##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Deliece Hofen]{.underline}

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

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

(As it should appear in the official records)

[School Mailing Address: 6121 W. 158^th^ St.]{.underline}

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

[City: Overland Park State: Kansas Zip Code+4 (9 digits total)
66223-3474]{.underline}

Tel. [( 913 ) 239-7200]{.underline} Fax [( 913 ) 681-4297]{.underline}

Website/URL[: www.bv229.k12.ks.us/stanley]{.underline} E-mail:
[dhofen@bv229.k12.ks.us]{.underline}

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

Date:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(Principal's
Signature)

Name of Superintendent\* [Dr. David Benson]{.underline}

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

District Name[: Blue Valley School District]{.underline} Tel. [( 913 )
239-7200]{.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:]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: Mr. John Fuller

(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:]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(School Board
President's/Chairperson's Signature)

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

**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: [17]{.underline} Elementary
schools

[8]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[\_29]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$9,892.00]{.underline}

Average State Per Pupil Expenditure: [\$8,894.00]{.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\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       32        37                     **69**       **7**                             

  **1**       52        36                     **88**       **8**                             

  **2**       48        41                     **89**       **9**                             

  **3**       38        42                     **80**       **10**                            

  **4**       54        49                     **103**      **11**                            

  **5**       42        29                     **71**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   500
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91.27]{.underline} % White

the students in the school: [2.78]{.underline} % Black or African
American [2.18]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [1.19
%]{.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    503
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0119284
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.19
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1 %]{.underline}

[5]{.underline} Total Number Limited English Proficient

Number of languages represented: \_\_\_[3]{.underline}\_\_\_\_

Specify languages: Russian, Spanish, Arabic

9\. Students eligible for free/reduced-priced meals[: 3.57]{.underline}
%

[18 T]{.underline}otal Number Students Who Qualify

> If this method does not produce 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: [9.34 %]{.underline}

[47]{.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.

\_\_1\_ Autism \_\_0_Orthopedic Impairment

\_\_0_Deafness \_\_7_Other Health Impaired

\_\_0_Deaf-Blindness \_15_Specific Learning Disability

\_\_1_Hearing Impairment \_21_Speech or Language Impairment

\_\_1_Mental Retardation \_\_0_Traumatic Brain Injury

\_\_1_Multiple Disabilities \_\_0_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\_\_ \_\_\_\_\_0\_\_

Classroom teachers \_\_\_20\_\_ \_\_\_\_\_1\_\_

Special resource teachers/specialists \_\_\_13\_\_ \_\_\_\_\_4\_\_

Paraprofessionals \_\_\_\_4\_\_ \_\_\_\_\_6\_

> Support staff \_\_\_\_8\_\_ \_\_\_\_\_0\_\_
>
> Total number \_\_\_44\_\_ \_\_\_\_11\_\_

12\. Average school student-"classroom teacher" ratio: \_\_\_\_22.7\_\_

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.)

  ------------------------ --------------------- --------------------- -------------------- -------------------- --------------------
                           2002-2003             2001-2002             2000-2001            1999-2000            1998-1999

  Daily student attendance [96.12]{.underline}   [96.26]{.underline}   [95.8]{.underline}   [96.0]{.underline}   [95.6]{.underline}

  Daily teacher attendance [96.5]{.underline}    [96.3]{.underline}    [96.4]{.underline}   [97.2]{.underline}   [95.0]{.underline}

  Teacher turnover rate    [0]{.underline}       [2.8]{.underline}     [2.6]{.underline}    [10.6]{.underline}   [6.0]{.underline}

  Student dropout rate     [NA]{.underline}      [NA]{.underline}      [NA]{.underline}     [NA]{.underline}     [NA]{.underline}

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

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# *PART III - SUMMARY*

**Stanley Elementary Snapshot**

Stanley Elementary is one of seventeen elementary schools in the Blue
Valley School District. Our school is located in Overland Park, Kansas
(a southern suburb near Kansas City). Our building was built in 1988 and
currently houses 502 students. These students come primarily from
middle-income families.

Our school is fortunate to attract and retain dedicated teachers. A
large percentage of teachers have been in the building for most of their
teaching careers. Our staff is comprised of a mixture of personalities,
ages, and experiences that help to enhance student learning each day.
The staff meets regularly for building in-services in the curricular
areas to collaborate and improve various teaching styles and methods. In
addition, grade level teams choose to plan thematic projects and
activities to broaden the students' learning experience.

