##### *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
\[x\] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Miss Sue Faassen]{.underline}

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

Official School Name [Beechwood School]{.underline}

(As it should appear in the official records)

School Mailing Address \_[780 Beechwood
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Fullerton\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
California 92835-2777

City State Zip Code+4 (9 digits total)

County Orange State School Code Number\* 6028013

Telephone [( 714 ) 447-2850]{.underline} Fax [( 714 )
447-2853]{.underline}

Web site/URL [www.fsd.k12.ca.us]{.underline} E-mail
[sue_faassen@fsd.K12ca.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. Cameron McCune]{.underline}

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

District Name [Fullerton School District]{.underline} Tel. [( 714 )
447-7400]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Minard Duncan

(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)

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

**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: 15\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

3\_\_\_ Junior high schools

\_\_\_\_\_ High schools

2\_\_\_ Other (K-8)

20\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \$6,578\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \$7,127\_\_\_\_\_\_\_

**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\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       41        40          81

  **K**       24        37                     **61**       **8**       21        32          53

  **1**       47        28                     **75**       **9**                             

  **2**       31        39                     **70**       **10**                            

  **3**       27        29                     **56**       **11**                            

  **4**       33        35                     **68**       **12**                            

  **5**       41        30                     **71**       **Other**                         

  **6**       49        41                     90                                             

                                    **TOTAL                                                   625
                                    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 [55]{.underline} % White

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

[23]{.underline} % Hispanic or Latino

[21]{.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:
[\_25\_\_\_\_]{.underline}%

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

+------------------------+--------------------------+------------------+
| **(1)**                | Number of students who   |                  |
|                        | transferred ***to*** the |                  |
| **59**                 | school after October 1   |                  |
|                        | until the end of the     |                  |
|                        | year                     |                  |
+------------------------+--------------------------+------------------+
| **(2)**                | Number of students who   |                  |
|                        | transferred ***from***   |                  |
| **77**                 | the school after October |                  |
|                        | 1 until the end of the   |                  |
|                        | year                     |                  |
+------------------------+--------------------------+------------------+
| **(3)**                | Total of all transferred |                  |
|                        | students \[sum of rows   |                  |
| **136**                | (1) and (2)\]            |                  |
+------------------------+--------------------------+------------------+
| **(4)**                | Total number of students |                  |
|                        | in the school as of      |                  |
| **534**                | October 1                |                  |
+------------------------+--------------------------+------------------+
| **(5)**                | Total transferred        |                  |
|                        | students in row (3)      |                  |
| **0.255**              | divided by total         |                  |
|                        | students in row (4)      |                  |
+------------------------+--------------------------+------------------+
| **(6)**                | Amount in row (5)        |                  |
|                        | multiplied by 100        |                  |
| **25.5**               |                          |                  |
+------------------------+--------------------------+------------------+

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

[\_\_52\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_9\_\_\_\_\_]{.underline}

Specify languages: Spanish and Korean

9\. Students eligible for free/reduced-priced meals:
[\_\_7\_\_\_\_\_]{.underline}%

Total number students who qualify: [\_\_43\_\_\_\_\_]{.underline}

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

10\. Students receiving special education services: [\_\_
\_8\_\_\_]{.underline}%

[\_\_49\_\_\_]{.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.

[\_2 \_]{.underline}Autism [\_2\_\_]{.underline}Orthopedic Impairment

\_\_\_\_Deafness [\_6\_\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_10\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_27\_]{.underline}Speech or Language
Impairment

[\_ \_\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [\_1\_\_]{.underline}Mental Retardation [\_ 1\_]{.underline} 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} [\_\_\_\_0\_\_]{.underline}

Classroom teachers [\_\_\_28\_\_]{.underline}
[\_\_\_\_1\_\_]{.underline}

Special resource teachers/specialists [\_\_\_\_2\_\_]{.underline}
[\_\_\_\_0\_\_]{.underline}

Paraprofessionals [\_\_\_\_0\_\_]{.underline}
[\_\_\_\_6\_\_]{.underline}

> Support staff [\_\_\_\_3\_\_]{.underline} [\_\_\_\_4\_\_]{.underline}
>
> Total number [\_\_\_34\_\_]{.underline} [\_\_\_11\_\_]{.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 [22.28:1]{.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   97 %        97 %        97 %        97%         97 %

  Daily teacher attendance   98 %        98 %        98 %        97%         98 %

  Teacher turnover rate      5 %         5 %         5 %         0 %         0 %

  Student dropout rate       0 %         0 %         0 %         0 %         0 %
  (middle/high)                                                              

  Student drop-off rate      0 %         0 %         0 %         0 %         0 %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

**VISION STATEMENT**

Beechwood School's staff will work together to build upon shared
knowledge in order to improve practices and advance achievement for all
students. Based on data driven assessments and high standards,
expectations will be set for all students to maximize their potential.

