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

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

**Cover Sheet**

Name of Principal [**Mrs. Carolyn Coffey**]{.underline}

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

Official School Name [**Christ Lutheran School**]{.underline}

(As it should appear in the official records)

School Mailing Address [**311 S. Citrus Ave.**]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[**West Covina California 91791-2110**\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [**( 626 ) 967-7531**]{.underline} Fax [**( 626 )
967-8513**]{.underline}

Website/URL [**www.clswc.org**]{.underline} Email
[**cls@clswc.org**]{.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 [**Pastor Dennis Nelson**]{.underline}

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

District Name [N/A]{.underline} Tel. [( 626 ) 331-5309]{.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.TODD
MACY**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

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

1\. Number of schools in the district: [\_N/A]{.underline} Elementary
schools

[\_N/A]{.underline} Middle schools

[\_N/A]{.underline} Junior high schools

[\_N/A]{.underline} High schools

[\_N/A]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_N/A]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: [\_N/A]{.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\. \_\_[27]{.underline} Number of years the principal has been in
her/his position at this school.

\_[N/A]{.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**       **16**    **16**                 **32**       **7**       **27**    **17**      **44**

  **1**       **18**    **12**                 **30**       **8**       **15**    **16**      **31**

  **2**       **15**    **17**                 **32**       **9**       N/A       N/A         N/A

  **3**       **20**    **11**                 **31**       **10**      N/A       N/A         N/A

  **4**       **14**    **17**                 **31**       **11**      N/A       N/A         N/A

  **5**       **15**    **10**                 **25**       **12**      N/A       N/A         N/A

  **6**       **10**    **15**                 **25**       Other       N/A       N/A         N/A

                                    **TOTAL                                                   **281**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [**26**]{.underline} % White

the students in the school: [**9**]{.underline} % Black or African
American

[**36**]{.underline} % Hispanic or Latino

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

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

**[5]{.underline}** % Other

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
**[\_\_2]{.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 **4**
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        **6**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **274**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **.0219**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **2.19%**
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_**[0]{.underline}**\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_**[12]{.underline}\_\_\_\_\_**

Specify languages: **Cantonese, Mandarin, Japanese, Spanish, Twi,
French, Urdu, Vietnamese, Turkish, Arabic, Tagalog, and Hindustani**

9\. Students eligible for free/reduced-priced meals:
\_\_\_**[3]{.underline}**\_\_\_\_%

\_\_\_\_**[9]{.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:
\_\_\_\_**[0]{.underline}**\_\_\_\_%

\_\_\_\_**[0]{.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.

\_\_**[0]{.underline}**\_Autism \_\_**[0]{.underline}**\_Orthopedic
Impairment

\_\_**[0]{.underline}**\_Deafness \_\_**[0]{.underline}**\_Other Health
Impaired

\_\_**[0]{.underline}**\_Deaf-Blindness
\_\_**[0]{.underline}**\_Specific Learning Disability

\_\_**[0]{.underline}**\_Hearing Impairment
\_\_**[0]{.underline}**\_Speech or Language Impairment

\_\_**[0]{.underline}**\_Mental Retardation
\_\_**[0]{.underline}**\_Traumatic Brain Injury

\_\_**[0]{.underline}**\_Multiple Disabilities
\_\_**[0]{.underline}**\_Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_**[1]{.underline}**\_\_\_
\_\_\_\_**[0]{.underline}**\_\_\_

Classroom teachers \_\_\_**[11]{.underline}**\_\_
\_\_\_\_**[3]{.underline}**\_\_\_

Special resource teachers/specialists \_\_\_**[0]{.underline}**\_\_\_
\_\_\_\_**[0]{.underline}**\_\_\_

Paraprofessionals \_\_\_**[0]{.underline}**\_\_\_
\_\_\_\_**[10]{.underline}**\_\_

> Support staff \_\_\_**[5]{.underline}**\_\_\_
> \_\_\_\_**[3]{.underline}**\_\_\_
>
> Total number \_\_\_**[17]{.underline}**\_\_
> \_\_\_\_**[16]{.underline}**\_\_

12\. Student-"classroom teacher" ratio: [**1-16**]{.underline} (281
Students / 17.5 Teachers & Aides)

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.

