##### *REVISED 3/17/05*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mr. G. Edward Fearer]{.underline}

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

Official School Name [Marclay School]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_\_\_\_111 Bruceton
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[\_\_\_Markleysburg PA 15459-9615\_\_\_\_\_\_]{.underline} City State
Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Fayette]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number[\*\_\_101268003-000002137\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 724 ) 329-4248]{.underline} Fax [( 724 )
329-5237]{.underline}

Website/URL [www.uniontown.k12.pa.us]{.underline} E-mail
[fearere@mail.uniontown.k12.pa.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Charles D. Machesky]{.underline}

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

District Name [Uniontown Area School District]{.underline} Tel.[( 724 )
438-4501 xt. 206]{.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. Harry J. Kaufman (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 I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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: \_\_[4]{.underline}\_\_
Elementary schools

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

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

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

\_\_[2]{.underline}\_\_\_ Other Elementary/Jr. High

\_\_[8]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[4,933.53]{.underline} \_\_\_

Average State Per Pupil Expenditure: \_\_[9,602.57]{.underline} \_\_\_

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

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

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

4\. [8]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       17        11                     **28**       **8**                             

  **1**       11        7                      **18**       **9**                             

  **2**       14        13                     **27**       **10**                            

  **3**       7         7                      **14**       **11**                            

  **4**       17        10                     **27**       **12**                            

  **5**       9         16                     **25**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   139
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[26]{.underline}\_\_\_\_%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  20
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           16
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   36
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 139
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.26
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          26
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_\_%

\_\_\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[57]{.underline}\_\_\_\_\_%

Total number students who qualify: \_\_\_[77]{.underline}\_\_\_\_\_

> If this method does not produce an 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:
\_\_\_[10]{.underline}\_\_\_%

\_\_\_[14]{.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 \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[14]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_\_\_\_Multiple Disabilities

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) \_\_\_\_\_\_\_ \_\_\_\_[2]{.underline}\_\_\_

Classroom teachers \_\_\_[6]{.underline}\_\_\_ \_\_\_\_ \_\_\_

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

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[5]{.underline}\_\_\_
> \_\_\_\_[1]{.underline}\_\_\_
>
> Total number \_\_\_[11]{.underline}\_\_ \_\_\_\_[9]{.underline}\_\_\_

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

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   95%         95%         95%         95%         95%

  Daily teacher attendance   94%         95%         95%         95%         94%

  Teacher turnover rate      15%         10%         20%         0%          10%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Marclay School is a kindergarten through fifth grade elementary school
in the Uniontown Area School District. It is located in the small rural
community of Markleysburg, Pennsylvania, which is in the mountainous
area of the southwestern part of the state. Marclay's mission is to
provide sufficient resources, experiences and opportunities to permit
all of its students to achieve their fullest potential. Marclay's
successes over the last three years can be attributed to the
implementation of several educational programs that have led to
effective classroom instruction, meaningful learning experiences for
students and greater involvement by parents and community members.

Upon receipt of the Spring 2001 PSSA results, Marclay's professional
staff agreed that changes were necessary to produce consistent growth
relative to student achievement. Up to this time, each year's assessment
scores had indicated mixed results and inconsistent progress. Of great
concern was the number of students (especially special education
students) performing at the basic and below basic levels on the state
assessments. This information was essential in the development of an
Action Plan that combines planning, implementation, assessment
instruction, and student performance to form an effective systematic
approach to improve student achievement.

With one classroom at each grade level, Marclay School's 130 students
receive instruction using a differentiated approach. In this small
setting, teachers have an in-depth understanding of their students'
abilities and needs through the use of various formal and informal
assessments. Based on the results, students' instructional levels are
determined. For much of each day, students are actively engaged in small
groups. Classroom teachers, Title I teachers and instructional aides
work simultaneously with students at various levels, providing
instruction and support to promote student success. This teaching
strategy is producing impressive results. Not only are students at lower
levels making significant progress, but students at higher levels are
accelerated, resulting in impressive gains.

