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

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

**Cover Sheet**

Name of Principal [Mrs. Nancy Eaton]{.underline}

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

Official School Name [Eldridge School]{.underline}

(As it should appear in the official records)

School Mailing Address [26825 Eldridge Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Hayward CA 94544-3729]{.underline} \_

City State Zip Code+4 (9 digits total)

Tel. ([510) 293-8503 Fax (510) 783-3922]{.underline}

Website/URL
<http://husd.k12.ca.us/index.php?option=com_content&task=view&id=109&Itemid=190>
Email <neaton@husd.k12.ca.us>

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

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

(Principal's Signature)

*Private Schools: N/A*

Name of Superintendent [Dr. Jay Totter]{.underline}

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

District Name [Hayward Unified School District]{.underline} Tel. [(510)
784-2600]{.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. Paul Frumkin III

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

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

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

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

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

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

1\. Number of schools in the district: [24]{.underline} Elementary
schools

[5]{.underline} Middle schools

Junior high schools

[4]{.underline} High schools

[33]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$4,759.61]{.underline}

Average State Per Pupil Expenditure: [\$4,753.00]{.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
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] 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**       39        37                     76           **7**                             

  **1**       37        27                     64           **8**                             

  **2**       34        40                     74           **9**                             

  **3**       35        29                     64           **10**                            

  **4**       31        32                     63           **11**                            

  **5**       31        29                     60           **12**                            

  **6**       24        26                     50           Other                             

                                    **TOTAL                                                   451
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [11.53]{.underline} % White

the students in the school: [17.52]{.underline} % Black or African
American

[48.34]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[15.78]{.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 35
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 33
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        68
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    431
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .15777
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    15.78
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [17 \_]{.underline}

Specify languages: Cantonese, Dari, English, Farsi, German, Hindi,
Illocana, Korean, Mandarin,

Pashto, Portuguese, Punjabi, Spanish, Tagalog, Tongan, Urdu, Vietnamese

9\. Students eligible for free/reduced-priced meals: [51]{.underline} %

[235]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [13.5]{.underline} %

[61]{.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.

[7]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_ Deafness \_\_\_\_Other Health Impaired

\_\_\_\_ Deaf-Blindness [18]{.underline} Specific Learning Disability

\_\_\_\_ Hearing Impairment [17]{.underline} Speech or Language
Impairment

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

[5]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

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

Classroom teachers [19]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} [5]{.underline}

Paraprofessionals [10]{.underline} [4]{.underline}

> Support staff [6]{.underline} [4]{.underline}
>
> Total number [41]{.underline} [13]{.underline}

12\. Student-"classroom teacher" ratio: [K -- 3: 19.14]{.underline}

[4 -- 6: 30.81]{.underline}

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

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

  Daily student attendance 95.11%      94.50%      94.06%      94.16%      98.74%

  Daily teacher attendance 96.09%      96.67%      94.14%      97.34%      96.87%

  Teacher turnover rate    4.55%       4.55%       22.73%      31.58%      12.50%

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

> *\*\*Please note: Teacher turnover rate was high for 97/98 and 98/99
> due to student*
>
> *enrollment growth generating a need for more teachers*

# [PART III - SUMMARY]{.underline}

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

At Eldridge School in Hayward, California, **"Every child is a learner -
Every day an opportunity."** Subscribing to this mission, Eldridge
became a California Distinguished School in May 2002. Eldridge is the
school of choice for most families who bring their children from across
Hayward to participate in the single-track, year-round program. Eldridge
has earned its title "school of choice" for its 451 students because of
its highly qualified staff, friendly environment, pristine facilities
and outstanding student achievement.

Hidden in the history of this little school is the key that unlocks its
present day success. Eldridge was built in 1956 and doubled in size in
1958 during post-war suburban expansion. Historically, Eldridge has
enjoyed the overwhelming commitment, loyalty, and love of dedicated
generations of staff, students and their families. However, in 1994,
with declining enrollment (under 200), declining performance, shabby
facilities and outdated teacher training, Eldridge was targeted for
closure. A concerned and sentimental public was a decisive factor in the
dramatic change in the school board's course of action. The potential
school closure galvanized the community - the key to development and
success - transforming adversity into opportunity! Eldridge was slated
to remain open, with a facelift.

