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

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

**Cover Sheet**

Name of Principal : **Mr.Edward J. Doherty**

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

Official School Name : **Holy Trinity Catholic School**

(As it should appear in the official records)

School Mailing Address: **3750 William D. Tate Avenue**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

City **Grapevine** State **Texas 76051-7106** Zip Code+4 (9 digits
total)

Tel**. [(817)421-8000]{.underline}** Fax [**(817)421-4468**]{.underline}

Website/URL [**www.holytrinity.airweb.net**]{.underline} Email
**HTCS2@airmail.net**

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

Name of Superintendent; **[Sister Marguerite Connors,
SHSp]{.underline}**

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

District Name [**Diocese of Ft. Worth**]{.underline} Tel.
[**(817)560-3300**]{.underline}

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

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

Name of School Board

President/Chairperson **Mrs. Janice Gentsch**

(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 3/17/03

(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: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**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\. [9]{.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**       31        41                     **72**       **7**       25        22          47

  **1**       29        31                     **60**       **8**       14        31          45

  **2**       41        25                     **66**       **9**                             

  **3**       23        36                     **59**       **10**                            

  **4**       26        27                     **53**       **11**                            

  **5**       23        31                     **54**       **12**                            

  **6**       13        35                     48           Other                             

                                    **TOTAL                                                   504
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82]{.underline} % White

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

[8]{.underline}% Hispanic or Latino

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

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

\_\_\_\_\_\_\_4 % Multi Racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 2%

> (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 2
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    541
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .02
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.00
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_3\_\_\_\_\_\_

Specify languages: Spanish, Italian, Vietnamese

9\. Students eligible for free/reduced-priced meals: \_\_\_1 \_\_%

\_\_\_4\_\_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: \_\_\_11\_\_\_%
**\*See notation**

\_\_\_57\_\_\_Total Number of Students Served

**\***"Even though only a few students receive minimal direct services,
all of our students with learning differences are being served. Most are
performing on grade level with minimal classroom accommodations.
Accommodations are continually monitored for effectiveness and revised
when requested by therapists, doctors, or diagnosticians."

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_3\_\_Autism \_\_1\_\_Orthopedic Impairment

\_\_0_Deafness \_\_31\_\_Other Health Impaired

\_\_0\_\_Deaf-Blindness \_\_7\_\_Specific Learning Disability

\_\_1\_\_Hearing Impairment \_\_14\_\_Speech or Language Impairment

\_\_0\_\_Mental Retardation \_\_0\_\_Traumatic Brain Injury

\_\_0_Multiple Disabilities \_\_0_Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_2\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_25\_\_\_ \_\_\_\_2\_\_\_\_

Special resource teachers/specialists \_\_\_\_6\_\_\_ \_\_\_\_2\_\_\_\_

Paraprofessionals \_\_\_\_1\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_5\_\_\_ \_\_\_\_2\_\_\_\_
>
> Total number \_\_\_\_39\_\_\_ \_\_\_\_6\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_\_20:1\_\_\_\_

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 98%             98%             98%             98%             98%

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

  Teacher turnover rate    11%             18%             19%             18%             19%

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

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). 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.

Holy Trinity Catholic School in Grapevine, Texas, has as its mission to
nurture and empower learners for lives of commitment to the pursuit of
knowledge, leadership and service to our neighbors, to the global
community and to God.

The School began operation in August, 1994, in five modular classroom
buildings on the property of St. Michael's parish. The school began with
a morning pre-kindergarten program for 4 year olds, three sections of
kindergarten and one first grade class. Before and after school care
(the Extended Day Program) was also offered to school families. A total
of 87 students were enrolled with a faculty of nine. The school grew by
adding one grade level each year until the grade range included
pre-kindergarten through eighth grade. Holy Trinity's first graduation
ceremony took place on May 24, 2002.

57 of our students have diagnosed learning differences. An additional 30
students are being monitored as possibly "at risk". Our instructional
philosophy emphasizes inclusion and support to ensure every child has
what is needed to be successful. The Diocese of Fort Worth school system
has a curriculum with clear objective criteria.

