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**[PART III - SUMMARY]{.underline}**

Montemalaga Elementary School, in Palos Verdes Estates, California, is
named for its location, a lovely mountain above Malaga Cove, on the
Palos Verdes Peninsula. Our mascot, Monte the Eagle, aptly represents
our students, who are encouraged to fly to great heights. This year, we
have 453 \"Eagles\". Some are newly arrived from Asia and other far away
places, and many were born here. The majority of our students is with us
from kindergarten through fifth grade. Montemalaga students like to have
fun, but are also serious students.

**Mission Statement:**

Montemalaga School is committed to preparing students to achieve
academic excellence in a safe and caring environment. Our goal is to
ensure that students become lifelong learners and live as responsible
citizens who value all individuals and make positive contributions to
society.

We take pride in the strong educational partnership we have developed
among all members of our community. Students, teachers, parents, staff
and the principal form a dynamic decision-making team that provides
exceptional educational support for our children.

The teachers and staff at Montemalaga \"launch\" students by helping
them reach and exceed state standards. Since our students have begun
taking the California Standardized Testing and Reporting (STAR) tests,
their scores have been among the highest in the state. We are especially
proud that the scores of our at-risk students and special-needs students
have continually improved. This is the result of dedicated teachers
using researched-based practices to teach essential standards.
Montemalaga is responsive to new directions from the state and from the
district, and our teachers embrace opportunities to learn the best ways
to help our students succeed. The District offers a variety of staff
development opportunities to deepen skills and our PTA generously funds
teacher conferences and workshops. Several teachers hold masters degrees
and others are in the process of completion. Some of our teachers are
support providers for beginning teachers. Others provide staff
development workshops in reading, writing, spelling, math and technology
skills.

At Montemalaga, parents and teachers work together, to provide a rich
experience for our children. During the year, parents help teachers in
the classroom and with activities like our Big Buddy program, Nature
Garden, Grandparent\'s Day, Outdoor Science School, Chorus, Orchestra,
Open House and numerous fieldtrips. In addition, the PTA sponsors many
community-based activities, including a Family Barbecue, Fall Festival,
Holiday Sing-along, Author\'s Fair, Science Night, Cultural Enrichment
Assemblies, the Reflections Art Contest, and the Multicultural Festival,
which celebrates the food, music and dance of all countries represented
by our diverse student population.

Because our school is well below the state average for funding, we
greatly value the tremendous support we are given by our Palos Verdes
community. *The Peninsula Education Foundation* provides funding for
library and computer assistants, the *Palos Verdes Art Center* continues
to guide us through delightful *Art at Your Fingertips* projects, and
*The Friends of Music* provide exciting concerts. The *Japanese Business
Association* supplies books for our classrooms and sponsors educator
visits to Japan each summer.

Visitors to our school comment about the kind, caring attitude of our
students. The adults at Montemalaga model positive behavior and teach
character development. Older students are encouraged to look after
younger ones, and students with special needs work side-by-side with
regular education students. Each grade level has adopted a
service/learning project that combines academic skills with service to
the larger community. We are proud of the children who call themselves
\"Eagles\".

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

**1. Assessment Results**

Public schools in California use three annual measures of academic
achievement, the Academic Performance Index (API), the California
Standards Tests (CST), and the Stanford Achievement Test, Ninth Edition
(SAT9).\
\
The **Academic Performance Index (API)** measures the academic progress
of every school in California on a scale of 200 to 1000. STAR Test
results and demographics are among many factors that make up this score.
The state has set 800 as the API score that schools should strive to
meet. At Montemalaga School, our current API score is 927.

**Growth Targets:** The annual growth target for a school is 5% of the
distance between its base API and 800. The growth target for a school at
or above 800 is to remain at or above 800. Schools that reach their
annual targets are eligible for monetary awards. For the past three
years, Montemalaga School has exceeded its growth target scores, from
911 in 2000, to 922 in 2001, to 927 in 2003.

**Subgroup APIs and Targets:** Schools also receive API scores for each
numerically significant racial/ethnic and socioeconomically
disadvantaged subgroup in the school. Each subgroup must also meet its
target for the school to be identified as having met its target.
Montemalaga has reached its growth target for every subgroup.

**Percentage Tested:** In order to be eligible for awards, elementary
and middle schools must have at least 95% of their students in grades
2-8 tested in STAR. Montemalaga School has tested between 95% and 100%
of its students. The one or two in each graded level that were excluded
are due to written parent request. In addition, Individual Education
Plans (IEP) exclude our severely autistic students from taking the
California Standards Tests (CST) and SAT 9 Tests.

**Statewide Rank:** Schools receiving an API score are ranked in ten
categories of equal size (deciles) from one (lowest) to ten (highest),
according to type of school (elementary, middle, or high school). The
statewide Rank of Montemalaga School is 10.

