##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Don Trimmer]{.underline}

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

Official School Name [Westhoff Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[20151 Amar Road]{.underline}

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

[Walnut CA 91789-5052]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_[Los
Angeles\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State School
Code Number\* [19-73460-6108336]{.underline}

Telephone [( 909 ) 594-6483]{.underline} Fax [( 909 )
594-1393]{.underline}

Web site/URL [www.walnutvalley.k12.ca.us/westhoff]{.underline} E-mail:
[wills324@aol.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\_\_[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Kent Bechler]{.underline}

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

District Name [Walnut Valley Unified School District]{.underline} Tel.
[( 909 ) 595-1261]{.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 [Mrs. Carolyn
Elfelt]{.underline}

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_[9\_]{.underline} Elementary
schools

\_[3\_]{.underline} Middle schools

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

\_[2\_\_]{.underline} High schools

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

\_[15]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$5,987]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$6,919]{.underline}\_\_\_\_\_

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

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

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

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       42        37                     **79**       **8**                             

  **1**       45        32                     **77**       **9**                             

  **2**       51        48                     **99**       **10**                            

  **3**       57        41                     **98**       **11**                            

  **4**       54        41                     **95**       **12**                            

  **5**       51        54                     **105**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   553
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [5]{.underline} % White

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

[14]{.underline} % Hispanic or Latino

[\_\_\_\_80]{.underline} % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 553
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_8]{.underline}\_\_%

\_\_[42]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_8\_\_\_\_\_]{.underline}

Specify languages: Mandarin, Cantonese, Korean, Spanish, Chow-Chow,
Teo-Chew, Chaozhou, Indonesian

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_­[5]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_\_29\_\_\_\_]{.underline}

10\. Students receiving special education services:
\_\_\_[7]{.underline}\_\_\_%

\_\_\_[36]{.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. Do not add additional categories.

\_\_[1]{.underline}\_Autism \_[1]{.underline}\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [14]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [20]{.underline}\_\_Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[23\_\_]{.underline}
\_\_\_\_[2\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_\_\_\_
[\_\_\_\_3]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[5\_\_\_]{.underline}

> Support staff \_\_\_\_[2\_\_]{.underline}
> \_\_\_\_[3\_\_\_\_]{.underline}
>
> Total number \_\_\_[\_26]{.underline}\_ \_\_\_\_[13]{.underline}\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [23:1]{.underline}

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   98 %        98 %        98 %        98 %        98 %

  Daily teacher attendance   96 %        95 %        94 %        94 %        96 %

  Teacher turnover rate      4 %         8 %         0%          8 %         0%

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

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

**Part III - SUMMARY**

*Our Vision:* Westhoff Elementary School is a \"child-centered learning
community preparing students for a lifelong learning adventure while
providing an enriching environment to develop academics, critical
thinking, communication and social skills.\" This vision illustrates our
commitment to students as the central focus of our diverse learning
community. Our students are the hub supported by dedicated teachers and
staff, devoted parents, an involved community and supportive district.
We work together to empower students to meet the challenges of our
ever-changing world. Above all, we prize the unique worth of each
individual.

*Our School:* Westhoff Elementary School is one of fifteen schools in
the Walnut Valley Unified School District. Built in 1989 as a temporary
school, construction on its permanent facilities was completed in 2004.
This two-story school now consists of 31 classrooms, a multi-media
multipurpose room, school office, library, computer lab, and child care
facility.

Westhoff's enrollment is approximately 553 K - 5 students. Our students
come from predominately upper -- middle class homes with two working
parents. The student population is approximately 76% Asian, with a
small, growing Hispanic population (14%).

Student achievement is high, with 86% of students meeting state
standards in reading and 90% meeting standards in math according to the
2006 California Standards Test. The school's Academic Performance Index
(API) for 2005 -- 06 is 945 (state target is 800 and scores range from
200 to 1000). Westhoff students have shown consistent improvement in
achievement with a total gain of 137 API points since 2000. The school
has exceeded its state API and AYP goals every year, and we have
consistently placed in the top ten percent of California schools. It is
a California Distinguished School for 2006 and a California Business
Excellence in Education Honor Roll School for 2005 and 2006.