+-------------------+---------+---------+---------+---------+---------+
|                   | 20      | 20      | 19      | 19      | 19      |
|                   | 01-2002 | 00-2001 | 99-2000 | 98-1999 | 97-1998 |
+-------------------+---------+---------+---------+---------+---------+
| Daily student     | **97%** | **97%** | **96%** | **97%** | **96%** |
| attendance        |         |         |         |         |         |
+-------------------+---------+---------+---------+---------+---------+
| Daily teacher     | **97%** | **97%** | **97%** | **96%** | **95%** |
| attendance        |         |         |         |         |         |
+-------------------+---------+---------+---------+---------+---------+
| Teacher turnover  | **0%**  | **7%**  | **7%**  | **14%** | **14%** |
| rate              |         |         |         |         |         |
|                   | 0       | 1       | 1       | 2       | 2       |
|                   | T       | Teacher | Teacher | T       | T       |
|                   | eachers |         |         | eachers | eachers |
+-------------------+---------+---------+---------+---------+---------+
| Student dropout   | **N/A** | **N/A** | **N/A** | **N/A** | **N/A** |
| rate              |         |         |         |         |         |
+-------------------+---------+---------+---------+---------+---------+
| Student drop-off  | **N/A** | **N/A** | **N/A** | **N/A** | **N/A** |
| 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.

Christ Lutheran School is a K -- 8 school located in West Covina,
California. Our mission is to provide an environment where a high
expectation for student achievement is facilitated by ensuring that a
standards-based curriculum promotes the success of all learners. The
school's student population consists of 26% White, 36% Latino, 24%
Asian, 9% Black, and 5% Middle Eastern. The school focuses on fulfilling
its mission of providing Christian education by emphasizing student
attainment of the adopted state standards, the gospel of Jesus Christ,
and love and service in the name of Christ.

Christ Lutheran School exists as an educational mission of Christ
Lutheran Church. A highly qualified teaching staff is dedicated to
providing the highest quality Christian education and encourages each
student to grow to his or her potential as contributing members in our
technology based democratic society. All eleven full-time teachers
possess a state teaching credential, and six will have completed their
master's degrees by June 2003. The school is accredited by the
Evangelical Lutheran Education Association (ELEA).

Christ Lutheran School supports and encourages a strong partnership
between parents and educators. Ninety-nine percent of parents attend
parent-teacher conferences and ninety-six percent attend events such as
Back-To-School Night, Open House, and the annual Science Fair. Parents
and staff collaborate on various committees to address educational
goals. These include curriculum and instructional committees, interview
committees, facilities committees, multicultural focus groups, school
board, and Parent-Teacher Fellowship. All classrooms have a parent
liaison to assist in the coordination of various activities and
home-school communications. Weekly and monthly newsletters serve as
primary sources of communication between the school and home. Parents
receive weekly packets, which include assessed student work and
notification on their child's progress. Consistent open communication
between parent and teacher provides a team approach to meeting
children's needs. Through this strong partnership, Christ Lutheran
School supports the role of the family in the educational process.

Spiritually, students are encouraged to live the gospel of Jesus Christ
by participating in numerous service projects. All classes present a
biblical lesson at weekly chapel services and annually at church
services. Students participate in community outreach programs to support
children and adults at McKinley Children's Home, La Casa Preschool,
Covina Villa Senior Citizens Center, Dream Fund Inner City Children's
Fund, Williams Fire Relief Fund, Breast Cancer Research, and 911 Relief
Funds.