The School is committed to providing an appropriate educational setting
for the children of all parish families who desire to attend, insofar as
this is possible. We have a dedicated faculty with strong leadership
that values the talents of the whole group. The staff recognizes the
importance of the work they do. Not only the classroom teachers, but the
special subject teachers for Music, Spanish, P.E., Computer Education,
Library and Art work together to make sure everyone of our children is
served. Beginning in the fourth grade the classes are departmentalized.

We believe a strong cooperative partnership between home and school is
an essential ingredient in effective education. When all partners in the
process work together, the student is assured the best possible
educational experience. It is our philosophy that every child can learn
and we are committed to make every effort to offer that opportunity to
each of our students.

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

At the beginning of each school year all the students in Grades 2-8 are
given the OLSAT (Otis-Lennon School Ability Test) and the SAT (Stanford
Achievement Test). Over the years, the reports on individual students
are useful because they help us to recognize a pattern of the child's
ability and achievement and to discover a student's strengths and
weaknesses, along with any possible educational needs and learning
differences. However, the most important reason these tests are given is
that they provide important information helpful in evaluating our
programs by comparing what the children in our school have learned to
the results of thousands of children nationwide who have taken this
test.

Sometimes we note that our students do not do well on a certain area of
the test. This may be because we have chosen to emphasize that area at a
later time, or it may indicate a need to strengthen our curriculum in
that particular area. It is in the interpretation of the test results
that we as educators make decisions and plan our program. The grade
level staff then develops goals for the area they feel the students need
supplemental instruction. These skills are practiced periodically during
that same school year. The targeted area of the curriculum is then
checked the following year to determine if a deficit still exists.

Our curriculum is not driven by these test scores, nor are we pressured
to teach so that our children do well on these tests. All children, even
those with diagnosed learning differences, are included in our composite
score reports.

**Communication of the Data Assessed**

Report cards are issued four times a year after each nine-week grading
period. Generally, report cards for Pre-Kindergarten and Kindergarten
are designed to inform parents of specific skills and concepts mastered.
Students in Grades 1 and above receive letter grades based on the
following scale:

A 94-100 Excellent D 70-75 Needs Improvement

B 86-93 Good F below 70 Unsatisfactory

C 76-85 Satisfactory

Teachers explain specific grading procedures each fall at parent
orientation meetings.

Report cards, students' graded daily work, and tests are the primary
means used to communicate the student's progress to parents. Parents
whose children are achieving below average or failing grades are sent a
written mid-term progress report.

Parent/Teacher conferences for all students are scheduled after the
first grading period. The individual results of the Stanford Achievement
Test, Ninth Edition and the Otis-Lennon Test of Ability are shared with
the parents at conferences. There, the parent is given an overview of
the assessments which is published by Harcourt Brace Educational
Measurement (Copyright 1996). The teachers briefly discuss the child's
strengths and weaknesses with the parent based on the child's
achievement versus their ability. Any additional information that the
parent may request can be obtained from the school's learning support
coordinator.

The diocesan school office monitors the test results and plans
in-service programs which address the areas of the curriculum which
require attention.

**How Reading and Math Assessments Are Shared**

Results of our school's reading and math assessments are always shared
with the other schools in our system. We consider our school to be
unique in that we give no entrance exam or placement test prior to
acceptance into the school. We do ask parents to fill out a
questionnaire and provide information regarding any special academic
testing, diagnosis, or services which the student either has received or
is eligible to receive. No students' results are ever excluded from our
score reports.

Holy Trinity Catholic School has been a catalyst among the 19 schools in
the Diocese of Fort Worth for the inclusion of students with mild to
moderate learning differences in the regular classroom settings. We have
freely shared information about our successes and areas where we have
struggled with the other schools in the system. We were the first school
to employ a full time Learning Support Coordinator and the other schools
have followed the development of that position with great interest.

Through our efforts to obtain the most appropriate learning environments
for several of our students, we have formed some very productive working
relationships with local public school districts where those students
would attend. Our professional contacts with area diagnosticians and
therapists offer other avenues for sharing both our successes and
deepening our understanding of how to better serve such students.

Finally, we make periodic attempts to explain our philosophy to the
parents of all our students. By increasing their awareness of our
efforts and successes, we hope to build support and acceptance within
our own school community for meeting the needs of every student enrolled
at Holy Trinity.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**School Curriculum and Foreign Language Program**

Holy Trinity Catholic School is accredited by the Texas Catholic
Conference Education Department, one of the associations recognized by
the Texas Education Agency for accrediting non-public schools in Texas.