**(See Appendix A)**

**California Standards Tests (CST)**

The California Standards Tests measures individual student achievement
of grade level standards in English/Language Arts and Mathematics,
(grades 2-5 for elementary). Student scores are reported as performance
levels. The five performance levels are Advanced (exceeds state
standards), Proficient (meets standards), Basic (approaching standards),
Below Basic (below standards), and Far Below Basic (well below
standards). Students scoring at the Proficient or Advanced level have
met state standards in that content area. 2001-2002 is the first year
that scores are available for the California Standards Test. State
Scores are not currently available.

**(See Appendix B)**

**Stanford 9 (SAT 9)**

The SAT 9 is a nationally-normed test that measures student achievement
in Reading, Language, Spelling, and Mathematics (grades 2-5). Results
from the Stanford 9 Test are reported for each grade level as the
percentage of tested students scoring at or above the 50^th^ percentile
(the national average). School results are compared to results at the
district and state levels.

**(See Appendix C)**

**2. Show in one-half page (200 words) how the school uses assessment
data to understand and improve student and school performance.**

Montemalaga School and the Palos Verdes Peninsula Unified School
District are committed to a standards-based program. We pay especially
close attention to the results of the California Standards Tests (CST).
Each teacher examines individual student\'s scores. Most of our students
score at the Proficient and Advanced levels in Language Arts and in
Mathematics. Our goal is to increase the number of students in these two
areas each year by 5 percent, moving Basic scores to Proficient and
Proficient scores to Advanced. More important than the continuing
success of these students is the performance improvement of students who
score in the Far Below Basic, Below Basic and Basic categories. Although
these numbers are low at our school, we take seriously the national
motto, *No Child Left Behind.* We make great effort to move these
students into the Proficient category.

After reviewing student data levels from the CST, teachers work in grade
level teams to administer additional assessments and pinpoint which
standards individual students still need to master. These assessments
include criterion-referenced tests from publisher\'s materials, and
teacher-designed assessments. Lessons are taught in flexible groups that
address a particular standard, and then students are again assessed for
mastery. Throughout the year the process continues of pre-assessment,
instruction, post-assessment and re-teaching or moving to the next
standard.

The Stanford 9 (SAT 9) Achievement Test informs teachers and parents of
student progress relative to other students, nationally, at the same
grade. Results are given in the areas of Reading Mathematics, Language,
and Spelling. Through the SAT 9 sub-tests, we can identify potential
areas of strength and weakness, to determine in what areas help is
needed.

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

Montemalaga School communicates student performance and assessment data
to the community at large in two primary ways. Results from the
California Standards Tests (CST) and Stanford 9 Test for all California
Schools are reported annually in the Los Angeles Times and in our South
Bay newspapers, The Daily Breeze and The Peninsula News. (Our school's
scores are consistently among the highest in Los Angeles County.) In
addition, each California public school is required to have a School
Report Card printed and published on the Internet. The Montemalaga
Accountability Report Card can be found on the Palos Verdes Peninsula
Unified School District web site: www.pvpusd.k12.ca.us/

Parent communication is a high priority at Montemalaga. We know that
student success depends on a strong school/home partnership. CST and SAT
9 test scores are sent to parents from the state after annual testing.
PTA meetings and grade level parent coffees are devoted to explaining
the content of tests and student results. Teachers further explain test
results during Back To School Night talks and at parent conferences. In
addition, parent workshops are conducted in the areas of reading,
writing and math to help parents learn how to support their children at
home. Parents of English learners participate in these workshops with
aide of translators. We are excited about our new standards-based report
cards, which will provide students and parents with specific information
about which standards have been mastered and which still need to be
addressed. These report cards will soon be available online.

In the classroom, students participate in the process of monitoring
their own progress. During instruction they know which standard(s) are
being addressed and how mastery will be measured. Students are
encouraged to strive for individual growth rather than to compete with
others. Teachers make the learning process fun by involving students in
innovative lessons.

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

Montemalaga School shares academic successes with the nine other
elementary schools in our District. All are high achieving schools.
Together the schools have embraced a standards-based curriculum and
report card, under the guidance of our district office. Teachers meet by
grade level, district wide, to develop effective assessment tools and to
share successful strategies. Montemalaga teachers regularly contribute
to this discussion. Recently, several schools have agreed to bank hours
each day to allow for an early dismissal once a week. During this time,
teachers will meet by grade level, district wide, on a regular basis.

Some of our teachers and our office manager are exceptionally computer
literate. They have designed an outstanding Montemalaga web page and
classroom web pages that are updated regularly and serves models for
other schools in the District. The Internet is a primary way in which we
share information with other schools and with our community.

Principals in our district also meet regularly to celebrate successes
and share strategies. For example, our principal has a special interest
in language arts, so she has agreed to convene a district committee of
teachers to examine best spelling practices and develop a Palos Verdes
spelling program. Another principal has shared strategies from her
school's very successful writing program.

