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

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

**Cover Sheet**

Name of Principal [Mr. Jonathan Guelzow]{.underline}

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

Official School Name [St. Stephens Lutheran School]{.underline}

(As it should appear in the official records)

School Mailing Address [2304 Springs Road]{.underline}

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

[Hickory NC 28601-3066]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(828) 256-2166]{.underline} Fax [(828) 256-7994]{.underline}

Website/URL [ststephens.Icms.org]{.underline} Email
[principaljon@charter.net]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent

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

District Name Tel. [( )]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Edward Warren

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

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

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

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

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

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

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

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

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

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

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**       15        9                      **24**       **7**       12        14          **26**

  **1**       11        14                     **25**       **8**       12        13          **25**

  **2**       15        11                     **26**       **9**                             

  **3**       12        13                     **25**       **10**                            

  **4**       15        11                     **26**       **11**                            

  **5**       13        9                      **22**       **12**                            

  **6**       16        9                      **25**       **Other**                         

                                    **TOTAL                                                   **224**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

**3**

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 1%

> (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 1
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    224
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .008
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    .9
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_[.4%]{.underline}

> [1]{.underline} Total Number Limited
>
> English Proficient

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

Specify languages[: Russian\_\_]{.underline}

9\. Students eligible for free/reduced-priced meals[: 2%
\_\_]{.underline}

[4]{.underline} Total Number Students

> Who Qualify
>
> **4**
>
> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services[: 5.8 %]{.underline}

> [13]{.underline} Total Number of Students
>
> Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

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

\_\_\_\_Deaf-Blindness [10]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [2]{.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 [10]{.underline}\_\_\_ [4 \_]{.underline}

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

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

> Support staff [1]{.underline}\_\_\_ [6 \_]{.underline}
>
> Total number [12]{.underline}\_\_\_ [13 \_]{.underline}

12\. Student-"classroom teacher" ratio: [19.5 -- 1\_\_\_\_]{.underline}

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

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

  Daily student attendance 94.7%       94.2%       92.4%       94.2%       94.6%

  Daily teacher attendance 98%         98%         98%         98%         98%

  Teacher turnover rate    8%          8%          8%          0%          0%

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

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

**[PART III ‑ SUMMARY]{.underline}**

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 and begin the first sentence with the
school's name, city, and state.

St. Stephens Lutheran School, Hickory, North Carolina, is a private
church related academic organization associated with the Lutheran
Church-Missouri Synod. Its educational program supports instruction for
kindergarten through eighth grade, along with a "*Five Star"* rated
preschool program serving three and four year olds. The school supports
a student body of 278 children and is jointly accredited by the National
Lutheran Schools Accreditation Association and the Southern Association
of Colleges and Schools, as well as being licensed by the state of North
Carolina.

6

Driven by its philosophy, "Train up a child in the way he should go, and
when he is old, he will not depart from it" (Proverbs 22.6), the school
is diligent in providing a learning community responsive to a child's
individuality. In meeting this challenge, the school's curriculum is
purposely designed to meet North Carolina state standards for all
subject areas with exception to its added religious instruction.
Students are assessed yearly in the areas of reading and math through
the use of the Stanford 9 testing instrument. In blending the standards
provided by both church and state, St. Stephens is mindful not to forget
that all education is Christ-centered with a strong commitment to the
Lord and possesses a value system grounded in Christian principles as
defined by Lutheran doctrine.

St. Stephens acknowledges the importance of children understanding the
components necessary in building upon the quality of life, including
faith, integrity, truth, trust and self-reliance. As such, the school
defines as its academic goals as:

1.  The [spiritual development]{.underline} of the child includes growth
    in knowledge and faith of the Triune God. Children will be exposed
    to and taught the history and heritage of the Christian church and
    the Lutheran faith.

2.  The [intellectual development]{.underline} of the child includes
    growth in academic areas including the advancement of critical
    thinking skills, effective communication and interpersonal skills.

