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

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

**Cover Sheet**

Name of Principal [Mr. Michael Saavedra]{.underline}

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

Official School Name [Reginald F. Chavez Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [2700 Mountain Road N.W.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Albuquerque, New Mexico 87104-1716]{.underline} \_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(505) 764-2008]{.underline} Fax [(505) 764-2010]{.underline}

Website/URL [www.aps.edu]{.underline} Email
<mikesaavedra@hotmail.com>[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Beth Everitt]{.underline}

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

District Name [Albuquerque Public Schools]{.underline} Tel. [(505)
842-8211]{.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 Ms. Mary Lee Martin

President/Chairperson

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

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

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

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

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

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

1\. Number of schools in the district:
\_\_[80]{.underline}\_\_Elementary schools

\_\_[26]{.underline}\_\_ Middle schools

[\_\_\_-\_]{.underline}\_ Junior high schools

\_\_ [11]{.underline}\_High schools

\_\_[117]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\_\$4,998]{.underline}\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_\_\_\$5,334]{.underline}\_\_\_\_\_\_\_\_

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

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

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

4\. [12 yrs]{.underline}. Number of years the principal has been in
her/his position at this school.

[NA]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       30        31                     **61**       **7**                             

  **1**       33        32                     **65**       **8**                             

  **2**       32        33                     **65**       **9**                             

  **3**       34        30                     **64**       **10**                            

  **4**       24        36                     **60**       **11**                            

  **5**       30        30                     **60**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   375
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [7]{.underline} % White

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

[86]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[68]{.underline}\_\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 39
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 42
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        81
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    359
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .2256
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    22.56%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_[34]{.underline}\_\_\_%

\_\_[127 \_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_\_[2]{.underline}\_\_\_\_\_

Specify languages: English

Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[90]{.underline}\_\_\_%

\_\_\_\_\_[338]{.underline}\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_[\_11.3]{.underline}\_\_\_\_%

\_\_\_\_[42\_]{.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 \_[\_2]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[28]{.underline}\_Specific Learning
Disability

\_\_\_\_Hearing Impairment \_\_[11]{.underline}\_Speech or Language
Impairment

\_\_[1\_]{.underline}Mental Retardation \_\_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_[\_1]{.underline}\_\_ \_\_\_\_\_\_\_\_

Classroom teacher's \_\_\_[\_19]{.underline}\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_\_8\_\_]{.underline}
[\_\_\_\_4\_\_\_]{.underline}

Paraprofessionals \_\_[\_11]{.underline}\_\_
\_\_\_\_[1\_]{.underline}\_\_

> Support staff [\_\_\_\_6]{.underline}\_\_
> \_\_[\_\_4]{.underline}\_[\_\_]{.underline}
>
> Total number \_\_[\_45]{.underline}\_\_ \_\_\_[\_9]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[19.7]{.underline}\_\_

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

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

  Daily student attendance 95.9        94.1        94.1                    

  Daily teacher attendance 95.9        95.6        95.1                    

  Teacher turnover rate    7.4         18.5        17.6                    

  Student dropout rate                                                     

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

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

The Mission of Reginald F. Chavez Elementary in Albuquerque, New Mexico
is: For students to achieve standards while meeting high expectations
and reaching their highest potential as life long learners.

Our school is located in the cultural hub of Albuquerque- Historic Old
Town, founded in 1706. Some of the oldest families still reside in Old
Town with Spanish remaining as a heritage language. Reginald F. Chavez
Elementary is the only school within walking distance of every major
museum and Old Town. As such, we have formal partnerships with the
museums utilizing their extensive resources across our curriculum. The
blending of the cultural richness in our community with the
science/technology and natural history focus of the museums
significantly contributes to a meaningful and relevant learning program
for our students.