**BEECHWOOD SCHOOL SONG**

(sung to the tune of "You're a Grand Old Flag") Written by Beechwood
Staff

We're an all star school, a dedicated school, striving for excellence
and peace,

We're the symbol of the growth and love, the pride of the community,

Every Bobcat shines with their creative minds, where there's always a
caring smile,

As we meet our challenges each new day, we'll keep our focus on
Beechwood School.

Just eight years ago, Beechwood School was born in a quiet Fullerton
neighborhood. With a strong partnership between a seasoned
administrator, a group of talented and enthusiastic educators, and
dedicated parents and community, our school emerged. All were united in
their search to create a school where academics, community, family, and
creativity stood as cornerstones. We began with 186 students and 10
classrooms, building a foundation of excellence**,** holding students to
high academic and behavioral standards. Since 1999, our "Bobcats" have
risen to our high expectations and our professional staff is highly
valued for their commitment and dedication to their work. With our API
score of 905, we have truly become the "pride of the community."

"Striving for excellence," Beechwood has experienced tremendous growth
from our initial enrollment to our current 623. Two years ago we added a
Pre-K class, last year 7^th^ grade was added, and this year we completed
our model with the addition of 8^th^ grade. We are a school of choice,
offering the only Pre-K-8 model in the District, as well as the
International Baccalaureate Middle Years Program, one of only a handful
in Southern California. In addition to our neighborhood students, we
attract students from all over our District, as well as from other areas
of Orange County. Unique to our school is the fact that we enroll
students from two Women's Domestic Violence Shelters, which contributes
to our 35% mobility rate, one of the highest in the District. Despite
this high transiency rate, more than 75% of our students are Proficient
or above in Language Arts and Math. Parents acknowledge our academic
successes and choose for their children to be a part of our Beechwood
community. They continue to be a dedicated force in all aspects of our
school's operations. Last year alone parents logged nearly 5,000
volunteer hours of service. On any given day, parents and grandparents
are found on our campus giving of their time and talents. Our
fundraisers and family nights continue to out perform all expectations.

Watching the progression of students' first academic experiences in
Pre-K, to the challenges of the teenage years, our unique program allows
our teachers to follow a child from age four to fourteen. Students are
nurtured by a staff who know their history and who seek the very best
for them, academically, emotionally, and socially; our students are the
"symbol of growth and love." The staff provides a high-quality,
standards-based curriculum in all content areas, utilizing best
practices so that all students can succeed. With "creative minds and a
caring smile" our teachers and community continue to celebrate the
successes in our quest to support the highest level of academic
achievement.

We have earned a steady four-year increase in our API score, from 820 to
a staggering 905! This proven record of academic excellence indicates
the level of our dedication to our diverse school community. We continue
to rise to our challenges and exceed the high goals we set for our
students by staying "focused on Beechwood School!"

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

1.  **Assessment Results:** Beechwood's academic assessment results
    reflect the focused work and high achievement of all stakeholders,
    from the students to the staff and community. Our most recent
    Academic Performance Index (API) score of 905 on a scale of 1000
    clearly validates our efforts in this area. The API measures the
    academic performance and growth of California schools as evidenced
    by State testing. A school\'s score on the API is an indicator of a
    school\'s academic performance level. All schools in the state
    participate in the California State Testing and Reporting (STAR)
    program each spring. This program includes the California Standards
    Test (CST) in English Language Arts and Mathematics for second
    through eighth grade students, Writing Proficiency in fourth and
    seventh grades, Science for fifth and eighth grades, and
    History/Social Science for eighth grade students. Each test measures
    student achievement towards mastery of specific grade level
    standards. The CST results are reported using five performance
    levels: Advanced, Proficient, Basic, Below Basic, and Far Below
    Basic. The State of California's objective is for all students to
    score at the Proficient level or above. The percent of students
    scoring at each performance level is reported by grade level and
    subject for all students, as well as for specific subgroups of
    students. Results for School, District, County, and State level
    results for the 2006 STAR Program can be accessed from DataQuest at
    [[http://dq.cde.ca.gov/dataquest/APIBase2006/2006GrowthSch.aspx?allcds=30665066028013]{.underline}](http://dq.cde.ca.gov/dataquest/).
    As mandated by NCLB, all students will be Proficient or above
    by 2014. Beechwood is well on its way to a thorough, targeted
    success with a majority of students achieving Proficient and
    Advanced each year.