It is the desire of Marclay's staff to accentuate the positive. Student
recognition programs are conducted at the end of each nine-week grading
period. Students are rewarded for effort, attendance and citizenship. An
Honor Roll system recognizes academic achievement in grades four and
five. At the end of each year parents are invited to attend an Awards
Program where trophies are presented for academic achievement throughout
the year.

Marclay School has always enjoyed a high level of parent support. This
support has increased to even higher levels as student achievement has
risen. The Marclay staff recognizes the need for parents and community
members to better understand recent changes in education relative to
NCLB, State Standards and PSSA and how these have impacted the local
school and their children. In addition to regular communication from
classroom teachers, monthly newsletters are issued to inform parents of
school events and strategies they can use at home to help and enhance
their children's educational experiences. Parent-teacher conferences are
scheduled at the conclusion of each grading period. "Explore and Educate
Workshops" are planned by an active Principal's Advisory Council,
comprised of the principal, teachers, parents and community
representative. In these workshops, parents are exposed to various
teaching strategies, classroom assessments, rubrics, learning styles and
parenting skills to name a few. The school is reaping the benefits of
these parent involvement efforts as with greater understanding comes
more effective support for our students.

Marclay school has become a special place in the community where
learning is exciting and meaningful, and where parents and community
members can come to celebrate the success of our children.

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

> **Interpretation of Reading /Mathematics Assessment Results**
>
> The reading and math Pennsylvania System of School Assessment (PSSA)
> is administered to students in grade five at the elementary level each
> April. Performance levels, designated as advanced, proficient, basic
> and below basic, are criterion based measures that represent how well
> astudent is achieving in a particular area of Pennsylvania's academic
> standards. Below are brief descriptions of each performance level.
>
> Advanced: Superior academic performance indicating an in-depth
> understanding and exemplary
>
> display of skills.

Proficient: Satisfactory academic performance indicating a solid
understanding and adequate display

of skills.

Basic: Marginal academic performance, work approaching, but not yet
reaching satisfactory

performance. This level indicates a partial understanding and limited
display of skills.

Below Basic: inadequate academic performance that indicates little
understanding and minimal

display of skills.

Additional information on the state assessment system may be found at
www.pde.state.pa.us.

Performance level results are presented as a percent of all tested
students scoring at each

performance level. Additionally, disaggregated results are presented
when the total number of students in each subgroup is at least ten.
Reported subgroups for Marclay School in most years include

economically disadvantaged , non-IEP, male and female.

Students performing at the proficient level on the PSSA meet the
standard. Beginning with April

2002 assessment results, Marclay students have shown consistent
significant improvement with

students achieving proficiency levels in both reading and math. April
2004 results show that with

100% participation, all fifth-grade students performed at or above the
proficiency level. Furthermore,

no significant disparities existed between the subgroups with equally
consistent improvement from

April 2002 through April 2004.

The Iowa Tests of Basic Skills (ITBS) is a norm-referenced achievement
battery composed of tests

in several subject areas. Results of ITBS assessment in reading and math
are represented in this report. Tests are administered under uniform
conditions at each grade level. Score distributions obtained from

the national standardization program are the norms that provide a basis
for interpreting student

performance. Norms also enable a school to look at the achievement
levels of its students in relation to

a nationally representative student group.

NCE scores are presented in this report as it is appropriate to average
NCE's when reporting growth

of group performance.

ITBS testing in the fall of each year provides valuable information
relative to the strengths and needs of groups of students. More
importantly, teachers at Marclay use individual ITBS results along

with individual PSSA results and local assessment results to properly
group students for differentiated

instruction. Even when a student performs at very high levels,
breakdowns of composite scores indicate

specific strengths and needs that are useful in developing learning
activities that are appropriate for

each student.

**Use of Assessment Data to Improve Student/School Performance**

Students at Marclay School are assessed at each grade level using the
Iowa Tests of Basic Skills (ITBS). These assessments measure achievement
in reading, language, math, social studies and science and are
administered each year in October and April. Results are used to
determine individual and group academic growth from the beginning to the
end of each year and in comparison between years.