In the mid 90's, district, city and state grants allowed a complete
building renovation inside and out, including the entire ten-acre
campus! By 1998 little Eldridge School looked dramatically different on
the outside, but these outside changes dimmed in comparison to what was
happening inside! A student population that had become vastly
multicultural almost overnight created an educational challenge that
took the staff by surprise. Needs became urgent and priorities high. The
request for a Title I Program was granted and began with EIA funding
brought to the site to service needs of English Learners (ELs). Programs
for free and reduced breakfast and lunch (currently 51% of the student
population), child-care, counseling, and youth enrichment became
realities. A dedicated new principal, a highly qualified staff, and a
strong Parent Teacher Organization (PTO) formed a focused, collaborative
partnership. With the addition of a classroom to serve severely disabled
students and two existing special day classes, Eldridge successfully met
the educational needs of its Kindergarten through sixth grade students.

Eldridge has made an amazing transformation. The current student profile
reveals a rich range of ethnicity: 48% Hispanic, 18% African American,
13% Asian, 12% White, 6% Filipino, 2% Pacific Islander and 1% American
Indian. The transiency rate is 15.78%. The biggest single gain was in
2001 showing a 97 point API increase school-wide while all
sub-categories showed growth above 90%. Eldridge had the top API gain in
Hayward District (HUSD), the top in Alameda County and was one of the
top five Bay Area schools with the most improved API. In 2002 Eldridge
showed continued growth a cross the board, with an API increase almost
five times higher than its growth target.

All Eldridge students are special: Everyone supports one another in
achieving excellence. Each year improvement continues as Eldridge staff
constantly rises to the challenge of educating every child. We are very
proud and delighted to share our school, our children and our unique
story of success.

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

1\. The school must show assessment results in reading (language arts or
English) and mathematics for at least the last three years using the
criteria determined by the CSSO for the state accountability system.

Students in grades 2 through 6 were assessed for the past three years on
the Stanford Achievement Test -- Form 9 (SAT9) a state-mandated,
norm-referenced assessment. Students were assessed in the content areas
of reading, language arts, spelling and mathematics. Because the SAT9 is
a norm-referenced test, the Eldridge student scores reflect how our
students compare to the group of students on which the test was "normed"
or designed. The norm group for each grade level reflects national
demographics and provides the comparison group against which our
students are measured. All students and subgroups of students are
required to achieve at or above the 50^th^ percentile to be considered
performing at "grade-level" on all sections of the SAT9. The attached
tables (pages 12-16) show the number of students enrolled based on a
yearly census count as of April 15^th^. All students at Eldridge except
Special Day Class (SDC) students (moderate to severely disabled;
assessed based on their Individual Education Plans IEP) are required to
take the SAT9. The number of students tested reflects all students who
made an attempt to answer any questions on any section of the test,
including ELs. Exclusions include SDC students (98% of all exclusions),
parental requests for exemptions and absenteeism.

The Hayward Unified School District's (HUSD) average percentile rankings
have seen a slow but steady increase during the last few years, while
Eldridge's gains have been much more dramatic since the 1999-01 school
year. Most noticeable is Eldridge's remarkable breakaway from the
district-wide percentile rankings over the past three school years. For
example, while the District's SAT9 sixth grade math percentile ranks for
2000-01 and 2001-02 have held at 55%, Eldridge's sixth graders have
scored at the 71^st^ and/or 72^nd^ percentile for years 1999-00, 2000-01
and 2001-02. The positive improvements are evident in Eldridge students'
reading percentile rankings as compared to the district's percentile
rankings. Whereas the District percentile rankings for reading have held
steady between the 36^th^ and 46^th^ percentile for 1999-00, 2000-01 and
2000-02, Eldridge has scored between the 37th and the 59^th^ percentile
for that same period of time. The same trend can be seen in the area of
language arts. The District's 2000-01 and 2001-02 average percentile
rankings for language arts range from the 43^rd^ to the 51^st^
percentile, while Eldridge has maintained percentile rankings that range
from the 50^th^ to the 68^th^ percentile. Also, Eldridge has had no
grade levels scoring below the 40^th^ percentile in reading, language
arts or math throughout the 2000-01 and 2001-02 school years, with most
grade levels scoring between the 50^th^ and 72^nd^ percentile during
that time period. The data indicates that Eldridge students are
regularly scoring above the 50^th^ percentile and are becoming
increasingly proficient in the areas of reading, language arts, and
math.