Our building includes students from kindergarten to fifth grade. All of
the grade levels this year have three or four sections. We are fortunate
that our district supports a low teacher/pupil ratio. The average class
size at Stanley is 22.7 students. The classrooms are organized into
three small communities called "pods.\"

In addition to classroom time, students are fortunate to participate
weekly in music, physical education, computer instruction, art, and
Spanish. We have an outstanding library media center that functions as
the heart of our school. The students are also immersed in technology
with two centrally located computer labs. A "favorite" among students is
a trip to the school's outdoor learning lab. As needed, students may
work with our psychologist, English Language Learning Instructor,
enrichment teacher, counselor, reading specialist, or other special
educators.

Students have the opportunity to participate in many different clubs and
extra-curricular activities. Staff members sponsor after-school clubs
focusing on computer exploration, communication, math problem solving,
debate, science, and fitness. Student representatives from second grade
through fifth grade also serve on our Student Council. This group of
students organizes service projects in our community.

A trip through our building might showcase preparation for Mathletics
competitions, a school-wide Diabetes Walk, Colonial Day festivities,
research for a Wax Museum, Reading Pal activities, or Thematic Trade
Days, which culminate a unit of study. These activities increase student
motivation and interest.

As a result of dedication, hard work, and outstanding leadership,
Stanley has received Quality Performance Accreditation in 2003. Stanley
has also achieved the Standard of Excellence consistently in reading and
math on the state assessments.

With incredible support from our Site-Based Leadership Team,
Parent-Teacher Organization, and the community, we are reaching our
goals each day. Our mission is to "provide a safe, respectful, and
caring environment through virtue and intellect in which all persons
will become successful members of society and lifelong learners."
Stanley more than fulfills this mission by striving to create a place
where students and teachers want to be each day.

## PART IV -- INDICATORS OF ACADEMIC SUCCESS

1.  **Stanley Elementary Assessment Results\--Reading and Mathematics**

Each spring students are given state assessments. Students in fourth
grade are given the State Math Assessment while the fifth graders take
the State Reading Assessment. These tests are created by the Center for
Educational Testing and Evaluation at the University of Kansas. Students
in fourth and fifth grades take these tests annually and no student is
exempt from this process. Modified and alternate assessments are
available for qualified students with Individual Education Plans and for
English Language Learners.

The state reports results according to five levels of proficiency:
unsatisfactory, basic, proficient, advanced, and exemplary. Students
scoring at the proficient level and above on the state assessments are
considered to be at a proficient level for ESEA mandates. Performance
data for the Kansas Reading assessment are reported by using the
following percentage levels: Exemplary 93 and above; Advanced 87-92;
Proficient 80-86; Basic 68-79; and Unsatisfactory below 68. The
following percentage levels were used for the Kansas State Mathematics
Assessment Exemplary 75 and above; Advanced 60-74; Proficient 59-48,
Basic 35-47, and Unsatisfactory below 35.

Stanley students have met the State Standard of Excellence in reading, a
very rigorous goal to attain, in 2000, 2002, and 2003. Furthermore, the
students have met the State Standard of Excellence in mathematics for
the past four consecutive years. To meet the Standard of Excellence, a
minimum of 25% of students must be in the exemplary category, 60% at
advanced, 80% at proficient, 95% at basic, and no more than 5% can be at
the unsatisfactory level. Only eight students, out of approximately 549
who have taken the assessments, have scored below the basic level during
the past three years on both the reading and math assessments combined!
Stanley students have scored above the state benchmark for adequate
yearly progress every year.

In addition to the state assessments, the Iowa Test of Basic Skills
(ITBS) is given at third grade and prior to the 2001-2002 school year
was given at second grade. Due to budget cuts, the district no longer
supplies funds for testing at the second grade level. All students are
given this test unless they qualify for a \"modified test.\" The ITBS is
nationally norm-referenced, and when compared to other schools Stanley
Elementary students have performed very well. A score of 93% on the ITBS
means that Stanley students performed better than 93% of the children in
the nation who took this test. In addition to the data provided, an
interesting fact is that our third grade students have scored above the
98^th^ percentile on the composite (overall score) during the 01-02,
02-03, and 03-04 school years.

