##### *Revised May 23, 2006*

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education Revised 5/22/2006*

**Cover Sheet** Type of School: (Check all that apply) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Gretchen S. DeVore]{.underline}

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

Official School Name [Waterville Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [115 Main Street]{.underline}

\_[Waterville]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_[Iowa]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[52170-0115]{.underline}\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Allamakee]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_[0135]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 563 ) 535-7245]{.underline} Fax [( 563 )
535-7110]{.underline}

Website/URL [www.allamakee.k12.ia.us]{.underline} E-mail
[gdevore@allamakee.k12.ia.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\* [Mr. John Speer]{.underline}

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

District Name [Allamakee Community School District]{.underline} Tel. [(
563 ) 568-3409]{.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 Mr. Tom Baxter

President/Chairperson

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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 with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The 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
    the 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: \_\_3\_\_\_ Elementary schools

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

\_\_1\_\_ Junior high schools

\_\_1\_\_\_ High schools

\_\_\_\_\_ Other

\_\_5\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \$6,766.71

Average State Per Pupil Expenditure: \$7,082.73

**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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ X \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **PreK**                                                  **7**                             

  **K**       8         5                      **13**       **8**                             

  **1**       7         12                     **19**       **9**                             

  **2**       6         7                      **13**       **10**                            

  **3**       6         5                      **11**       **11**                            

  **4**       12        10                     **22**       **12**                            

  **5**       10        9                      **19**       **Other**                         

  **6**       8         11                     **19**                                         

                                    **TOTAL                                                   **116**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% 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:
\_\_\_.7\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

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

  **(4)**                   Total number of students in 137
                            the school as of October 1  

  **(5)**                   Total transferred students  .007
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           .7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_0\_\_\_\_\_%

\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_1\_\_\_\_\_

Specify languages: English

9\. Students eligible for free/reduced-priced meals: \_\_\_48\_\_\_\_\_%

Total number students who qualify: \_\_\_55\_\_\_\_

> 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: \_\_12\_\_\_\_%

\_\_14\_\_\_\_\_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.

\_\_0\_\_Autism \_\_0\_\_Orthopedic Impairment

\_\_0\_\_Deafness \_\_0\_\_Other Health Impaired

\_\_0\_\_Deaf-Blindness \_\_11\_\_Specific Learning Disability

\_\_2\_\_Emotional Disturbance \_\_3\_\_Speech or Language Impairment

\_\_0\_\_Hearing Impairment \_\_0\_\_Traumatic Brain Injury

> \_\_0\_\_Mental Retardation \_\_0\_\_Visual Impairment Including
> Blindness
>
> \_\_1\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[7\_]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_1\_\_\_\_]{.underline}
[\_\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals \_\_\_[2 \_]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[13\_]{.underline}\_\_\_
> [\_\_\_\_3\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers:
\_[16:1\_\_\_\_\_\_]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   96%         96%         95%         97 %        96%

  Daily teacher attendance   94%         94%         93%         85%         92%

  Teacher turnover rate      0%          7%          18%         8%          0%

  Student dropout rate       NA          NA          NA          NA          NA
  (middle/high)                                                              

  Student drop-off rate      NA          NA          NA          NA          NA
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Waterville Elementary is a small humble rural school in Allamakee County
with a student population of 116. We encompass several little northeast
Iowa town and farm families as part of a larger school district. We are
located in the very northeast corner of the state next to the
Mississippi River and Yellow River Forest. Our land is high cliffs and
rolling pastures where both beef and dairy cattle roam. Almost half of
our students come from lower socio-economic backgrounds with parents who
have multiple jobs to help make ends meet. Even with the hardships about
65% of the parents participate with the Parents for Progress activities
to help the school with needed materials and supplies. These are
dedicated people!

Our district vision is to serve all students fairly and equitably as we
facilitate their educational experience. We do this with class sizes of
less than 24 at each grade level and a full team of special teachers for
art, music, physical education, talented and gifted, special education,
guidance, and Title 1 reading. A majority of the professionals in this
building have grown-up and currently live with their families in this
area. They know the students, their parents and grandparents. This
special connection provides teachers and parents with an open
communication system to reach each and every child. This also adds to
our ability to facilitate each student's educational path to success.