The PSSA assessments are administered in April of each year to students
in grade five. Results are provided to the school the following July
with individual students reports issued in September.

Reading and math achievement is reported for each student as well as
grade level information for the

school and district.

A district-wide Local Assessment Program is a performance based
assessment measuring

achievement based on the state's standards in reading, writing and math
at each grade level. These

assessments are administered three times each year. The results of these
indicate growth and need on

an individual and whole class basis.

Teachers administer classroom assessments regularly to measure
individual achievement based on

state standards. The results of these evaluations are used to drive
classroom instruction.

The results of the various assessments described above are presented to
the professional staff at the

beginning of each school year. The information gathered from these
assessment reports is essential in

preparing each year's School Action Plan. Decisions are made regarding
the effectiveness of teaching

strategies utilized at each grade level. Changes are made in curricula
and/or instructional delivery

when scores indicate insufficient progress with a particular skill or
standard. Local and classroom

assessment results allow teachers to adjust instruction and provide
alternative learning

experiences to meet students needs throughout the school year.

**Communication of Assessment Data**

Various approaches are used to disseminate assessment data to students,
parents, and the community. Teachers meet with students individually to
discuss classroom and local assessment results. Teachers also share this
information at parent-teacher conferences held at the end of each
nine-week grading period.

ITBS scores are distributed to parents in written reports that describe
each tested skill area along

with the interpretation of presented scores. These results are also
discussed with students and parents

during conferences.

Individual and school reports are provided by PDE for PSSA assessments.
School results are

posted on the district's website as part of the published "District
Report Card". School results are also

presented at a scheduled PTO meeting each fall. Detailed school
information is shared at "Explore and

Educate" parent workshops in presentations that explain State Standards
and methods of assessing

proficiency. Individual student reports are distributed to students in a
special assembly with an

overview presented by the principal. This is followed by classroom
teachers conferencing with

students regarding each one's specific strengths and needs.

**Opportunities to Share Successes**

Marclay's teaching staff enjoys sharing the school's success story. The
continued progress in student achievement has given them confidence in
knowing that the educational strategies they are using in their
classrooms produce positive results. Opportunities have come to share
these experiences with other educators.

The first such opportunity came when the district's curriculum
coordinator recognized that new educational approaches being used at
Marclay school were yielding significantly higher student

achievement. A team of teachers was asked to present the benefits of
flexible grouping and

differentiated instruction to teachers at the other elementary and
middle schools in the district. This

opened doors of communication between schools and has helped all
involved as effective teaching

strategies are shared among staff.

A team, compromised of the principal, classroom teachers, Title I
teacher and learning support

teacher, presented at the Tri-State Study Council annual conference in
October 2004. The team

emphasized the importance of having an in-depth understanding of each
student's abilities through the

use of frequent and varied assessment. The change to a full inclusion
model for instructing special

education was also presented.

In January 2005, a team comprised of the district's curriculum
coordinator, principal, classroom

teachers and Title I teacher made a similar presentation at Westminster
College to math coaches

serving school districts in western Pennsylvania. Emphasized, was the
importance of collaboration

among teachers across grade levels and subject areas to provide
meaningful continuity and connection

of an educational program.

Published PSSA results in local newspapers and on websites continue to
bring frequent calls to

Marclay school and district offices from educators in other school
systems. Administrators and

teachers have enjoyed the exchange of successful practices as we
continue to improve student

achievement.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum Overview**

The core of Marclay's Integrated Language Arts curriculum is a Balanced
Literacy Framework which integrates various reading and writing
components and strategies. Even though small and large group instruction
is used, most of the reading skills are taught in small flexible groups.
In the small groups, the students interact with texts on their
instructional levels by connecting with the texts through personal
experiences, silent and oral reading, the use of strategies that develop
vocabulary, fluency, and comprehension, and readers' responses. The
students are assessed through teacher observation and questioning,
running records, and performance tasks. The curriculum is aligned to
Pennsylvania's Academic Reading and Writing Standards.