In many respects, the history of our school is three years old. In 1999
the New Mexico State Department of Education instituted an
accountability rating system. In the first year of the rating system
Reginald F. Chavez Elementary was rated "Probationary Warning". The
second year we were rated as "Meets Standards" and this past school year
we were defined as "Exceeds Standards". We have been identified as the
most improved school in Albuquerque based on the State Rating System.

The school's Instructional Council (IC), comprised of staff and parents,
is instrumental in our successful reform endeavors. Basically, the IC
has addressed and made decisions the past three years specific to
improving the school's rating. The initial focus was on the foundation
of our program- Safety, Attendance, Discipline, Schedules,
Communication, and Organization. The outcome is comprehensive
restructuring of our foundation aligned with our Educational Plan for
Student Success (EPSS).

The next phase of the IC's work is ongoing focus on our
teaching/learning system. Specifically: Data-driven instructional
planning, resource alignment, standards implementation, professional
development, continuous improvement, and technology infusion. Every
component is to support the implementation and continual refinement of a
research-based literacy program.

The school has a long tradition of special events and activities related
to the cultural richness of the community. In addressing the expectation
to continue cultural events and the need to strand literacy

throughout the curriculum, we instituted the Integrated Studies
Committee. The committee is commissioned to organize cultural related
events and to ensure literacy and other content standards are integrated
in tradition-based activities. A prime example is to redirect the
Hispanic Day King/Queen contest from a raffle concept to a writing essay
contest titled "What My Heritage Means to Me". This redirection of a
traditional activity epitomizes the work of the Integrated Studies
Committee.

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

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

We have instituted a "data crunch" day at the beginning of the school
year in which each grade level team works one full day to breakdown
data, fill out individual student matrix forms detailing strengths and
learning gaps, group students accordingly, and identify lessons
correlated to addressing weaknesses. Our school district's
accountability department provides us with comprehensive "alert lists"
that identify students scoring below the 40^th^ percentile in every core
content area. Concurrently, every student participates in yearly
pre/post testing in our computer lab that results in the system
assigning a learning path for each student to address gaps in his/her
academic program. Teachers can then reference the computer generated
learning paths with "data crunch" reports and plan lessons and units
accordingly- i.e. data-driven instructional planning.

Our tutoring program enrolls students based on the aforementioned data
reports. We have one teacher from every grade level tutoring students.
Grade level teams, on a regular basis, meet to discuss and assign
lessons for tutored students via the grade level tutor. The direct
involvement of the teacher in the planning and administering of the
tutoring program creates a triangular approach- classroom, computer
assisted instruction, and tutoring- that offers precision in addressing
learning deficiencies for data identified students.

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

Every school year begins with "Open House"; an evening dedicated to
presenting parents and students with an overview of our program,
including assessment data. Teachers present their program to parents and
students; including information derived from his/her team's "data
crunch" day. For parents of students in grades 3-5, the norm-reference
student reports from the testing company are reviewed with parents.

Teacher/Parent Conferences are held two times per year. The conference
agenda includes data reports from our CAI lab in conjunction with
student work samples. Students on the alert list are required to have an
Academic Improvement Plan (AIP) which also requires the parent and
student to sign.

The community at-large can access the district's web page that provides
detailed assessment and state rating data on every school and grade
level. This information is also presented in school newsletters and
assemblies on a regular basis.

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

The Albuquerque school district is organized in clusters- one high
school, 2-3 mid-schools, and 10-13 elementary schools. In this
organizational structure the principals meet on a monthly basis; data
analysis drives, on a significant level, the agenda. We present our
school report to our colleagues and supervisors, including successful
endeavors and outcomes. In formulating a Cluster Plan for Educational
Success, individual school successes are factored into the plan that is
subsequently presented to each school community.

Our cluster has instituted site visits. Every school is visited by the
cluster principals and their respective instructional coaches twice per
school year. In this scenario, the host principal presents his/her
program, including classroom visits that exemplify best practices.

Our school district also publishes two newsletters- Perspectives and
Making Connections- whereby individual schools are provided the
opportunity to share success stories. Our school was recently
highlighted in the Making Connections Newsletter.