We cherish the past with all school reunions each summer, and reach
toward the future with a multitude of technology infusion and quality
after-school programming available for all students. We take it to heart
that all children can and will learn to the best of their ability. You
will find educational professionals here early in the morning and late
in the afternoon and evening preparing for lessons in a
socio-economically diversified classroom environment. We strive to
provide the best environment for high academic standards and the support
necessary for each child to achieve these standards.

We have special motivating activities to promote high success. Our
students who meet their reading goals for the year are treated to a
variety of activities during the last few days of the school year. Our
fifth grade class takes a self-supported multiple day adventure to the
capital city of Des Moines each summer to culminate their study of Iowa
history. The third grade classroom maintains a beautiful historical
prairie in the front of the school and gathers seeds as part of the
process. All classrooms regularly plant new trees as part of a weather
break for the playground area.

Each spring, during the month of April, we celebrate reading with
several special multi-cultural events. This is highlighted with a
variety of international reading guests. All students take part in
learning activities that bring diverse cultures into our small low
socio-economic Anglo community. Cross grade level partnerships highlight
reading with a special emphasis on the arts, physical activities and
food of the cultures presented. Drama presentations from various grades
enhance the reading curriculum. We also celebrate the hero's of our
culture with community presentations for Veteran's Day, winter and
spring music and art events.

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

**Assessment Results:** We, at Allamakee schools, use a variety of
standardized tests to take a snapshot picture of where our students are
academically at different times of the year. The most well know of these
is the Iowa Test of Basic Skills. The ITBS are given to students in K-8
and are used as our comparison at the local, state and federal levels.
We test each student in the reading/language arts, math and science
areas. Other assessments are used throughout the year as well to help us
make sound educational decisions on what we can do to provide students
with the best learning climate and instructional strategies.

We look at the following groups of data; whole group by grade level,
gender, socio-economic and special education. The state of Iowa has set
the 41^st^ percentile as the level of proficiency for each student in
each tested area. It is our goal to have each student meet this level on
a yearly basis. Iowa has a trajectory chart to help schools set goals
for student success. Waterville students consistently do very well on
these assessments. There has been consistent growth over the past 5
years in the 4^th^ grade groups assessed, from 64% proficient to 78%.
We, as all schools do, have some disparities among some subgroups in the
scores they achieve. Our special education, lower socio-economic and
at-risk students have a harder time reaching the proficiency level.
However, our students with Individual Education Plans have shown
tremendous growth in this same time frame from 0% proficient to 57%.
This is a tribute to the hard working professionals who look at
individual students and help them maximize their potential.

We have established content area standards, which means identifying the
skills, knowledge and abilities in all content areas that the school
district believes should drive the focus of instruction and student
learning at each grade level. We use the Iowa Test of Basic Skills as
one measure to determine the extent to which the students are achieving
these core content standards.

All students participate in the testing and no subgroups are excluded. A
student must meet the state's full academic year of attendance
requirement to be included in the reported results. The testing takes
place each January with results returned and reviewed in early March.
These results are disaggregated for subgroup reporting but only groups
of ten or more are reported out to the public.

**Using Assessment Results:** The purpose of assessment is to drive
instruction for academic success for all students. Educational
professionals check for understanding multiple times daily as they
present lessons in all content areas. When looking at assessment results
we look for areas of strength and weaknesses in each content area and
each subgroup. By looking at trends over time we can determine if there
are gaps in the curriculum or what areas need additional attention for
the next school year. Next year's teachers look at the class data and
form conclusions on areas of need and direct their attention to improve
those areas through increased instruction.

The district has a comprehensive assessment plan using both standardized
and curriculum based measures throughout the school year. We use
technology based assessments such as Accelerated Reader and A+ Learning,
which are monitored on a weekly basis. The combination of all district
assessments are reviewed by the administrative team, building level
teams, curriculum development teams and the school improvement advisory
committee. The district professional development team also looks closely
at this data to determine what direction district and building wide
professional development learning should go.