Christ Lutheran School offers a rigorous, standards-based curriculum.
All classes use currently approved state textbooks. Teachers use the
adopted state standards to develop instructional goals and objectives.
Standardized test data is analyzed to determine areas of strength and
improvement. Weekly staff meetings allow for teachers and administrators
to articulate curricular goals and monitor progress. Educational
research that highlights instructional programs conducive to student
learning is discussed as well. The principal, Mrs. Carolyn Coffey, was
named a National Distinguished Principal by the National Association of
Elementary School Principals and the U.S. Dept of Education for the year
2000.

In an effort to address the academic, physical, spiritual, and social
needs of each child, activities are provided to nurture the affective
domain. Outdoor education provides hands-on-learning experiences for all
students in grade 4 -- 8. This includes a trip to Sacramento and the
Gold Country for the 4^th^ graders, Astro-Camp for the 5^th^ grade,
focusing on the study of astronomy, Catalina Marine Instruction for
6^th^ graders, Yosemite National park for 7^th^ graders, and a trip to
Washington, D.C. and historical points of significance for 8^th^
graders. Student council provides leadership opportunities for students
in grades 4 through 8. More than 75% of our students in middle school
participate in after school sports. Christ Lutheran School is
consistently ranked #1 in all sporting activities including volleyball,
basketball, track, and cross-country, for both boys and girls.

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

**Private Schools**

A private school may be recognized as a *No Child Left Behind -- Blue
Ribbon School* in two ways. First, a school can be recognized if it has
at least 40 percent of its students from disadvantaged backgrounds who
have dramatically improved their performance in the past three years in
reading (language arts or English) and mathematics, and are achieving at
high levels. A student from a "disadvantaged background" is defined as
one having low socioeconomic status who is eligible for free or
reduced-priced meals at the school or is identified by some other method
determined by the school. At least 40 percent of the school's total
enrollment must be from low-income families, students with limited
English proficiency, migratory students, or students receiving services
under Title I of the Elementary and Secondary Education Act, as amended
by the *No Child Left Behind Act of 2001.*

"Dramatically improved" is defined as an increase of at least one-half
standard deviation over at least three years and includes the
disadvantaged students as shown by disaggregated data. "High levels" is
defined as student achievement at or above the 55^th^ percentile on
assessments referenced against national norms at a particular grade, or
at or above the 55^th^ percentile on state tests.

Second, regardless of the school's demographics, it may be recognized if
its students achieve at the highest levels, that is, if the school is in
the top 10 percent of the schools in the nation in reading (language
arts or English) and mathematics in the last grade tested, as measured
by an assessment referenced against national norms at a particular grade
or in the top 10 percent in its state as measured by a state test.

1.  Report the school's assessment results in reading (language arts or
    English) and mathematics for at least the last three years for all
    grades tested using either state tests or assessments referenced
    against national norms at a particular grade. For formatting, use
    the sample tables (no charts or graphs) at the end of this
    application. Present data for all grades tested for all standardized
    state assessments and assessments referenced against national norms
    administered by the school. If at least 90 percent of the students
    take the SAT or ACT, high schools should include the data. If fewer
    than 90 percent of the students in the appropriate classes take the
    SAT or ACT, *do not report the data.* Limit the narrative to one
    page.

To measure students' academic success, Christ Lutheran School
administers the Stanford Achievement Test (SAT-9). All students in
grades one through eight take the SAT-9 each spring. It is the policy of
Christ Lutheran to test all students in order to receive a clear picture
of student performance. This allows our school to analyze 100% of
individual student scores as well as group scores for each grade level.

Christ Lutheran students clearly score in the above average range in all
grades and in all areas tested on the SAT-9. As shown on the attached
tables, testing data demonstrates that students build upon previous
years' successes and score at their highest levels in the eighth grade.
In the 2001--02 school year, eighth grade students scored at the 83^rd^
percentile in reading and the 87^th^ percentile in mathematics. When
compared to the national student percentile equivalent for the 90^th^
school percentile, Christ Lutheran eighth graders exceed the Blue Ribbon
qualifying score by eight and twelve percentile points, respectively.
These scores would serve to validate that our students score within the
top ten percent of schools nationwide in the areas of reading and
mathematics, as well to ascertain that the curriculum at Christ Lutheran
builds upon previous levels and that students demonstrate increased
academic performance throughout their years at Christ Lutheran School.

