_
\_\_33431-0991]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(561) 297-3970]{.underline} Fax [(561) 297-3939]{.underline}

Website/URL[www.adhus.fau.edu]{.underline} E-mail
[mlee@fau.edu]{.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. Glenn Thomas, Director and Designee for Dr
Gregory F. Aloia, Dean]{.underline} [College of Education]{.underline}
Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Henderson, Florida Atlantic University,
District#72]{.underline}Tel. [(561) 297-3970]{.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 [Dr. John Pisapia, Chair (Unavailable) Mr. Fidencio
Platt, Vice Chair]{.underline}

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) (Vice Chairperson)

*\*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: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_[1]{.underline}\_\_ Other (Briefly explain) **Grades k-8 School**

\_\_[1\_]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$ 4387\_(State FEFP, Final
calculation 2002-03)]{.underline}

Average State Per Pupil Expenditure: \_\_[\$5194 (Average State FEFP,
Final calculation 2002-03)]{.underline}

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

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

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

4\. [1.5]{.underline} Number of years the principal has been in her
position at this school **(As of December, 2003)**

[5.0]{.underline} 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:

School Year 2002-03 **October, 2002 data**

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

  **K**       26        24                     **50**       **7**       25        28          53

  **1**       26        29                     **55**       **8**       26        24          50

  **2**       29        27                     **56**       **9**                             0

  **3**       26        30                     **56**       **10**                            0

  **4**       33        26                     **59**       **11**                            0

  **5**       29        28                     **57**       **12**                            0

  **6**       27        30                     57           Other                             0

                                    **TOTAL                                                   493
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [50.5]{.underline} % White

the students in the school: [22.8]{.underline} % Black or African
American

[18.3]{.underline} % Hispanic or Latino

[8.0]{.underline} % Asian/Pacific Islander/**Mixed**

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_4%\_\_\_\_\_\_%]{.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 11
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        22
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    495
              school as of October 1, 2002       

  **(5)**     Subtotal in row (3) divided by     .04
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1.0]{.underline}
%

[\_\_\_4\_\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_3\_\_\_\_\_\_\_]{.underline}

Specify languages: **Spanish, Creole, and Russian**

9\. Students eligible for free/reduced-priced meals:
[\_14]{.underline}\_% October, 2002/ 21%October, 2003

[68]{.underline} Total Number Students Who Qualify/Oct., 2002

> 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:
\_\_[4]{.underline}\_\_\_\_\_\_%

\_[21]{.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 \_\_\_\_Other Health Impaired

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

\_\_\_\_Hearing Impairment \_\_[X]{.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} [1]{.underline}

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

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

Paraprofessionals \_\_\_ [9]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

> Support staff [\_ \_ 6\_\_\_\_]{.underline}
> \_\_\_[3]{.underline}\_\_\_\_\_
>
> Total number \_\_\_[41]{.underline}\_\_\_\_
> \_\_\_[7]{.underline}\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[\_1:21.5\_\_\_]{.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  | 200    | 200    | 199    | 199    |
|                        | -2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+------------------------+-------+--------+--------+--------+--------+
| Daily student          | 97%   | 98%    | 98%    | 98%    | 98%    |
| attendance             |       |        |        |        |        |
+------------------------+-------+--------+--------+--------+--------+
| Daily teacher          | 96%   | \*     | \*     | \*     | \*     |
| attendance\*           |       |        |        |        |        |
+------------------------+-------+--------+--------+--------+--------+
| Teacher turnover rate  | 30%   | 0%     | 19%    | 8%     | 4%     |
+------------------------+-------+--------+--------+--------+--------+
| Student dropout rate   | \*\*  | \*\*   |   ---  | \*\*   | \*\*   |
| \*\*                   |       |        | ------ |        |        |
|                        |       |        | - ---- |        |        |
|                        |       |        | -- --- |        |        |
|                        |       |        | --- -- |        |        |
|                        |       |        |  -- -- |        |        |
|                        |       |        |   S    |        |        |
|                        |       |        | tudent |        |        |
|                        |       |        |     \* |        |        |
|                        |       |        | \*   \ |        |        |
|                        |       |        | *\*    |        |        |
|                        |       |        |        |        |        |
|                        |       |        |   d    |        |        |
|                        |       |        | rop-of |        |        |
|                        |       |        | f      |        |        |
|                        |       |        |        |        |        |
|                        |       |        |        |        |        |
|                        |       |        |        |        |        |
|                        |       |        |   r    |        |        |
|                        |       |        | ate \* |        |        |
|                        |       |        | \*     |        |        |
|                        |       |        |        |        |        |
|                        |       |        |        |        |        |
|                        |       |        |        |        |        |
|                        |       |        |        |        |        |
|                        |       |        |   ---  |        |        |
|                        |       |        | ------ |        |        |
|                        |       |        | - ---- |        |        |
|                        |       |        | -- --- |        |        |
|                        |       |        | --- -- |        |        |
|                        |       |        |  -- -- |        |        |
+------------------------+-------+--------+--------+--------+--------+

**\* The state university system (and the State of Florida's) payroll
system does not sum these data by year. It is maintained cumulatively by
individual employee, so the data cannot be disaggregated prior to
2002-03 when the school began to keep manual records.**

**\*\* Students who leave the school are remanded to their home school
district schools.**

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

**School Mission and Strategic Goals**

**A. D. Henderson University School (ADHUS) is configured as public
school district (#72) administered through the College of Education
(COE) of Florida Atlantic University (FAU). Its mandate is to provide
excellent instruction to approximately 500 students in grades k-8 that
are representative of the state's student demographics, support the
university's mission and further the state's educational reforms.
Students admitted to the school are chosen from a demographically
representative lottery process. The school has 26 full-time faculty and
administrators, 15 paraprofessional and support staff, and several part
time positions. ADHUS actively supports FAU's teacher education
instruction, research and service efforts, providing the university a
competitive advantage. Its support of the teacher preparation function
of the COE and College of Arts and Letters (CAL) is historic and
important, as is its research relationship with the Department of
Psychology, College of Science (COS). Grant activity during 2002-03 has
been limited but submissions for the 2003-04 year look promising
(particularly those integrating the activities of the various colleges
around grades k-12 issues). Local, state, national and international
dissemination, leadership and service activities core to the FAU, COE
and ADHUS missions continue to expand. ADHUS is an "A" rated school by
the state. The school's Strategic Goals (2002-07) are:**

I.  **[Improve student performance]{.underline} for a diverse student
    body grades K-8 and university undergraduate and graduate education
    using traditional public school fiscal resources, but employing
    innovative instructional and organizational approaches**

II. **[Promote teacher development and retention
    initiatives]{.underline} in concert with the COE and others locally,
    regionally and statewide; internally and externally**