Marclay's math curriculum is aligned to Pennsylvania's Academic
Standards and Assessment Anchors through our Kindergarten-6^th^ grade
Math Curriculum Map. The significant content is addressed through daily
practice problems that address state standards, whole class instruction,
and small group work and instruction that meet the instructional needs
of each student. Important aspects of the math instruction are high
student engagement, cooperative learning, problem solving, and the use
of manipulatives.

The science curriculum at Marclay in grades Kindergarten through fifth
grade has been aligned to Pennsylvania's Academic Standards for Science
and Technology and Environment and Ecology. The science curriculum in
grades Kindergarten through eighth grade district- wide however, is
currently being mapped by grade level. The completed map will be a tool
to not only drive each classroom teacher's instruction and assessment,
but will also be used to guide instructional material selection and
professional development at each building and grade level. Our goal will
be to develop scientifically literate students with strong communication
skills who apply scientific knowledge to real world situations. The
students are engaged in both science and social studies content through
a continuous repeated pattern of whole class/flexible group instruction,
individual work and/or flexible grouping, and then coming together as a
whole class/group for sharing, answering questions and summarizing.

The social studies curriculum at Marclay School is aligned to
Pennsylvania's Academic Standards for History, Geography, and Civics and
Government. Presently, the social studies concepts are integrated
throughout the Language Arts, Mathematics and Science curriculum in
grades Kindergarten through second. In grades three through five, the
social studies concepts and skills are integrated somewhat in the areas
just listed, but are also taught as a separate class. The social studies
curriculum will be mapped by grade level in the near future so that
repetitions and gaps in the curriculum can be eliminated.

The students in Kindergarten through fifth grade receive weekly Art,
Music and Physical Education classes from highly qualified teachers in
each area. The curriculum in these three classes has been aligned with
Pennsylvania's Academic Standards for Art and Humanities and Health,
Safety, and Physical Education. The students are engaged with the
content through whole and small group instruction, guided practice, and
performance tasks.

**Reading Curriculum Overview**

Marclay School's Reading Curriculum is aligned to and addresses
Pennsylvania's State Academic Reading Standards through a Balanced
Literacy Framework. The eight major components of this framework include
four kinds of reading - reading aloud and shared, guided, and
independent reading. The framework also includes four types of writing
-- shared, interactive, guided, and independent writing.

During Guided Reading in grades Kindergarten through four, the teacher
meets with one small group of students at a time, while the other
students work at various learning centers or on activities from a Choice
Menu. In the small flexible reading groups, the students read texts at
increasingly challenging levels of difficulty. Vocabulary and fluency
are developed and comprehension strategies are taught through teacher
questioning and various reader responses/performance tasks. All of these
skills and strategies are taught while relating the students back to the
text they are reading, NOT IN ISOLATION.

This framework was chosen because students are taught and their needs
are identified and met, in small groups on their instructional levels.
Comprehension is the major goal of Guided Reading.

Guided Reading is not used in fifth grade, but the following pattern is
continuously repeated in order to meet students' individual needs,
thereby increasing opportunities for student success: 1)whole
class/flexible group instruction for the purpose of introducing ideas,
planning and/or sharing, 2)individual work and/or flexible group work
takes place while the teacher checks for understanding and guides
students to higher levels of achievement, and 3)coming together as a
whole class/group for instruction and to share and answer questions.
Harcourt anthologies and accompanying materials are used in fifth grade,
along with Measuring Up books and Diagnostic Test Packs from Peoples
Publishing which contain activities and test questions aligned to
Pennsylvania's Academic Reading Standards.

**Math Curriculum Overview**

The math curriculum is aligned to Pennsylvania's Academic Standards and
Assessment Anchors through our Kindergarten-6^th^ grade Math Curriculum
Map. This map aids the teachers as far as knowing which skills to teach
each month, resources, vocabulary and assessments.

A very important part of the school's mission involves meeting the
academic needs of each student. This is exemplified through the way math
is taught at Marclay School.