2.  **Use of Assessment Data**

Our staff is divided into three school accreditation design teams -
reading, math, and science. These teams create staff development plans
to improve our instructional approaches in each area. The design teams
examine the results from our Iowa Test of Basic Skills (ITBS) and our
state assessments to determine school-wide and individual student
strengths and weaknesses.

Parents of students scoring above the 95^th^ percentile or below the
41^st^ percentile in reading or math on the ITBS are contacted. Teachers
and parents then work together to create a plan to either challenge or
support the students. Students are often referred to the school\'s
problem solving team for additional interventions. A similar process
occurs for those scoring at basic and unsatisfactory levels on the state
assessment.

The staff spends time reviewing item analysis information to determine
which benchmarks and objectives are strengths or weaknesses. With this
information, we decide how instructional time should be divided to
address the necessary concepts. We have utilized this type of data to
determine math computation and technical reading are where improvements
can be made. Staff development time has been used to design
instructional strategies, approaches, and materials to address these
concerns.

3.  **Communicating Student Performance**

The faculty at Stanley Elementary uses an array of methods to
communicate with students, parents, and members of the community. In
each classroom, students and teachers collect information for a
portfolio to reflect student performance. Teachers communicate with
students through weekly folders and quarterly progress reports to
indicate class performance. A report card is sent home four times a year
and parent-student-teacher conferences occur twice a year. The voice
mail system also allows teachers to be in touch with parents on a
regular basis and several teachers use Homework Central, a Web access
posting.

Standardized and state assessment results are shared in numerous ways.
The outcome of each child's assessment is sent home accompanied by a
letter explaining the child's results and follow up conferences are
available upon request. The school newsletter relays assessment
information to the parents. Performance results are also corresponded
through our Site Based Leadership team. The principal informs team
members of the testing results and how they affect our school community.
As well as sharing with the SBL team, the principal disburses
information at Parent Teacher Organization meetings. The local media
publishes all assessment results, including the state of Kansas School
Report Card.

4.  **Sharing Successes**

Stanley Elementary embraces any opportunity to share the successes of
its faculty, administration, and students. Numerous staff members have
been presenters at in-service meetings, both in and out of the district.
Our reading specialist has presented in-services on guided reading, word
walls, running records, and writing assessments. Several of the regular
education teachers have presented in-service instruction on literature
circles, guided reading, poetry instruction, and writing in math. Our
staff has also been requested by other schools to provide guidance on
instructional strategies in math and reading.

In addition, Stanley Elementary promotes its successes by using local
newspapers. Also published on a regular basis are grants, assessment
scores, and special events. The Blue Valley district is fortunate to
have its own television station that broadcasts student projects from
Stanley. The principal has also appeared on this station to publicize
Stanley's successes and inform other schools of methods and strategies
employed by our teachers.

Stanley has two teacher awards that are given each year to an exemplary
teacher. The Emporia State Teacher award and the Blue Valley Master
Teacher award both recognize outstanding teachers and allow those
teachers to share their expertise and knowledge. Recognition of the
award winners is publicized in regional newspapers.

## PART V -- CURRICULUM AND INSTRUCTION

1.  **Stanley Elementary Curriculum**

The Blue Valley School District has aligned our district curriculum with
the Kansas State Standards and the National Standards. Stanley
Elementary designed goals for our Quality Performance Accreditation
process to meet district, state, and national objectives. Committees
were formed within Stanley to address each new goal and all staff
members contributed methods and strategies to attain each objective. Our
current math goal is to improve the understanding of the computational
process while developing skills to apply in problem solving. Students
apply their meta-cognitive abilities to test whether an answer is
reasonable. Our reading goal focuses on improving reading comprehension
in technical reading and writing. By beginning this instruction in
Kindergarten, our students are prepared for the reading and writing of
expository, narrative, persuasive, and technical texts. Our final QPA
goal is using the scientific inquiry process to solve problems. Primary
grade students are learning to apply the strategy of observation by
classifying and sorting objects while intermediate grade students
conduct experiments.