We also share our successes with the South Bay Consortium. Five
neighboring school districts share resources and ideas with one another.
Our Beginning Teacher Support and Assessment (BTSA) Program is run by
the consortium and we share strategies with all beginning teachers.
Loyola Marymount University (LMU) is a BTSA partner, and our principal,
having been a student there, regularly collaborates with fellow
principals affiliated with LMU. Our Assistant Superintendent also shares
successes with other district administrators in the South Bay. Finally,
our Superintendent works with other South Bay Superintendents to share
successful practices. All parties benefit from such collaboration.

# [Part V -- Curriculum and Instruction]{.underline}

**1. Describe in one page the school's curriculum, including foreign
languages, (foreign language instruction is an eligibility requirement
for middle, junior high, and high schools), and show how all students
are engaged with significant content, based on high standards.**

At Montemalaga School, we believe that children learn best when they are
highly engaged in cognitive activities, and when teachers consistently
monitor student progress toward achieving grade level standards. It is
important for students to have direct instruction as well as time to
make their own discoveries in a social setting. The art of teaching is
to know the next learning step needed for each child and then invite the
child to "try it". At our school, every student is given a great deal of
support and practice in order to become a successful learner.

For the past three years, there has been a concerted effort from our
state, district, and school, to develop a standards-based curriculum.
Two years ago, our district contracted with the Pulliam Group, a
nationally recognized educational resource for standards-based education
and school improvement, to help us determine *essential learnings* at
each grade level. School teams then met by grade level, to create a
calendar that would identify when these standards would be taught during
the school year. The teams also determined which assessment tools would
be used to monitor progress toward achieving the standards. A
standards-based report card will be introduced in the fall of 2003.

The teachers at Montemalaga meet on a weekly basis by grade level teams
for structured teacher planning time. The groups review student
assessments from the previous week and plan which standards and lessons
will be addressed during the following week. The principal attends
meetings to support the needs of the group, yet allows time for the
group to work independently. Parents take comfort in the fact that all
students in the same grade will be receiving similar lessons and
homework. Our master teachers share their knowledge with beginning
teachers. Classroom teachers also collaborate on a regular basis with
special education teachers and teachers of English learners, as well as
teachers in different grade levels.

Curricular materials are adopted district wide, are standards-based, and
reflect the academic needs of our community. We have adopted *Everyday
Mathematics* from SRA*, Discover Works* from Houghton Mifflin for
science, and Harcourt Brace Social Studies. We are in the process of
adopting a new standards-based reading program from Houghton/Mifflin*.*
Teachers at our school have chosen to supplement these adoptions with
such materials as *Junior Great Books, Mountain Language, Words Their
Way Spelling,* and *The Six Traits of Writing*.

At Montemalaga, we focus on language arts. Throughout the day, students
are immersed in reading and writing activities that relate to other
subjects. When teaching social studies, science, and math lessons, great
emphasis is placed on reading. For example, we use our social studies
and science texts to teach students how to systematically access the
content in non-fiction texts. In math, students are taught the key
vocabulary words found in story problems, to help them find correct
solutions.

Our teachers also integrate social studies with writing assignments.
During a unit on ancestors, second grade students interviewed their
grandparents and wrote their stories. When studying our government,
third grade students wrote letters to state officials and were thrilled
to receive an answer from Senator Barbara Boxer. Fifth grade students
published original *Tall Tales* when studying American History.

At Montemalaga we value visual and performing arts, which are also
aligned with state standards. Our children participate in choral and
instrumental music, experience ethnic folk dances and enjoy multiethnic
art projects taught by parents trained at the Palos Verdes Art Center.

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

Montemalaga School uses a balanced, comprehensive reading program that
includes direct instruction of the skills needed to master reading,
(especially phonics), along with collaborative activities that focus on
reading comprehension and higher level questioning strategies. Each
lesson is carefully designed to help students achieve specific reading
standards. Our teachers use a variety of materials to enable all
students to learn to comprehend content area texts as well as narrative
texts.

If you walk unto a classroom at Montemalaga, you will see students
engaged in a variety of directed, interactive and independent
activities. You might see a teacher assessing a small group of students
during guided reading lesson, while another group is practicing phonetic
strategies with our intervention teacher. Still other students are
writing original stories using the *Six Traits of Writing* to revise
their work. In another classroom, a trained parent engages a group of
students in a *Junior Great Books* discussion, utilizing a shared
inquiry method, while the teacher is working with the rest of the class
on research projects using our wireless laptop computers. A teaching
assistant helps a small group of English Learners work on their
projects.

We believe that no one program will meet the needs of all of our
students in their quest to read with excellence. Our teachers have a
deep knowledge of comprehensive reading strategies. The key to their
success is the continual process of collaboration in planning and
teaching lessons that address the standards, and then assessing the
students to determine if the standards have been mastered or if
additional work is needed.