In California's accountability system, specifically the Academic
Performance Index (API), Eldridge School has continued to show progress.
In the API system, each school must meet school-wide and subgroup
population targets set by the state. During the first year of
California's API accountability system, Eldridge met its required growth
target for its overall school wide population. For the past three years,
Eldridge has exceeded its school-wide and subgroup growth targets for
all student groups, showing that the school is addressing the academic
needs of all students as required by California law under the Public
Schools Accountability Act (1999) and the new federal law No Child Left
Behind (2002).

2\. Show in one-half page how the school uses assessement data to
understand and improve student and school performance.

Eldridge School, in cooperation with HUSD, evaluates local and state
assessments by disaggregating data to identify individual needs.
Eldridge uses aggregated data from SAT9, SABE, and other informal
assessments (DRA and SBMI for K-3 students) to adjust the school's
improvement plan. Grade-level teams implement a variety of effective
strategies and research-based practices to ensure progress toward
attaining goals. Teachers use assessments to create short and long-term
goals to target student needs and improve performance. Teachers
understand, analyze and use assessment data to modify and improve
curriculum and instruction, thereby strengthening individual and
school-wide performance. The All-School Write is an example of a
data-driven improvement assessment strategy. Teachers evaluate scored
writing samples, identify strengths and weaknesses and develop
diagnostic lessons for subsequent writing instruction and practice.
After teacher collaboration and the examination of data, Eldridge
adopted the Mountain Math program to address math needs and to improve
student and school performance. Eldridge students enjoy using this
program to practice computational skills. In constant pursuit of the
dictum "no child left behind," Eldridge teacher, Glenn Parado, served on
the state committee to develop and pilot the California Alternate
Performance Assessment (CAPA), which is a based on the SAT9 format.
Currently, special education students are assessed according to their
IEPs. However, the CAPA, scheduled to be implemented in Spring 2003,
will assess special education students' academic progress and measure
growth of practical living skills. Evidence of the effectiveness of
Eldridge School's complete evaluation of assessment data is evidenced by
the vast improvement in API scores; almost **10 times the growth**
target in 2001 in all subcategories and **5 times the growth** target in
2002.

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

Eldridge staff believes that communication is vital to student success.
Eldridge begins each school year with volunteer staff and former
students participating in a pre-registration day where
family-school-community relationships are initiated and strengthened.
Families learn about Eldridge expectations and requirements, become
familiar with state standards and are convinced that partnering with
Eldridge will enhance their children's learning.

Eldridge School regularly communicates information about student
performance and assessment data to parents and students through progress
reports, parent conferences, report cards, phone calls, school website,
E-mail, personal contact, and both classroom and school-wide
newsletters. HUSD provides each family with SAT9 results. Information is
provided to most parents in their native language.

Students are made aware of their academic performance and achievements.
At frequent teacher-student conferences, teachers review and explain
student progress toward grade level standards. Academic excellence is
routinely recognized at award assemblies, at flag salute ceremonies,
during student council events, in the student newspaper, and on the
twice weekly, student-run closed circuit TV program, Eldridge News
Network (ENN).

The local community is informed of Eldridge students' performance
through monthly newsletters, newspaper articles, community access
television, the HUSD District Report Cards, district accountability
report cards and during Back-to-School Night and Open House. In
addition, the highly visible Eldridge Mustang marquee provides the
community with continuous updates on school and academic
accomplishments.

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

The Eldridge School program will serve as a model in the "No Child Left
Behind" (NCLB) district strategy to improve the quality of its teaching
force. Eldridge staff developed a plan to share successes at the local
and state levels. In June 2002, during a televised broadcast, Principal
Nancy Eaton shared key successes of the Eldridge program. This was the
first of several presentations about Eldridge program successes at
meetings of District Administrations, District and County School Boards
and the Hayward City Council. Eldridge trains instructors and potential
teachers from Cal State Hayward, HUSD and surrounding districts.
Eldridge faculty has planned interactive district workshops with
discussions of observations and time for questions and exploration. The
California State Department of Education (CSDE) invited the Eldridge
principal to present at the Principal's Roundtable, an improvement
conference for administrators. A feature article on Eldridge School
programs will be published in the Elementary Education Network
Newsletter of the CSDE in Spring 2003.

In addition, Eldridge will use staff expertise to support the
implementation of the NCLB professional development plan for principals
and teachers at other schools within HUSD. This plan will highlight
consistent success of ELs, effective use of technology to improve
learning, successful teaching methods for children of special needs, and
the importance of character building. The plan will also show the
advantages of effective use of data and assessment to drive instruction,
and the importance of successful staff-parent partnerships.