3.  The [social development]{.underline} of the child includes growth in
    one's ability to live in society as a responsible citizen,
    interacting positively with others, identifying and accepting
    responsibility, understanding peer pressure, and growing in the
    areas of discernment, leadership and citizenship.

4.  The [physical development]{.underline} of a child includes the
    understanding of the human body, appropriate nutrition, physical
    activity, and maintenance of good health.

5.  The [emotional development]{.underline} of a child includes
    understanding feelings and emotions and developing self-control.

6.  The [aesthetic development]{.underline} of a child includes growth
    in the appreciation and application of the beauty in nature in the
    areas of art, music, and drama.

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

**For Public and Private Schools**

1\. Report the school's

2\. St. Stephens Lutheran School chooses to utilize a diversity of
methodologies in assessing student learning. Teachers may elect to
incorporate into their assessment process strategies that range from a
simple daily lesson to a comprehensive quarterly project. Both formal
and informal assessment instruments are used by the teaching staff in
determining student progress within the various content areas. This
process allows the teacher, as well as the administrative staff, to not
just evaluate student progress, but also curriculum effectiveness.
Resource materials provided through the Saxon Math and Reading series
have allowed teachers to assess students more frequently, through daily
and weekly lessons. An additional emphasis has been placed on the use of
oral and graphic presentations for assessment in the upper grades
through the use of extemporaneous speeches and computer generated
presentations. Students exhibiting low achievement are, in many classes,
given the opportunity to make up work or given special help followed by
additional assessment.

The results of the Stanford 9 tests in the areas of reading and math are
studied by teachers and administrators and have been helpful in
determining areas of strength and weakness within individual students,
classes and the curriculum as a whole. When a learning problem or
deficiency is determined, the school utilizes services provided by
several local school systems for additional testing and evaluation. In
some instances private psychologists are consulted. The school also has
access to local resources in supplementing professional development for
teachers facing defined student learning issues.

Special assessments are given to the eighth graders in Algebra I and
Computer Literacy in an endeavor to evaluate their needs before entering
high school.

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

Student achievement results are provided to parents and students through
communication from teachers, as well as through individual
parent-teacher conferences. Each semester, several parent-teacher
conference dates are set aside for parents to have more time in
discussing their child's progress. Weekly work folders are sent home,
via the students, containing materials that students had worked on for
the week. In the lower grades, work folders are sent home on a daily
basis, distinguishing work to be completed for homework for the evening.

Mid-term grade reports are sent to parents each quarter to provide
parents with an update as to their child's progress to date. These
reports are signed and returned to the teacher to ascertain that they
were viewed by a parent. Quarterly final grade reports are sent home,
also to be signed and returned to the teacher. Because of the small size
of the school, parents are encouraged to meet with teachers to discuss
concerns they may have prior or after any grading period. At the end of
each grading quarter, students are acknowledged at a Wednesday Chapel
for achieving Honor or Merit Roll (determined by GPA), then Beta Club
designation. These acknowledgements are also published in the school's
weekly newsletter which is sent to each family with enrolled students,
as well as to members of the Board of Directors.

Adequate reporting to the community regarding the school's results is
developing as the school determines the most appropriate process in
providing such information. Acknowledgement of the school's high ranking
within the Stanford 9 scoring is utilized in advertisement for the
school throughout the community.

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

St. Stephens Lutheran School strives to support community initiatives,
particularly those of associated Christian schools. SSLS seeks to share
with the educational community examples of its successes. Our energetic
math teacher has led many workshops for the Saxon Publishing Company for
schools interested in adopting their program. Faculty members have
served on accreditation teams for the National Lutheran School
Accreditation Association. The school has adopted a local public school,
with diverse ethnic and socio-economic levels, providing them with
learning materials and other resources to support their academic
program.

The school, in meeting its strategic plan for the next five years, will
be seeking to continue these initiatives as well as building alliances
with both public and private agencies.