III. **[Extend important research efforts and impact
     practice]{.underline} through broad collaboration and dissemination
     across university and other educational or business partners,
     including the addition of a model high school program**

IV. **[Expand grant awards and external funding]{.underline} using the
    school to extend the university's role in state and national
    educational reform, including curriculum content and design,
    instructional methodologies, assessment, child development, emerging
    technologies, organizational efficiencies, family linkages, informal
    education, safety and community/business partnerships**

**Progress toward Goals (2002-03)**

**School year 2002-03 was built on the past successes of the A.D.
Henderson University School (ADHUS); however it also brought a renewed
sense of commitment to mission centered on two constructs: 1. to extend
research and service components, and 2. to initiate programs to better
serve ALL children. The dean and the board strongly committed to
providing better connections between the college and school. The school
redoubled its efforts to reach out to researchers across the college and
university. During 2002-03, Henderson shared nursing, school resource
and emergency planning personnel with Slattery Early Childhood Center
for the first time as well as providing temporary summer space while an
extensive renovation occurred. The board also instituted policy approval
and fiscal oversight policies. Included in new board policy actions were
major changes to the Pupil Progression Plan, Student Code of Conduct and
Activity Fees. More rigorous baselines were established for school
indicators in the areas of finance, research and service.**

**Instructionally, the school's faculty and students once again achieved
an "A" rating from the state. The best news about these data is the fact
that all ADHUS subpopulations of students preformed much better than
their comparable peers in other university schools as well as other
school districts statewide. ADHUS continues to improve its percentage of
free and reduced students, from 14% at the October FTE count of the
2002-03 school year to 21% at the October FTE count in 2003-04. This
student demographic should approximate 40%. Documentation of a
demographically representative student academic ability dimension is
needed since the measured academic ability of the school's students
should approximate a bell-shaped curve across each race and
socio-economic category and grade level. In 2004-05, testing will begin
to document normal distribution of academic ability. Additionally, an
innovative classroom extension will be completed to meet class size
reduction mandates and a unique intensive dual enrollment high school
model will be initiated.**

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.

**The school as a public school is funded and is expected to be
accountable to the state in the same manner as any other public school.
The school's students take the state Florida Comprehensive Achievement
Test (FCAT) at grades 3-8, like other public schools and supplement
those results with the SAT-9 at grades k-2. Students are assessed in
reading, writing, mathematics and this year, in science. Assessment data
are reported across these dimensions as individual student data, as
grouped data by classroom teacher, as grade level results, as whole
school data and as demographically disaggregated data. The focus becomes
the number and type of students that assess at level 3 and above in
reading, writing and mathematics where each number category (ie.1, 2, 3,
etc.) represent a range of scaled scores. Low performing schools would
have significant numbers of students performing at the levels 1 and 2;
high performing schools would have few students at levels 1 and 2, but
also exhibit that pattern across all student demographics and grade
levels. If schools were at the top of the scale, to achieve and "A"
would still require progress, perhaps with the lower performing student
segments. The scores necessary to achieve the various levels continue to
be raised as the scores around the state continue to improve The intent
will be to employ improved methodologies to examine student growth over
the years of Florida's 2.5 million k-12 children through reported "gain
scores" to better target teacher staff development and student
performance. FCAT assessment items and performances are drawn directly
from the constructs and processes of the well-publicized and easily
available Florida's Sunshine State Standards, state-developed
appropriate grade level expectations for each content area and authentic
tasks with well established rubrics representing the application of
requisite skills and knowledge. Although the FCAT debuted several years
ago as only representing some grade levels and subjects, over the past
few years it has become increasing inclusive and comprehensive. The
state analysis and district/school reporting has also become much more
comprehensive, targeted, usable and useful for instructional improvement
for all kinds and levels of children.**

**The state department assigns the scale of 1-6 for writing samples,
where 1 and 2 is not proficient, 3 is proficient, and 6 is outstanding.
Math and reading scores are similarly expressed in levels 1-5 where 1
and 2 indicate deficiency, 3 is "at level" and 4 and 5 are higher
performing.**

**The state granted Henderson School a top "A" rating from the state in
2002-03. This grade is assigned by a state formula that looks at the
relative scores of children in grades 3-8; the total average scores by
grade level, the disaggregated performance of the lowest students, the
performance of targeted groups and overall growth of each student. The
percentage of students and types of student tested is also recorded and
is used to calculate the school's grade. The best news about the results
is the fact that all of Henderson subpopulations of students performed
much better than their comparable peers in other university school
districts, other public school districts statewide and was comparable
with the best individual schools across the state.**

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

**Each year as the results are published, the school's administrative
and faculty leadership team examines the disaggregated data to look for
current year successes and deficiencies. These are then compared to
prior year's data and examined in the light of new programs, materials,
training, resources and faculty assignments. Internal school and
classroom data (grades of students, discipline, access to technology,
effect of professional development, frequency and extent of library
programming, counseling interventions, effect of electives,
instructional time, after school programming, mentors and tutorial
effects, etc. are then aligned to gauge effectiveness. School climate
survey and other external data are then overlaid to provide a 360% view
of the data and its messages for school improvement. Planning for the
next year is conducted based on the data and options for addressing
deficiencies while continuing to support positive practices. This
planning is extensive and leads to a formal set of goals, strategies and
measures presented in a School Improvement Plan. This plan is then
thoroughly reviewed and approved in open meetings by the school
personnel, School (Improvement) Advisory Committee (SAC) and accepted by
the board. The council is awarded \$10 per student to oversee, support
and assess the implementation of the plan each year. It may allocate its
budget for materials, training, technology or other categories to
further the plan. The plan provides a blueprint for the expenditure of
the school's instructional, staff development and instructional
materials funds. It may also drive related activities of the parent
teacher organization, school volunteers and after school programming.**

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

**Parents and students receive individual student results in printed
form with descriptions of the test and the scoring included. Counselors,
administrators and teachers are available to assist parents with the
interpretation of the results and applicability to future learning
strategies. Parents, students and the community receive a copy of the
school's annual report which includes not only the extensive state data,
but also data related to the No Child Left Behind Act (NCLB)/Adequate
Yearly Progress model, fiscal data and research activities. The annual
report is also posted on the school's website. Comparable data are
available through the Florida Department of Education's website and the
School Reports website. As the results of the state assessment are made
available to the public, the public media prints and airs stories with
charts detailing the scores of the various schools, districts and
sub-populations. Such stories may highlight particularly promising
programs or clear weaknesses. Schools receiving an "A" also qualify for
a state incentive bonus which can be used to reward teachers, purchase
additional materials, provide staff development experiences or acquire
other resources acceptable to administration and faulty, the SAC and the
board**.