[PART V -- CURRLICULM AND INSTRUCTION]{.underline}

1\. Describe in one page the school's curriculum, including foreign
languages and show how all students are engaged with significant
content, based on high standards.

Eldridge provides a balanced comprehensive standards-aligned curriculum
for all students. The staff addresses each learner's experiences and
needs through weekly grade-level team meetings and collaboration with
beyond-school programs. Teachers create study units that incorporate
standards with integrated lessons to address diverse instructional needs
and interests.

One way that Eldridge ensures a standards-aligned curriculum in all
subject areas is through teacher-created, standards-based curriculum
calendars. In June, teachers divide the standards into monthly goals for
the following year. Throughout the year the calendars are used to
monitor ongoing progress and adjust teaching through exciting, engaging
lessons.

At Eldridge, core and supplemental language arts materials are matched
to state standards. A careful selection of a combination of district
adopted and supplementary materials lays the foundation of the strong
language arts program. Teachers use a wide variety of instructional
strategies to deliver a balanced program including guided, shared and
modeled reading, sustained silent reading, literature based instruction,
structural analysis, vocabulary building, graphic organizers, multiple
modalities, process writing, journal writing, summary skills, research
projects and cooperative learning. Language arts programs support
English language development and small-group and differentiated
instruction, emphasizing decoding and comprehension strategies. Extended
learning is provided through a before and after-school reading
intervention program, as well as enrichment activities for gifted
learners.

After careful analysis of math abilities, the staff established a math
curriculum integrating basic computation skills, concepts and
problem-solving skills using Houghton Mifflin *Mathematics* and Glencoe
Math. It incorporates daily problem solving and high use of
manipulatives, enabling all students to develop strong mathematical
reasoning skills. Instruction includes whole-group, small-group and
cooperative-group lessons. Supplemental programs such as Touch Math,
Daily Calendar Math, Mountain Math, Marci Cook, Excel Math and a variety
of computer programs are integrated into the core curriculum.
After-school programs, such as Algebra Club and the math intervention
program, provide additional learning opportunities.

Standards-based core curriculum programs for science, social science,
library, music, and P.E. contribute to a comprehensive program. At
Eldridge, hands-on activities in an established science lab setting
engage students while learning critical thinking skills and the
scientific method. In social studies, students engage in
cross-curricular literature, role-playing, community circle, assemblies,
study trips and use of educational software. Eldridge celebrates
cultural diversity through units on ancestry and specific events such as
Asian Lunar New Year, Martin Luther King and Cesar Chavez Day. The
library program is linked inextricably to the language arts standards to
support the reading program. Standards-based P.E. is balanced to include
skill building, teamwork, sportsmanship, physical fitness and healthy
lifestyle choices. Standards-based vocal and instrumental music
instruction integrates music across the curriculum and celebrates
Eldridge's many cultures.

Standards-aligned thematic units incorporating skills from all subject
areas are created by the staff and modified by grade level teams.
Schoolwide thematic units are often community service based like the
community garden, peer tutoring, community reading, recycling and
environmental cleanup. These events have become part of the Eldridge
family life.

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

When planning the Eldridge School reading program, teachers referred to
current research findings. In concert with district adopted texts,
primary grade teachers focus heavily on developing phonological
awareness and decoding skills among early learners, as these are
essential ingredients in early reading instruction (Adams). Cunningham
also pointed out that children need to have a repertoire of strategies
to figure out unknown words, and Eldridge teachers are well aware that
younger and less skilled readers rely on context clues to decode, rather
than using sound-spelling strategies and structural clues. Research by
Stanovich over the past 20 years continues to identify the over reliance
on context clues by struggling readers. Without phonemic awareness,
along with alphabet recognition, early reading success is doomed
(Adams). Eldridge teachers ensure that all students receive a rich,
individualized program of instruction, which includes multiple
strategies and word attack skills in reading, writing, and phonemic
awareness. Reading/language arts in-services and workshops, training by
text publishers and professional development coursework have helped
Eldridge teachers broaden their knowledge and model their teaching based
on current research and best practices. Because poor readers are
identified as early as Kindergarten and first grade, early intervention
becomes a critical component of Eldridge's reading program. In Juel's
longitudinal study of first through fourth grade reading and writing,
students who performed poorly at the end of first grade also performed
poorly at the end of fourth grade. Eldridge teachers engage in frequent
informal and formal assessments of students' reading and writing skills
and provide before and after-school reading intervention classes to
support achievement. Teachers also lend support by providing take-home
readers, classroom lending libraries for wide reading (Strickland) and
tutoring so that struggling readers have opportunities to increase
literacy. Third through sixth grade teachers continue to support
struggling readers and writers by supporting phonological awareness
among students.