**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.**

To achieve academic success in mathematics, four years ago our district
adopted the *Everyday Math* Program. This program is a challenging one
for both students and teachers, but it has been extremely successful.
Our scores on the California Standards Test (CST) and Stanford
Achievement Test (SAT 9) in the area of mathematics have consistently
been among the highest in the state.

When *Everyday Math* was first introduced in our district, teachers
attended a series of workshops to learn to implement the program. Since
then, teachers have continued to work together to understand the many
facets of this comprehensive program. Experienced teachers guide
beginning teachers through this process.

Ongoing assessment is an important part of the *Everyday Math* program.
Many concepts that are introduced in one unit do not require mastery
until later, when the concept has been revisited several times. A
checklist for mastery (using a beginning, developing, and secure scale,)
allows the teacher to evaluate how a student is progressing toward
mastering each concept. "Math boxes" assess previously taught material,
focusing on specific skills students should already know, and they are
used to identify small groups for re-teaching. At intervals throughout
the year, our teachers use the Standards Assessment for Math (SAM),
designed by the San Diego County Office of Education, to measure student
progress toward grade level math standards

Each year, our teachers also present *Everyday Math* concepts and
vocabulary to parents at PTA meetings to help them understand unfamiliar
terms and concepts that students will be bringing home. Parent-teacher
communication is an essential key to our school's academic success.

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

We attribute the academic success of our students to excellent and
consistent instruction. All teachers are clear about the *essential
learnings* their students must master and they collaborate in grade
level teams to design appropriate lessons and assessments. In this
model, if a child is unable to master the standard, re-teaching can
occur in many ways.

For our first grade students who are learning to read, a retired teacher
provides the needed intervention in small groups during the school day.
For students in grades two through five, reading intervention is
provided before school four days per week. We have seen great gains as a
result of these intervention lessons. (Our district also offers a
four-week summer school intervention program to help students maintain
their newly gained skills during the summer.) When math assessments show
that some students have yet to master needed concepts, teachers
collaborate to design *Math Clinics*. Students with similar needs meet
in small intervention groups with one teacher for guided practice, while
other students are presented new material by the other teachers.

If students need additional support in learning, they are referred to
our special education team for testing. Our specialists are well trained
and compassionate. Montemalaga truly serves the learning needs of all
students, including our special education students. Our resource
students and special day class students are making exceptional progress.

Recently, our entire school has focused on writing as an area for
student improvement. Every classroom uses rubrics from *The Six Traits
of Writing* to help the students begin to take responsibility for
improving their own writing. Teachers across grade levels meet
voluntarily to share successes and to learn from one another.

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

Teachers at Montemalaga actively participate in conferences and
workshops throughout year. One example is our district-wide *Summer
Reading Institute*, which focused on research-based strategies that
improve reading. For a full week, experts such as Hallie Yopp, Mary
Ellen Vogt, and Kate Kinsella helped teachers design powerful lessons
with which to begin their new school year. We believe that all of our
teachers need to have a deep understanding of how literacy develops. It
is a complex process.

Whenever possible, teachers are involved with the selection of
appropriate staff development offerings. In January of last year, all of
our staff attended a district-wide *Special Education Seminar* requested
by teachers. Strategies learned were particularly useful for teachers
and assistants at Montemalaga, for we include many students with special
needs in our classrooms. Our principal has developed a Power Point
presentation that supports the inclusion process.

Our district's Peer Assistance and Review (PAR) panel invites teacher to
request funds for pursuing professional growth goals. So far, five
teachers from Montemalaga have received grants.

One teacher has developed integrated social studies/language arts
lessons to accompany our new Social Studies adoption. A team of teachers
used their grant to learn higher-level computer skills and then provide
workshops for other teachers at our school and in our district in
designing classroom web pages. Students in the classrooms of these
teachers use computers daily for writing and research purposes.

Beginning teachers at our school are enrolled in our Beginning Teacher
Support and Assessment (BTSA) program and each one is assigned a support
provider, a teacher-mentor at their grade level. As part of this
program, an extensive variety of seminars, tailored to the needs of new
teachers, are offered in conjunction with Loyola Marymount University.

**Appendix A**

**School Wide API**

  ------------------- ----------- ----------- ----------- ---------------- --------- --------- ---------
  ** API Base Data**                                      ** API Growth                        
                                                          Data**                               

  ** **               ** 1999**   ** 2000**   ** 2001**   ** **            **From\   **From\   **From\
                                                                           1999\     2000\     2001\
                                                                           to 2000** to 2001** to 2002**

  ** Percentage        100         100         100        ** Percentage     100       100       98
  Tested**                                                Tested**                             

  ** API Base Score**  896         912         912        ** API Growth     912       929       928
                                                          Score**                              

  ** Growth Target**               #           A          ** Actual         16        17        16
                                                          Growth**                             

  ** Statewide Rank**  10          10          10         ** **                                

  ** Similar Schools   7           7           7                                               
  Rank**                                                                                       
  ------------------- ----------- ----------- ----------- ---------------- --------- --------- ---------