Beechwood's performance levels for students performing Proficient, or
above in ELA are nearly twice the State total. At every reporting level,
be it District, County, or State, Beechwood exceeds the percentage of
Proficient and Advanced students. On 2006 CST, nearly 80% of students
scored Proficient or Advanced in ELA. White students comprise the
majority of our school population and achieve 82% Proficient or
Advanced. Beechwood has two significant subgroups. Our Asian subgroup
achieves 92% Proficient or Advanced, while our Hispanic/Latino subgroup
achieves 62% Proficient or Advanced. Most encouraging is the fact that
the Hispanic/Latino subgroup increased 23 percentage points scoring
Proficient or Advanced in the past year alone. Only a small number of
students score Below Basic or Far Below Basic, and each year the
percentage scoring in these levels decreases. We are extremely proud of
these successes and consider that they are the result of our emphasis on
best practices in our implementation of classroom instruction and
focused, standards-aligned curriculum for all students

The math instruction at Beechwood is rigorous, standards-aligned, and
assessment guided. All students are held to meeting and exceeding the
State standards. In mathematics, Beechwood School achieves performance
levels that exceed the County and District averages at every grade
level. For example, on our 2006 Math CST, 86% of fifth graders scored
Proficient or Advanced. The County and District scores for fifth grade
were both 54%. What is more impressive is the fact that the number of
students scoring Advanced is higher than the number scoring Proficient
in the majority of grade levels. Our White majority score 78% Proficient
or Advanced, and our Asian subgroup scores 89% Proficient or Advanced.
Our Hispanic/Latino subgroup scored 74% Proficient or Advanced, a 16
percentage point increase from the previous year. These disparities in
subgroup achievement are narrowing, as all students are making marked
gains in achievement.

2.  **Using Assessment Results:** Beechwood's high test scores and
    continued academic growth result from our focused system of
    assessment and accountability of California State Standards. We
    follow the comprehensive Fullerton School District standards-aligned
    assessment system and focus on the use of Data Director, a data
    management software system designed for tracking, analyzing, and
    grouping student data. The consistent use of Data Director allows
    analysis of current student assessment results in order to set goals
    and develop lesson plans that address all students' strengths and
    weaknesses; maximizing the effectiveness of initial instruction.

Data Director is utilized for ongoing assessment, reporting, and to
guide in-class and extended day interventions for our non-proficient
learners. We disaggregate data by identifiable subgroups (SES, EL,
gender, etc.) to analyze progress, and continually access school wide
and individual data, which gives detailed information related to student
achievement. The results of California Standards Test and Fullerton
School District Multiple Measures reports are analyzed by all teachers,
specialists, and the Principal during an annual District wide Data Day,
where our staff collaborates and develops a school wide curriculum focus
and sets 'Smart Goals' (standard-specific, measurable goals in ELA and
Math). These practices provide teachers with quantifiable data that
charts and communicates student progress towards proficiency, and sets
the standard of yearlong use of assessment data to drive instruction and
determine next steps.

Beechwood staff collaborates within and across grade levels, which
ensures success of all students. Teachers and support staff hold weekly
PLC meetings to share best practices and strategies to determine how to
reach those students who are non-proficient. Our regularly scheduled
grade level meetings provide frequent collaboration on instructional
practices gained through staff development, workshops, and conferences.
At grade-level meetings, teachers share and brainstorm strategies for
classroom practices and curriculum pacing adjustments. Teachers develop
standards-based common assessments to accurately reflect student mastery
of standards. Most importantly, assessments are evaluated by grade
level, and results are used in grade level lesson planning and
interventions. Our comprehensive approach improves student performance
through professional development, communication, collaboration, and a
standards-driven demand for excellence.

3.  **Communicating Assessment Results:** We inform our parents,
    guardians and the community about the successes of our school
    through a variety of communication tools. Our school website
    provides information and links to a wealth of resources beginning
    with the individual classroom pages, District and State educational
    information, School Accountability Report Card, which includes the
    annual Academic Performance Index (API) and the Annual Yearly
    Progress Report (AYP), school calendar, and important newsletters
    from the Principal and PTA. Beechwood families routinely receive
    information about their child's progress towards mastery of
    California State Standards through daily, weekly, and monthly
    progress reports, monthly benchmark information, and standards-based
    report cards sent home three times a year. An internet-based grade
    book, PowerGrade allows parents to view their child's grades online.
    In addition to academic grades, teachers communicate social and
    behavioral progress to parents on a weekly basis with individual
    student reports and school communiqué. We regularly meet with
    parents to celebrate success and to get students back on track as
    needed.

Beechwood holds Parent/Teacher/Student Conferences twice a year where
students communicate with their parents and teacher their knowledge and
current achievement of the California State Standards and reflect on
their standards-based report card. During conferences we present student
work samples, anchor papers, rubrics based on State adopted performance
levels, and Data Director reports that detail a student's school,
District, and State assessment results. We place a high priority on
ensuring that parents/guardians are meaningfully informed on their
child's progress. Parents, students, and staff all take responsibility
for student performance, ensuring no child falls behind; at Beechwood,
failure is not an option.

In order to stay connected to all our families, translators are
available for all parent meetings and District paperwork is sent home in
both English and Spanish. Our school wide weekly school folders and
daily planners are used for regular communication between parents and
teachers. Strong communication is a high priority and an integral part
of the Beechwood program. We succeed in our quest to keep our families
and community apprised of the learning and successes at Beechwood.