4.  Describe in one-half page how the school will share its successes
    with other schools.

**A. D. Henderson School has a statutory mandate to develop and
disseminate best practices both directly and indirectly to schools
around Florida. Directly the school is active in the region's reform
efforts including district staff in a six county region, a Professional
Development Schools Partnership with the Village Academy (a deregulated
school), advisory committees for the state's 250 charter schools, and
relationships with individual schools as appropriate. Indirectly, the
school is a preparation venue for some 200 undergraduate and graduate
students from the College of Education each year most of whom will
become teachers in Florida. Additionally the school hosts a number of
researchers each year studying everything from bullying behaviors to
early childhood social development. The work of these researchers
benefits the Henderson programs, but its potential to assist the success
of other schools is outstanding. The school provides information about
these efforts in conference presentations and printed materials. The
school also has developed a network of school district contacts (5
surrounding county school districts) and community college contacts (3
community colleges) for communication and shared project efforts.**

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

**The school's core curriculum assures student mastery of Florida's
Sunshine State Standards as expanded by the grade level expectancies and
the national standards of the various levels and disciplines. This
standards-based approach uses flexible and creative instructional
methods, ongoing varied assessments, and multiple supportive resources
to differentiate and enliven instruction for all children. The intent is
to diversify, enrich and extend the standards' constructs within a
curricular and assessment structure that requires innovation but also
demands superior performance against the clear standards measured by the
FCAT. Teachers analyze their students' past performance on specific
types of FCAT items to develop indications of individual student's
learning issues, their own teaching approach and possible resources to
be leveraged. These reviews provide a plan for student remediation and
reinforcement as well as for teacher development. The focus across all
grades is reading and reading in the content area. Students are actively
engaged at each grade level as described below (2. following) in the
reading process.**

**Best use of instructional time is also safeguarded. Subjects are
integrated as opportunities arise to reinforce and extend student
contact with the concepts and processes of the standards. This includes
for example, the integration of reading and mathematics in art and
history products and activities. Most instructional time is focused in
the morning blocks, with special curricular areas and support activities
in the afternoon. Special areas are important to give children new
experiences and to personalize their creativity. These areas also
provide opportunities to find different ways of promoting learning;
including appealing to children's varied learning modalities and
integration of the physical and theoretical. For example, the school
employs the total physical response method for teaching Spanish in
grades k-8, with 8^th^ grade Spanish taught for regular high school
credit. All students are provided with music instruction and middle
school students have regular performance level chorus and band. Upper
elementary students have chorus and optional school-based violin
instruction. All students have physical education regularly with
instruction in water safety and swimming. The school also benefits from
its relationship with the university and community partners. The
university art and music programs have provided excellent shared
opportunities through exhibitions and shared faculty. Fop example all
Henderson elementary students have programming provided annually through
the Pine Jog Environmental Center (FAU) and on request access to the
Gumbo Limbo research facility, supporting student mastery of related
science and mathematics standards.**

2.  **(Elementary Schools)** Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.

**Each elementary student in grades k-5 has a 90 minute reading
/language arts time block for reading instruction. Reading lessons focus
on the 5 components of research-based reading instruction as provided in
*[Reading is Rocket Science]{.underline}* and in Florida's statewide
initiative *"Just Read, Florida!"*: 1. Phonemic Awareness, 2. Phonics,
3. vocabulary, 4. Fluency, and 5. Comprehension. The Put Reading First
concepts and descriptions are useful introductions for the teachers of
the k-3 students. These constructs and the methodologies necessary to
generate instructional strategies are reinforced through administrative
focus, teacher attendance at state and national conferences and an
on-site reading coach to assist teachers and to work with particularly
struggling students. Teachers employ a wide variety of reading materials
and technologies in their instruction. Volunteer parents, middle school
students and university students tutor struggling readers. Additionally
the school employees its most skilled teachers in reading to conduct
after school sessions with students needing additional reading
instruction. On an ongoing basis, all teachers are engaged in
professional development study groups focused on *Regie Routman's,*
[Reading Essentials]{.underline}. These study groups meet regularly over
the course of the year to discuss what they are reading, trying and
learning first hand. Informally, group members discuss frequently things
that are working and issues that have arisen. These sustained collegial
conversations which may often engage the reading coach has been a very
powerful tool in the reading program's extension and innovation to teach
each child to read at or above the standard's levels. Teachers also use
specific strategies to teach reading in the content areas. In these
settings, prior student experience and a coherent frame of reference are
as important as precursors to successful comprehension and concept
development. Graphic organizers and a robust vocabulary are other
examples of techniques taught to students by content area teachers to
support better understanding from reading.**

> **(Secondary Schools)** Describe in one-half page the school's English
> language curriculum, including efforts the school makes to improve the
> reading skills of students who read below grade level.

**Teachers of the middle school are also members of the collegial study
groups attend conferences and have direct access to the reading coach.
Much of these teachers focus is on strategies to support better reading
in the content areas using the kinds of techniques described generally
above. Direct connections between activities or experiences before
encountering reading material on the same concept is very powerful
particularly with math and science constructs. Textbook passages without
prior knowledge are not very effective in introducing major new
concepts.**

**Students in grades 6-8 at the school who are not proficient readers
(scoring Level 2 or 1) are required to be enrolled in a reading course
in addition to their regular language arts class. All 6^th^ graders must
take a reading course and demonstrate proficiency or receive additional
tutorial support. The middle school English curriculum stresses the
development of writing and reading skills. Students are required to
write from prompts, grade their work using standard rubrics of good
writing, rewrite and group assess peer's work. Teachers then regrade to
establish student understanding of the rubrics and improve reliability.
The teacher also provides detailed feedback on the writing product, use
of correct grammar, creativity, etc. Writing and writing related
instruction consume about 45% of the middle school language arts
curriculum, with the remainder involving literature development, reading
and creative expression (poetry, multimedia, etc.).**

Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.

**The school is heavily dependent upon instructional and administrative
technologies to accomplish its mission. Instructionally, teachers use
technologies to differentiate instruction in the classrooms, provide
research information, create learning products, write papers,
communicate with parents, communicate with other teachers and
professionals, generate classroom presentations, record administrative
and grading information, and communicate assignments to students. They
use a variety of hardware including SmartBoards, scanners, digital
cameras, laptops, personal data assistants, etc. Teachers are trained
and use River Deep instructional software, Pinnacle grade
books/attendance, Homework Hero and FCAT Explorer school wide. Many
other packages are provided for individual teachers or grade groupings
to provide reading and subject area support.**

**All students in grades K-8 spend some portion of every week in the
computer lab developing specific skills, but also in their individual
classrooms on the five or more computers in each classroom. Students not
only consume the information available electronically available to them,
but also assist in the installation and support of new hardware or
repair of the old. Students design websites, load new software, provide
training support to teachers and develop fluency with the WORD Office
suite. One of the more popular courses for middle school students is
Robotics which merges math, science, computing and technology as
students design unique machines to solve problems and then program, test
and refine them until they perform.**