Assessment results are as important to the educators as they are to the
students. Educational professionals use their time in professional
development to study, review and implement instructional strategies to
help children achieve high success in all areas. Teachers and
administrators can monitor implementation through student assessment
results on tests such as the ITBS.

**Communicating Assessment Results:** Allamakee Community School sends
home report-cards four times a year with daily curriculum based
assessments recorded. At the twice yearly conferences parents are given
a detailed explanation of the scores achieved on all standardized
assessments given during that time frame. In addition to these scheduled
times monthly newsletters with assessment information are sent home and
articles appear in the local newspaper explaining what each assessment
is and why we give them. Because of our educational staff's close
connection with its community members communication happens during
non-school structured times as well; examples would include the grocery
store and church fellowship halls. All yearly assessment data is shared
in the Annual Progress Report to the State Department of Education. This
document also goes to the Area Education Agency and the community.

**Sharing Success:** We love to share our story with the world. There
are monthly newsletters with success stories of all kinds. Articles
written by teachers and students are placed in the local newspaper and
pieces of good news sprinkled on the district web page. Our daily
announcements include the names of students who have reached academic
goals and other celebrations in their lives.

We would share this success with local media including television and
radio. Several individuals are planning a celebration assembly for the
community with the presentation of the award to the whole school. We
will seek locations to share our success so others can learn from it as
well, such as the state school board convention, the School
Administrators of Iowa convention and area schools. It has already been
an honor to be nominated.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum:** The Allamakee Community schools offer a comprehensive
curriculum that includes language arts (reading, phonics, spelling,
grammar, writing), mathematics, science, social studies, music, art and
physical education. The curriculum is built on quality standards and
benchmarks that are aligned with the assessments. It is our standards
and benchmarks that drive our instruction and determine the essential
components of our curriculum. To support the needs of individual
learning we have support for students through special education, Title 1
and talented and gifted programming. Technology is infused throughout
the content areas as computer lab space is available for the grade
levels. Teachers collaborate with like grade levels, subject areas and
mixed learning communities to ensure fidelity in the implementation of
instructional strategies across the district. The elementary teachers
and para-educators have been receiving and will continued with Reading
First professional development while the secondary professionals have be
researching and implementing the instructional strategies researched by
Marzano.

Our district works with K-12 teams to review and revise an area of study
each year as per a seven year cycle. As part of the Mid-Iowa School
Improvement Consortium we maintain rigorous standards and benchmarks in
the core areas of reading, math and science. During this process we are
also crosswalking topics that fit into multiple areas. By having a
district goal that all teachers are teachers of reading we are stressing
the importance of quality instructional strategies for all areas.

The students at Waterville Elementary enjoy not only the core curriculum
set by the district but also enriched hands-on activities our school
environment and small class size allow us to do. For example when
researching and studying the rainforest our teachers and students took
an old art room and turned it into the rainforest, complete with plants
and animals. When working with the life cycle of plants we designed and
landscaped areas around the school grounds. To culminate a year long
program on sportsmanship and anti-bullying we will have a field day and
all school picnic. Our curriculum goes beyond paper, pencil and
research; we bring as much as possible to life. Our sixth graders really
do bring their research to life with a reenactment of famous people
museum presented to the school and public in the spring each year.

**Reading:** Reading is the key to all academic and future success. By
having a solid foundation in reading, students will be able to build all
their academic skills to their fullest potential. A comprehensive
reading program includes quality instruction in vocabulary, phonemic
awareness, comprehension, phonics and fluency. These are the key
components in the three stages of reading; learning to read, reading to
learn and loving to read.

Students start with letter sight and sound recognition in kindergarten.
Jolly Phonics adds a motor skill element to each letter sound. We want
to reach students' multiple learning styles at a young age to promote
learning as a positive adventure. Sight word recognition is carried into
first grade and small reading group instruction is key during a daily
scheduled time. These groupings are flexible and students move
frequently throughout the year. Second grade is a year of transition
from teacher selected materials to self-selection. The four key block of
reading; guided reading, writing, shared reading and phonics are the
strength in this year of growth. Students are grouped based on
diagnostic assessments given at least three times a year. Vocabulary
development is the highlighted element in third grade along with fluency
and comprehension. Fourth, fifth and sixth grade bring it all together
to foster the love of reading for both information and pleasure. The
transfer and internalization of these skills is what makes each of us
life-long readers.