4.  **Sharing Success:** Our many successes at Beechwood School are
    shared in a variety of ways with other teachers, schools, and the
    community. Many principals and District administrators ask us to
    share our strategies and plans that lead to our climbing API. At
    District Principal Meetings, our administrator shares information
    with colleagues on our successful research-based strategies and
    results of student assessment. Last year Beechwood School partnered
    with California State University, Fullerton (CSUF) students in
    credential and graduate courses to observe and/or work in our
    successful classrooms. Master teachers supervised and supported
    student teachers from credential programs at the university level.

Many of our teachers serve on Peer Assistance Review (PAR) panels that
offer professional development on research-based strategies such as Step
Up to Writing, Marzano's Classroom Instruction That Works, and
Professional Learning Communities. Our teachers present at District
staff development workshops attended by all K-8 teachers. Additionally,
many staff members serve on curriculum development committees for all
content areas. At monthly meetings, and District-wide staff
developments, staff members share and receive information regarding the
success of all students. Staff members write grant proposals for
classroom learning opportunities, and share outcomes with the community
at Star Power Grant receptions. Our District Beginning Teacher Support
and Assessment (BTSA) program sends new teachers and their support
providers to observe classroom instruction at Beechwood. Fifteen
Beechwood teachers participate in BTSA this year and will give
presentations at the BTSA Colloquium in May. Beechwood's academic
opportunities and successes are shared with the community through press
releases written by staff members and leadership class students, which
are published in the local newspapers. During the school year, District
administrators, principals, and board members walk through classrooms to
observe the learning activities and school culture. At the middle school
level, our International Baccalaureate Middle Years Programme (IBMYP)
coordinator attends high school articulation meetings to share the
academic progress of our seventh and eighth grade students, and to ease
the high school transition.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Beechwood's program is comprised of State Board of
    Education-adopted textbooks, best educational practices, and
    purposeful selection of supplementary materials and activities to
    implement a balanced, comprehensive, standards-aligned core
    curriculum for all students. We use a variety of supplemental
    materials including manipulatives and Guided Language Acquisition
    Design (GLAD) Strategies to reach our English Learners. Our
    curriculum and supplemental materials incorporate current research
    and proven educational practices that accurately reflect Fullerton's
    diverse population.

In Language Arts, Beechwood combines a strong literature, language, and
comprehension program that includes a balance of oral and written
language. Holt and Houghton Mifflin texts are at the core of our program
that includes organized, explicit skills with on-going diagnosis that
informs our teaching and assessment. Step Up to Writing is implemented
at every grade level to promote successful writing for all students
across the curriculum. Small group instruction ensures that diverse
learners develop into proficient readers and writers.

Our rigorous Mathematics program provides students challenging and
enriching opportunities to investigate and explore the State Standards.
Our curriculum and supplemental materials incorporate current research
and proven educational practices to encourage high achievement for all
students. We integrate hands-on math experiences, project-based
learning, critical thinking skills, and practical applications to ensure
that all students understand grade level concepts and are able to apply
and extend their knowledge.

The History Social Science curriculum provides a unique opportunity for
students to become a part of history. The McDougal Littell and
Houghton-Mifflin texts, based on the State Standards, are the basis for
our studies. From Kindergarten through eighth grade, the curriculum
continues to build and grow, from family and community, to the study of
our local city, Fullerton, on to California, the Nation and the World.
This culminates in the eighth grade, ten-day field trip to Washington
D.C. and surrounding National Colonial Landmarks. In our History Social
Science program, students analyze everything from Ancient Civilizations
to more current World History, exploring, comparing and contrasting.
With supplemental materials, hands-on experiences, simulations,
dramatizations, and extensive field trips across the grade levels,
students are provided purposeful and meaningful opportunities for
learning about the world.

In Science, our lessons are inquiry-based. Students are routinely
involved in investigation and experimentation. They use critical
thinking skills to hypothesize, question, test and evaluate grade level
standards in Life Science, Earth Science, and Physical Science.
Fullerton School District has a strong community support in science,
including a \$100,000 grant from the Beckman Foundation, for this year
alone. The Beckman Grant helps to provide hands-on science materials for
each teacher for in-depth analysis of all science standards. The
hands-on experiences encourage and facilitate scientific reasoning and
critical thinking skills. We integrate health into our core subjects for
all students in grades K-5. Beechwood\'s 7th grade health program is
supported by the District adopted textbook and supplemented by the Dairy
Council\'s nutrition program. Stress management, conflict resolution,
wellness, infectious diseases and nutrition form the core of the health
curriculum. The health program also includes the District approved
Family Life & Sex Education component. All curriculum is designed to
encourage students to make informed decisions with regards to their
health and wellness.

Beechwood's Foreign Language curriculum satisfies the requirements of
the International Baccalaureate Middle Years Programme. Beechwood has
chosen Spanish as the additional modern language taught, and serves as a
gateway for the students in their understanding of another culture.
Students learn basic and advanced conversation skills, rules of grammar,
linguistics, as well as customs, culture, art and geography through
standards-based textbooks and additional learning opportunities. This
bridges the gap between colloquial dialect and traditional formal
Spanish.