3.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

**The school employs instructional technology across all curricular
areas, direct instruction, learning centers, volunteer and expert tutors
from the university as well as parents, cooperative learning, after
school homework support coordinated through an Aftercare program, and
ongoing communication with parents through Friday Folders. The school
also employs whole school reading strategies, whole school writing
strategies (*FLORIDA WRITES!*), articulated math sequencing, and
integration of reading and math in the special areas of PE, art, music,
media, Spanish, and technology to ensure that students recognize the
impact and influence of reading, math and technology throughout the
various activities of their lives. Classroom experiences include
individual as well as group activities or projects and lots of hands-on
opportunities to apply conceptual learning into applied learning.
Services for students in Exceptional Student Education are based on an
inclusion model with the support teachers going into the classroom to
co-teach with the classroom teacher. With this integrated approach to
learning and support for all students, No Child is Left Behind.**

4.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

**The professional development program at the A.D. Henderson School is
the pivot point for the faculty's professional growth. A well-trained
and supported faculty is the core reason that the students' performance
is excellent on state and national measures. The decisions made by the
school's professional development committee for school wide programming
are based on student performance data, the School Improvement Plan, the
surveyed needs of the general faculty, and the administration's input.
The members of the committee take great pride and responsibility for
teacher growth and monitor the success of the various activities
closely. They convene at least monthly to review progress and make
corrections. Another important committee which supports teacher's
professional growth is the joint College of Education (COE)-Henderson
Research Committee. This committee has responsibility for reviewing
research projects, coordinating teachers and researchers, reviewing and
approving draft research guidelines, proposing new research, supporting
action research, promoting joint faculty papers/articles, collaborating
on conference presentations and encouraging joint projects and grant
proposals. The committee may also recommend teacher training,
collaboratives, readings and research findings that have direct
relationship to the staff development programming of the entire school
or individual faculty interests. Individual faculty's needs are also
recognized by the school's principal as a formal part of the appraisal
process. Each faculty member at the school discusses professional goals,
strengths and weakness with the principal. Instructional data are
available as are observations by the principal. Agreements about
individual staff development experiences are agreed upon and recorded
for the following year. These may include university coursework (6 hours
per semester at no charge), conferences, action research projects, joint
authorship of a study or other professional experiences mutually agreed
upon. Each year, as the appraisal process unfolds the progress of each
teacher is reviewed and staff developing for the next year is initiated
on both the school wide and individual levels\...**

**PART VII - ASSESSMENT RESULTS**

**Alexander D. Henderson University School**

**Participation in Testing**

Schools must have tested at least 95 percent of students in each
subgroup where 30 or more students are enrolled.

**Writing Proficiency\
** Students demonstrate writing proficiency by scoring 3 or higher (on a
scale score of 1 to 6) on the FCAT Writing examination, or, for LEP
students and students with disabilities, by attaining a proficient score
on an alternate assessment.

**Reading Proficiency and Math Proficiency**

Students attain proficiency in reading and mathematics by scoring at
Level 3 or higher (on a range from 1 to 5) on FCAT Reading and FCAT
Mathematics, or, for LEP students and students with disabilities, by
scoring at proficient levels at alternative assessments for reading and
math.

**AYP Status, 2002-03**

The table below shows the AYP status of the school, district, and state
for the 2002-03 school year. Data used to calculate AYP 2002-03 includes
FCAT data for 2002-03 and 2001-02, graduation rate data for 2001-02 and
2000-01, and the school performance grade assigned in 2003.

  ----------------------- ----------------------- -----------------------
  School AYP Status       District AYP Status     State AYP Status

  Henderson 1             72 FAU-Henderson 1      N/A

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

Key:

0= "Did not make AYP"

1= "Made AYP"

2= "AYP not applicable"

**Florida Comprehensive Assessment Test (FCAT)**

The FCAT measures student performance in writing, reading, and
mathematics. The FCAT has two main parts: one part consisting of tests
that measure skills prescribed by the Sunshine State Standards, and the
other part consisting of norm-referenced tests that rank student
performance on a percentile basis.

**Alternate Assessment for Students with Disabilities**

Alternate assessments for students with disabilities are given for
writing/communication, reading, and math.

**Alternate Assessments for Students who are Limited English
Proficient**

Alternate assessments for LEP students are given for writing, reading,
and math.

**FCAT Sunshine State Standards Tests**

The FCAT Sunshine State Standards (SSS) tests measure student
performance on selected benchmarks defined by the Sunshine State
Standards. Students who take an alternate assessment have their results
reported in categorical classifications that include the designation of
"Proficient", so that their performance is counted with those of other
students.

**Note:** Assessment results on the following tables reflect FCAT
Sunshine State Standards data combined with alternate assessment data.
Results show proficiency attainment for students who were in attendance
during both semesters of the school year.

**Writing Assessment**

For this assessment, students are given 45 minutes to read their
assigned topic, plan what to write, and then write their responses.
Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments
have been merged with the FCAT scores for reporting purposes.

> **Writing Assessment Results**
>
> **(FCAT Sunshine State Standards and Alternate Assessments)**

**Percent of Students Scoring 3 and Above**

+-----------------+----------------+----------------+----------------+
|                 | School %       | District %     | State %        |
|                 |                |                |                |
|                 | 2002-03        | 2002-03        | 2002-03        |
|                 | 2001-02        | 2001-02        | 2001-02        |
+-----------------+----------------+----------------+----------------+
| All Students    | 99 96          | 99 96          | 88 86          |
+-----------------+----------------+----------------+----------------+
| White           | 100 96         | 100 96         | 92 89          |
+-----------------+----------------+----------------+----------------+
| Black           | 95 89          | 95 89          | 83 80          |
+-----------------+----------------+----------------+----------------+
| Hispanic        | 100 100        | 100 100        | 86 82          |
+-----------------+----------------+----------------+----------------+
| Asian           | 100 100        | 100 100        | 93 92          |
+-----------------+----------------+----------------+----------------+
| Am. Indian      | N N            | N N            | 89 86          |
+-----------------+----------------+----------------+----------------+
| Multiracial\*   | 100 100        | 100 100        | 93 89          |
+-----------------+----------------+----------------+----------------+
| Disabled        | 100 N          | 100 N          | 58 54          |
+-----------------+----------------+----------------+----------------+
| Economically    | 94 100         | 94 100         | 83 78          |
| Disadvantaged   |                |                |                |
+-----------------+----------------+----------------+----------------+
| LEP             | N N            | N N            | 66 60          |
+-----------------+----------------+----------------+----------------+
| Migrant\*       | N N            | N N            | 74 72          |
+-----------------+----------------+----------------+----------------+
| Female\*        | 98 94          | 98 94          | 92 90          |
+-----------------+----------------+----------------+----------------+
| Male\*          | 100 98         | 100 98         | 85 81          |
+-----------------+----------------+----------------+----------------+

\*Indicates subgroups not included as separate sub-populations in the
Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

**Reading and Mathematics Assessments**

On the FCAT SSS reading and mathematics tests, students can attain one
of five possible achievement levels, ranging from Level 1 (lowest) to
Level 5 (highest).