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

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

St. Stephens Lutheran School adheres to the standards set forth by the
North Carolina Department of Public Instruction, diverting only in
relation to its religious instruction component. Its curriculum is
supported by defined goals and objectives and learner achievement is
measured by a variety of methods including objective and subjective
testing, written and oral reports, along with formal and informal
assignments utilized both in class and through homework. Additionally,
instructional materials, such as textbooks, are selected to assure
cultural diversity.

Concepts are taught and constantly reviewed throughout the year.
Different types of learning experiences are presented to enable a child
to be successful in life. Students are taught to accept responsibility
through accountability, expectations, and understanding of God's gifts
to the individual.

Textbooks and other learning materials are evaluated according to the
school's philosophy, curriculum, and state recommended learner outcomes.
They are chosen to challenge the students in preparing them with the
necessary information and incentive to achieve. Basic textbooks are
supplemented with workbooks, black line masters, and other materials.

The school follows a schedule for curriculum review which parallels the
schedule followed by the State's system. Teachers and administrators
attend workshops to enable them to conduct an in depth study of
different textbooks and materials. Textbook replacement is on a
five-year replacement schedule.

Students in grades seven and eight are involved in the study of Spanish.
Through the use of various textbooks, tapes and supplementary materials,
the students are taught vocabulary, verb usage, grammar and cultures.
The school, as a part of its strategic plan, will provide Spanish
instruction in all grades.

Students at St. Stephens Lutheran School are tested in accordance with
the State's standards. All nonpublic schools are required to administer
a nationally standardized test for students in grades three, five, and
eight. In order to meet the needs of the students, St. Stephens has
chosen to exceed this mandate and begin testing with grade one. Students
in grades one through eight are tested in the spring using the Stanford
9 Achievement Test. In addition, eighth grade students take the state
mandated Computer Literacy Test. Eighth grade students, wishing to be
exempt from Algebra 1 in high school, are given the State's End of
Course Exam.

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. The reading program is a
    combination of Macmillan-McGraw Hill basal reader (1-5), Saxon
    Phonics (PK-3) and the Accelerated Reader Program in all grades. A
    literature anthology from Holt, Rhinehart, and Winston Publishers is
    used beginning in grade 6 with teachers using novels as a
    supplemental resource.

The Saxon Phonics Program was adopted six years ago for grades K-2
because of its strong phonetic emphasis. Depending on the grade level,
skills taught include the alphabet, phonetic sounds, syllabication,
accenting, alphabetizing, sentence structure, sight words, and
dictionary skills. A coding system is taught that enables students to
phonetically decipher a word for correct pronunciation. Pre-Kindergarten
and grade 3 began using the program in 2002 as it became available.

The Accelerated Reader Program is used to encourage children in reading
and checks comprehension through the use of the computer. This is
incorporated at grade levels one through eight.

Macmillan-McGraw Hill was chosen as the basal reading program because it
combined good literature with the phonetic skills that were in the Saxon
Phonics Program. The program is enhanced with leveled reading books
which are supported by the Accelerated Reading Program.

3.  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.

Due to concerns for scores in the math computation sections on the CAT V
Achievement Test, faculty began searching for an alternate curriculum to
supplement classroom instruction. A number of different materials were
investigated. In 1997, the Saxon Math curriculum was adopted for the
school's program. Since the introduction of this series, student's
measurable math achievement has risen steadily on standardized tests.
Our average student now scores in the 91^st^ percentile of the Stanford
9 Achievement Test.

Students in Pre-K through grade eight use the Saxon program. It is based
on the instructional practices of constant review and assessment.
Concepts are divided into steps. These skills are taught in increments
and reviewed constantly throughout the year.

Basic math facts are constantly drilled until each student has a mastery
of the skill. Manipulatives are used often as the concepts are taught so
students gain understanding of the concepts in addition to rote
memorizations.