Parent support is very strong at Westhoff. Parents contributed 10,730
volunteer hours in 2004 - 2005 helping in classrooms, school library,
computer lab, at home and with school events. The Westhoff Community
Club, our parent group, provides over \$60,000 each year to supplement
the school's instructional program by providing field trips, assemblies,
materials, equipment and support for staff development activities.

The school staff demonstrates its strong commitment to the success of
each student by providing a differentiated instructional program for all
students. This is accomplished through ongoing assessment, individual
and small group instructional settings, and through the use of research
based materials, technology, leveled readers and other programs.
Students having difficulty in academics, behavior or social interactions
receive additional assistance through our Student Success Team, our
Elementary Learning Specialist, special education team or intervention
programs.

The entire Westhoff Elementary School community is proud to offer a
caring, nurturing and multi-faceted school environment dedicated to the
success of all students and the district\'s Mission Statement: Kids
First\-- Every Student, Every Day.

**Part IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results: California Standards Test:** Westhoff
Elementary School participates in the California Standardized Testing
and Reporting (STAR) state testing program. Each spring, all second
through fifth grade students, including English language learners and
special education students, take the California Standards Test (CST).
This test measures student achievement towards mastering state standards
in English/Language Arts (ELA) and Mathematics. Both tests consist of a
series of multiple choice questions based upon California state
standards. For the ELA test, fourth grade students also submit a writing
sample.

Student scores are reported as falling into one of five categories:
Advanced (exceeding standards), Proficient (meeting standards), Basic,
Below Basic and Far Below Basic. Scores for subgroups based upon
ethnicity, special programs (special education or English Language
Development), and socio-economic status (free/reduced lunch program) are
considered statistically significant by the state only if the subgroups
contain 50 students and 15% of the school's testing population. Based on
this state criteria, Westhoff Elementary School has only one
statistically significant subgroup: Asian students. Test data from our
growing population of Hispanic students, while not considered
statistically significant by the state, is generally reviewed on a
student by student basis, as the small numbers are more indicative of
personal growth in individual students and not statistically reliable
enough to generalize trends among a population.

In 2006, 86% of Westhoff second through fifth graders scored at
Proficient or Advanced, indicating they are meeting or exceeding state
standards in ELA. In math, 90% of Westhoff students were assessed as
meeting or exceeding standards. The school's only statistically
significant subgroup, Asian students, performed slightly higher: 91%
mastering or exceeding standards in ELA and 94% in math. Our growing
Hispanic subgroup, while not yet considered statistically significant by
the state, shows lower achievement on state testing and consequently,
greater participation in intervention programs to remediate skills and
narrow the achievement gap. In the four years the CST has been
administered, the percent of all students meeting standards has
increased an average of 6.5 percentage points in ELA and 11 points in
math. During this time period, the percentage of students exceeding
standards has risen by 18 points in ELA and 23 points in math.

*Academic Performance Index:* The state of California takes the annual
results of the CST testing and, using a series of mathematical formulas,
digests it into the Academic Performance Index (API) score for each
school. The API scores range from 200 to 1000, with 800 being the state
target for each school. During the six years the API has been computed,
Westhoff scores have increased from 808 to 945, placing the school each
year among the top ten percent of schools in the state. In addition,
Westhoff has consistently exceeded all goals set for Adequate Yearly
Progress (AYP) toward the federal No Child Left Behind requirements.

Additional information on California's Standardized Testing and
Reporting program may be found online at <http://star.cde.ca.gov/>.

**2. Using Assessment Results:** Westhoff evaluates each student's
success by using standards-aligned assessments from the state, district,
school, grade level and classroom to monitor progress, modify
instruction and plan curriculum. This comprehensive system includes
mandated state testing and district trimester standards-based benchmarks
in reading, writing, math and English language development, which is
used to drive instructional decisions.

Disaggregated data from the California Standards Test is used to
identify specific standards-based strands where student achievement is
less than expected. This information is analyzed by teachers each fall
and used for grade level planning to address these weaknesses. Grade
levels regularly meet throughout the school year to adjust instruction
based on assessment data. This assessment data becomes the basis for
school goals and allocation of school financial resources.

Classroom on-demand assessments are a vital part of daily instruction
for all students and enable teachers to differentiate instruction to
meet student needs. Examples include project-based and
curriculum-embedded assessments such as anecdotal records, student work,
portfolios, teacher observations, student conferences, journals,
cooperative group projects, experiments, concept charts, hands-on
activities, small group work, application of rubrics, and student
self-evaluations.