The Visual and Performing Arts program incorporates music, dance, visual
arts, and drama that are part of our State Standards. The highly
acclaimed, Fullerton School District's "All the Arts for All the Kids"
is a standards-based program that provides six art lessons taught in
each of the four art disciplines by specially trained experts. The
lessons not only teach arts skills and techniques, but also involve
students in learning about other subject areas, and often incorporate
work of other cultures.

Our Technology program is an important piece of education that is
integrated into the educational process. Following State and District
standards, students receive direct instruction in technology from word
processing and researching on the internet, to creating presentations
and iMovies. Technology is viewed as an instructional tool that is
regularly used in classrooms for enriching lessons, and enhancing the
overall academic experience. Technology is one of the eight required
courses for our middle school students, and uses the IB "design cycle"
to explore deeper understanding and interaction with technology.

Our Physical Education program focuses on improving the overall health
and well being of all students. The program has a strong fitness
emphasis, which is supported by a variety of specific sport skills that
teach students how to embrace new challenges. Health lessons are
incorporated into the curriculum through all grade levels, including
hands-on lessons and presentations by community members. The seventh
grade students participate in a semester-long Health class with
standards-driven curriculum, text and support materials. Beechwood gives
students the skills and knowledge to be healthy throughout their
lifetime, as well as instill the attitude that physical activity is fun,
and necessary for a healthy life.

2a. **(Elementary Schools)** **Reading:** Beechwood School implements a
standards-based, challenging, balanced reading program that is driven by
progress towards mastery of the standards. Textbook adoptions are
researched by an FSD curriculum council and voted on by all schools. All
Beechwood grade level teams participate in evaluating and selecting
textbooks that meet the needs of our diverse group of learners. This
research-based reading program was selected due to its integrated
approach to reading, and its direct, explicit instruction in the
domains: reading, writing, listening and speaking. Teachers
systematically instruct students in the areas of phonemic awareness,
phonics, fluency, vocabulary, and comprehension. Reading is integrated
with technology, and is highlighted in our Language Arts program. Our
curriculum is supported by a website that links to current stories for
each grade level, along with supplemental web-based activities to do at
home with the family. Additionally, all new teachers participate in FSD
literacy training using professional development materials. Through this
training, teachers master reading instruction and development strategies
appropriate to their grade levels. This training complements the
consistent differentiated instruction that teachers provide to all
levels of readers, from EL and GATE-identified to on-level students.
Various types of assessment results are used to determine and plan a
student's progress. Diagnostic assessments, such as STAR tests, District
Benchmark Assessments, Beginning Phonics Skills Test, and Burns and Roe
Informal Reading Inventory provide valuable data as to the students'
mastery of grade level reading standards. Beechwood School teachers
customize the curriculum with unique, enriching, literature-based
learning opportunities, including visits by celebrated authors.
Grade-level teams collaborate to create meaningful materials that
complement the core curriculum. We celebrate all areas of literacy with
ongoing and special events such as Writer's Workshop, Author's Tea,
Reading Buddies, Readers Theater, Literature Circles, thematic units,
and after school book clubs. Our Read Across America Day is a whole
school celebration of reading. This last year, we observed Read Across
America: Healthy Bodies, Healthy Minds, encouraging the connection
between physical health and academic development. We challenged our
students to come ready to read in our California beach-themed
classrooms, and enjoy healthful snacks as we devoted a morning to
reading for enjoyment. At Beechwood School it is our quest to teach and
nurture our youngest, emerging readers to become well-rounded students,
who have developed a true passion for reading.

2b. **(Secondary Schools)** **English:** At Beechwood School, our
intensive language arts program seamlessly transitions from the
elementary into the middle years program. At the middle school level
(6-8) we implement a rigorous, standards-based, reading program that is
framed by our state adopted Holt Literature and Language Arts program.
The Holt textbook systematically addresses the needs of all learners,
with resources that support EL, GATE, RSP and SDC students. Students can
access the Holt website to link to resources that enrich each unit of
study, or provide background knowledge for students having difficulty. A
variety of summative and formative assessments, such as STAR tests,
District Benchmark Assessments, Data Director, and teacher created tests
are used to evaluate and guide student progress. For example, in K-5 we
use Data Director to generate and analyze student tests for targeted
areas of reading. This use of technology within our reading program is
purposeful and efficient, and directly contributes to our literacy
success.

Our mission at the middle school level is to drive students to
Proficiency of achievement and beyond. Therefore, we are methodical in
our use of reading data to determine the most effective course for
student success. Collectively, we use Data Director to analyze student
test scores and set goals and develop lesson plans that address all
students' strengths and weaknesses; maximizing the effectiveness of
initial instruction. Teachers analyze progress, and implement a plethora
of research-based resources that our Holt textbook offers for all
learners. Beechwood students are in mixed-ability classrooms, to
encourage and model growth for Basic and Below Basic students. Within
the classroom, students work in small groups, including homogeneous and
heterogeneous groups to remediate skills in small settings with the
teacher. In these small group settings, struggling readers are able to
develop skills such as comprehension, writing organization, and
vocabulary that are critical to mastery of state standards. Homework
assignments are differentiated, and projects and essays are graded on
clear rubrics. All students, both struggling and high achieving,
participate in the evaluation and direct reflection of their work.
Collaborative learning is common, as students are part of heterogeneous
groups for oral reading and speaking opportunities, and in interest
groups for projects and activities. Teachers provide scaffolding and the
opportunity for group interaction with various supplemental literature
activities, as in the eighth grade book club. Moreover, all qualifying
students in grades one through eight can participate in the After School
Intervention Program (ASIP). Classroom and ASIP teachers work
collaboratively to determine the standards for remediation at each grade
level so all students can become Proficient.