The staff at Stanley explores a variety of ways to extend the curriculum
beyond the classroom. All staff members take part in professional
literature study groups based on the most current educational research
available. By participating in these groups, the staff is able to
augment their own strategies and teaching methods and adhere to the high
standards set forth at Stanley. Many teachers have also seized the
opportunity to apply for grants to extend student learning. These grants
have created a Science Club, a computer lab, a summer reading buddy
program, and a school-wide reading incentive program. Stanley is
fortunate to have a Parent-Teacher Organization that complements the
curriculum through an Arts Partners program. This series allows each
grade level to integrate various forms of art and culture into their
curriculum. Students experience a comprehensive Spanish curriculum
directed by a teacher from Colombia, South America. These school-wide
activities fulfill our obligation to promote life-long learning.

All teachers participate in a monthly problem solving team. This team,
Teachers Helping Other Teachers (THOT), collects data about each
student's performance and identifies those in need of enrichment or
support services. By doing so, we are able to target each child's needs
and promote individual growth. This team also focuses on relaying
information between teachers from year-to-year to ensure a positive
educational path for our students. Children who are of academic or
behavioral concern receive a twelve week learning plan if deemed
necessary by the THOT team. During this time, the classroom teacher and
other support staff implement the strategies necessary to promote
success for the student. Stanley has a full team of specialists that
contribute to each child's progress.

The goals at Stanley Elementary are achieved through the dedication of
each staff member. Through collaboration between grade levels and
specialists, we assure our community that no child will be left behind.

2.  Reading Curriculum

Stanley Elementary recently revised its philosophy of reading. Formerly,
our reading instruction focused on one level of student ability within
each classroom. Kansas State Reading Assessment scores were satisfactory
but displayed room for growth.

Through staff development, study groups, and training sessions, all
staff members have developed plans for teaching every student at his/her
instructional level. The Blue Valley Diagnostic Reading Assessment is
given several times each year to ensure data is collected and utilized
for every student. We use curriculum materials from Harcourt Brace that
align with our state and district standards. These materials help teach
whole-class reading skills to our students.

Our primary classrooms have adopted the theories from [Guided
Reading]{.underline} by Fountas and Pinnell. The intermediate classrooms
have organized their reading groups into Literature Circles. By grouping
students according to their needs and reading levels, we know all
students are encountering reading success.

Students who are reading below grade level have the opportunity to work
with our building reading specialist on a daily basis. This intervention
is meant to quickly accelerate these students through reading levels.
Similarly, those above grade level may meet with our enrichment teacher
to enhance their reading levels.

3.  Math Curriculum

As early as 1988, when Stanley's current mission statement was written,
math has been an essential area of the curriculum that aligns itself
with the ability to become a successful member of society. Problem
solving abilities and a meaningful application of mathematical concepts
are two essential skills supporting the district\'s curriculum
philosophy. Staff has worked to incorporate a common mathematical
vocabulary across all grade levels.

A fundamental skill for problem solving is for students to understand
their own thought process (meta-cognition) about their learning. As
early as first grade, children use math journals to demonstrate this
ability and this form of journaling continues throughout all grades.
Each teacher differentiates the curriculum to support all students and
meet individual needs. Additionally, intermediate levels have the
opportunity to participate in a \"Mathletics\" program and an after
school math club.

Our local assessments are given in the fall and spring. The assessments
are derived from *The Problem Solver* published by Creative
Publications. Students are scored on a five-point rubric assessing their
ability to write about their mathematical process. Staff then uses this
data to design lessons as well as determine what individual needs should
be addressed.

4.  Instructional Methods Used to Improve Student Learning

The process of meeting the individual needs of students at Stanley
Elementary originates in each classroom. Teachers differentiate and
individualize the curriculum through a variety of instructional methods.
To begin this process, all teachers employ a multitude of assessments to
understand each child's ability level and individual strengths and
weaknesses. Using this information, teachers are equipped to design
whole class, small group, and individual lessons. Many teachers utilize
centers and student-facilitated learning activities to enhance the
established curriculum. By doing so, children are involved in activities
that coincide with their ability level while maintaining interest and
motivation. The curriculum is compacted to ensure each child and class
receives an appropriate yet challenging education.

Students can be divided into small groups to address their individual
needs. An example of this can be found in our fourth grade math program.
After assessments have been given, students are divided into flexible
needs groups. These groups change according to concepts the children are
studying and the mastery level of individual students. Lessons are
designed to meet goals and objectives prescribed by the district, but
instruction is tailored to meet student needs. Therefore, concepts are
not reiterated to students unnecessarily and successful learning is
assured for all.