Individual student assessment results are used to modify instructional
practices to meet student needs. Examples include homogeneous
groupings/team teaching, reteaching, small group work, peer tutoring,
individual help, student conferences, modified work, guided reading
groups, projects, group and individual assignments, additional practice,
and referrals for assistance. Assessment results are used to identify
special needs students who may benefit from schoolwide intervention
programs, such as our Student Success Team, specialists or Positive
Actions for Life Success (PALS) Program.

**3. Communicating Assessment Results:** Westhoff promotes two-way
communication with families through many proactive strategies. The
primary form for communicating individual student progress is the weekly
student folder. This folder contains assignments for the week, graded
student work, behavior ratings and teacher comments. The folder goes
home weekly and parents sign, add comments, and return it to school the
next day.

Student progress is also communicated to parents with report cards,
bimonthly summaries, phone calls, email, letters, and conferences. All
parents in the school attend a personal conference with the teacher each
fall. In addition, parents receive the results of the spring California
Standards Testing each August. Assessment results for at risk and
special education students are discussed at parent conferences for
Individual Education Plans and Student Success Team meetings.

Schoolwide assessment information is communicated to parents through the
monthly school newsletter, monthly meetings of the School Site Council
(committee of parents and teachers that oversees all categorical
spending), monthly meetings of the Westhoff Community Club (parent
organization) and parent education nights.

Schoolwide assessment results are shared with the community through the
School Accountability Report Card (SARC), newspaper articles with
California Standards Testing (CST) results and California Annual
Performance Index (API) rankings, and through the district and state
websites.

**4. Sharing Success:** School success is shared with other schools on a
regular basis. Teachers and principal serve as facilitators and
presenters for site and district-level workshops on technology and
instructional strategies. Teachers serve as mentors and coaches for the
Beginning Teachers Support and Assessment Program, the Cal State Teach
Program and local university teacher education programs.

Prospective teachers and teachers from other schools and districts
observe in our classrooms and strategies are willingly shared with
others. Recognition in programs such as the California Distinguished
Schools and California Business Excellence in Education Honor Roll has
created opportunities for Westhoff to share their success with other
schools.

The principal shares school programs and activities with other
principals at bimonthly principal and monthly instructional leader
meetings. Elementary Learning Specialists from all district schools meet
on a regular basis to share ideas and programs. Teachers attend
districtwide articulation meetings where programs and lessons are shared
with other teachers.

Each year the district has a staff development day where elementary
schools get together to attend workshops and discussion groups on a
specific curricular area. In recent years, areas have included reading
and math (hosted by our school). Additionally, Westhoff just completed a
technology day with two other schools where teachers had the opportunity
to share technology-related lessons and activities.

Our school also has curricular liaisons in the areas of reading, math,
social studies, science, drug education, English Language Learners,
Gifted and Talented Education, and technology. These liaisons meet
monthly to discuss curricular concerns and share program ideas. School
representatives also attend an Educators' Network where programs and
school events are shared each month with teachers from other schools.
Parent representatives from our school attend the Coordinating Council
where parents share school events.

**Part V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Westhoff provides a balanced core curriculum aligned
with state standards and focused on every student's success. The
district reviews state approved texts in all curricular areas and
distributes selected series to school sites for piloting and evaluating
alignment to standards. Reading levels, vocabulary and cultural
diversity in text/illustrations are considered during the pilot process.
Curricular liaisons, staff and parents articulate strengths/weaknesses
of each series before sharing feedback with the district, which then
determines and adopts the most effective curriculum for our population.
After adoption, teachers, specialists and administrators attend
publisher's trainings and follow-up meetings to discuss concerns, share
lessons/student work, address shortcomings/strengths to ease
implementation.

The core of our reading program features strands on reading (word
analysis and decoding, comprehension and vocabulary, literary response
and analysis), writing (strategies and applications), listening and
speaking (conventions, strategies and applications). Although a state
approved text is used at each grade level, supplemental programs and
materials are widely used to address diverse student needs from at-risk
to high achieving students (SRA, Wright Group, Project Read, Bellwork,
Spectrum, Sing Spell Read Write). Read-alouds, enriching literature,
Reading Counts and book clubs, including accelerated readers, augment
our reading curriculum.