**API Subgroups - Racial/Ethnic Groups**

  ------------------------ ----------- ----------- ----------- ------------------------ --------- --------- ---------
  ** API Base Data**                                           ** API Growth Data**                         

  ** **                    ** 1999**   ** 2000**   ** 2001**   ** **                    **From\   **From\   **From\
                                                                                        1999\     2000\     2001\
                                                                                        to 2000** to 2001** to 2002**

  ** African-American**                                        ** African-American**                        

  ** API Base Score**                                          ** API Growth Score**                         

  ** Growth Target**                                           ** Actual Growth**                            

  ** American Indian or                                        ** American Indian or                        
  Alaska Native**                                              Alaska Native**                              

  ** API Base Score**                                          ** API Growth Score**                         

  ** Growth Target**                                           ** Actual Growth**                            

  ** Asian-American**                                          ** Asian-American**                          

  ** API Base Score**       899         913         923        ** API Growth Score**     913       948       932

  ** Growth Target**                    #           A          ** Actual Growth**        14        35        9

  ** Filipino-American**                                       ** Filipino-American**                       

  ** API Base Score**                                          ** API Growth Score**                         

  ** Growth Target**                                           ** Actual Growth**                            

  ** Hispanic or Latino**                                      ** Hispanic or Latino**                      

  ** API Base Score**                                          ** API Growth Score**                         

  ** Growth Target**                                           ** Actual Growth**                            

  ** Pacific Islander**                                        ** Pacific Islander**                        

  ** API Base Score**                                          ** API Growth Score**                         

  ** Growth Target**                                           ** Actual Growth**                            

  ** White (Not                                                ** White (Not                                
  Hispanic)**                                                  Hispanic)**                                  

  ** API Base Score**       899         911         908        ** API Growth Score**     911       922       927

  ** Growth Target**                    #           A          ** Actual Growth**        12        11        19
  ------------------------ ----------- ----------- ----------- ------------------------ --------- --------- ---------

**API Subgroups - Socioeconomically Disadvantaged**

  --------------- ----------- ----------- ----------- ------------------ --------- --------- ---------
  ** API Base                                         ** API Growth                          
  Data**                                              Data**                                 

  ** **           ** 1999**   ** 2000**   ** 2001**   ** **              **From\   **From\   **From\
                                                                         1999\     2000\     2001\
                                                                         to 2000** to 2001** to 2002**

  ** API Base                                         ** API Growth                           
  Score**                                             Score**                                

  ** Growth                                           ** Actual Growth**                      
  Target**                                                                                   
  --------------- ----------- ----------- ----------- ------------------ --------- --------- ---------

**API-Based Awards and Intervention Programs**\
California program data are based on API growth data from the previous
academic year.\
\*\*\*The II/USP Program was not funded for the year 2002.

  -------------------- ----------- ----------- ----------- -------------------- ----------- ----------- -----------
  ** California                                            ** Federal                                   
  Programs**                                               Programs**                                   

  ** **                ** 2000**   ** 2001**   ** 2002**   ** **                ** 2000**   ** 2001**   ** 2002**

  ** Eligible for       YES         YES         YES        ** Recognition for\                           
  Governor\'s\                                              Achievement (Title                          
   Performance Award**                                     1)**                                         

  ** Eligible for       NO          NO          \*\*\*     ** Identified for                             
  II/USP**                                                 Program\                                     
                                                            Improvement (Title                          
                                                           1)**                                         

  ** Applied for        NO          NO          \*\*\*     ** Exited Title 1                             
  II/USP \$**                                              Program\                                     
                                                            Improvement**                               

  ** Received II/USP    NO          NO          \*\*\*     ** **                                        
  \$**                                                                                                  
  -------------------- ----------- ----------- ----------- -------------------- ----------- ----------- -----------

Appendix B

The following 8 pages show the results of the **California Standards
Tests (CST)** for grades 2 through 5 in Language Arts and Mathematics.
Last year was the first year that these tests results available.
(Following the 8 pages, we have included the same results in the format
of our state's Accountability Report Card.) **Appendix C** shows the
results of the **SAT 9 Test** for the last three years.

The California Standards Tests and the SAT 9 Test are given together so
the same student took both tests in May, 2002. [Between 95% and 100% of
our students in grades 2 through 5 were tested.]{.underline}

The only group of students excluded from testing was our class of [six
severely autistic students]{.underline}. They were given alternate
non-verbal assessments. (This year, they will be given the CAPA Test.)

[Two students English Learners]{.underline} were excused by written
parent request. They were enrolled less than three months prior to
testing. Instead, they were given the (California English Language
Development Test (CELDT). [Two special education students]{.underline}
were excused as specified by their Individual Education Plans (IEP).
They are carefully monitored by other criterion-referenced tests and are
given a standardized achievement test every three years.