5.  **Professional Development Program**

The professional development of our staff is a primary factor in the
academic growth of our students and our staff development process is
based on the National Staff Development Standards. Our design teams are
instrumental in planning staff development to match our QPA goals.
Monthly discussions are centered on improving classroom instruction with
guest educational specialists sharing their expertise or Stanley
teachers serving as facilitators. Student work is often shared to show
the success or limitations of various strategies. The staff meets in
small cross-grade level groups, allowing us to understand the full
spectrum of our curriculum. The teachers enjoy the opportunity to learn
and share new teaching methods.

All certified district employees have a Professional Development Plan to
challenge and stimulate their growth as educators. Teachers are
encouraged to attend workshops to meet their personal goals. The ability
to share professional knowledge with colleagues is of utmost importance.
By using sound practices, our students are receiving a great education.
All classroom interaction encompasses the ideas, methods, and strategies
we learn about in the various workshops and meetings we attend. A glance
at our state and national test scores will reveal the success the
students are experiencing at Stanley Elementary.

<table>
<colgroup>
<col style="width: 23%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="11"><p>STATE MATH ASSESSMENT</p>
<p>( Given only at grade 4 )</p></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="5"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>TESTING MONTH: FEBRUARY</td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SCHOOL SCORES:</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td> </td>
<td colspan="4">2002-2003</td>
<td colspan="2">2001-2002</td>
<td>2000-2001</td>
<td>1999-2000</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at unsatisfactory</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td>0</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at or above basic</td>
<td colspan="4">100</td>
<td colspan="2">99</td>
<td>98.9</td>
<td>98.9</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at or above proficient</td>
<td colspan="4">97.3</td>
<td colspan="2">94.1</td>
<td>83</td>
<td>83.9</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at or above advanced</td>
<td colspan="4">72.6</td>
<td colspan="2">68.9</td>
<td>57.5</td>
<td>60.9</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at exemplary</td>
<td colspan="4">42.5</td>
<td colspan="2">33</td>
<td>32.9</td>
<td>28.7</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td colspan="4">73</td>
<td colspan="2">103</td>
<td>94</td>
<td>87</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% of students tested</td>
<td colspan="4">100</td>
<td colspan="2">100</td>
<td>100</td>
<td>100</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of students excluded</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td>0</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% of students excluded</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td>0</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>SUBGROUP SCORES:</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>WHITE</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at unsatisfactory</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td>0</td>
<td>0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at or above basic</td>
<td colspan="4">100</td>
<td colspan="2">98.9</td>
<td>100</td>
<td>99</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at or above proficient</td>
<td colspan="4">97</td>
<td colspan="2">94.6</td>
<td>91.8</td>
<td>87</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at or above advanced</td>
<td colspan="4">71.2</td>
<td colspan="2">68.0</td>
<td>67.2</td>
<td>67</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at exemplary</td>
<td colspan="4">39.4</td>
<td colspan="2">34</td>
<td>32.5</td>
<td>23.7</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Number of students tested</td>
<td colspan="4">66</td>
<td colspan="2">94</td>
<td>89</td>
<td>80</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>STATE SCORES:</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at unsatisfactory</td>
<td colspan="4">8.6</td>
<td colspan="2">11.3</td>
<td>11.8</td>
<td>14.0</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at or above basic</td>
<td colspan="4">91.4</td>
<td colspan="2">88.8</td>
<td>88.1</td>
<td>86</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at or above proficient</td>
<td colspan="4">73.6</td>
<td colspan="2">67.6</td>
<td>67.2</td>
<td>62.4</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% at advanced or above</td>
<td colspan="4">52.4</td>
<td colspan="2">45.5</td>
<td>42.1</td>
<td>39.1</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% at exemplary</td>
<td colspan="4">23.1</td>
<td colspan="2">18.2</td>
<td>16.8</td>
<td>13.8</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="12">*NOTE -PERFORMANCE LEVEL LABELS ARE DETERMINED BY THE
KANSAS DEPARTMENT OF EDUCATION</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

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

                                                                                                             

                                                                                                             

                   STATE                                                                                     
                   READING                                                                                   
                   ASSESSMENT                                                                                

                                (Given                                                                       
                                only at                                                                      
                                grade 5                                                                      
                                )                                                                            

                                                                                                             

                                                                                                             

                                                                                                             