In looking at the disaggregated test data for ethnic and racial groups,
all groups score in the above average range. In grades sixth through
eighth the total reading scores increase from the 75^th^ percentile to
the 83^rd^ percentile. In math the total scores range from 81^st^ --
87^th^. In disaggregating the test data, Hispanic students in these
grades score in the 71^st^ -- 83^rd^ percentile range in reading and
70^th^ -- 83^rd^ in math. Again, these scores would indicate that
students build upon previous years success, and that Hispanic students
are scoring within the range of the total students. Many of Christ
Lutheran School's minority students come from families where English is
not the first language of the home and, in fact, are learning English as
a second language. At this time, Christ Lutheran School does not
formally assess these students to identify them as English language
learners (ELL); however, the school's curriculum and instruction team is
taking steps to address this as it will provide administration and
teachers with an identification of ELL students and the ability to
disaggregate test data to better inform curricular and instructional
needs.

Christ Lutheran School is proud of its instructional program. SAT-9
standardized testing clearly indicates that our students are meeting the
expectations of a standards-based curriculum. Our school uses this test
data to review and analyze the curricular program and to inform parents
and the community of the standards-based educational program offered and
implemented at this school.

a\. Disaggregate the data for any ethnic/racial or socioeconomic groups
that comprise sufficient numbers to be statistically significant
(generally 10 percent or more of the student body of the school). Show
how all subgroups of students achieve at high levels or improve
dramatically in achievement for at least three years. Explain any
disparity among subgroups.

b.  Specify which groups, if any, are excluded from a test, the reasons
    for the exclusion, as well as the number and percentage of students
    excluded. Describe how these students are assessed.

c\. Attach all test data to the end of this application and continue to
number the pages consecutively.

> **For Public and Private Schools**

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

Leadership and long-range planning practices are employed to work with
student performance data to analyze and diagnose the results of student
achievement. Assessment data is received during the month of May giving
teachers an opportunity to review individual student scores. The
classroom is where teachers employ effective learning practices, which
ensure high student performance. Teachers compare the student's previous
and present year scores along with classroom assessments to assist
students in meeting expectations. Throughout the month of June,
classroom teachers meet with parents providing them with a summative
evaluation of their child's assessment scores and making recommendations
for intervention strategies or enrichment activities.

The most common measure of the effectiveness of any given instructional
practice is student scores on standardized tests. A cross-section of
data is examined to indicate future staff development needs both for
individual teachers and the teaching staff as a whole. The
administration also takes into consideration student academic growth
when conducting individual teacher evaluations. Multiple measures of
assessments are used to provide a continuum to the staff in order to
improve student learning and achievement.

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

Christ Lutheran School promotes the success of all students by
communicating with families and community members. Teachers review
students' performance data and report this information to parents each
quarter in the form of progress reports and report cards. Student
performance is also shared with parents at regularly scheduled
parent-teacher conferences in the fall and spring. Classroom work and
assessments are sent home each Friday, along with the school's
publication of the *Friday Forecast*. Quarterly assemblies are held to
honor student academic and behavioral performance. Students are
positively recognized and rewarded with certificates and ribbons.
Through a partnership with Carl's Jr. Restaurants, students qualifying
for the Principal's Honor Roll are rewarded with a free lunch with the
principal at Carl's Jr.

School-wide data from standardized testing is shared with all parents at
the annual Open House held in May. Grade level results are shared, along
with grade level and school-wide performance trends. This same
information is sent to parents in the monthly school publication, *CLS
Charger*. Testing data is also shared with the School Board, the Church
Council and Parent Teacher Fellowship (PTF), as well as with the
community at large through advertisements and articles in local
newspapers and periodicals. Individual test results are shared with
parents at spring conferences held in June. The entire school community
understands and acts on the mission of the school as a standards-based
educational system.