The Diocese of Fort Worth has adopted a written curriculum, which guides
our instructional objectives in the classroom. This enriched curriculum
exceeds the minimum standards established by the State of Texas and
includes Religion, Reading, Phonics, Spelling, English, Handwriting,
Mathematics, Social Studies, Science, Spanish, Music, Art, and Physical
Education. Middle School (grades 6-8) electives include Ceramics, Drama,
Public Speaking, Journalism, Choir, and Computer Skills. Computer
Education is taught in a lab setting and computers in the classroom
provide an opportunity for computer-assisted instruction.

The reading and phonics programs in the primary classes emphasize
phonological awareness. With exposure to print and the benefits from
good phonics instruction, students are better equipped to improve their
phonological memory and hopefully be successful readers.

Our school's Pre-Kindergarten curriculum seeks to provide the transition
from home to a school atmosphere. The early learning years provide the
basis for future learning. Learning experiences and play activities
encourage spiritual, intellectual, social, physical and sensor motor
growth in a spirit of Gospel values. The Pre-Kindergarten curriculum is
concerned with all aspects of the child's development.

Students are introduced to Spanish as a second language beginning in
Kindergarten. Instruction in speaking, reading and writing the Spanish
language is presented together with an appreciation of the cultures of
Spanish speaking nations. Methods used include music and vocabulary,
practice in listening, speaking, reading and writing, and grammar,
punctuation and composition. The goal is to enable students to
understand, enjoy and retain their knowledge of the language.

# 

# The School's Reading Curriculum

Our reading program is well-structured, but also represents an effort to
meet the individual needs of both high and low-end readers by providing
a rich variety of materials and activities. We have also attempted to
infuse a series of assessment options, both formal and informal, for all
of the skills being taught.

In the primary grades Holy Trinity's reading curriculum primarily
emphasizes phonological awareness. At the same time, it involves whole
group guided reading, controlled vocabulary for skills mastery, and
individual writing journals for interpretation and comprehension
opportunities. The reading program is integrated with skills covering
the related areas of listening, speaking, writing, language arts and
spelling. The Harcourt Brace texts are anthologies filled with excerpts
of familiar children's literature by noted authors. Student progress is
assessed through running records, reading/writing portfolios, diagnostic
tests for skills mastery along with literal, inferential and critical
thinking skills.

At the intermediate level, the program further develops the students'
interest in literature by providing background information on the
authors' lives. Skills already mastered are reviewed as more advanced
reading skills are introduced and students are given opportunities to
further explore and practice these skills.

Finally, there is greater emphasis on expanding vocabulary and creative
writing activities.

The middle school reading curriculum exposes students to selections of
literature that come from both classic and modern time periods. A
supplemental vocabulary program is used to provide additional
understanding of word meanings. Students are introduced to a wide
variety of literary genres, including novel studies and drama.

# 

# The School's Math Curriculum

In accord with our school's mission, we have a Math program which is
challenging and provides for the needs of all students.

In the primary grades, Holy Trinity's math curriculum is hands-on and
utilizes manipulatives with multiple activity options to present
concepts. Concepts and skills are introduced in whole class
presentations, after which children work cooperatively in small groups
and large groups. The program spirals so that skills previously taught
are reviewed during daily lessons.

In the upper grades, the students' basic understanding is expanded with
the use of word problems, multi-step applications, and some beginning
algebraic formulas. New concepts, particularly in the areas of geometry
and statistics are introduced and applied in group and individual
activities. The staff has collaborated to make certain our math
curriculum is vertically aligned through the grades so that students
continue to reinforce the basics while applying them to problem-solving
and algebraic processes.

7^th^ and 8^th^ grade students are placed according to ability and
interest level into different sections:

-   A math/pre-algebra program which enables the average student to
    apply algebraic reasoning and symbols to previously-studied
    concepts. The goal is to deepen their understanding of the concepts
    through practice of a variety of methods to achieve the same
    solution.

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-   Accelerated 7^th^ graders and regular 8^th^ graders study an
    in-depth pre-algebra program that includes proportional reasoning,
    functions and graphing, and solving equations and inequalities. This
    program serves as a smooth transition to Algebra 1 and allows for
    the mastery of skills needed for their 9^th^ grade algebra course.