  TESTING MONTH:                                                                                             
  FEBRUARY                                                                                                   

  **SCHOOL                                                                                                   
  SCORES:**                                                                                                  

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

  \% at            0                     0              0               0                                    
  unsatisfactory                                                                                             

  \% at or above   99                    100            94.2            98.7                                 
  basic                                                                                                      

  \% at or above   94                    81.9           76.8            85.8                                 
  proficient                                                                                                 

  \% at or above   75.8                  58.2           57              60.2                                 
  advanced                                                                                                   

  \% at exemplary  38.3                  29.4           22              26.9                                 

  Number of        99                    95             86              78                                   
  students tested                                                                                            

  \% of total      100                   100            100             100                                  
  students tested                                                                                            

  Number of        0                     0              0               0                                    
  students                                                                                                   
  excluded                                                                                                   

  \% of student    0                     0              0               0                                    
  excluded                                                                                                   

                                                                                                             

                                                                                                             

  **SUBGROUP                                                                                                 
  SCORES:**                                                                                                  

  **White**                                                                                                  

  \% at            0                     0              0               0                                    
  unsatisfactory                                                                                             

  \% at or above   98.9                  100            93.2            98                                   
  basic                                                                                                      

  \% at or above   96.7                  84.5           77              87                                   
  proficient                                                                                                 

  \% at advanced   77.1                  61.9           56.7            63                                   
  or above                                                                                                   

  \% at exemplary  39.1                  29.8           20.7            31.2                                 

  Number of        92                    100            82              64                                   
  students tested                                                                                            

                                                                                                             

                                                                                                             

  **STATE                                                                                                    
  SCORES:**                                                                                                  

  \% at            9.1                   12.6           13.3            13.1                                 
  unsatisfactory                                                                                             

  \% at or above   91                    87.4           86.7            86.9                                 
  basic                                                                                                      

  \% at or above   68.9                  63             64.3            63.1                                 
  proficient                                                                                                 

  \% at advanced   46                    40             40              40.9                                 
  or above                                                                                                   

  \% at exemplary  18.6                  15.1           14.4            15.7                                 

                                                                                                             

  \* NOTE -                                                                                                  
  PERFORMANCE                                                                                                
  LEVELS LABELS                                                                                              
  ARE DETERMINED                                                                                             
  BY THE KANSAS                                                                                              
  STATE DEPARTMENT                                                                                           
  OF EDUCATION                                                                                               

                                                                                                             