Schools in need of improvement (SINOI) are grouped together under the
direction of a superintendent. The SINOI superintendent has formulated
presentation panels comprised of principals of schools that have worked
their way out of SINOI. As such, we have been provided the opportunity
to present our success story to the aforementioned group of principals.

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

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

Our school utilizes the district's Core Curriculum Scope and Sequence
Handbook (DCCSS)- a primary resource for teachers stating what is to be
taught and learned. The handbook is used as a curriculum framework and
for teachers to reference in daily planning. As the curriculum framework
evolves to a standards-based system, we are comprehensively reviewing
the DCCSS handbook and becoming familiar with content standards. We are
identifying gaps in our curriculum as a team within and across grade
levels and making necessary adaptations to the curriculum. Our task is
to compare the DCCSS with the state's content standards in order to
align the two. We are systematically engaged in professional development
and redirecting resources and materials as we progress in the
aforementioned endeavor.

A basic description of our curriculum is that we emphasize the basics
(i.e. core curriculum); we expect full comprehension of the core
curriculum by all students. Literacy is embedded in all activities and
vocabulary building is a primary goal of every teacher across all core
content.

An early-identified issue in our reform efforts was that a significant
number of students at every grade level were in need of extensive review
of the previous grade level curriculum at the beginning of the school
year. A three-week "jumpstart" program is now in place just before the
start of the school year that enrolls students with learning gaps. The
intent is for every teacher to begin the school year instructing all
students at grade level across all core content. The school has an
extensive before and after school tutoring program for most students
with learning gaps as identified by comprehensive assessment. Learning
gaps are continually addressed as every teacher maintains high
expectations throughout the school year.

An established component of our program is the integration of Computer
Assisted Instruction (CAI) in daily instruction and assessment. Our CAI
Lab is installed with Compass Learning software that assesses every
student in Reading, Language Arts, and Math and provides each student
with a learning path to address learning gaps. The teacher manipulates
the curriculum based on classroom lessons, class and individual
weaknesses, and various other strategies (e.g. norm-referenced test
preparation). In essence, students are provided an individualized
learning path aligned to the DCCSS. The integration of technology (CAI)
with our daily program varies as determined by ongoing assessment and
subsequent modifications in curriculum delivery. The student is an
active participant in reviewing CAI results and in determining a
relevant learning path. It is significant to note that the Language Arts
section in the Compass Learning system includes a Spanish Language
version for K-3 students.

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

Our school selected the Four Blocks Reading Model three years ago. Four
Blocks was determined to be closely aligned to the reading program in
place at the time. The model has evolved to modifying the four blocks
with a "Balanced" approach that expands/contracts blocks as determined
by student assessment data and grade level requirements. The
Houghton/Mifflin Reading series is one essential tool in delivering our
reading program. Teachers are now beginning to integrate a leveled
bookroom with Spanish language equivalents at all levels.

Every grade level has at least two hours of an uninterrupted
Reading/Language Arts time block focusing on promoting language
acquisition and vocabulary building for all students. Self-selected and
guided reading, and writing are concurrent essential components to a
balanced approach to literacy development. Word Recognition and Reading
Comprehension assessment tools are utilized to determine student
literacy levels that drive the "balancing" of the components of our
Reading Program; again, data and ongoing assessment drive instruction
and curriculum emphasis.

Title I funding has lowered pupil/teacher ratios to provide more
individual and small group reading instruction. Paraprofessionals are
also assigned to teachers and are utilized to provide teacher directed
one to one lessons.

Because, in general, our students have deficits of thousands of minutes
in reading related activities from age 0-5 and in primary school years,
we have included reading opportunities in a high expectation homework
system. Grade level instructional teams are continually integrating
reading activities in all content areas, including fieldtrips, fine
arts, etc. We believe quantity needs to be addressed as well as quality.