**Student Achievement Level Descriptions**

Level 5: Performance at this level indicates that the student has
success with the most challenging content of the Sunshine State
Standards. A Level 5 student answers most of the test questions
correctly, including the most challenging questions.

Level 4: Performance at this level indicates that the student has
success with the challenging content of the Sunshine State Standards. A
Level 4 student answers most of the test questions correctly, but may
only have some success with questions that reflect the most challenging
content.

Level 3: Performance at this level indicates that the student has
partial success with the challenging content of the Sunshine State
Standards, but performance is inconsistent. A Level 3 student answers
many of the test questions correctly, but is generally less successful
with questions that are most challenging.

Level 2: Performance at this level indicates that the student has
limited success with the challenging content of the Sunshine State
Standards.

Level 1: Performance at this level indicates that the student has little
success with the challenging content of the Sunshine State Standards.

Results of alternate assessments have been merged with the FCAT scores
for reporting purposes.

> **Mathematics Assessment Results**
>
> **FCAT Sunshine State Standards and Alternate Assessments)**
>
> Percent of Students Scoring 3 and Above

<table>
<colgroup>
<col style="width: 12%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><p>School % 2002-03</p>
<p>Results</p></td>
<td>State Objective</td>
<td>% Not Tested</td>
<td><p>District % 2002-03</p>
<p>Results</p></td>
<td>% State Objective</td>
<td>% Not Tested</td>
<td><p>State %</p>
<p>2002-03</p>
<p>Results</p></td>
<td>State Objective</td>
<td>% Not Tested</td>
</tr>
<tr class="even">
<td>All Students</td>
<td>89</td>
<td>38</td>
<td>1</td>
<td>89</td>
<td>38</td>
<td>1</td>
<td>54</td>
<td>38</td>
<td>6</td>
</tr>
<tr class="odd">
<td>White</td>
<td>90</td>
<td>38</td>
<td>1</td>
<td>90</td>
<td>38</td>
<td>1</td>
<td>66</td>
<td>38</td>
<td>5</td>
</tr>
<tr class="even">
<td>Black</td>
<td>82</td>
<td>38</td>
<td>4</td>
<td>82</td>
<td>38</td>
<td>4</td>
<td>30</td>
<td>38</td>
<td>7</td>
</tr>
<tr class="odd">
<td>Hispanic</td>
<td>88</td>
<td>38</td>
<td>0</td>
<td>88</td>
<td>38</td>
<td>0</td>
<td>46</td>
<td>38</td>
<td>6</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>100</td>
<td>38</td>
<td>0</td>
<td>100</td>
<td>38</td>
<td>0</td>
<td>76</td>
<td>38</td>
<td>3</td>
</tr>
<tr class="odd">
<td>Am. Indian</td>
<td>N</td>
<td>38</td>
<td>N</td>
<td>N</td>
<td>38</td>
<td>N</td>
<td>59</td>
<td>38</td>
<td>6</td>
</tr>
<tr class="even">
<td>Multiracial*</td>
<td>100</td>
<td>38</td>
<td>0</td>
<td>100</td>
<td>38</td>
<td>0</td>
<td>62</td>
<td>38</td>
<td>4</td>
</tr>
<tr class="odd">
<td>Disabled</td>
<td>83</td>
<td>38</td>
<td>25</td>
<td>83</td>
<td>38</td>
<td>25</td>
<td>20</td>
<td>38</td>
<td>10</td>
</tr>
<tr class="even">
<td>Economically Disadvantaged</td>
<td>85</td>
<td>38</td>
<td>0</td>
<td>85</td>
<td>38</td>
<td>0</td>
<td>38</td>
<td>38</td>
<td>6</td>
</tr>
<tr class="odd">
<td>LEP</td>
<td>N</td>
<td>38</td>
<td>N</td>
<td>N</td>
<td>38</td>
<td>N</td>
<td>25</td>
<td>38</td>
<td>7</td>
</tr>
<tr class="even">
<td>Migrant*</td>
<td>N</td>
<td>38</td>
<td>N</td>
<td>N</td>
<td>38</td>
<td>N</td>
<td>30</td>
<td>38</td>
<td>6</td>
</tr>
<tr class="odd">
<td>Female*</td>
<td>87</td>
<td>38</td>
<td>1</td>
<td>87</td>
<td>38</td>
<td>1</td>
<td>53</td>
<td>38</td>
<td>5</td>
</tr>
<tr class="even">
<td>Male*</td>
<td>90</td>
<td>38</td>
<td>2</td>
<td>90</td>
<td>38</td>
<td>2</td>
<td>54</td>
<td>38</td>
<td>6</td>
</tr>
</tbody>
</table>

> \*Indicates subgroups not included as separate sub-populations in the
> Adequate Yearly Progress (AYP) calculation.
>
> Note: An "N" indicates that no test results were reported.
>
> **Reading Assessment Results**