For example, starting two years ago, in order to address ALL students'
needs in the fifth grade, the principal and teachers received permission
from the Learning Support children's parents to change the IEP's so that
the Learning Support students could be included in the regular classroom
for math instruction. Once that took place, Learning Support students
were given the same whole group instruction and PSSA preparatory
activities as the rest of the class. The class was then flexibly grouped
for small group instruction based on the students' needs. The Learning
Support teacher, classroom teacher, and a Title I teacher taught the
small groups. The configuration of teachers and students has since
changed somewhat, but whole and small group instruction is still
delivered daily in math classes to meet individual student's needs.

Important math "Look Fors" which include: 1) objective matched to a
state standard, 2)high levels of student engagement, 3) problem solving
tasks, 4)small group work and cooperative learning, 5)manipulatives, and
6)frequent checking for student understanding, are incorporated on a
regular basis during math classes.

**Instructional Methods**

The instructional methods used at Marclay are aimed at **accommodating
individual** **learner's differences** within the context of the class
as a whole, and to provide a collaborative learning environment in which
the students are challenged to take risks, follow their questions, and
explore the content areas.

**Teachers use data** gained through assessment to drive instruction and
**take into** **account individual student's characteristics and
needs**. High levels of student engagement are evident in all classes.
High-level students are allowed to move ahead of their grade-level
peers, while the **teacher spends increased time with students who
require more time to** **perform below or on grade-level tasks**. The
students are led to base learning on a connection between what they know
and what is new.

The teachers model skills as an inquiry process in order to help the
students become decision makers who self-question, monitor, reflect and
revise.

Following is a **pattern of instruction continuously repeated** in order
to meet students' individual needs at their instructional levels,
thereby increasing opportunities for student success: 1) **whole
class/flexible group instruction** for the purpose of introducing ideas,
planning and/or sharing, 2) **individual work and/or flexible grouping**
for the purpose of exploration, sense making, extension, and/or
production, while the teacher checks for understanding and guides
students to higher levels of achievement, and 3) **coming together as a
whole class/group** for instruction and to share and answer questions.

**Professional Development Program**

Research shows that **the teacher is the most influential factor in the
classroom** as far as what, how, and how well a student learns. Because
of this fact, our strategy as a district is to deliver job-embedded,
sustained, differentiated staff development. In grades Kindergarten
through four, five Reading Recovery teachers in our district work not
only with low-achieving first grade students individually and with small
groups of low-achieving students in Kindergarten through fourth grade,
but **in classrooms with teachers** to enhance and/or build new skills.
By working with teachers and studying data on student progress,
individual teacher's needs are identified and then addressed through the
Reading Recovery teachers by: 1)modeling in the classrooms, 2) preparing
informational materials for the teachers that will increase and build
upon their knowledge of the components of the Balanced Literacy
Framework used in our language arts program, 3) presenting Guided
Reading sample lessons that increase in levels of difficulty during time
set aside by getting the teachers substitutes, 4) leading weekly team
meetings with the teachers and presenting material that is pertinent to
problems that the teachers are having at that time, and 5) presenting to
and engaging groups of teachers from different grade levels during
professional learning days.

In the teachers' weekly team meetings, not only is language arts
addressed, but math strategies are planned that will address individual,
classroom and building needs.

Individual teacher's professional development needs are also addressed
by sending teachers to other carefully selected classrooms in the
district where specific teacher skills and strategies that are needed
are being utilized and modeled.

All of the professional development strategies listed above continuously
build upon teachers' skills, thereby improving teacher quality, thus
**RAISING STUDENT** **ACHIEVEMENT**.