Our math program features a differentiated program based upon an ongoing
assessment program. Flexible math groups, math centers, and contracts
are used to supplement whole class instruction to provide instruction
based on student needs. Teachers employ research-based programs such as
Marcy Cook Math, Math Their Way, Figure it Out and Mountain Math along
with hands-on activities such as manipulatives, models, games,
simulations and math journals.

Science instruction also features a hands-on approach using
demonstrations, discovery based instruction, projects, experiments,
organ models, microscopes, scales, thermometers, aquariums and
incubators. The strands of physical science, life science, earth science
and investigation are found in each grade level. Emphasis on the
scientific method, developing thinking skills and concept attainment are
evident in every grade level.

Our social studies program is based upon three core concepts:
chronological and spatial thinking (connecting the present with the past
and examining history in its context), research and evidence (students
gain the tools to research, write and present reports) and historical
interpretation (students learn to identify and summarize key events,
cause and effect, and identify human and physical characteristics of the
people and places they are studying). The instructional program is
supplemented with real world experiences such as geological digs,
visiting historical sites and the state capital, participating in
historical simulations and numerous field trips.

Westhoff's fine arts curriculum consists of a study of music, art,
drama, and public speaking. Separate lessons as well as many fine arts
activities woven into other curricular areas give our students a
well-rounded and complete program. For example, our second grade's
weekly enrichment rotation includes the teaching of keyboarding skills,
art concepts, character education songs and dances. All grade levels
include every student in a fine arts performance for the school
community. Classroom instruction is supplemented by district vocal music
and instrumental music teachers. A site-based fine arts teacher covers
both visual and performing arts in her program. Westhoff also provides
an after school science and fine arts program for interested students
and fine arts assemblies are presented throughout the year by the Los
Angeles Music Center.

Character education, higher level thinking skills, social skills and
physical activities are woven throughout the curriculum areas and
demonstrate Westhoff's commitment to developing the whole child
academically, socially and personally.

**2a. Reading Curriculum (Elementary Schools):** Westhoff's reading
curriculum is based on the California English-Language Arts Content
Standards and uses a state adopted text as a foundation. The expertise
of our teachers is reflected in the variety of research based
instructional strategies and supplemental materials incorporated into
the program to insure all students experience success in all reading
skill areas.

Word analysis, fluency and systemic vocabulary development focus on
explicit, direct instruction in decoding, phonemic awareness, phonics
and meaning. Reading comprehension is enhanced with supplemental
materials such as award winning novels used as core literature books.
All teachers have been trained in Debbie Miller's [Reading for
Meaning]{.underline} comprehension strategies to help students build
connections to a deeper level of understanding.

Differentiated activities and strategies build reading skills in
analyzing various types of reading through read alouds, shared reading,
silent reading, partner reading, guided reading, book clubs and book
circles. Supplemental programs include Reading Counts, Mountain
Language, Barnell Loft, Sing Spell Read Write, book bags, Spectrum,
Signs for Sounds, Project Read and Bellwork. This eclectic approach
using a variety of resources and strategies enables us to meet the
diverse needs of our students and reflects the dedication of our
teachers.

Multiple instructional modifications resulting from reading assessments
include homogeneous groupings/team teaching, reteaching, manipulatives,
games, small group work, peer tutoring, individual help, student
conferences, modified work, additional practice, school wide
intervention programs and referrals for assistance. At-risk students
needing additional support are offered before school remediation, small
group assistance through our Elementary Learning Specialist, Resource
Specialist or other interventions through our Student Success Team.

**3. Mathematics (Additional Curriculum Area):** The strength of
Westhoff's math curriculum is demonstrated by 90% of our students
meeting or exceeding state standards in math in 2006. As in other
curriculum areas, teachers use a variety of instructional strategies and
materials to build mastery and real world connections for students.

Math pretests and authentic, on-demand classroom assessments provide
teachers with the necessary information to group students so instruction
can be tailored to specific needs. Math is differentiated to meet
individual student needs with small groups, challenge packets,
individual instruction, peer tutoring, pull out assistance and
intervention programs. Students needing support in understanding math
concepts are grouped together and instruction at a slower pace is
reinforced with manipulatives, repetition, games and activities. Other
instructional modifications resulting from assessments include
homogeneous groupings/team teaching, reteaching, small group work, peer
tutoring, individual help, student conferences, modified work,
additional practice and referrals for assistance.