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-   8^th^ grade algebra is offered to students successful in 7^th^ grade
    pre-algebra. In addition to all high school level Algebra 1
    concepts, a deeper understanding of statistics is presented. The use
    of graphing calculator technology enables students to participate in
    algebra unit extensions.

**Instructional Methods**

Holy Trinity Catholic School is committed to providing an appropriate
educational environment for all our students. In order to facilitate
this, our teachers respect the diverse needs of our students and
recognize the learning styles unique to them. We respect that not
everyone processes or learns in exactly the same way.

We believe the classroom teacher is in the best position to acknowledge
and respond to the student's differences in learning. Whenever possible,
a multi-sensory approach is adopted. Teachers utilize visual, auditory
and tactile instructional methods to ensure all students have an
opportunity to receive the information and to learn. Often there needs
to be a change in the method of presentation instead of adjusting the
level or pace of instruction.

When necessary, classroom accommodations are implemented for students
with specific, diagnosed learning differences. These accommodations are
not meant to reinforce the disability, but rather, reinforce the
student's strengths and work around the particular learning difference
to produce the best results. This allows all our students the
opportunity to feel successful.

Computers are available in every classroom. Students with a specific
diagnosis of dysgraphia may use keyboards to help with written work. A
wireless mobile computer lab with internet access is used in grades 4-8
as an instructional tool. Teachers utilize

multimedia presentation stations integrating technology with instruction
to reinforce our multisensory approach to learning.

By utilizing different instructional methods, we can increase the
success of our students and honor the potential of every child.

**Professional Development Program**

Quality professional development is essential for overall student
success. Holy Trinity Catholic School's professional development program
allows the staff many opportunities to be challenged and introduce
innovative techniques in the classroom. Each teacher is given a budget
of \$250.00 to be used for professional development. In addition to
that, several Diocesan in-services are provided each school year. The
public school district in which Holy Trinity resides also offers some
training in specific academic areas under ECEA Title II Part A
(Eisenhower Funds).

The Diocese of Fort Worth also has a summer scholarship fund. Here,
teachers can request financial assistance to complete specific training
programs over the summer vacation.

It is important that we understand how children learn. By understanding
this we have a better likelihood of narrowing gaps in achievement and
are better able to help all students reach high standards. Our teachers
possess both the interest and the skill to construct new knowledge from
the existing knowledge of their students.

**[PART VI -- PRIVATE SCHOOL ADDENDUM]{.underline}**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data.*

Private school association(s): **[National Catholic Education
Association/Texas Catholic Conference Education
Department]{.underline}**

Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
[X]{.underline}

No \_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$3,750 \$3,750 \$3,750 \$ 3,750 \$ 3,750 \$ 3,750

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$ 3,750 \$ 3,750 \$ 3,750 \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$ 4,500

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$ 1,000

4\. What percentage of the annual budget is devoted to \_\_\_\_5\_\_%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_\_5.5\_\_\_%

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ----------------------------- ------------- ----------- ----------- ----------- -----------
  Provide the following                                                           
  information for all tests in                                                    
  reading (language arts or                                                       
  English) and                                                                    

  mathematics. Show at least                                                      
  three years of data. Complete                                                   
  a separate form for each test                                                   

  and grade level.                                                                

                                                                                  

                                                                                  

  Grade: **2**                  Test:                                             
                                **Stanford                                        
                                Achievement                                       
                                Series**                                          

                                                                                  

  Edition/publication year:     Publisher:                                        
  **9th ed./1996**              **Harcourt,                                       
                                Inc.**                                            

                                                                                  

  What groups were excluded                                                       
  from testing? Why, and how                                                      
  were they assessed? **No                                                        
  child**                                                                         

  **was excluded from                                                             
  testing.**                                                                      

                                                                                  

  Scores are reported here as                                                     
  (check one): NCEs\_\_\_\_                                                       
  Scaled scores \_\_\_\_\_                                                        
  Percentiles **X**                                                               

                                                                                  

                                                                                  

                                                                                  

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

  Testing month                 Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                   

  Total Score Reading           74            72          71                       

  Total Score Math              68            68          71                       

  Number of students tested     64            62          61                       

  Percent of total students     100%          100%        100%                     
  tested                                                                          