**PART VII - ASSESSMENT RESULTS**

**Table I**

***No Child Left Behind -- Blue Ribbon School***

**Grade 5 Math**

Subject\_\_[Math]{.underline}\_ \_ Grade\_\_[5]{.underline}\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_[PSSA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

The Pennsylvania Department of Education formulates yearly PSSA
Assessments.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 100         100         100         73          81

  \% At or Above Proficient            100         93          75          40          48

  \% At Advanced                       88          80          56          13          14

  Number of students tested            24          30          32          23          21

  Percent of total students tested     100         100         100         99          100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Economically                                                                    
  Disadvantaged]{.underline} (specify                                                  
  subgroup)                                                                            

  \% At or Above Basic                 100         100         100         \*\*        \*\*

  \% At or Above Proficient            100         93          71          \*\*        \*\*

  \% At Advanced                       75          71          48          \*\*        \*\*

  Number of students tested            12          14          21          \*\*        \*\*

  2 [Students with an IEP]{.underline}                                                 
  (specify subgroup)                                                                   

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

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

  \% At Advanced                                   \*          \*          \*          

  Number of students tested            0           8           2           6           0

  3\. [Non-IEP]{.underline} (specify                                                   
  subgroup)                                                                            

  \% At or Above Basic                 100         100         100         88          81

  \% At or Above Proficient            100         96          80          41          48

  \% At Advanced                       88          96          60          12          14

  Number of students tested            24          22          30          17          21

  4\. [Male]{.underline} (specify                                                      
  subgroup)                                                                            

  \% At or Above Basic                 \*          100         100         77          \*\*

  \% At or Above Proficient            \*          93          83          46          \*\*

  \% At Advanced                       \*          80          75          15          \*\*

  Number of students tested            9           15          12          13          \*\*

  5\. [Female]{.underline} (specify                                                    
  subgroup)                                                                            

  \% At or Above Basic                 100         100         100         \*          \*\*

  \% At or Above Proficient            100         93          70          \*          \*\*

  \% At Advanced                       87          80          45          \*          \*\*

  Number of students tested            15          15          20          9           \*\*

  **STATE SCORES**                                                                     

  \% At or Above Basic                 80          78          75          78          78

  \% At or Above Proficient            62          56          53          53          52

  \% At Advanced                       37          28          26          23          27
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* When the total number of students in a subgroup is less than 10,
results are not provided to the school on PSSA school report.

\*\* Subgroup results not reported for the given year.

**Table I**

***No Child Left Behind -- Blue Ribbon School***

**Grade 5 Reading**

Subject\_\_[Reading]{.underline}\_ \_ Grade\_\_[5]{.underline}\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_[PSSA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

The Pennsylvania Department of Education formulates yearly PSSA
Assessments.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 100         90          85          61          62

  \% At or Above Proficient            100         67          66          26          48

  \% At Advanced                       100         50          19          0           24

  Number of students tested            24          30          32          23          21

  Percent of total students tested     100         100         100         99          100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Economically                                                                    
  Disadvantaged]{.underline} (specify                                                  
  subgroup)                                                                            

  \% At or Above Basic                 100         79          86          \*\*        \*\*

  \% At or Above Proficient            100         43          57          \*\*        \*\*

  \% At Advanced                       100         29          10          \*\*        \*\*

  Number of students tested            12          14          21          \*\*        \*\*

  2 [Students with an IEP]{.underline}                                                 
  (specify subgroup)                                                                   

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

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

  \% At Advanced                                   \*          \*          \*          

  Number of students tested            0           8           2           6           0

  3\. [Non-IEP]{.underline} (specify                                                   
  subgroup)                                                                            

  \% At or Above Basic                 100         100         90          71          62

  \% At or Above Proficient            100         82          70          35          48

  \% At Advanced                       100         64          20          0           24

  Number of students tested            24          22          30          17          21

  4\. [Male]{.underline} (specify                                                      
  subgroup)                                                                            

  \% At or Above Basic                 \*          93          75          69          \*\*

  \% At or Above Proficient            \*          60          67          39          \*\*

  \% At Advanced                       \*          53          25          0           \*\*

  Number of students tested            9           15          12          13          \*\*

  5\. [Female]{.underline} (specify                                                    
  subgroup)                                                                            

  \% At or Above Basic                 100         87          90          \*          \*\*

  \% At or Above Proficient            100         73          65          \*          \*\*

  \% At Advanced                       100         47          15          \*          \*\*

  Number of students tested            15          15          20          9           \*\*

  **STATE SCORES**                                                                     

  \% At or Above Basic                 81          78          80          77          78

  \% At or Above Proficient            62          58          57          56          55

  \% At Advanced                       34          27          18          20          29
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* When the total number of students in a subgroup is less than 10,
results are not provided to the school

on PSSA school reports.