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

As previously stated, our school resides within walking distance of all
major **[Science]{.underline}** museums in Albuquerque, New Mexico. The
Museum of Science & Natural History, Lodestar, Bio-Park, and Explora
surround our school and are all extensive partners in our program. All
the aforementioned entities integrate standards in their education
outreach programs and offer many hands-on experiences for our students
aligned to our Educational Plan for Student Success.

With extensive access to their resources, our Science Fair has evolved
into a major community event that encompasses high level science related
demonstrations and presentations concurrent with near 100% student
participation. A science handbook has been developed to specifically
utilize the museum's resources as we address standards. This past school
year we had composite test scores in Science above the 50^th^ percentile
at all grade levels tested.

In addition, teachers have identified our Science Curriculum as the
content area where literacy activities are highly integrated and,
therefore, greatly support literacy acquisition and expanded vocabulary
skill development. Critical thinking skills and cultural relevancy have
been expanded as per anecdotal evidence.

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

Referring again to building and maintaining a solid foundation, we
believe that teacher and staff relationships with students that are
caring, nurturing, and considerate of a child's feelings and learning
deficiencies, will greatly enhance academic progress and success. We
have a comprehensive system in place to address student safety, comfort,
and self-esteem.

We are systematically increasing the percentage of classroom teachers
with English as a Second Language (ESL) endorsement concurrent with
professional development activities to enhance instruction with
sheltered instruction techniques. Visuals, hands-on activities,
manipulatives, word walls, and translation are a few strategies being
incorporated to ensure all students are accessing over 90% of the
delivered curriculum. Within the context of feasibility, we are
sensitive to diverse learning styles and accommodate students to the
extent possible.

Community resources and culturally relevant activities are integrated
throughout instructional delivery. Many teachers are developing thematic
units based on culture relevancy that incorporate correlated standards
across the core curriculum. We believe that rote learning and other
traditional teaching methods have a place in our teaching/learning
system. The appropriate balancing of various instructional methods is
the driving force in delivering quality instruction.

As previously mentioned, Computer Assisted Instruction is an essential
component of our program. The school's computer lab with thirty fully
networked units and 3-4 computers in every classroom allow every student
between 2 to 4 hours of computer assisted instruction in the basics and
higher order thinking lessons.

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

The revamping of our master schedule includes a one-hour time block once
a week for professional development. We have, in place, a Professional
Development Plan that was developed based on student needs juxtaposed
with self-identified teacher areas of growth.

We committed ourselves to develop the plan with a narrow and deep focus
correlated to having a high impact on student academic needs. The
resulting components of the plan are: Standards implementation, Balanced
Literacy, Sheltered Instruction, and Baldridge protocols (i.e.
Continuous Improvement).

Under the direction of our Cluster Professional Development Coordinator,
Dr. Jyl Warner, and the District's Culture and Language Equity
Department, teachers are participating in regular, research-based
workshops in all components of the plan.

Another key facilitator in our cluster is the technology director. Based
on survey results, teachers are participating in workshops on
PowerPoint, excel, GradeQuick, rubrics, etc. The alignment of these
workshops with our plan is high due to the coordinated efforts and
expertise of the coordinator and director. All technology workshops are
referenced to the components of our Professional Development Plan.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_\_\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**[RESPONSE:]{.underline}**

All requested information embedded in data tables.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

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

  Testing month                                                                                          

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  Number of students tested                                                                              

  Percent of total students tested                                                                       

  Number of students excluded                                                                            

  Percent of students excluded                                                                           

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  State Mean Score                                                                                       

  At or Above Proficient                                                                                 

  State Mean Score                                                                                       

  At Advanced                                                                                            

  State Mean Score                                                                                       
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

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

Grade\_\_\_\_\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

  Testing month                                                                                             

  **SCHOOL SCORES**                                                                                         

  Total Score                                                                                               

  Number of students tested                                                                                 

  Percent of total students tested                                                                          

  Number of students excluded                                                                               

  Percent of students excluded                                                                              

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------