3.  **Additional Curriculum Area:** The science program at Beechwood
    provides inquiry-based instruction at every grade level, encouraging
    students to delve into the world around them. Following State and
    District standards Kindergarteners through fifth graders use the
    State-adopted Houghton-Mifflin text as a foundation. Students are
    supported in efforts to explore the standards in hands-on
    experiences. Beckman, FOSS, and Insight science kits, aligned to the
    standards, are provided at each grade level, for each teacher, for
    all strands of science; Earth Science, Life Science, and Physical
    Science. The kits provide materials to create an in-depth study of
    science, as they afford students the unique opportunity to visualize
    the science concepts first hand. The engaging, small-group
    experiences bring science alive for all students, where they
    question, hypothesize, and investigate each experience. All
    information is recorded in science notebooks, from the experiment's
    guiding question, to data collection, and the student's formulated
    conclusion. To internalize and extend their overall learning
    experience, students prepare written summaries to complement the
    lessons. Additional supplements to classroom lessons are provided by
    a multitude of resources, including Keynote or PowerPoint
    presentations, UnitedStreaming Videos, and web-based interactive
    field trips, as well as field explorations. Our teachers recently
    received a grant for LCD projectors that allows students to create
    informative, multi-media presentations to share in the classrooms
    and community. Classes receive whole group, as well as small group
    instruction as they use critical thinking and problem solving skills
    to explore the natural world. Evidence of the success of our
    rigorous Science program is indicated with most recent CST results.
    In two short years our fifth grade students have demonstrated an
    increase in performance from 38% Proficient and Advanced to our most
    current, 2006 results of 75% Proficient and Advanced.

The standards based textbook, Holt, is the basis of the middle years
students (six through eight) challenging curriculum. Sixth graders
inquire and explore through the use of provided kits, while seventh and
eighth graders utilize a complete science lab fully stocked with all
materials needed to promote the methodical inquisition of science. As in
the primary classes, science notebooks are a standard, where students
explore the guiding question, utilize Cornell Notes, record and
calculate collected data, prepare written summaries, and create
conclusions, based on their experiences. Embedded in the curriculum,
ACTIVboard, ACTIVote, ProScopes, and Pasco Probeware, along with laptop
computers, offer students state of the art technology. While ACTIVboard
is used routinely in presentations and discussions, ACTIVote keep
students actively engaged through reviews and formative assessments.
ProScopes enable students to magnify specimens, project, and save images
onto a computer for critical analysis. Pasco Software allows students to
see real-time data, displaying graphs simultaneously as experiments are
conducted. With these tools, students experience high levels of
enthusiasm, resulting in measurable achievement. Beechwood students and
teachers are passionate about science. Our mission is to encourage and
expand our intrinsic wonder of the world in which we live.

4.  **Instructional Methods:** Our vision that "All Students Will Excel;
    Failure is Not an Option" compels us to incorporate standards-driven
    instructional strategies that increase student achievement. Teachers
    who are masters of their craft purposely deliver our standards-based
    instruction. Through direct instruction, we methodically utilize
    research-based practices like scaffolding, Marzano's best
    instructional strategies, project-based learning,
    heterogeneous/homogenous grouping, and differentiated instruction in
    our classrooms to support all learners. Small group instruction,
    after school programs, and in-class support from specialists ensure
    universal access to the curriculum. Our specialists are trained in
    using curricular support components so no student misses time in the
    classroom. All segments of our community work together to cultivate
    and sustain our vision of academic and social excellence for every
    child, planning events such as Walk Through Ancient Egypt, and
    Overnight Experience at California Science Center. On any given day,
    students create iMovies or PowerPoint Presentations, participate in
    hands-on science labs, engage in Math centers, and publish writing.
    Our curriculum is enhanced with standards-aligned opportunities,
    such as visits to Mission San Juan Capistrano, classroom musicals,
    and Outdoor Science School. We utilize community resources and
    technology to give our students a taste of real world experiences.
    Dr. Lillie, a Beechwood parent, gave an unforgettable presentation
    on the circulatory system to our fifth graders with "Milton", a
    life-size model, and an actual human lung. Local bankers taught a
    checkbook lesson, where all students received their own checkbook
    and learned about bank accounts, interest, and loans, and a trial
    lawyer regularly assisted in our Speech and Debate class. Third
    grade students read [The Keeping Quilt]{.underline} and after
    reading and writing on the topic, bring in family experiences and
    traditions to share, meaningfully connecting home with school. Our
    first and second grade classrooms partnered with families to
    participate in "The Butterfly Initiative" at the Orange County Youth
    Expo. This science project won a \$500.00 award for Best Integrated
    Curriculum. Teachers and parents work together to ensure learning
    doesn't stop when the bell rings at the end of the day. Examples
    such as these show how our dynamic classrooms engage all students.
    Meeting the needs all our students, we extend classroom learning
    with purposeful after-school programs such as ASIP, Science and Math
    Olympiads, and Science Explorers.