\*\* Subgroup results not reported for the given year.

Assessment Referenced Against National Norms

Subject\_\_[Language Arts]{.underline}\_\_\_
Grade\_\_[K]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 55      | 59     | 55     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 17      | 29     | 16     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 91      | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 54      | 47     | 55     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 14      | 13     | 6      |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 0       | 29\*   | 47\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 0       | 4      | 4      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 55      | 64     | 57     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 17      | 25     | 12     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 55      | 57     | 55     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 18     | 11     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 56      | 64     | 52     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 5       | 11     | 6      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment.

Assessment Referenced Against National Norms

Subject\_\_[Math]{.underline} \_\_\_ Grade\_\_[K]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 54      | 45     | 75     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 17      | 29     | 16     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 91      | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 50      | 36     | 52     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 14      | 13     | 6      |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 0       | 28\*   | 47\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 0       | 4      | 4      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 54      | 45     | 59     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 17      | 25     | 12     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 53      | 41     | 55     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 18     | 11     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 55      | 44     | 55     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 5       | 11     | 6      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment.

Assessment Referenced Against National Norms

Subject\_\_[Reading]{.underline} \_\_\_ Grade\_\_[1]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_ \_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 41      | 35     | 41     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 29      | 17     | 26     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 39      | 33     | 36     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 15      | 10     | 13     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 19\*    | 27\*   | 24\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 1       | 4      | 3      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 42      | 38     | 43     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 28      | 13     | 23     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 39      | 33     | 41     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 16      | 10     | 17     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 46      | 38     | 41     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 13      | 7      | 9      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment.

Assessment Referenced Against National Norms

Subject\_\_[Math]{.underline} \_\_\_ Grade\_\_[1]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_ \_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 51      | 53     | 58     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 29      | 17     | 26     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 44      | 50     | 52     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 15      | 10     | 13     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 27\*    | 37\*   | 48\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 1       | 4      | 3      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 51      | 58     | 59     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 28      | 13     | 23     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 46      | 57     | 56     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 16      | 10     | 17     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 55      | 47     | 62     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 13      | 7      | 9      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment.

Assessment Referenced Against National Norms

Subject\_\_[Reading]{.underline} \_\_\_ Grade\_\_[2]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_ \_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 45      | 49     | 51     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 21      | 25     | 15     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 42      | 42     | 45     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 13      | 12     | 8      |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 0       | 34\*   | 66\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 0       | 2      | 1      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 50      | 51     | 51     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 21      | 23     | 14     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 44      | 44     | 54     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 12     | 7      |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 49      | 54     | 49     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 9       | 13     | 8      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment.

Assessment Referenced Against National Norms

Subject\_\_[Math]{.underline} \_\_\_ Grade\_\_[2]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_ \_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 50      | 51     | 52     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 21      | 25     | 15     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 48      | 44     | 47     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 13      | 12     | 8      |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 0       | 50\*   | 63\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 0       | 2      | 1      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 50      | 52     | 52     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 21      | 23     | 14     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 55      | 54     | 48     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 12     | 7      |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 44      | 49     | 48     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 9       | 13     | 8      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment.

Assessment Referenced Against National Norms

Subject\_\_[Reading]{.underline} \_\_\_ Grade\_\_[3]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_ \_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 58      | 58     | 52     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 24      | 13     | 22     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 93     | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 49      | 62     | 53     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 11      | 8      | 14     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 36\*    | 68\*   | 46\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 3       | 1      | 3      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 68      | 58     | 53     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 21      | 12     | 18     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 49      | 63     | 52     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 13      | 8      | 16     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 62      | 49     | 54     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 11      | 5      | 6      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment

Assessment Referenced Against National Norms

Subject\_\_[Math]{.underline} \_\_\_ Grade\_\_[3]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 59      | 55     | 53     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 24      | 14     | 22     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 54      | 55     | 53     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 11      | 9      | 14     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 40\*    | 85\*   | 45\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 3       | 1      | 3      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 69      | 53     | 54     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 21      | 13     | 18     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 60      | 58     | 54     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 13      | 8      | 16     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 59      | 51     | 51     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 11      | 5      | 6      |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment

Assessment Referenced Against National Norms

Subject\_\_[Reading]{.underline} \_\_\_ Grade\_\_[4]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 66      | 57     | 48     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 25     | 23     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 63      | 57     | 48     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 6       | 14     | 14     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 0       | 59\*   | 44\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 0       | 3      | 4      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 64      | 57     | 50     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 22     | 19     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 68      | 53     | 49     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 7       | 15     | 10     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 58      | 63     | 47     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 5       | 10     | 13     |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment

Assessment Referenced Against National Norms

Subject\_\_[Math]{.underline} \_\_\_ Grade\_\_[4]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 59      | 57     | 50     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 25     | 23     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 64      | 59     | 51     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 6       | 14     | 14     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 0       | 61\*   | 42\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 0       | 3      | 4      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 64      | 56     | 52     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 22     | 19     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 61      | 58     | 50     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 7       | 15     | 10     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 56      | 55     | 51     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 5       | 10     | 13     |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment

Assessment Referenced Against National Norms

Subject\_\_[Reading]{.underline} \_\_\_ Grade\_\_[5]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 56      | 51     | 52     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 27      | 24     | 30     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 52      | 50     | 42     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 17      | 13     | 15     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 54\*    | 0      | 41\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 4       | 0      | 8      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 58      | 51     | 58     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 23      | 24     | 22     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 54      | 52     | 53     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 15      | 9      | 15     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 57      | 50     | 50     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 15     | 15     |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment

Assessment Referenced Against National Norms

Subject\_\_[Math]{.underline} \_\_\_ Grade\_\_[5]{.underline}\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ITBS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[A/2001]{.underline}\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_[Riverside
Publishing]{.underline}\_\_\_\_\_\_\_\_

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

+-----------------------------------------+---------+--------+--------+
|                                         | 20      | 200    | 200    |
|                                         | 04-2005 | 3-2004 | 2-2003 |
+-----------------------------------------+---------+--------+--------+
| > Testing month                         | October | O      | O      |
|                                         |         | ctober | ctober |
+-----------------------------------------+---------+--------+--------+
| > **SCHOOL SCORES**                     |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Total Score                           | 58      | 48     | 57     |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 27      | 24     | 30     |
+-----------------------------------------+---------+--------+--------+
| > Percent of total students tested      | 100     | 100    | 100    |
+-----------------------------------------+---------+--------+--------+
| > Number of students alternatively      | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Percent of students alternatively     | 0       | 0      | 0      |
| > assessed                              |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > SUBGROUP SCORES                       |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > 1.[Economically                       | 56      | 45     | 53     |
| > Disadvantaged]{.underline} (specify   |         |        |        |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 17      | 13     | 15     |
+-----------------------------------------+---------+--------+--------+
| > 2.[Students with an IEP]{.underline}  | 53\*    | 0      | 46\*   |
| > (specify subgroup)                    |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 4       | 0      | 8      |
+-----------------------------------------+---------+--------+--------+
| > 3.[Non-Iep]{.underline} (specify      | 62      | 48     | 62     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 23      | 24     | 22     |
+-----------------------------------------+---------+--------+--------+
| > 4.[Male]{.underline} (specify         | 54      | 49     | 59     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 15      | 9      | 15     |
+-----------------------------------------+---------+--------+--------+
| > 5\. [Female]{.underline} (specify     | 60      | 48     | 55     |
| > subgroup)                             |         |        |        |
+-----------------------------------------+---------+--------+--------+
| > Number of students tested             | 12      | 15     | 15     |
+-----------------------------------------+---------+--------+--------+

> \* Reflects scores of all IEP students including those with Speech or
> Language Impairment