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

This year, HUSD adopted a standards-based science series which
incorporates standards from the subject areas of reading/language arts
and mathematics. Eldridge staff teaches science as an interdisciplinary
course. A variety of instructional strategies and activities are used to
deliver the science program, including: units integrating literature and
reflective journal writing; a science fair showcasing student
exploration employing the scientific method; lab experiences
incorporating geometry, measurement and graphing; and cooperative
learning.

Eldridge students receive both classroom and experiential instruction in
the science laboratory. Grade level teams of teachers, in collaboration
with two science lab facilitators, prepare each science lab activity.
The facilitators set up each lab and assist classroom teachers
throughout the lab procedure. Lab activities are designed to meet state
standards. The tactile learning in the lab provides engaging and dynamic
learning experiences at all grade levels.

This spring there will be a new state science assessment for 5^th^
graders. Since Eldridge students have enjoyed a quality,
interdisciplinary, standards-based science program that incorporates
information with hands-on experiences, we expect our students to perform
well on this and other assessments.

The Eldridge science program crosses language barriers by addressing the
learning styles and needs of its diverse student population. A hands-on,
standards-based science program at Eldridge empowers teachers to deliver
dynamic science instruction, making "Every child a learner -- Every day
an opportunity" ring true for all students.

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

Eldridge School uses a variety of instructional methods to improve
student learning and ensure individual student progress. The goal is to
make sure no child is left behind in efforts to meet and exceed
California state standards. Differentiated instruction meets individual
students' needs and supports student progress. Independent study, choral
reading, *Zoophonics*, daily math review and science reflection journals
supplement the core curriculum. Leveled reading and math groups in the
upper grades, staggered reading in the primary grades, push-in and
pull-out reading and math instruction, small group direct teaching,
flexible grouping and beyond-school intervention are designed to improve
all student learning. The GATE program challenges students with
differentiated lessons and extra-curricular experiences. The
after-school Algebra Club encourages interested students to learn
advanced algebraic concepts.

Teachers identify student achievement levels early in the school year
with a combination of comprehensive assessments, Accelerated Reader
leveling, portfolio work samples, and resource checklists. The Student
Study Team (SST) assesses "at risk" students and recommends
interventions and modifications to take place at home, in the classroom
and during beyond- school intervention classes taught by credentialed
teachers. The resource teacher and program coordinator work with
teachers to monitor student progress. ELs receive special instruction in
the classroom and are pulled out for vocabulary building and oral
language development.

The key to our success is based on the following components:
communication; research on effective teaching techniques; and the
continuous examination of student data. These components help staff
determine the best instructional methods and practices to improve
student learning, leaving no child behind.

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

Eldridge is a teacher-led school. Eldridge teachers are serious about
professional development. "Teachers are the centering point in school
achievement: their experience, their qualifications, their competence
and their expertise" (McGhan, 2002). In a recent research journal,
McGhan emphasizes that improving student achievement is directly
correlated with teacher opportunity for self-improvement.

Staff development is integral to student achievement and Eldridge has a
specific process designed to select staff development opportunities and
to evaluate and share information from conferences and other training
among the faculty members. The staff prioritizes student and school
needs based on a combination of factors that focus on enhancing
professional development in order to bolster student achievement.
Innovative approaches and strategies are shared through meetings, in
writing and through teacher modeling.

A recent example of the impact of professional development on student
performance is the implementation of GATE conference ideas to enhance
learning among upper grade students. The faculty team assigned to
examine discrepancies between performance and abilities of GATE students
introduced an innovative strategy whereby students were given choices in
how they preferred to transform conceptual learning into application.
Student performance improved when they were offered multiple means
through which to demonstrate learning. This winning strategy was
subsequently extended to all upper grade students. Benchmark
performances are now presented through a wide array of modalities.
Students are excited about having choices on how to demonstrate their
acquired knowledge.