5.  **Professional Development:** Beechwood School supports all
    teachers, specialists, administrators, and paraprofessionals in
    acquisition of skills necessary for student success. We select
    research-based professional development opportunities based on staff
    needs as determined through a school-wide analysis of student
    achievement results. Teachers who recently attended a Houghton
    Mifflin course in the area of differentiated instruction for reading
    comprehension now instruct their colleagues in the Trainer of
    Trainers model. Additionally, our Principal attends AB75 training
    designed to instruct administrators on the current strategies and
    components of the adopted language arts and math curriculum.
    Teachers attend voluntary AB466 summer institutes specific to the
    State-adopted language arts and math textbooks to learn the research
    behind the programs, as well as how to use all components for an
    effective, comprehensive curriculum. Restructured Wednesdays are
    devoted to Professional Learning Community (PLC) meetings where
    teachers determine what is to be taught, how they will know when
    students learn it, and what will be done if students are
    non-proficient. Teachers and Principal receive in-depth training in
    GLAD, FSD Literacy Training, California Technology Assessment
    Program (CTAP), Computer-Using Educators (CUE), EXCEL Math, Data
    Director, and Marzano's research-based instructional strategies to
    increase student achievement. As we have added new teachers over the
    past eight years, we have consistently participated in the two-year
    Beginning Teacher Support and Assessment program (BTSA). In this
    project, beginning teachers are linked with an on-site support
    provider. Time is provided for collaboration, seminars, and
    classroom visitations. This formative assessment program focuses on
    the CSTP and how they apply to classroom teaching.

Our teachers provide training to their colleagues, as well as to
teachers throughout the District. Over the past few years, several
teachers have presented such workshops as Step Up to Writing and
Integrated Art in our Peer Assistance Review (PAR) District wide
professional workshops. During textbook adoption years, such as this
one, our teachers are selected to take active roles in choosing
materials. They are provided additional content training, and they pilot
and evaluate texts as part of the District wide selection process. After
textbook adoption, there is extensive, ongoing District wide training on
the materials, with our teachers being called upon for expertise and
assistance in these trainings. In addition to PAR panels, Beechwood
teachers participate in District wide curriculum and steering
committees. Our staff members take the initiative to attend professional
development seminars in areas such as grant writing, science and
technology skills, and commercial workshops such as Rick Morris and a
recent Math Conference in Palm Springs on their own personal time. More
than 85% of our staff has received certification through Cross-Cultural
Language and Academic Development (CLAD) to meet the specific needs of
our English Learners. Our International Baccalaureate Middle Years
Program (IBMYP) teachers in grades six-eight traveled to Los Angeles,
Niagara Falls, Princeton, and Montreal for Levels 1, 2 & 3, and
assessment training that the IBMYP requires. IBMYP teachers meet
regularly to develop cross-curricular IB lessons using the principles of
these professional trainings. The extensive training Beechwood staff
participates in allows us to improve our teaching practices and provide
meaningful opportunities for all students.

**PART VII - ASSESSMENT RESULTS**

**State Criterion Referenced Tests**

The 2006-2007 academic year is the first for enrolled 8^th^ graders. As
such, we do not have data available for this grade level.

Subject: English Language Arts Grade: 2 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          84          75          60          54
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 40          33          25          16

  Number of students tested     63          57          72          50

  Percent of total students     100         100         100         94
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          \*          100         81          54
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          92          68          32

  Number of students tested     \*          13          16          13

  **Hispanic or Latino**                                            

  \% "Proficient" plus          \*          \*          14          42
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          \*          8           12

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

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: Mathematics Grade: 2 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          88          86          76          82
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 67          57          44          50

  Number of students tested     63          57          72          50

  Percent of total students     100         100         100         100
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          \*          92          100         77
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          71          74          62

  Number of students tested     \*          13          16          13

  **Hispanic or Latino**                                            

  \% "Proficient" plus          \*          \*          43          83
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          \*          28          46

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

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: English Language Arts Grade: 3 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          81          54          64          48
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 37          18          28          19

  Number of students tested     59          55          72          63

  Percent of total students     100         100         100         100
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          86          \*          76          80
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 68          \*          58          45

  Number of students tested     14          \*          29          15

  **Hispanic or Latino**                                            

  \% "Proficient" plus          \*          14          \*          15
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          8           \*          6