Number excluded [10]{.underline} Percent excluded [4.5%]{.underline}

**Data Display Table for Language Arts Grade 2**

  ---------------------------------------------- ------------------------
  **California Standards Test**                  2001-2002

                                                 

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      75

  Percent of total students tested               99%

  Number of students excluded                    2

  Percent of students excluded                   3%

  **Total** - All Students - Language Arts       75

  At or Above Basic                              19%

  At or Above Proficient                         47%

  At Advanced                                    31%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              17%

  At or Above Proficient                         45%

  At Advanced                                    33%

  2\. English Learners                           15

  At or Above Basic                              27%

  At or Above Proficient                         53%

  At Advanced                                    20%

  3\. Special Ed                                 3%

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Mathematics Grade 2**

  ---------------------------------------------- ------------------------
                                                 2001-2002

  California Standards Test                      

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      75

  Percent of total students tested               99%

  Number of students excluded                    4

  Percent of students excluded                   5%

  **Total** - All Students - Mathematics         75

  At or Above Basic                              11%

  At or Above Proficient                         28%

  At Advanced                                    61%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              13%

  At or Above Proficient                         30%

  At Advanced                                    57%

  2\. English Learners                           

  At or Above Basic                              0%

  At or Above Proficient                         20%

  At Advanced                                    80%

  3\. Special Ed                                 5%

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Language Arts Grade 3**

  ---------------------------------------------- ------------------------
                                                 2001-2002

  California Standards Test                      

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      77

  Percent of total students tested               100%

  Number of students excluded                    0

  Percent of students excluded                   0

  **Total** - All Students - Language Arts       

  At or Above Basic                              10%

  At or Above Proficient                         47%

  At Advanced                                    42%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              9%

  At or Above Proficient                         46%

  At Advanced                                    43%

  2\. English Learners                           4%

  At or Above Basic                              

  At or Above Proficient                         

  At Advanced                                    

  3\. Special Ed                                 0%

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Mathematics Grade 3**

  ---------------------------------------------- ------------------------
                                                 2001-2002

  California Standards Test                      

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      77

  Percent of total students tested               100%

  Number of students excluded                    0

  Percent of students excluded                   0

  **Total** - All Students - Mathematics         77

  At or Above Basic                              9%

  At or Above Proficient                         38%

  At Advanced                                    51%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              9%

  At or Above Proficient                         36%

  At Advanced                                    51%

  2\. English Learners                           4%

  At or Above Basic                              

  At or Above Proficient                         

  At Advanced                                    

  3\. Special Ed                                 0%

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Language Arts Grade 4**

  ---------------------------------------------- ------------------------
                                                 2001-2002

  California Standards Test                      

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      80

  Percent of total students tested               100%

  Number of students excluded                    0

  Percent of students excluded                   0

  **Total** - All Students - Language Arts       

  At or Above Basic                              20%

  At or Above Proficient                         26%

  At Advanced                                    49%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              19%

  At or Above Proficient                         25%

  At Advanced                                    52%

  2\. English Learners                           

  At or Above Basic                              6%

  At or Above Proficient                         

  At Advanced                                    

  3\. Special Ed                                 0

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Mathematics Grade 4**

  ---------------------------------------------- ------------------------
  **California Standards Test**                  2001-2002

                                                 

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      82

  Percent of total students tested               100%

  Number of students excluded                    0

  Percent of students excluded                   0

  **Total** - All Students - Mathematics         

  At or Above Basic                              17%

  At or Above Proficient                         44%

  At Advanced                                    37%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              17%

  At or Above Proficient                         44%

  At Advanced                                    36%

  2\. English Learners                           

  At or Above Basic                              6%

  At or Above Proficient                         

  At Advanced                                    

  3\. Special Ed                                 0

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Language Arts Grade 5**

  ---------------------------------------------- ------------------------
  **California Standards Test**                  2001-2002

                                                 

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      67

  Percent of total students tested               99%

  Number of students excluded                    1

  Percent of students excluded                   1%

  **Total** - All Students - Language Arts       

  At or Above Basic                              21%

  At or Above Proficient                         34%

  At Advanced                                    40%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              18%

  At or Above Proficient                         35%

  At Advanced                                    44%

  2\. English Learners                           7%

  At or Above Basic                              

  At or Above Proficient                         

  At Advanced                                    

  3\. Special Ed                                 1%

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Data Display Table for Mathematics Grade 5**

  ---------------------------------------------- ------------------------
  **California Standards Test**                  2001-2002

                                                 

  Testing Month - May 2002                       

  SCHOOL SCORES                                  

  Number of students tested                      67

  Percent of total students tested               99%

  Number of students excluded                    1

  Percent of students excluded                   1%

  **Total** - All Students - Mathematics         

  At or Above Basic                              4%

  At or Above Proficient                         40%

  At Advanced                                    48%

  SUBGROUP SCORES                                

  1\. English Only and FEP                       

  At or Above Basic                              5%

  At or Above Proficient                         40%

  At Advanced                                    48%

  2\. English Learners                           5

  At or Above Basic                              

  At or Above Proficient                         

  At Advanced                                    

  3\. Special Ed                                 1

  STATE SCORES                                   

  TOTAL                                          

  At or Above Basic                              

  State Mean Score                               

  At or Above Proficient                         

  State Mean Score                               

  At Advanced                                    

  State Mean Score                               
  ---------------------------------------------- ------------------------