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

<table>
<colgroup>
<col style="width: 14%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 2%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 12%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="5"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="5"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5"><strong>IOWA TEST OF BASIC SKILLS</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="5"><strong>REFERENCED AGAINST NATIONAL NORMS</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5"><strong>READING TOTAL</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="5"><strong>GRADE 2</strong></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="5">Publisher: Riverside</td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5"><p>Form: K</p>
<p>Norm Year: 1992</p></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="5"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td colspan="8"><strong>What groups were excluded from testing? Why and
how were they assessed?</strong></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="7">No groups were excluded. See explanation for individuals
not tested for individual years below.</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="4">SCORES ARE REPORTED HERE AS PERCENTILES</td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="2"> </td>
<td colspan="2">2002-2003</td>
<td>2001-2002</td>
<td>2000-2001</td>
<td colspan="2">1999-2000</td>
<td colspan="3">1998-1999</td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="2">Testing Month: October</td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td colspan="2"> </td>
<td colspan="3"> </td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="2">School scores - using school norms</td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td colspan="2"> </td>
<td colspan="3"> </td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="2">Total score</td>
<td colspan="2"></td>
<td>93</td>
<td>89</td>
<td colspan="2">94</td>
<td colspan="3">85</td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="2">Number of students tested</td>
<td colspan="2"></td>
<td>108</td>
<td>77</td>
<td colspan="2">111</td>
<td colspan="3">86</td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="2">Percent of total students tested</td>
<td colspan="2"></td>
<td>100</td>
<td>99</td>
<td colspan="2">99</td>
<td colspan="3">100</td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="2">Number of students excluded (explanation below)</td>
<td colspan="2"></td>
<td>0</td>
<td>1</td>
<td colspan="2">1</td>
<td colspan="3">0</td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="2">Percent of student excluded</td>
<td colspan="2"></td>
<td>0</td>
<td>1</td>
<td colspan="2">1</td>
<td colspan="3">0</td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="2"><strong><u>Notes:</u></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="6"></td>
</tr>
<tr class="even">
<td colspan="11">Our district does not order reports that disaggregate
by subgroup. Whites would be the only subgroup</td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td colspan="12">that would be large enough to disaggregate for at
approximately 97% population</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="15">Students in grades K,1,4,5 are not given ITBS in any
year, grade 2 was not tested in 02-03</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"><strong>Explanation for Students Not
Tested:</strong></td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3">99-00 1 student with severe autism</td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3">00-01 1 student with severe multiple handicaps</td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="15">Students not given the ITBS are given a separate
assessment that meets their needs</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="5"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 15%" />
<col style="width: 8%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 1%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"><strong>IOWA TEST OF BASIC SKILLS</strong></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="11"><strong>REFERENCED AGAINST NATIONAL NORMS</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"><strong>MATH TOTAL</strong></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>GRADE 2</strong></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9">Publisher: Riverside</td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"><p>Form: K</p>
<p>Norm Year: 1992</p></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="5"></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="5"></td>
<td colspan="5"></td>
<td colspan="5"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="9"><strong>What groups were excluded from testing? Why and
how were they assessed?</strong></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="9">No groups were excluded. See explanation for individuals
not tested for individual years below.</td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="5"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="4">SCORES ARE REPORTED HERE AS PERCENTILES</td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="3"> </td>
<td>2002-2003</td>
<td colspan="3">2001-2002</td>
<td colspan="2">200-2001</td>
<td colspan="2">1999-2000</td>
<td>1998-1999</td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="3">Testing Month: October</td>
<td> </td>
<td colspan="3"> </td>
<td colspan="2"> </td>
<td colspan="2"> </td>
<td> </td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="3">School scores - using school norms</td>
<td> </td>
<td colspan="3"> </td>
<td colspan="2"> </td>
<td colspan="2"> </td>
<td> </td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="3">Total score</td>
<td></td>
<td colspan="3">85</td>
<td colspan="2">76</td>
<td colspan="2">95</td>
<td>77</td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students tested</td>
<td></td>
<td colspan="3">108</td>
<td colspan="2">77</td>
<td colspan="2">111</td>
<td>86</td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="3">Percent of total students tested</td>
<td></td>
<td colspan="3">100</td>
<td colspan="2">99</td>
<td colspan="2">99</td>
<td>100</td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="3">Number of students excluded (explanation below)</td>
<td></td>
<td colspan="3">0</td>
<td colspan="2">1</td>
<td colspan="2">1</td>
<td>0</td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="3">Percent of student excluded</td>
<td></td>
<td colspan="3">0</td>
<td colspan="2">1</td>
<td colspan="2">1</td>
<td>0</td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="even">
<td colspan="3"><strong><u>Notes:</u></strong></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="10"></td>
</tr>
<tr class="odd">
<td colspan="10">Our district does not order reports that disaggregate
by subgroup. Whites would be the only subgroup</td>
<td colspan="12"></td>
</tr>
<tr class="even">
<td colspan="19">that would be large enough to disaggregate for at
approximately 97% population</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="20">Students in grades K,1,4,5 are not given ITBS in any
year, grade 2 was not tested in 02-03</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><strong>Explanation for Students Not
Tested:</strong></td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5">99-00 1 student with severe autism</td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5">00-01 1 student with severe multiple handicaps</td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="19">Students not given the ITBS are given a separate