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

Christ Lutheran School shares its successes with other Lutheran schools
through regularly scheduled meetings of the Evangelical Lutheran
Education Association (ELEA). Student performance data is shared, as
well as curriculum development based on utilizing multiple assessment
measures to enhance student learning. Thirty-eight Lutheran schools in
southern California are members of the ELEA, which oversees the
curriculum implementation at member schools through the accreditation
process. School assessment data is presented, as well as various program
highlights from each school.

Christ Lutheran also shares its success with public schools through
participation in Covina Valley Unified School District's Parent Advisory
Council and Categorical Program meetings. As with the ELEA, student
performance data is shared at regularly scheduled meetings. A focus of
these meetings has been on student achievement and aligning the
curriculum to California's content standards.

Christ Lutheran School is proud of its accomplishments and continues to
strive to increase achievement for all students. Through our work with
the ELEA and the Covina Valley Unified School District, we not only
share our successes, but work with other educators to influence policies
and procedures that benefit students and support the improvement of
teaching and learning.

**[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.

> Christ Lutheran School's curriculum is academically rigorous and based
> on state adopted standards with the adopted textbooks used in all
> content areas. The curriculum encompasses the areas of
> reading/language arts, mathematics, science, history, social science,
> religion, Spanish, physical education and computer education.
>
> The reading/language arts curriculum at Christ Lutheran School
> balances a traditional, systematic, skills based approach with a rich
> literature program. All facets of the English language arts are
> addressed through instruction in reading, writing, listening, and
> speaking, as well as mechanics and conventions of writing. Teachers
> use state content standards as a basis for planning and implementing
> instruction.
>
> In the area of mathematics, students develop the understanding of
> mathematical concepts, procedures, and problem solving. Differentiated
> instruction is provided to meet the needs of all students. In the
> middle school, contents access ranges from grade level mathematics to
> geometry. Grade level content is determined by state adopted
> standards. Students are encouraged to formulate and solve problems
> directly related to the world around them so that they can see the
> structure of mathematics in all aspects of their lives.
>
> Science plays an integral role at Christ Lutheran School. Students are
> provided with opportunities to explore the significance of science and
> technology in their lives. The science curriculum includes earth
> science, life science, and physical science with teachers utilizing a
> balance of hands-on experience, factual data as well as the scientific
> inquiry method. Scientific experiments lend themselves to
> collaborative approaches with children investigating and working in
> teams. A new state-of-the-art science laboratory is utilized in
> teaching middle school students.
>
> Christ Lutheran School's history/social science curriculum is derived
> from the California framework and incorporates the goals of knowledge
> and cultural understanding, democratic understanding and civic values,
> and skills attainment and social participation. Grade levels focus on
> key units of study for in-depth instruction. Students select their
> topics for further in-depth study and authentic assessment. Students
> are challenged to bridge past historical events to their present day
> lives.
>
> Religion is incorporated into the core curriculum at Christ Lutheran.
> The school strives to articulate to children and their families to
> know Christ as Lord and Savior. A Lutheran-based textbook is used at
> each grade level and the Bible is used as a basis to teach children
> moral and ethical values. Students attend weekly chapel services and
> participate in community outreach service projects. Religion is
> integrated into other subject matters as appropriate. The teachings of
> Jesus are used to assist children with conflict resolution and their
> social interaction.
>
> All middle school students are required to take Spanish. The sixth
> grade curriculum is a conversational approach for beginners. The
> emphasis is on pronunciation, basic vocabulary words, and everyday
> phrases and idioms. The seventh and eighth grade curriculum utilizes a
> textbook with emphasis on a formal study of Spanish, which includes
> grammar, verb conjugation, and vocabulary development. Instruction
> includes reading, writing, speaking, and listening. A study of
> Hispanic culture is included in the curriculum.
>
> The Christ Lutheran School physical education program follows the
> California state standards. Students participate in a well-defined,
> developmental, sequential program. Skill development begins in
> kindergarten and builds upon prior knowledge and experience. Children
> participate in the President's Physical Fitness Program and develop
> individual goals for the year. Seventy-three percent of Christ
> Lutheran students qualified for the Presidential Physical Fitness
> Award in 2002.
>
> Technology is enhanced through the use of a computer lab with
> 26-networked computers. A computer instructor engages the students
> with hands-on activities ranging from keyboard instruction to
> PowerPoint presentations. The curriculum emphasizes a practice of word
> processing and desktop publishing.
>
> (**Elementary Schools**) Describe in one-half page the school's
> reading curriculum, including a description of why the school chose
> this particular approach to reading.
>
> The reading curriculum at Christ Lutheran balances a traditional
> phonics based approach with an extensive literature based program.
> Primary instruction provides students with a sound fundamental
> foundation in word attack skills, decoding, and comprehension.
> Students progress from *learning to read* to *reading to learn* by
> 3^rd^ grade in an environment that is safe, low risk, and nurturing.
> Additional instructional guidance is given to students who require
> enhanced support toward advanced literacy. Each grade level has
> infused into their reading program multicultural, contemporary, and
> historical selections, that provide students with a wider perspective
> of the world.
>
> Teachers recognize that reading is a process that is active,
> constructive, and creative. Students are required to actively
> participate in deriving the meaning from a variety of text sources.
> Each learner constructs an understanding of their reading by
> integrating reading and writing in logs, journals, and formal essays.
> Teachers provide students with invitations to self select reading
> materials and respond to their reading in a creative and authentic
> manner.
>
> Students are given multiple opportunities to interact with print on
> many levels. Christ Lutheran School strives to provide a print rich
> environment extending from individual classroom libraries to the
> school's library. Students are provided with opportunities to reflect
> on the books they have read, and make connections between the
> literature and their world.
>
> The school has chosen a traditional approach to reading instruction,
> using research as the basis for program selection. Research shows that
> providing a systematic and fully integrated reading curriculum and
> instructional program allows students opportunities to develop into
> proficient readers and life-long learners. Our test data supports the
> school's reading philosophy and practices.