**(FCAT Sunshine State Standards and Alternate Assessments)**

> Percent of Students Scoring 3 and Above

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td><p>School % 2002-03</p>
<p>Results</p></td>
<td>State Objective</td>
<td>% Not Tested</td>
<td><p>District % 2002-03</p>
<p>Results</p></td>
<td>% State Objective</td>
<td>% Not Tested</td>
<td><p>State %</p>
<p>2002-03</p>
<p>Results</p></td>
<td>State Objective</td>
<td>% Not Tested</td>
</tr>
<tr class="even">
<td>All Students</td>
<td>91</td>
<td>31</td>
<td>1</td>
<td>91</td>
<td>31</td>
<td>1</td>
<td>50</td>
<td>31</td>
<td>6</td>
</tr>
<tr class="odd">
<td>White</td>
<td>91</td>
<td>31</td>
<td>1</td>
<td>91</td>
<td>31</td>
<td>1</td>
<td>62</td>
<td>31</td>
<td>5</td>
</tr>
<tr class="even">
<td>Black</td>
<td>92</td>
<td>31</td>
<td>4</td>
<td>92</td>
<td>31</td>
<td>4</td>
<td>30</td>
<td>31</td>
<td>7</td>
</tr>
<tr class="odd">
<td>Hispanic</td>
<td>91</td>
<td>31</td>
<td>0</td>
<td>91</td>
<td>31</td>
<td>0</td>
<td>40</td>
<td>31</td>
<td>6</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>100</td>
<td>31</td>
<td>0</td>
<td>100</td>
<td>31</td>
<td>0</td>
<td>64</td>
<td>31</td>
<td>3</td>
</tr>
<tr class="odd">
<td>Am. Indian</td>
<td>N</td>
<td>31</td>
<td>N</td>
<td>N</td>
<td>31</td>
<td>N</td>
<td>54</td>
<td>31</td>
<td>6</td>
</tr>
<tr class="even">
<td>Multiracial*</td>
<td>89</td>
<td>31</td>
<td>0</td>
<td>89</td>
<td>31</td>
<td>0</td>
<td>63</td>
<td>31</td>
<td>4</td>
</tr>
<tr class="odd">
<td>Disabled</td>
<td>83</td>
<td>31</td>
<td>25</td>
<td>83</td>
<td>31</td>
<td>25</td>
<td>18</td>
<td>31</td>
<td>10</td>
</tr>
<tr class="even">
<td>Economically Disadvantaged</td>
<td>93</td>
<td>31</td>
<td>0</td>
<td>93</td>
<td>31</td>
<td>0</td>
<td>36</td>
<td>31</td>
<td>6</td>
</tr>
<tr class="odd">
<td>LEP</td>
<td>N</td>
<td>31</td>
<td>N</td>
<td>N</td>
<td>31</td>
<td>N</td>
<td>14</td>
<td>31</td>
<td>7</td>
</tr>
<tr class="even">
<td>Migrant*</td>
<td>N</td>
<td>31</td>
<td>N</td>
<td>N</td>
<td>31</td>
<td>N</td>
<td>23</td>
<td>31</td>
<td>6</td>
</tr>
<tr class="odd">
<td>Female*</td>
<td>93</td>
<td>31</td>
<td>1</td>
<td>93</td>
<td>31</td>
<td>1</td>
<td>52</td>
<td>31</td>
<td>5</td>
</tr>
<tr class="even">
<td>Male*</td>
<td>89</td>
<td>31</td>
<td>2</td>
<td>89</td>
<td>31</td>
<td>2</td>
<td>48</td>
<td>31</td>
<td>6</td>
</tr>
</tbody>
</table>

\*Indicates subgroups not included as separate sub-populations in the
Adequate Yearly Progress (AYP) calculation.

**Assessment Results by Grade: Percent Scoring at Level 3 or Above**

**(FCAT Sunshine State Standards and Alternate Assessments)\***

+-----------------+-------------------------+--------------------------+
| School          | Reading                 | Math                     |
|                 |                         |                          |
|                 | 2002-03 2001-02 2000-01 | 2002-03 2001-02 2000-01  |
+-----------------+-------------------------+--------------------------+
| Grade 3         | 93 83 -                 | 83 85 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 4         | 82 83 79                | 82 79 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 5         | 96 85 -                 | 88 94 90                 |
+-----------------+-------------------------+--------------------------+
| Grade 6         | 87 94 -                 | 85 94 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 7         | 96 88 -                 | 94 100 -                 |
+-----------------+-------------------------+--------------------------+
| Grade 8         | 94 90 78                | 100 100 97               |
+-----------------+-------------------------+--------------------------+
| Grade 9         | N/A N/A N/A             | N/A N/A N/A              |
+-----------------+-------------------------+--------------------------+
| Grade 10        | N/A N/A N/A             | N/A N/A N/A              |
+-----------------+-------------------------+--------------------------+
|                 |                         |                          |
+-----------------+-------------------------+--------------------------+

+-----------------+-------------------------+--------------------------+
| District        | Reading                 | Math                     |
|                 |                         |                          |
|                 | 2002-03 2001-02 2000-01 | 2002-03 2001-02 2000-01  |
+-----------------+-------------------------+--------------------------+
| Grade 3         | 93 83 -                 | 83 85 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 4         | 82 83 -                 | 82 79 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 5         | 96 85 -                 | 88 94 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 6         | 87 94 -                 | 85 94 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 7         | 96 88 -                 | 94 100 -                 |
+-----------------+-------------------------+--------------------------+
| Grade 8         | 94 90 -                 | 100 100 -                |
+-----------------+-------------------------+--------------------------+
| Grade 9         | N/A N/A N/A             | N/A N/A N/A              |
+-----------------+-------------------------+--------------------------+
| Grade 10        | N/A N/A N/A             | N/A N/A N/A              |
+-----------------+-------------------------+--------------------------+

+-----------------+-------------------------+--------------------------+
| State Totals    | Reading                 | Math                     |
|                 |                         |                          |
|                 | 2002-03 2001-02 2000-01 | 2002-03 2001-02 2000-01  |
+-----------------+-------------------------+--------------------------+
| Grade 3         | 63 60 -                 | 63 60 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 4         | 60 56 63                | 55 51 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 5         | 58 54 -                 | 51 49 48                 |
+-----------------+-------------------------+--------------------------+
| Grade 6         | 54 52 -                 | 47 43 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 7         | 52 50 -                 | 48 47 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 8         | 49 45 53                | 56 53 55                 |
+-----------------+-------------------------+--------------------------+
| Grade 9         | 30 29 -                 | 51 47 -                  |
+-----------------+-------------------------+--------------------------+
| Grade 10        | 36 35 -                 | 6 60 -                   |
+-----------------+-------------------------+--------------------------+

Note: An "N" indicates that no test results were reported.

**FCAT Norm-Referenced Test (NRT)**

The FCAT NRT measures student achievement on a test that was given to a
national sample of students. Percentile scores on a norm-referenced test
show a student's performance in relation to the performance of students
in the national sample. For example, a score in the 60^th^ percentile
means the student has scored higher than 60% of the students in the
national sample.

**NRT Reading, Mathematics**

The median national percentile rank (NPR) represents the middle
percentile score of the students for whom results are presented. A
median NPR of 50 equals the national average.

> **NRT Results**

+---------------+------------+-------------+-------------+-------------+
| Subject       | Number     | Median      | Median      | Median      |
| (Grade)       | Tested\*   | National    | National    | National    |
|               |            | Percentile  | Percentile  | Percentile  |
|               | School     | Rank        | Rank        | Rank        |
|               |            |             |             |             |
|               |            | School      | District    | State       |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr   | 55         | 76          | 76          | 61          |
| .3)           |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | 55         | 83          | 83          | 66          |
| (Gr .3)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr   | 59         | 75          | 75          | 58          |
| .4)           |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | 59         | 81          | 81          | 64          |
| (Gr .4)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr   | 55         | 77          | 77          | 55          |
| .5)           |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | 55         | 84          | 84          | 63          |
| (Gr .5)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr   | \*         | \*          | 19          | 53          |
| .6)           |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | \*         | \*          | 26          | 64          |
| (Gr. 6)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr.  | 52         | 85          | 85          | 57          |
| 7)            |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | 52         | 96          | 96          | 66          |
| (Gr. 7)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr.  | 53         | 89          | 89          | 58          |
| 8)            |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | 53         | 96          | 96          | 65          |
| (Gr. 8)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr.  | N/A        | N/A         | 16          | 44          |
| 9)            |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathematics   | N/A        | N/A         | 30          | 66          |
| (Gr. 9)       |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Reading (Gr.  | N/A        | N/A         | 19          | 46          |
| 10)           |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+
| Mathe         | N/A        | N/A         | 43          | 66          |
| matics(Gr.10) |            |             |             |             |
+---------------+------------+-------------+-------------+-------------+