  Number of students excluded   0             0           0                        

  Percent of students excluded  0             0           0                        
  ----------------------------- ------------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ----------------------------- ------------- ----------- ----------- ----------- -----------
  Provide the following                                                           
  information for all tests in                                                    
  reading (language arts or                                                       
  English) and                                                                    

  mathematics. Show at least                                                      
  three years of data. Complete                                                   
  a separate form for each test                                                   

  and grade level.                                                                

                                                                                  

                                                                                  

  Grade: **3**                  Test:                                             
                                **Stanford                                        
                                Achievement                                       
                                Series**                                          

                                                                                  

  Edition/publication year:     Publisher:                                        
  **9th ed./1996**              **Harcourt,                                       
                                Inc.**                                            

                                                                                  

  What groups were excluded                                                       
  from testing? Why, and how                                                      
  were they assessed? **No                                                        
  child**                                                                         

  **was excluded from                                                             
  testing.**                                                                      

                                                                                  

  Scores are reported here as                                                     
  (check one): NCEs\_\_\_\_                                                       
  Scaled scores \_\_\_\_\_                                                        
  Percentiles **X**                                                               

                                                                                  

                                                                                  

                                                                                  

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

  Testing month                 Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                   

  Total Score Reading           74            71          75                       

  Total Score Math              69            61          71                       

  Number of students tested     60            60          55                       

  Percent of total students     100%          100%        100%                     
  tested                                                                          

  Number of students excluded   0             0           0                        

  Percent of students excluded  0             0           0                        
  ----------------------------- ------------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ------------------------------- ------------- ----------- ----------- ----------- -----------
  Provide the following                                                             
  information for all tests in                                                      
  reading (language arts or                                                         
  English) and                                                                      

  mathematics. Show at least                                                        
  three years of data. Complete a                                                   
  separate form for each test                                                       

  and grade level.                                                                  

                                                                                    

                                                                                    

  Grade: **4**                    Test:                                             
                                  **Stanford                                        
                                  Achievement                                       
                                  Series**                                          

                                                                                    

  Edition/publication year: **9th Publisher:                                        
  ed./1996**                      **Harcourt,                                       
                                  Inc.**                                            

                                                                                    

  What groups were excluded from                                                    
  testing? Why, and how were they                                                   
  assessed? **No child**                                                            

  **was excluded from testing.**                                                    

                                                                                    

  Scores are reported here as                                                       
  (check one): NCEs\_\_\_\_                                                         
  Scaled scores \_\_\_\_\_\_                                                        
  Percentiles **X**                                                                 

                                                                                    

                                                                                    

                                                                                    

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

  Testing month                   Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                     

  Total Score Reading             66            77          70                       

  Total Score Math                76            79          73                       

  Number of students tested       51            59          55                       

  Percent of total students       100%          100%        100%                     
  tested                                                                            

  Number of students excluded     0             0           0                        

  Percent of students excluded    0             0           0                        
  ------------------------------- ------------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ----------------------------- ------------- ----------- ----------- ----------- -----------
  Provide the following                                                           
  information for all tests in                                                    
  reading (language arts or                                                       
  English) and                                                                    

  mathematics. Show at least                                                      
  three years of data. Complete                                                   
  a separate form for each test                                                   

  and grade level.                                                                

                                                                                  

                                                                                  

  Grade: **5**                  Test:                                             
                                **Stanford                                        
                                Achievement                                       
                                Series**                                          

                                                                                  

  Edition/publication year:     Publisher:                                        
  **9th ed./1996**              **Harcourt,                                       
                                Inc.**                                            

                                                                                  

  What groups were excluded                                                       
  from testing? Why, and how                                                      
  were they assessed? **No                                                        
  child**                                                                         

  **was excluded from                                                             
  testing.**                                                                      

                                                                                  

  Scores are reported here as                                                     
  (check one): NCEs\_\_\_\_                                                       
  Scaled scores \_\_\_\_\_                                                        
  Percentiles **X**                                                               

                                                                                  

                                                                                  

                                                                                  

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

  Testing month                 Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                   

  Total Score Reading           77            76          76                       

  Total Score Math              66            65          63                       

  Number of students tested     55            51          57                       

  Percent of total students     100%          100%        100%                     
  tested                                                                          