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

The teaching of religion sets Christ Lutheran School apart from
surrounding public and private schools. This school exists as an
educational mission of Christ Lutheran Church, and, as such, the gospel
of Jesus Christ is emphasized in all academic areas.

The Bible is the foundation on which we teach essential skills. Our
model is constructionist in nature. The students receive the content,
and then create their own meaning. The textbook gives students
opportunities for reflection. This reflective thinking is an essential
skill for life long learning. The weekly chapel services augment the
textbook lessons and pastors, principal, and youth director conduct
services. Once a year classes plan and present a chapel worship service,
incorporating key religious principles from the textbook and Bible.

Religious instruction and curriculum are woven into all facets of life
at Christ Lutheran School. Beginning with our morning announcement and
saluting the American and Christian flags and ending with showing good
sportsmanship in our after school sports program, Christian moral values
are present. During the school day, students may be engaged in character
analysis in Language Arts where they are making value judgments about a
character's behavior. In Social Studies, students are comparing and
contrasting other religions to Christianity. Out on the playground,
students use Christian ethics to solve their differences and resolve
conflicts. As a result, the religion curriculum prepares students to be
responsible, empathetic citizens of the world and contributing members
of our democratic society.

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

> Christ Lutheran teachers establish a supportive learning environment
> where students feel respected and positive in the classroom. Teachers
> use assertive discipline techniques to insure classroom order and to
> provide a safe place for students to learn. Students are actively
> involved in classroom lessons, and teachers are enthusiastic and
> focused on creating a child centered learning environment, using a
> variety of effective strategies to involve the student in the
> learning.
>
> These include problem solving, collaboration, thematic instruction,
> scientific inquiry method, and experiential activities. The teachers
> incorporate effective questioning strategies to enhance higher level
> thinking skills via Bloom's taxonomy. Also incorporated into the
> lessons are divergent thinking activities and effective directed
> teaching methods that utilize visual organizers and review to ensure
> student understanding of the material.
>
> The Christ Lutheran staff is committed to providing authentic learning
> activities as well as multiple measures of assessment. In an effort to
> meet the needs of all our students, the teachers vary their
> instructional methods to accommodate the different learning styles of
> our students. These include artistic expression, collaboration,
> analytical problem solving, and organizing factual information for
> recall. Students are given opportunities for reflective thinking in an
> effort to move students to a higher level of thinking.
>
> Homework is a valuable instructional tool utilized by all teachers.
> The purpose of these assignments is independent practice. This is a
> time for students to construct their own understandings. Feedback is
> given on assignments in a timely fashion, and students are held
> accountable for completing assignments.