Supplemental programs include Marcy Cook, Math Their Way, Touch Math,
Saxon Math, Mountain Math and Bellwork. Fun activities such as Fraction
Friday, Pi Day, cooking and games build math interest and connect with
students' everyday activities. Technology, real world experiences and
simulations enhance instruction to make math real and meaningful to
students. This multi-faceted math curriculum, combined with other
curricular areas, build the necessary skills to empower students to meet
the challenges of our ever-changing world.

**4. Instructional Methods:** Westhoff teachers excel in using
research-based instructional strategies, remedial interventions and
opportunities for extension to ensure all students maximize their
potential. All classes weave active participation whole-group
instruction with small-group interaction such as whole class lessons
before guided reading groups. Other strategies include differentiated
instruction (multimodal choices or small group work), individualization
(Writer's Workshop), simulations (Gold Rush), games (Round the World
Math), student self-evaluations, use of rubrics, computer-assisted
instruction, differentiated homework (leveled book bags), shared reading
and writing, as well as instructional media.

Authentic experiences allow all students access to all curricular areas
and real world experiences, such as field trips, service projects and
technology are widely used to create connections for students.
Technology enhances teaching and learning, with software and online
resources supporting instruction, assisting with assessment and
providing technology based projects for students to interact with and
demonstrate knowledge, creativity and skills. Each grade level completes
technology aided projects to enable our students to become competent and
comfortable with the uses of technology.

Multiple intervention strategies, based on many assessments, and
supplemental modifications are incorporated into our core curriculum to
insure that all students experience success. Accelerated opportunities
are met in leveled book clubs, homogeneous math groupings offering
compacted instruction to above grade level students and our after school
Odyssey of the Mind Program for high achieving students.

Strategies used for special needs students include small group
intervention, one on one assistance, use of manipulatives to reinforce
concepts concretely, graphic organizers, cooperative learning, goal
setting, inquiry-based instruction, frequent feedback, modified
assignments/homework, homogeneous groupings, guided practice,
independent practice and/or referral to Westhoff's Student Success Team.
The variety of instructional methods used by Westhoff teachers
demonstrate their high level of expertise and their commitment to
student learning.

**5. Professional Development:** Westhoff's professional development
maximizes the performance of all staff and increases student
achievement. The principal, teachers, library media technician,
custodians, office staff and classified staff all participate in
training to further develop skills.

Westhoff teachers exhibit a strong professionalism and actively pursue
staff development opportunities for themselves and for the whole staff.
For example, teachers recently attending a conference initiated all
teachers reading and discussing [What Great Teachers Do
Differently]{.underline} by Todd Whitaker. Teachers participate both as
presenters and learners, with many staff members training other teachers
during district workshops and on site.

Bimonthly staff meetings, district training, staff development days, off
site conferences and online training provide staff development in
current research based strategies. Goals are based on assessment data
and surveys. For example, our school participated in intensive staff
development with the Early Intervention for School Success Program based
on analyzing reading scores on the California Standards Test, with the
effect of greatly increasing scores. Our school district offers numerous
opportunities, both mandatory and optional, throughout the year for
developing skills.

New teachers are provided additional support with the Beginning Teacher
Support and Assessment Program and are assigned an individual Support
Provider who meets and assists them regularly throughout the year, as
well as staff development activities geared specifically for them.
Experienced teachers are also provided opportunities, such as the
district sponsored Leadership Seminar, which meets monthly to develop
teacher leaders at each site.

**PART VII - ASSESSMENT RESULTS**

Table 1

Westhoff Elementary School

Grade Two Reading

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 87          84          75          78
  Standards                                                                    

  \% "Advanced" on State Standards         57          44          39          43

  Number of students tested                100         78          97          109

  Percent of total students tested         100         99          100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 92          86          78          83
  Standards                                                                    

  \% "Advanced" on State Standards         65          46          45          52

  Number of students tested                75          63          73          86

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State 50          \*          62          \*
  Standards                                                                    

  \% "Advanced" on State Standards         17          \*          8           \*

  Number of students tested                12          7           13          9
  ---------------------------------------- ----------- ----------- ----------- -----------

Grade Two Mathematics

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 92          97          89          85
  Standards                                                                    