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

St. Stephens Lutheran School uses a variety of instructional methods to
improve student learning. Teachers use one-on-one instruction, small
group discussion, cooperative learning, experimentation, and student-led
presentations. Teachers also utilize older students to assist younger
ones with reading and other projects. The use of guest speakers as well
as field trips is used to study materials more in depth. Guest speakers
include missionaries, string quartets, doctors, symphony orchestras,
authors, and many others from the community. Field trips are both local
and out of state including such sites as museums, plays, concerts, and
other places of interest. Older students take educational trips to
Williamsburg, New Orleans, Huntsville, Washington D.C., and the Outer
Banks.

Televisions and VCRS have been installed in every classroom allowing the
use of *Cable in the Classroom* and educational videos to enhance
learning. The televisions are linked to each classroom computer allowing
teachers to use the computer as well as the Internet in their
presentations. Teachers make use of the twenty-six computers in the
computer lab, allowing students to use the internet to research and
learn more about a topic as well as educational games to reinforce
skills.

St. Stephens has a large library with over 5,000 books for teacher and
student use. In addition, teachers and students have access to the
Hickory City Patrick Beaver Library and Catawba County Library System
for books and resources. The school utilizes the Hickory Science and Art
Center to improve student learning. Whether it is through their hands on
exhibits at the center or their presentations at the school, this
organization has served to enhance both the school's humanities and
science curriculums.

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

St. Stephens Lutheran School's professional development program offers
numerous opportunities for its faculty including workshops, classes, and
conferences. Members of the faculty attend workshops on technology,
educational and child development theories, current educational
materials, and communication. These workshops are offered by
professional educators, Catawba Valley Community College, the Catawba
County Board of Education, the Hickory Science Center, professional
educational consultant firms, as well as fellow faculty members. A
majority of the faculty attend the annual Southeastern District Lutheran
Educators Conference where a variety of workshops are offered. Faculty
members are encouraged to pursue advanced degrees, as well as become
members of professional organizations. Staff members are members of the
Lutheran Education Association, North Carolina Teachers of Mathematics,
ASCD and the American Library Association.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): **Lutheran Church - Missouri Synod**

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes **X**

No

**12**

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_\_
\$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_\_

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_\_ \$\_\*\_\_\_\_

6^th^ 7^th^ 8^th^ Other

\* Tuition is the same for all grades, Kindergarten through grade eight.
Members of St. Stephens Lutheran Church pay \$1275 per year. Non-members
of St. Stephens Lutheran Church pay \$2975 per year. The Church
subsidizes each member child to make up the difference. The church pays
all capital expenses.

2\. What is the educational cost per student? **\$2905**

(School budget divided by enrollment)

3\. What is the average financial aid per student? **\$ 27**

4\. What percentage of the annual budget is devoted to **1 %**

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? **7 %**

Report of School's Assessment Results

St. Stephens Lutheran School, Hickory, North Carolina, annually tests
all students in grades one through eight during the month of April. The
Stanford 9 Achievement Test has been administered to the students since
2000. Prior to that date, the California Achievement Test V was
administered in grades one through seven. We used the Stanford 9 in
grade eight since 1998 due to changes in requirements for our students
to enter Hickory High School.

The results of the reading section of the achievements tests indicate a
steady increase from 82.8 to 86.25 over a period of four years. This
past year the score fell a bit to the 2000 level. A closer analysis of
the sub-tests shows a steady increase in the past five years, from 80%
in 1997 to high of 94.5% in 2001 in the area of Word Study Skills. This
increase may be linked to the adoption of the Saxon Phonics Curriculum
for our students in Kindergarten through grade three. The reading
comprehension has increased in the same period form a low of 78% in 1997
to 84% in 2002. Greater emphasis has been placed on reading
comprehension using the Accelerated Reader Program, additional teacher
direction, and the extra-curricular, Battle of the Books competition in
grades three through eight.

In the area of math, there was a school-wide score of 75% in 1997 and a
score of 91% in 2002. The textbook in use in 1997 was changed to the
Saxon Math Series in Kindergarten through grade eight with Algebra I
offered for high school credit in the eighth grade. Our teachers have
attended math workshops and have dedicated themselves to improvement in
the area of mathematics.