**Appendix B**

**California Standards Tests (CST)**\
The California Standards Tests show how well students are doing in
relation to the state content standards. Student scores are reported as
performance levels. The five performance levels are Advanced (exceeds
state standards), Proficient (meets standards), Basic (approaching
standards), Below Basic (below standards), and Far Below Basic (well
below standards). Students scoring at the Proficient or Advanced level
have met state standards in that content area. *Note: To protect student
privacy, scores are not shown when the number of students tested is 10
or less.*\
\
**CST - English Language Arts**\
Percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standard)

  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------
  ** Grade\   ** School**                           ** District**                           ** State**               
  Level**                                                                                                            

              ** 2000**     ** 2001**   ** 2002**   ** 2000**       ** 2001**   ** 2002**   ** 2000**    ** 2001**   ** 2002**

  ** 2**       \-\--          67          77         \-\--            77          77         \-\--        32          32

  ** 3**       \-\--          73          88         \-\--            75          80         \-\--        30          34

  ** 4**       \-\--          81          75         \-\--            75          81         \-\--        33          36

  ** 5**       \-\--          69          75         \-\--            72          71         \-\--        28          31

  ** 6**       \-\--                                 \-\--            69          68         \-\--        31          30

  ** 7**       \-\--                                 \-\--            70          69         \-\--        32          33

  ** 8**       \-\--                                 \-\--            65          70         \-\--        32          32

  ** 9**       \-\--                                 \-\--            65          71         \-\--        28          33

  ** 10**      \-\--                                 \-\--            70          68         \-\--        31          33

  ** 11**      \-\--                                 \-\--            62          66         \-\--        29          31
  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------

**CST - Mathematics**\
Percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standard)

  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------
  ** Grade\   ** School**                           ** District**                           ** State**               
  Level**                                                                                                            

              ** 2000**     ** 2001**   ** 2002**   ** 2000**       ** 2001**   ** 2002**   ** 2000**    ** 2001**   ** 2002**

  ** 2**       \-\--         \-\--       89          \-\--           \-\--       90          \-\--        \-\--       43

  ** 3**       \-\--         \-\--       88          \-\--           \-\--       80          \-\--        \-\--       38

  ** 4**       \-\--         \-\--       80          \-\--           \-\--       80          \-\--        \-\--       37

  ** 5**       \-\--         \-\--       88          \-\--           \-\--       79          \-\--        \-\--       29

  ** 6**       \-\--         \-\--                   \-\--           \-\--       75          \-\--        \-\--       32

  ** 7**       \-\--         \-\--                   \-\--           \-\--       74          \-\--        \-\--       29

  ** 8**       \-\--         \-\--                   \-\--           \-\--       68          \-\--        \-\--       26

  ** 9**       \-\--         \-\--                   \-\--           \-\--       61          \-\--        \-\--       22

  ** 10**      \-\--         \-\--                   \-\--           \-\--       56          \-\--        \-\--       21

  ** 11**      \-\--         \-\--                   \-\--           \-\--       53          \-\--        \-\--       18
  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------

**CST - Subgroups - English Language Arts**\
Percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standard)

  ---------- ------------ ------------ ------------ ---------------- ---------------------- -------------------- ------------
  **Grade\   ** Male **   **Female**   **English\   **Not-English\   **Socioeconomically\   **Not\               **Migrant\
  Level**                              Learners**   Learners**       Disadvantaged**        Socioeconomically\   Education\
                                                                                            Disadvantaged**      Services**

  ** 2**      70           88           73           78                                       77                  

  ** 3**      85           93           67           89                                       88                  

  ** 4**      74           76           40           77                                       76                  

  ** 5**      63           84           20           79                                       75                  

  ** 6**                                                                                                          

  ** 7**                                                                                                          

  ** 8**                                                                                                          

  ** 9**                                                                                                          

  ** 10**                                                                                                         

  ** 11**                                                                                                         
  ---------- ------------ ------------ ------------ ---------------- ---------------------- -------------------- ------------

**CST - Subgroups - Mathematics**\
Percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standard)

  ---------- ------------ ------------ ------------ ---------------- ---------------------- -------------------- ------------
  **Grade\   ** Male **   **Female**   **English\   **Not-English\   **Socioeconomically\   **Not\               **Migrant\
  Level**                              Learners**   Learners**       Disadvantaged**        Socioeconomically\   Education\
                                                                                            Disadvantaged**      Services**