\*Data not provided by the state

**[Grade 3 Reading]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 1   | 98% | \-  | \-  | \-  |
| challenging content                | 00% |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 93% | 82% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 37% | 49% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 11% | 9%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 55  | 57  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 77% | 73% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 62% | 59% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 29% | 27% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 4%  | 4%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 88, | 88, |     |     |     |
|                                    | 107 | 387 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 3 Math]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 1   | 96% | \-  | \-  | \-  |
| challenging content                | 00% |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 84% | 84% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 46% | 56% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 13% | 12% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 55  | 57  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 81% | 79% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 62% | 59% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 28% | 25% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 6%  | 5%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 88, | 88, |     |     |     |
|                                    | 487 | 606 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 4 Reading]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | *    | *    | *    | *    | *    |
|                                | *200 | *200 | *200 | *199 | *199 |
|                                | 2-20 | 1-20 | 0-20 | 9-20 | 8-19 |
|                                | 03** | 02** | 01** | 00** | 99** |
+--------------------------------+------+------+------+------+------+
| Testing Month -- **March**     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Total-- Percent of students... |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with | 100% | 100% | 100% | 100% | 100% |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success     | 90%  | 94%  | 91%  | 93%  | 85%  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success     | 83%  | 83%  | 79%  | 75%  | 75%  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 4 -- Success with        | 46%  | 44%  | 42%  | 46%  | 44%  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 5 -- High Success with   | 12%  | 16%  | 5%   | 10%  | 6%   |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of students tested      | 59   | 54   | 57   | 56   | 52   |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | n/a  | n/a  | n/a  | n/a  | n/a  |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of students excluded    | n/a  | n/a  | n/a  | n/a  | n/a  |
+--------------------------------+------+------+------+------+------+
| Percent of students excluded   | n/a  | n/a  | n/a  | n/a  | n/a  |
+--------------------------------+------+------+------+------+------+
| # Subgroup Scores              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. **White**                  |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success     | n/a  | n/a  | n/a  | n/a  | n/a  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success     | n/a  | n/a  | n/a  | n/a  | n/a  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 4 -- Success with        | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 5 -- High Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. **Hispanic**               |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success     | n/a  | n/a  | n/a  | n/a  | n/a  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success     | n/a  | n/a  | n/a  | n/a  | n/a  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 4 -- Success with        | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 5 -- High Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| 3\. **African American**       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success     | n/a  | n/a  | n/a  | n/a  | n/a  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success     | n/a  | n/a  | n/a  | n/a  | n/a  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 4 -- Success with        | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 5 -- High Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **State Scores**               |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Total-- Percent of students... |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with | 100% | 100% | 100% | 100% | 100% |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success     | 75%  | 70%  | 69%  | 67%  | 69%  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success     | 60%  | 55%  | 53%  | 51%  | 52%  |
| with challenging content       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 4 -- Success with        | 29%  | 27%  | 25%  | 22%  | 21%  |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Level 5 -- High Success with   | 6%   | 6%   | 7%   | 3%   | 3%   |
| challenging content            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of students tested      | 193  | 191  | 188  | 183  | 154  |
|                                | ,391 | ,866 | ,696 | ,733 | ,945 |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | n/a  | n/a  | n/a  | n/a  | n/a  |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of students excluded    | n/a  | n/a  | n/a  | n/a  | n/a  |
+--------------------------------+------+------+------+------+------+
| Percent of students excluded   | n/a  | n/a  | n/a  | n/a  | n/a  |
+--------------------------------+------+------+------+------+------+

**n/a -- Data not available**

**- No test administered**

**[Grade 4 Math]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 93% | 98% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 83% | 79% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 44% | 33% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 5%  | 11% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 59  | 54  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 78% | 74% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 55% | 50% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 21% | 18% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 5%  | 3%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 93, | 92, |     |     |     |
|                                    | 503 | 366 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 4 Writing]{.underline}**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *199 | *199 |
|                                  | 2-20 | 1-20 | 0-20 | 9-20 | 8-19 |
|                                  | 03** | 02** | 01** | 00** | 99** |
+----------------------------------+------+------+------+------+------+
| Testing Month -- **March**       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | 100% | 100% | 100% | 100% | 94%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | 98%  | 94%  | 91%  | 84%  | 75%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | 46%  | 61%  | 48%  | 38%  | 33%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | 10%  | 27%  | 32%  | 8%   | 2%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     | 4%   | 3%   | 0%   | 4%   | 0%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 59   | 54   | 57   | 56   | 53   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| # Subgroup Scores                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. **Low Income**               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     |      |      |      |      |      |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2\. **Hispanic**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     |      |      |      |      |      |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3\. **African American**         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     |      |      |      |      |      |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **State Scores**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | 98%  | 96%  | 96%  | 95%  | 95%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | 91%  | 82%  | 84%  | 78%  | 73%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | 49%  | 40%  | 41%  | 28%  | 23%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | 9%   | 10%  | 11%  | 5%   | 2%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     | 2%   | 1%   | 2%   | 0%   | 0%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 191  | 191  | 187  | 184  | 155  |
|                                  | ,744 | ,264 | ,927 | ,568 | ,148 |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+

**n/a -- Data not available**

**- No test administered**

**[Grade 5 Reading]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 98% | 96% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 95% | 85% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 45% | 46% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 7%  | 10% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 60  | 56  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 75% | 72% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 57% | 54% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 24% | 24% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 3%  | 5%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 92, | 92, |     |     |     |
|                                    | 881 | 604 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 5 Math]{.underline}**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *199 | *199 |
|                                  | 2-20 | 1-20 | 0-20 | 9-20 | 8-19 |
|                                  | 03** | 02** | 01** | 00** | 99** |
+----------------------------------+------+------+------+------+------+
| Testing Month -- **March**       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | 98%  | 98%  | 96%  | 98%  | 94%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | 88%  | 93%  | 93%  | 79%  | 67%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | 51%  | 72%  | 65%  | 57%  | 34%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | 19%  | 31%  | 23%  | 16%  | 3%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 60   | 56   | 55   | 54   | 51   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| # Subgroup Scores                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. **Low Income**               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2\. **Hispanic**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3\. **African American**         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **State Scores**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | 77%  | 75%  | 73%  | 74%  | 72%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | 51%  | 48%  | 48%  | 45%  | 47%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | 27%  | 25%  | 26%  | 21%  | 24%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | 6%   | 6%   | 6%   | 4%   | 6%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 192  | 192  | 187  | 182  | 150  |
|                                  | ,692 | ,472 | ,623 | ,300 | ,526 |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+