As the students progress through upper elementary their reading lessons
become literature based with time spent with individual students on
specific skills. We use Accelerated Reading in first through sixth grade
as a motivating tool to promote reading fluency and comprehension.

Allamakee Schools have adopted the Reading First strategies as an
intricate part of the reading curriculum before having it be required by
the state. We have had two years of training and implementation for
Think Alouds, Talk Alouds, and Read Alouds. Our educational
professionals are also being trained in the use of PWIM ( picture, word,
induction model) for all classrooms at the elementary level to develop
stronger vocabulary and pre-reading skills.

**Kids Club:** In order to meet the needs of our student population we,
Allamkee Community Schools, wrote a million dollar grant for Community
Connections. Through this grant Waterville Elementary is able to provide
an after-school program with small group tutoring, a variety of
academically based clubs, physical activities, snacks and periodically
adventures to educational locations. This is the only way many of our
students can learn about different cultures, foods and sports activities
hands-on. We have over 70% participation throughout the school year for
this program. Since we are a rural school there is transportation
available for neighboring communities after Kid's Club. We make it as
"user friendly" as possible. Parents and community members are invited
in at the end of each club session for a student presentation on what
they have learned.

**Instructional Methods:** The educational staff uses best practice
strategies to teach each curriculum area. We have had training in the
Reading First strategies from the Area Education Agency and will begin
learning community conversations using Robert Marzano's [Instructional
Strategies that Works]{.underline} book. Technology integration takes
the students to the next level of instruction throughout the district.
Students have the ability to do drill and skill practice specific to
their area of weakness both at home and at school. Teachers enrich their
student's lessons with extended activities, and literally bring the
world into our small school.

Waterville teachers are very aware of the importance culture and climate
play in each student's ability to learn. We have a social skills
curriculum of classroom meetings, whole school assemblies and counselor
directed discussion. This strategy of open and quality communication
between staff and parents helps to maintain positive classroom
environments as part of the classroom management methods of the school.

**Professional Development:** It is the goal of the Allamakee Community
Schools and the state of Iowa to use professional development for the
betterment of student achievement. We have dedicated 90% of our teacher
in-service time to district and building level activities using
research---based strategies to promote student success. Our professional
development team using the data from district assessments creates a year
long plan to address the needs of our students using quality
research-based information.

The board of education has dedicated several early-out afternoons for
the purpose of teacher professional development. Teachers use this
valued in-service time to review, coach, learn and evaluate data and
strategies to best help each and every one of their students. Allamakee
Schools has adopted the Iowa Professional Development Model as the basis
for their professional in-service regiment.

**PART VII - ASSESSMENT RESULTS**

Subject **[Reading]{.underline}** Grade **[4]{.underline}** Test **[Iowa
Test of Basic Skills]{.underline}**

Edition/Publication Year **[1993/2000]{.underline}**
Publisher\_**[Riverside Publishing Company]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        January     January     January     January     January

  **SCHOOL SCORES**                                                                    

  \% At or Above Meets State           96          77          81          71          57
  Standards**\***                                                                      

                                                                                       

  Number of students tested            23          17          31          24          22

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Economically Disadvantaged                                                       

  \% At or Above Meets State Standards 90                      69                      

  Number of students tested            10                      16                      
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject **[Mathematics]{.underline}** Grade **[4]{.underline}** Test
**[Iowa Test of Basic Skills]{.underline}**

Edition/Publication Year **[1993/2000]{.underline}**
Publisher\_**[Riverside Publishing Company]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        January     January     January     January     January

  **SCHOOL SCORES**                                                                    

  \% At or Above Meets State Standards 99          94          68          79          73

  Number of students tested            23          17          31          24          22

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Economically Disadvantaged       99                      69                      

  \% At or Above Meets State Standards 10                      16                      

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