  \% "Advanced" on State Standards         71          74          62          61

  Number of students tested                100         78          97          109

  Percent of total students tested         100         99          100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 99          97          93          92
  Standards                                                                    

  \% "Advanced" on State Standards         76          81          69          70

  Number of students tested                75          63          73          86

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State 50          \*          69          \*
  Standards                                                                    

  \% "Advanced" on State Standards         33          \*          39          \*

  Number of students tested                12          7           13          9
  ---------------------------------------- ----------- ----------- ----------- -----------

\* less than 10 students

Table 2

Westhoff Elementary School

Grade Three Reading

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 86          78          81          81
  Standards                                                                    

  \% "Advanced" on State Standards         44          42          38          43

  Number of students tested                81          100         119         110

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 91          84          89          83
  Standards                                                                    

  \% "Advanced" on State Standards         48          45          44          35

  Number of students tested                64          77          92          86

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State \*          38          54          \*
  Standards                                                                    

  \% "Advanced" on State Standards         \*          15          8           \*

  Number of students tested                9           13          13          8
  ---------------------------------------- ----------- ----------- ----------- -----------

Grade Three Mathematics

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 92          93          88          85
  Standards                                                                    

  \% "Advanced" on State Standards         64          69          61          48

  Number of students tested                81          422         119         110

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 95          96          96          92
  Standards                                                                    

  \% "Advanced" on State Standards         70          78          71          59

  Number of students tested                64          77          92          86

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State \*          77          54          \*
  Standards                                                                    

  \% "Advanced" on State Standards         \*          31          8           \*

  Number of students tested                9           13          13          8
  ---------------------------------------- ----------- ----------- ----------- -----------

\* less than 10 students

Table 3

Westhoff Elementary School

Grade Four Reading

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 89          89          85          74
  Standards                                                                    

  \% "Advanced" on State Standards         68          63          60          34

  Number of students tested                101         133         105         105

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 91          95          89          85
  Standards                                                                    

  \% "Advanced" on State Standards         67          71          64          47

  Number of students tested                76          105         73          79

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State 75          54          \*          55
  Standards                                                                    

  \% "Advanced" on State Standards         42          23          \*          18

  Number of students tested                12          13          7           11
  ---------------------------------------- ----------- ----------- ----------- -----------

Grade Four Mathematics

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 89          91          88          70
  Standards                                                                    

  \% "Advanced" on State Standards         77          74          55          30

  Number of students tested                101         133         105         105

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 91          96          95          82
  Standards                                                                    

  \% "Advanced" on State Standards         80          84          70          37

  Number of students tested                76          105         73          79

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State 75          69          \*          27
  Standards                                                                    

  \% "Advanced" on State Standards         50          31          \*          18

  Number of students tested                12          13          7           11
  ---------------------------------------- ----------- ----------- ----------- -----------

\* less than 10 students

Table 4

Westhoff Elementary School

Grade Five Reading

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 82          87          72          85
  Standards                                                                    

  \% "Advanced" on State Standards         55          48          38          32

  Number of students tested                139         107         104         106

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  Asian                                                                        

  \% "Proficient" plus "Advanced" on State 90          92          81          85
  Standards                                                                    

  \% "Advanced" on State Standards         65          58          45          37

  Number of students tested                108         73          77          74

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State 40          \*          55          \*
  Standards                                                                    

  \% "Advanced" on State Standards         27          \*          18          \*

  Number of students tested                15          9           11          7
  ---------------------------------------- ----------- ----------- ----------- -----------

Grade Five Mathematics

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month May                                                            

  **SCHOOL SCORES\***                                                          

  \% "Proficient" plus "Advanced" on State 85          86          73          74
  Standards                                                                    

  \% "Advanced" on State Standards         61          63          30          32

  Number of students tested                139         107         104         106

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1\. Asian                                                                    

  \% "Proficient" plus "Advanced" on State 92          96          82          81
  Standards                                                                    

  \% "Advanced" on State Standards         70          79          36          41

  Number of students tested                108         73          77          74

  2\. Hispanic                                                                 

  \% "Proficient" plus "Advanced" on State 60          \*          45          \*
  Standards                                                                    

  \% "Advanced" on State Standards         7           \*          9           \*

  Number of students tested                15          9           11          7
  ---------------------------------------- ----------- ----------- ----------- -----------

\* less than 10 students