We do not have a large number of a specific minority to disaggregate the
data. The only student excluded from the 2002, Stanford 9 Test was a
young fifth grade student who arrived from an orphanage in Russia during
the course of the school year, and did not speak English. He will be
included in the 2003 test. One student missed the reading section of the
CAT V in 1999 due to illness.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: 1st grade Test:1998-1999 California Achievement Test V

2000-2002 Stanford 9

Edition/Publication Year:CATV/1992 Publisher: CTB MacMillan/McGraw-Hill

Stanford 9/1995 Harcourt Educational Measurement

What groups were excluded from testing? Why, and how were they assessed?

[No groups]{.underline} [were excluded, all students tested]{.underline}

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

READING

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

  Testing Month              April       April       April       April       April

  SCHOOL SCORES              85          86          84          83          83

  Total Score                86          95          91          88          84

  Number of Students Tested  26          25          26          26          26

  Percent of total students  100         100         100         100         100
  tested                                                                     

  Number of students         0           0           0           0           0
  excluded                                                                   

  Percent of students        0           0           0           0           0
  excluded                                                                   

  SUBGROUP SCORES                                                            

  1\. Word Study Skills      89          97          95          n/a         n/a

  2\. Word Reading           78          91          85          n/a         n/a

  3.Reading Comprehension    88          94          88          89          81

  4\. Vocabulary             n/a         n/a/        n/a         81          79

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

MATH

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

  Testing Month              April       April       April       April       April

  SCHOOL SCORES              91          91          88          86          85

  Total Score                92          94          93          86          85

  Number of Students Tested  26          25          26          26          26

  Percent of total students  100         100         100         100         100
  tested                                                                     

  Number of students         0           0           0           0           0
  excluded                                                                   

  Percent of students        0           0           0           0           0
  excluded                                                                   

  SUBGROUP SCORES                                                            

  1\. Problem Solving        92          93          93          n/a         n/a

  2\. Procedures             86          92          91          n/a         n/a

  3\. Computation            n/a         n/a         n/a         61          86

  4\. Concepts and           n/a         n/a         n/a         91          84
  Application                                                                

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

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: 2^nd^ Grade Test:1998-1999 California Achievement Test V

2000-2002 Stanford 9

Edition/Publication Year: CAT V/1992 Publisher: CTB
MacMillan/McGraw-Hill

Stanford 9 /1995 Harcourt Educational Measurement

What groups were excluded from testing? Why, and how were they assessed?

[No groups or individuals were excluded from testing.]{.underline}

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

READING

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

  Testing Month              April       April       April       April       April

  SCHOOL SCORES              85          86          84          83          83

  Total Score                86          89          87          80          86

  Number of Students Tested  26          26          26          26          26

  Percent of total students  100         100         100         100         100
  tested                                                                     

  Number of students         0           0           0           0           0
  excluded                                                                   

  Percent of students        0           0           0           0           0
  excluded                                                                   

  SUBGROUP SCORES                                                            

  1\. Word Study Skills      88          92          88          n/a         n/a

  2\. Reading Comprehension  87          87          87          83          85

  3\. Vocabulary             76          77          79          80          85

                                                                             

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

MATH

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

  Testing Month              April       April       April       April       April

  SCHOOL SCORES              91          91          88          86          86

  Total Score                88          90          85          88          86

  Number of Students Tested  26          26          26          26          26

  Percent of total students  100         100         100         100         100
  tested                                                                     

  Number of students         0           0           0           0           0
  excluded                                                                   

  Percent of students        0           0           0           0           0
  excluded                                                                   

  SUBGROUP SCORES                                                            

  1\. Problem Solving        90          87          85          n/a         n/a

  2\. Procedures             81          89          82          n/a         n/a

  3\. Computation            n/a         n/a         n/a         76          83

  4\. Concepts and           n/a         n/a         n/a         91          88
  Applications                                                               

                                                                             
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