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

> The professional development program at Christ Lutheran School is
> multifaceted with one aim -- to improve student learning through
> instructional excellence. Christ Lutheran utilizes the Independent
> School Management (ISM) model for professional growth. This instrument
> enables teachers to reflect annually on the school mission, their
> personal mission, and the development of major goals for the year.
> These goals reflect personal growth statements as they relate to
> professional excellence to improve student learning. The teachers meet
> with the administration to discuss specific steps to achieve these
> goals. The teachers then identify and create the assessment tool,
> which will be used as the basis for teacher evaluation.
>
> Christ Lutheran School staff and administrators recognize that
> standards-based curriculum and instruction is at the forefront of
> education reform. Teacher leaders and administration participated in a
> conference directed at developing and implementing such a curriculum.
> Information and strategies were disseminated to the rest of the staff.
> As a result, the curriculum development is guided by the California
> state standards and instruction is aligned to recognize best
> practices, which promote the success of all students.
>
> Additionally, teachers attend conferences and workshops related to
> their grade level or curriculum. The teachers return to Christ
> Lutheran School and give in-service training to the other staff
> members. For example, in 2001, the principal and a staff member
> attended a seminar on *Learning Theory and the Brain* and returned
> with instructional strategies to increase learning, videos with
> information about the brain, and lesson plan ideas for the teachers to
> use in their classrooms.
>
> Experienced teachers on the staff act as mentors to the newer
> teachers. This mentoring includes weekly meetings, lesson plan
> development, classroom management techniques, classroom organization,
> and curriculum and assessment strategies. The mentors meet with the
> principal regularly to report on the progress of the teacher. Outside
> mentors also work with teachers with specific strategies to improve
> their skills in the classroom. Planning, managerial, and leadership
> practices are shared and pursued to promote information sharing and
> collaboration among staff members. Additionally, Christ Lutheran
> School strives to create a culture where the students and staff
> celebrate the progress of individuals as well as that of the school.

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

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

Private school association(s): [**Evangelical Lutheran Education
Association (ELEA)**]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_**[X]{.underline}**\_\_

No \_\_\_\_\_\_

**Part II ‑ Demographics**

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

[\$ 3924]{.underline} [\$ 3809]{.underline} [\$ 3809]{.underline} [\$
3809]{.underline} [\$ 3809]{.underline} [\$ 3809]{.underline}

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

[\$ 4133]{.underline} [\$ 4133]{.underline} [\$ 4133]{.underline} [\$
N/A]{.underline} [\$ N/A]{.underline} [\$ N/A]{.underline}

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

[\$ N/A]{.underline} [\$ N/A]{.underline}

12^th^ Other

2\. What is the educational cost per student? **[\$4,720]{.underline}**

(Actual school 2001-02 expense divided by enrollment)

3\. What is the average financial aid per student? **[\$
0]{.underline}**

4\. What percentage of the annual budget is devoted to **[6
%]{.underline}**

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? **[52
%]{.underline}**

**[ASSESSMENTS 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 **[1^st^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **78**                   **78**                  **67**      

  Number of students tested           **31**                   **28**                  **32**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***11***                 ***6***                 ***14***

  1\. Hispanic                                    **68**                   **64**                  **73**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                   []{.mark}                []{.mark}               []{.mark}   

  Total Score                         **69**                   **69**                  **69**      