**n/a -- Data not available**

**- No test administered**

**[Grade 6 Reading]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 96% | 98% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 87% | 91% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 64% | 64% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 20% | 24% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 57  | 55  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 72% | 70% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 54% | 52% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 24% | 24% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 6%  | 6%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 96, | 94, |     |     |     |
|                                    | 333 | 125 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 6 Math]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 96% | 98% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 85% | 91% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 55% | 66% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 22% | 31% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 57  | 55  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 69% | 65% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 47% | 43% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 20% | 18% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 6%  | 5%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 96, | 93, |     |     |     |
|                                    | 134 | 948 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 7 Reading]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 96% | 89% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 56% | 57% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 27% | 24% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 52% | 54% | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 72% | 71% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 51% | 50% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 22% | 21% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 5%  | 5%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 97, | 91, |     |     |     |
|                                    | 417 | 991 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 7 Math]{.underline}**

+------------------------------------+-----+-----+-----+-----+-----+
|                                    | **2 | *   | *   | *   | *   |
|                                    | 002 | *20 | *20 | *19 | *19 |
|                                    | -** | 01- | 00- | 99- | 98- |
|                                    |     | 200 | 200 | 200 | 199 |
|                                    | **  | 2** | 1** | 0** | 9** |
|                                    | 200 |     |     |     |     |
|                                    | 3** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Testing Month -- **March**         |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| # SCHOOL SCORES                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 94% | 1   | \-  | \-  | \-  |
| challenging content                |     | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 81% | 81% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 43% | 48% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 52  | 54  | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| # Subgroup Scores                  |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| 1\. **Low Income**                 |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 2\. **Hispanic**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 3\. **African American**           |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | n/a | n/a | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **State Scores**                   |     |     | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Total-- Percent of students...     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 1 -- Little Success with     | 1   | 1   | \-  | \-  | \-  |
| challenging content                | 00% | 00% |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 2 -- Limited Success with    | 69% | 67% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 3 -- Partial Success with    | 48% | 46% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 4 -- Success with            | 22% | 20% | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Level 5 -- High Success with       | 7%  | 6%  | \-  | \-  | \-  |
| challenging content                |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 1   | \-  | \-  | \-  |
|                                    | 97, | 91, |     |     |     |
|                                    | 161 | 786 |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of total students tested   | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded       | n/a | n/a | \-  | \-  | \-  |
+------------------------------------+-----+-----+-----+-----+-----+

**n/a -- Data not available**

**- No test administered**

**[Grade 8 Reading]{.underline}**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *199 | *199 |
|                                  | 2-20 | 1-20 | 0-20 | 9-20 | 8-19 |
|                                  | 03** | 02** | 01** | 00** | 99** |
+----------------------------------+------+------+------+------+------+
| Testing Month -- **March**       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total -- Percent of student      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | 10%  | 100% | 95%  | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | 94%  | 90%  | 79%  | 90%  | 91%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | 73%  | 63%  | 40%  | 66%  | 52%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | 15%  | 31%  | 19%  | 9%   | 9%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 53   | 41   | 38   | 42   | 46   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| # Subgroup Scores                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. **White**                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2\. **Hispanic**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3\. **African American**         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **State Scores**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | 74%  | 71%  | 70%  | 68%  | 78%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | 48%  | 45%  | 43%  | 39%  | 49%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | 18%  | 17%  | 17%  | 12%  | 15%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | 2%   | 3%   | 4%   | 1%   | 2%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 192  | 184  | 174  | 170  | 142  |
|                                  | ,116 | ,483 | ,016 | ,139 | ,125 |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+

**n/a -- Data not available**

**- No test administered**

**[Grade 8 Math]{.underline}**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *199 | *199 |
|                                  | 2-** | 1-20 | 0-20 | 9-20 | 8-19 |
|                                  |      | 02** | 01** | 00** | 99** |
|                                  | **20 |      |      |      |      |
|                                  | 03** |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Testing Month -- **March**       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | 100% | 20%  | 97%  | 100% | 98%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | 87%  | 80%  | 79%  | 93%  | 68%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | 59%  | 48%  | 45%  | 53%  | 44%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 53   | 41   | 38   | 42   | 46   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| # Subgroup Scores                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. **Low Income**               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2\. **Hispanic**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3\. **African American**         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **State Scores**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Limited Success with  | 78%  | 75%  | 76%  | 71%  | 73%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Partial Success with  | 56%  | 53%  | 55%  | 51%  | 49%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Success with          | 24%  | 22%  | 24%  | 23%  | 19%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- High Success with     | 10%  | 8%   | 10%  | 10%  | 7%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 191  | 184  | 174  | 170  | 141  |
|                                  | ,656 | ,379 | ,067 | ,287 | ,361 |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+

**n/a -- Data not available**

**- No test administered**

**[Grade 8 Writing]{.underline}**

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *199 | *199 |
|                                  | 2-** | 1-20 | 0-20 | 9-20 | 8-19 |
|                                  |      | 02** | 01** | 00** | 99** |
|                                  | **20 |      |      |      |      |
|                                  | 03** |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Testing Month -- **March**       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | 50%  | 86%  | 95%  | 93%  | 46%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | 29%  | 47%  | 40%  | 43%  | 12%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     | 5%   | 8%   | 3%   | 0%   | 1%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 53   | 41   | 38   | 42   | 45   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| # Subgroup Scores                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. **Low Income**               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     |      |      |      |      |      |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2\. **Hispanic**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     |      |      |      |      |      |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3\. **African American**         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | n/a  | n/a  | n/a  | n/a  | n/a  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     |      |      |      |      |      |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **State Scores**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total-- Percent of students...   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 1 -- No Success with       | 100% | 100% | 100% | 100% | 100% |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 2 -- Little Success with   | 98%  | 97%  | 97%  | 98%  | 98%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 3 -- Limited Success with  | 91%  | 88%  | 88%  | 90%  | 87%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 4 -- Partial Success with  | 58%  | 59%  | 54%  | 54%  | 34%  |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 5 -- Success with          | 17%  | 14%  | 16%  | 11%  | 4%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Level 6 -- High Success with     | 2%   | 10%  | 2%   | 1%   | 1%   |
| challenging content              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 190  | 183  | 174  | 170  | 143  |
|                                  | ,399 | ,453 | ,155 | ,865 | ,558 |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | n/a  | n/a  | n/a  | n/a  | n/a  |
+----------------------------------+------+------+------+------+------+

**n/a -- Data not available**

**- No test administered**