  Number of students excluded   0             0           0                        

  Percent of students excluded  0             0           0                        
  ----------------------------- ------------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ----------------------------- ------------- ----------- ----------- ----------- -----------
  Provide the following                                                           
  information for all tests in                                                    
  reading (language arts or                                                       
  English) and                                                                    

  mathematics. Show at least                                                      
  three years of data. Complete                                                   
  a separate form for each test                                                   

  and grade level.                                                                

                                                                                  

                                                                                  

  Grade: **6**                  Test:                                             
                                **Stanford                                        
                                Achievement                                       
                                Series**                                          

                                                                                  

  Edition/publication year:     Publisher:                                        
  **9th ed./1996**              **Harcourt,                                       
                                Inc.**                                            

                                                                                  

  What groups were excluded                                                       
  from testing? Why, and how                                                      
  were they assessed? **No                                                        
  child**                                                                         

  **was excluded from                                                             
  testing.**                                                                      

                                                                                  

  Scores are reported here as                                                     
  (check one): NCEs\_\_\_\_                                                       
  Scaled scores \_\_\_\_\_                                                        
  Percentiles **X**                                                               

                                                                                  

                                                                                  

                                                                                  

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

  Testing month                 Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                   

  Total Score Reading           71            80          76                       

  Total Score Math              70            73          72                       

  Number of students tested     45            48          51                       

  Percent of total students     100%          100%        100%                     
  tested                                                                          

  Number of students excluded   0             0           0                        

  Percent of students excluded  0             0           0                        
  ----------------------------- ------------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ---------------------------- ------------- ----------- ----------- ----------- -----------
  Grade: **7**                 Test:                                             
                               **Stanford                                        
                               Achievement                                       
                               Series**                                          

                                                                                 

  Edition/publication year:    Publisher:                                        
  **9^th^ ed/1996**            **Harcourt                                        
                               Inc.**                                            

                                                                                 

  What groups were excluded                                                      
  from testing? Why, and how                                                     
  were they assessed? **No                                                       
  child**                                                                        

  **was excluded from                                                            
  testing.**                                                                     

                                                                                 

  Scores are reported here as                                                    
  (check one): NCEs\_\_\_\_                                                      
  Scaled scores \_\_\_\_\_                                                       
  Percentiles **X**                                                              

                                                                                 

                                                                                 

                                                                                 

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

  Testing month                Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                  

  Total Score Reading          79            78          85                       

  Total Score Math             80            71          85                       

  Number of students tested    47            48          18                       

  Percent of total students    100%          100%        100%                     
  tested                                                                         

  Number of students excluded  0             0           0                        

  Percent of students excluded 0             0           0                        
  ---------------------------- ------------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

  ----------------------------- ------------- ----------- ----------- ----------- -----------
  Provide the following                                                           
  information for all tests in                                                    
  reading (language arts or                                                       
  English) and                                                                    

  mathematics. Show at least                                                      
  three years of data. Complete                                                   
  a separate form for each test                                                   

  and grade level.                                                                

                                                                                  

                                                                                  

  Grade: **8**                  Test:                                             
                                **Stanford                                        
                                Achievement                                       
                                Series**                                          

                                                                                  

  Edition/publication year:     Publisher:                                        
  **9th ed./1996**              **Harcourt,                                       
                                Inc.**                                            

                                                                                  

  What groups were excluded                                                       
  from testing? Why, and how                                                      
  were they assessed? **No                                                        
  child**                                                                         

  **was excluded from                                                             
  testing.**                                                                      

                                                                                  

  Scores are reported here as                                                     
  (check one): NCEs\_\_\_\_                                                       
  Scaled scores \_\_\_\_\_                                                        
  Percentiles **X**                                                               

                                                                                  

                                                                                  

                                                                                  

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

  Testing month                 Sept.\'02     Sept. \'01  Sept.\'00                

                                                                                   

  Total Score Reading           77            85          N/A                      

  Total Score Math              80            88          N/A                      

  Number of students tested     44            16          N/A                      

  Percent of total students     100%          100%        N/A                      
  tested                                                                          

  Number of students excluded   0             0           N/A                      

  Percent of students excluded  0             0           N/A                      
  ----------------------------- ------------- ----------- ----------- ----------- -----------