The consistent shared vision for staff development and the day-to-day
attention to each child's progress, combined with the ability of staff
to quickly shift their attention to areas of need, continue to be our
focus, making **"Every child a learner -- Every day an opportunity."**

**Eldridge School Norm-Referenced Test Data**

Grade [2]{.underline} Test: [Stanford Achievement Test Series
(SAT9)]{.underline}

Edition/publication year [9^th^ Edition, 1996]{.underline} Publisher:
[Harcourt, Inc.]{.underline}

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

[The students excluded from testing are those in Special Day Classes
(moderate to severely disabled) as noted under each table. These
students are exempt by their Individual Education Plans (IEP) and are
assessed as prescribed in their plans. Other exclusions include parental
requests and absenteeism.]{.underline}

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

> Subject: Reading

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            52          54          37          36          33

  Number of Students     64          70          71          53          42
  Tested                                                                 

  Percent of Students    94          96          95          90          98
  Tested                                                                 

  Number of Students     4           3           4           6           1
  Excluded                                                               

  Percent of Students    6           4           5           10          2
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          73          28          35          24
  American                                                               

  2\. Hispanic           44          46          12          30          27

  3\. White              \*          67          23          48          45

  4\. Socio-econ.        48          53          33          36          24
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 4 3 2 5 1

> Subject: Math

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            54          69          34          25          35

  Number of Students     64          70          71          53          42
  Tested                                                                 

  Percent of Students    94          96          95          90          98
  Tested                                                                 

  Number of Students     4           3           4           6           1
  Excluded                                                               

  Percent of Students    6           4           5           10          2
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          77          36          15          23
  American                                                               

  2\. Hispanic           48          64          26          23          26

  3\. White              \*          79          43          30          48

  4\. Socio-econ.        55          64          31          26          32
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 4 3 2 5 1

\* denotes a subgroup with too few students to report due to
confidentiality according to CA regulations

## Eldridge School Norm-Referenced Test Data

Grade [3]{.underline} Test: [Stanford Achievement Test Series
(SAT9)]{.underline}

Edition/publication year [9^th^ Edition, 1996]{.underline} Publisher:
[Harcourt, Inc.]{.underline}

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

[The students excluded from testing are those in Special Day Classes
(moderate to severely disabled) as noted under each table. These
students are exempt by their Individual Education Plans (IEP) and are
assessed as prescribed in their plans. Other exclusions include parental
requests and absenteeism.]{.underline}

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

> Subject: Reading

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            54          41          37          37          35

  Number of Students     56          60          45          37          45
  Tested                                                                 

  Percent of Students    88          88          83          86          96
  Tested                                                                 

  Number of Students     8           9           9           6           2
  Excluded                                                               

  Percent of Students    12          12          17          14          4
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          52          30          44          36
  American                                                               

  2\. Hispanic           47          46          30          22          30

  3\. White              \*          \*          63          51          46

  4\. Socio-econ.        44          37          26          36          22
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 7 9 9 6 2

> Subject: Math

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            70          57          41          38          34

  Number of Students     56          60          45          37          45
  Tested                                                                 

  Percent of Students    88          88          83          86          96
  Tested                                                                 

  Number of Students     8           9           9           6           2
  Excluded                                                               

  Percent of Students    12          12          17          14          4
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          55          23          35          23
  American                                                               

  2\. Hispanic           65          45          33          21          33

  3\. White              \*          \*          56          52          51

  4\. Socio-econ         61          54          31          27          25
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

## Number of SDC Students 7 9 9 6 2

\* denotes a subgroup with too few students to report due to
confidentiality according to CA regulations

## Eldridge School Norm-Referenced Test Data

Grade [4]{.underline} Test: [Stanford Achievement Test Series
(SAT9)]{.underline}

Edition/publication year [9^th^ Edition, 1996]{.underline} Publisher:
[Harcourt, Inc.]{.underline}

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

[The students excluded from testing are those in Special Day Classes
(moderate to severely disabled) as noted under each table. These
students are exempt by their Individual Education Plans (IEP) and are
assessed as prescribed in their plans. Other exclusions include parental
requests and absenteeism.]{.underline}

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

> Subject: Reading

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            53          49          48          34          36

  Number of Students     52          50          35          47          28
  Tested                                                                 

  Percent of Students    84          93          81          94          82
  Tested                                                                 

  Number of Students     10          4           8           3           6
  Excluded                                                               

  Percent of Students    16          7           19          6           18
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          \*          48          24          11
  American                                                               

  2\. Hispanic           36          30          23          31          30

  3\. White              \*          \*          78          47          53

  4\. Socio-econ.        37          43          47          20          39
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 10 3 8 3 6