  Number of students tested           **30**                   **28**                  **32**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***11***                 ***7***                 ***14***

  1\. Hispanic                                    **62**                   **53**                  **74**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[2^nd^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **64**                   **66**                  **59**      

  Number of students tested           **29**                   **30**                  **30**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***10***                 ***11***                ***9***

  1\. Hispanic                                    **50**                   **72**                  **44**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **70**                   **72**                  **59**      

  Number of students tested           **29**                   **30**                  **30**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***10***                 ***11***                ***9***

  1\. Hispanic                                    **41**                   **79**                  **41**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[3^rd^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **66**                   **68**                  **69**      

  Number of students tested           **32**                   **31**                  **32**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***11***                 ***9***                 ***7***

  1\. Hispanic                                    **75**                   **53**                  **56**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **68**                   **66**                  **71**      

  Number of students tested           **32**                   **31**                  **32**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***11***                 ***9***                 ***7***

  1\. Hispanic                                    **76**                   **47**                  **43**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[4^th^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **61**                   **60**                  **62**      

  Number of students tested           **23**                   **29**                  **44**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***9***                  ***7***                 ***16***

  1\. Hispanic                                    **55**                   **54**                  **62**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **68**                   **64**                  **69**      

  Number of students tested           **23**                   **29**                  **44**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***9***                  ***7***                 ***16***

  1\. Hispanic                                    **53**                   **50**                  **62**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[5^th^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **64**                   **70**                  **70**      

  Number of students tested           **25**                   **42**                  **28**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***7***                  ***15***                ***10***

  1\. Hispanic                                    **56**                   **67**                  **75**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **61**                   **74**                  **65**      

  Number of students tested           **25**                   **42**                  **28**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***7***                  ***15***                ***10***

  1\. Hispanic                                    **42**                   **70**                  **60**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[6^th^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **75**                   **79**                  **81**      

  Number of students tested           **44**                   **30**                  **29**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***15***                 ***12***                ***9***

  1\. Hispanic                                    **71**                   **83**                  **72**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **87**                   **82**                  **88**      

  Number of students tested           **44**                   **30**                  **29**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***15***                 ***12***                ***9***

  1\. Hispanic                                    **83**                   **80**                  **76**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[7^th^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **81**                   **85**                  **75**      

  Number of students tested           **29**                   **31**                  **31**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***11***                 ***10***                ***9***

  1\. Hispanic                                    **83**                   **74**                  **76**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **81**                   **89**                  **81**      

  Number of students tested           **29**                   **31**                  **31**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***11***                 ***10***                ***9***

  1\. Hispanic                                    **82**                   **83**                  **82**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

**[ASSESSMENTS 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 **[8^th^]{.underline}** Test **[Stanford Achievement
Test]{.underline}**

Edition/publication year **[9/19/96]{.underline}** Publisher
**[Harcourt, Brace & Company]{.underline}**

What groups were excluded from testing? Why, and how were they
assessed[? **No Groups were excluded**]{.underline}

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

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **READING SCORES**                  2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **83**                   **78**                  **77**      

  Number of students tested           **30**                   **31**                  **24**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***9***                  ***8***                 ***5***

  1\. Hispanic                                    **76**                   **78**                  **68**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------

  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------
  **MATH SCORES**                     2001-2002                2000-2001               1999-2000   

  Testing month                       **March**                **March**               **March**   

  **SCHOOL SCORES**                                                                                

  Total Score                         **87**                   **81**                  **78**      

  Number of students tested           **30**                   **31**                  **24**      

  Percent of total students tested    **100**                  **100**                 **100**     

  Number of students excluded         **0**                    **0**                   **0**       

  Percent of students excluded        **0**                    **0**                   **0**       

  **SUBGROUP SCORES *(# Students)***              ***9***                  ***8***                 ***5***

  1\. Hispanic                                    **79**                   **79**                  **85**
  ----------------------------------- ----------- ------------ ----------- ----------- ----------- ------------