  Number of students tested     \*          14          \*          13
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: Mathematics Grade: 3 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          83          76          75          57
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 60          38          50          22

  Number of students tested     58          55          72          63

  Percent of total students     100         100         100         100
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          93          \*          83          80
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 68          \*          42          38

  Number of students tested     14          \*          29          15

  **Hispanic or Latino**                                            

  \% "Proficient" plus          \*          43          \*          31
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          28          \*          18

  Number of students tested     \*          14          \*          13
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: English Language Arts Grade: 4 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          74          76          74          64
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 38          50          36          36

  Number of students tested     65          58          72          45

  Percent of total students     100         100         98.6        87
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          \*          93          92          \*
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          58          48          \*

  Number of students tested     \*          15          25          \*

  **Hispanic or Latino**                                            

  \% "Proficient" plus          60          50          33          53
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 34          28          14          18

  Number of students tested     16          14          15          14
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: Mathematics Grade: 4 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          74          82          75          70
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 61          66          28          32

  Number of students tested     64          58          72          47

  Percent of total students     98.5        100         98.6        90
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          \*          100         88          82
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*          78          42          46

  Number of students tested     \*          15          25          11

  **Hispanic or Latino**                                            

  \% "Proficient" plus          67          64          47          \*
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 26          24          28          \*

  Number of students tested     15          14          15          \*
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: English Language Arts Grade: 5 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          81          77          66          72
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 54          40          38          26

  Number of students tested     63          60          60          61

  Percent of total students     98.4        100         100         100
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          100         91          75          86
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 72          44          28          44

  Number of students tested     15          11          16          14

  **Hispanic or Latino**                                            

  \% "Proficient" plus          64          42          54          \*
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 28          24          28          \*

  Number of students tested     14          12          13          \*
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: Mathematics Grade: 5 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          86          77          54          56
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 62          47          17          13

  Number of students tested     63          60          60          61

  Percent of total students     98.4        98.4        100         100
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          100         91          81          86
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 62          36          48          42

  Number of students tested     15          11          16          14

  **Hispanic or Latino**                                            

  \% "Proficient" plus          71          58          54          \*
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 28          36          27          \*

  Number of students tested     14          12          13          \*
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: English Language Arts Grade: 6 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          69          75          77          55
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 32          58          48          17

  Number of students tested     94          36          69          47

  Percent of total students     98.9        100         100         92
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          93          \*          96          \*
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 48          \*          41          \*

  Number of students tested     14          \*          23          \*

  **Hispanic or Latino**                                            

  \% "Proficient" plus          40          42          \*          36
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 22          18          \*          16

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

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: Mathematics Grade: 6 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          59          83          68          45
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 26          47          38          15

  Number of students tested     93          36          69          47

  Percent of total students     97.9        100         100         92
  tested                                                            

  Number of students            0           0           0           0
  alternatively assessed                                            

  Percent of students           0           0           0           0
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          71          \*          91          \*
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 32          \*          36          \*

  Number of students tested     14          \*          23          \*

  **Hispanic or Latino**                                            

  \% "Proficient" plus          45          82          \*          14
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 20          28          \*          6

  Number of students tested     20          11          \*          14
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

**State Criterion Referenced Tests**

Subject: English Language Arts Grade: 7 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          94          NA\*\*                  
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 62                                  

  Number of students tested     47                                  

  Percent of total students     100                                 
  tested                                                            

  Number of students            0                                   
  alternatively assessed                                            

  Percent of students           0                                   
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          \*                                  
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*                                  

  Number of students tested     \*                                  

  **Hispanic or Latino**                                            

  \% "Proficient" plus          82                                  
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 42                                  

  Number of students tested     17                                  
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

\*\* 2006-2007 was the first year for Seventh Grade at Beechwood.

**State Criterion Referenced Tests**

Subject: Mathematics Grade: 7 Test: California Standards Test

Edition/Publication Year(s) 2002 - 2006 (assessment revised annually)

Publisher: Educational Testing Service

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

  Testing Month                 May         May         May         April

                                                                    

  **SCHOOL SCORES**                                                 

  \% "Proficient" plus          75          NA\*                    
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 32                                  

  Number of students tested     47                                  

  Percent of total students     100                                 
  tested                                                            

  Number of students            0                                   
  alternatively assessed                                            

  Percent of students           0                                   
  alternatively assessed                                            

                                                                    

  **SUBGROUP SCORES**                                               

  **Asian**                                                         

  \% "Proficient" plus          \*                                  
  "Advanced" State Standards                                        

  \% "Advanced" State Standards \*                                  

  Number of students tested     \*                                  

  **Hispanic or Latino**                                            

  \% "Proficient" plus          71                                  
  "Advanced" State Standards                                        

  \% "Advanced" State Standards 35                                  

  Number of students tested     17                                  
  ----------------------------- ----------- ----------- ----------- -----------

\* Not a numerically significant subgroup at this grade level for this
school year

\*\* 2006-2007 was the first year for Seventh Grade at Beechwood.