> Subject: Math

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            72          59          61          44          45

  Number of Students     52          50          35          47          28
  Tested                                                                 

  Percent of Students    84          93          81          94          82
  Tested                                                                 

  Number of Students     10          4           8           3           6
  Excluded                                                               

  Percent of Students    16          7           19          6           18
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      42          \*          44          24          10
  American                                                               

  2\. Hispanic           57          44          41          52          31

  3\. White              \*          \*          86          43          68

  4\. Socio-econ.        63          54          52          30          41
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

## Number of SDC Students 10 3 8 3 6

\* denotes a subgroup with too few students to report due to
confidentiality according to CA regulations

## Eldridge School Norm-Referenced Test Data

Grade [5]{.underline} Test: [Stanford Achievement Test Series
(SAT9)]{.underline}

Edition/publication year [9^th^ Edition, 1996]{.underline} Publisher:
[Harcourt, Inc.]{.underline}

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

[The students excluded from testing are those in Special Day Classes
(moderate to severely disabled) as noted under each table. These
students are exempt by their Individual Education Plans (IEP) and are
assessed as prescribed in their plans. Other exclusions include parental
requests and absenteeism.]{.underline}

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

> Subject: Reading

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            49          40          38          29          47

  Number of Students     47          38          52          30          26
  Tested                                                                 

  Percent of Students    96          83          95          86          90
  Tested                                                                 

  Number of Students     2           8           3           5           3
  Excluded                                                               

  Percent of Students    4           17          5           14          10
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          \*          36          16          37
  American                                                               

  2\. Hispanic           37          32          34          27          51

  3\. White              \*          \*          46          39          45

  4\. Socio-econ.        42          27          28          30          38
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 2 8 2 4 3

> Subject: Math

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            61          46          45          37          43

  Number of Students     47          38          53          30          26
  Tested                                                                 

  Percent of Students    96          83          96          86          90
  Tested                                                                 

  Number of Students     2           8           2           5           3
  Excluded                                                               

  Percent of Students    4           17          4           14          10
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          \*          39          25          22
  American                                                               

  2\. Hispanic           56          32          48          26          48

  3\. White              \*          \*          55          53          35

  4\. Socio-econ.        53          32          32          39          36
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 2 8 2 4 3

\* denotes a subgroup with too few students to report due to
confidentiality according to CA regulations

## Eldridge School Norm-Referenced Test Data

Grade [6]{.underline} Test: [Stanford Achievement Test Series
(SAT9)]{.underline}

Edition/publication year [9^th^ Edition, 1996]{.underline} Publisher:
[Harcourt, Inc.]{.underline}

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

[The students excluded from testing are those in Special Day Classes
(moderate to severely disabled) as noted under each table. These
students are exempt by their Individual Education Plans (IEP) and are
assessed as prescribed in their plans. Other exclusions include parental
requests and absenteeism.]{.underline}

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

> Subject: Reading

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            52          59          45          53          27

  Number of Students     38          59          34          23          31
  Tested                                                                 

  Percent of Students    95          94          89          96          82
  Tested                                                                 

  Number of Students     2           4           4           1           7
  Excluded                                                               

  Percent of Students    5           6           11          4           18
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          \*          50          39          28
  American                                                               

  2\. Hispanic           27          54          35          47          18

  3\. White              \*          \*          48          67          44

  4\. Socio-econ.        41          44          41          \*          26
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 2 4 4 1 7

> Subject: Math

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

  Testing Month:         April/May   April/May   April/May   April/May   April/May

  SCHOOL SCORES                                                          

  Total Score            72          71          71          66          34

  Number of Students     38          59          34          23          31
  Tested                                                                 

  Percent of Students    95          94          89          96          82
  Tested                                                                 

  Number of Students     2           4           4           1           7
  Excluded                                                               

  Percent of Students    5           6           11          4           18
  Excluded                                                               

  SUBGROUP SCORES                                                        

  1\. Black/African      \*          \*          52          39          26
  American                                                               

  2\. Hispanic           45          69          65          63          22

  3\. White              \*          \*          77          67          59

  4\. Socio-econ.        61          63          69          \*          33
  Disadvantaged                                                          
  ---------------------- ----------- ----------- ----------- ----------- -----------

Number of SDC Students 2 4 4 1 7

\* denotes a subgroup with too few students to report due to
confidentiality according to CA regulations