assessment that meets their needs</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="9"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 12%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>IOWA TEST OF BASIC SKILLS</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"><strong>REFERENCED AGAINST NATIONAL NORMS</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>READING TOTAL</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"><strong>GRADE 3</strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9">Publisher: Riverside</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><p>Form: K</p>
<p>Norm Year: 1992</p></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="8"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="even">
<td colspan="8"><strong>What groups were excluded from testing?</strong>
<strong>Why and how were they assessed?</strong></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="8">No groups were excluded. See explanation for individuals
not tested for individual years below.</td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="5">SCORES ARE REPORTED HERE AS PERCENTILES</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="3"> </td>
<td colspan="2">2002-2003</td>
<td colspan="2">2001-2002</td>
<td>2000-2001</td>
<td>1999-2000</td>
<td>1998-1999</td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3">Testing Month: October</td>
<td colspan="2"> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="3">School scores - using school norms</td>
<td colspan="2"> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3">Total score</td>
<td colspan="2">93</td>
<td colspan="2">85</td>
<td>94</td>
<td>93</td>
<td>91</td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students tested</td>
<td colspan="2">104</td>
<td colspan="2">72</td>
<td>104</td>
<td>86</td>
<td>85</td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of total students tested</td>
<td colspan="2">99</td>
<td colspan="2">99</td>
<td>99</td>
<td>100</td>
<td>100</td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="3">Number of students excluded (explanation below)</td>
<td colspan="2">2</td>
<td colspan="2">1</td>
<td>1</td>
<td>0</td>
<td>0</td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3">Percent of student excluded</td>
<td colspan="2">1</td>
<td colspan="2">1</td>
<td>1</td>
<td>0</td>
<td>0</td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3"><strong><u>Notes:</u></strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="9"></td>
</tr>
<tr class="even">
<td colspan="10">Our district does not order reports that disaggregate
by subgroup. Whites would be the only subgroup</td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="16">that would be large enough to disaggregate for at
approximately 97% population</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="4"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="17">Students in grades K,1,4,5 are not given ITBS in any
year, grade 2 was not tested in 02-03</td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="4"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="4"><strong>Explanation for Students Not
Tested:</strong></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="4">00-01 1 student with multiple severe disabilities</td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="4">01-02 1 student with severe autism</td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="17">02-03 1 student with Downs' Syndrome and 1 student with
a severe learning disability</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="17">Students not given the ITBS are given a separate
assessment that meets their needs</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table style="width:100%;">
<colgroup>
<col style="width: 14%" />
<col style="width: 6%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 4%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 7%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td colspan="6"><strong>IOWA TEST OF BASIC SKILLS</strong></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="6"><strong>REFERENCED AGAINST NATIONAL NORMS</strong></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="6"><strong>MATH TOTAL</strong></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="6"><strong>GRADE 3</strong></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="6">Publisher: Riverside</td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="6"><p>Form: K</p>
<p>Norm Year: 1992</p></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="6"></td>
<td colspan="4"></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td colspan="7"><strong>What groups were excluded from testing?</strong>
<strong>Why and how were they assessed?</strong></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="7">No groups were excluded. See explanation for individuals
not tested for individual years below.</td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="4">SCORES ARE REPORTED HERE AS PERCENTILES</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="2"> </td>
<td colspan="2">2002-2003</td>
<td colspan="2">2001-2002</td>
<td>2000-2001</td>
<td>1999-2000</td>
<td>1998-1999</td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="2">Testing Month: October</td>
<td colspan="2"> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="2">School scores - using school norms</td>
<td colspan="2"> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="2">Total score</td>
<td colspan="2">99</td>
<td colspan="2">98</td>
<td>98</td>
<td>98</td>
<td>96</td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students tested</td>
<td colspan="2">104</td>
<td colspan="2">72</td>
<td>104</td>
<td>86</td>
<td>85</td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="2">Percent of total students tested</td>
<td colspan="2">99</td>
<td colspan="2">99</td>
<td>99</td>
<td>100</td>
<td>100</td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="2">Number of students excluded (explanation below)</td>
<td colspan="2">2</td>
<td colspan="2">1</td>
<td>1</td>
<td>0</td>
<td>0</td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="2">Percent of student excluded</td>
<td colspan="2">1</td>
<td colspan="2">1</td>
<td>1</td>
<td>0</td>
<td>0</td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="2"><strong><u>Notes:</u></strong></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td colspan="8"></td>
</tr>
<tr class="odd">
<td colspan="9">Our district does not order reports that disaggregate by
subgroup. Whites would be the only subgroup</td>
<td colspan="8"></td>
</tr>
<tr class="even">
<td colspan="15">that would be large enough to disaggregate for at
approximately 97% population</td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="16">Students in grades K,1,4,5 are not given ITBS in any
year, grade 2 was not tested in 02-03</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><strong>Explanation for Students Not
Tested:</strong></td>
<td colspan="5"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5">00-01 1 student with multiple severe disabilities</td>
<td colspan="5"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5">01-02 1 student with severe autism</td>
<td colspan="5"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="16">02-03 1 student with Downs' Syndrome and 1 student with
a severe learning disability</td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="7"></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="16">Students not given the ITBS are given a separate
assessment that meets their needs</td>
<td></td>
</tr>
</tbody>
</table>

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