  ** 2**      91           88           100           87                                      89                  

  ** 3**      91           83           100           88                                      88                  

  ** 4**      78           83           80            81                                      81                  

  ** 5**      90           86           80            89                                      88                  

  ** 6**                                                                                                          

  ** 7**                                                                                                          

  ** 8**                                                                                                          

  ** 9**                                                                                                          

  ** 10**                                                                                                         

  ** 11**                                                                                                         
  ---------- ------------ ------------ ------------ ---------------- ---------------------- -------------------- ------------

**CST - Racial/Ethnic Groups - English Language Arts**\
Percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standard)

  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------
  ** Grade\   ** African-\   ** American\   ** Asian-\   ** Filipino-\   ** Hispanic\   ** Pacific\   ** White\     ** Other**
  Level**     American**     Indian or\     American**   American**      or Latino**    Islander**    (not\         
                             Alaska\                                                                  Hispanic)**   
                             Native**                                                                               

  ** 2**                                      83                                                        76           

  ** 3**                                      90                                                        91           

  ** 4**                                      87                                                        71           

  ** 5**                                      68                                                        80           

  ** 6**                                                                                                             

  ** 7**                                                                                                             

  ** 8**                                                                                                             

  ** 9**                                                                                                             

  ** 10**                                                                                                            

  ** 11**                                                                                                            
  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------

**CST - Racial/Ethnic Groups - Mathematics**\
Percentage of students achieving at the Proficient or Advanced level
(meeting or exceeding the state standard)

  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------
  ** Grade\   ** African-\   ** American\   ** Asian-\   ** Filipino-\   ** Hispanic\   ** Pacific\   ** White\     ** Other**
  Level**     American**     Indian or\     American**   American**      or Latino**    Islander**    (not\         
                             Alaska\                                                                  Hispanic)**   
                             Native**                                                                               

  ** 2**                                      92                                                        88           

  ** 3**                                     100                                                        87           

  ** 4**                                      91                                                        77           

  ** 5**                                      88                                                        88           

  ** 6**                                                                                                             

  ** 7**                                                                                                             

  ** 8**                                                                                                             

  ** 9**                                                                                                             

  ** 10**                                                                                                            

  ** 11**                                                                                                            
  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------

**Appendix c**

**Stanford 9 (SAT 9)**\
Reading and mathematics results from the Stanford 9 test are reported
for each grade level as the percentage of tested students scoring at or
above the 50th percentile (the national average). School results are
compared to results at the district and state levels. *Note: To protect
student privacy, scores are not shown when the number of students tested
is 10 or less.*\
\
**SAT 9 - Reading**\
Percentage of students scoring at or above the 50th percentile

  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------
  ** Grade\   ** School**                           ** District**                           ** State**               
  Level**                                                                                                            

              ** 2000**     ** 2001**   ** 2002**   ** 2000**       ** 2001**   ** 2002**   ** 2000**    ** 2001**   ** 2002**

  ** 2**       77            97          96          88              92          93          49           51          53

  ** 3**       90            84          95          85              89          90          44           46          47

  ** 4**       91            95          85          86              87          91          45           47          49

  ** 5**       86            87          90          84              85          86          44           45          46

  ** 6**                                             83              82          83          46           47          48

  ** 7**                                             84              84          85          46           48          48

  ** 8**                                             81              82          87          49           50          49

  ** 9**                                             78              71          76          35           35          34

  ** 10**                                            64              71          70          34           34          34

  ** 11**                                            74              68          70          36           37          37
  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------

**SAT 9 - Mathematics**\
Percentage of students scoring at or above the 50th percentile

  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------
  ** Grade\   ** School**                           ** District**                           ** State**               
  Level**                                                                                                            

              ** 2000**     ** 2001**   ** 2002**   ** 2000**       ** 2001**   ** 2002**   ** 2000**    ** 2001**   ** 2002**

  ** 2**       91            99          10          94              94          94          57           58          62

  ** 3**       98            92          99          92              92          92          56           59          62

  ** 4**       97            100         94          92              89          92          51           54          58

  ** 5**       95            97          97          89              92          92          50           54          57

  ** 6**                                             88              89          92          55           57          60

  ** 7**                                             87              87          88          48           50          52

  ** 8**                                             86              86          90          48           49          50

  ** 9**                                             91              86          88          51           51          52

  ** 10**                                            80              81          83          46           45          46

  ** 11**                                            85              77          81          47           46          47
  ----------- ------------- ----------- ----------- --------------- ----------- ----------- ------------ ----------- -----------

**SAT 9 - Subgroups - Reading**\
Percentage of students scoring at or above the 50th percentile

  ----------- --------------- ------------- ------------- ----------------- ----------------------- -------------------- -------------
  ** Grade\   **   Male  **   ** Female**   ** English\   ** Not-English\   ** Socioeconomically\   ** Not\              ** Migrant\
  Level**                                   Learners**    Learners**        Disadvantaged**         Socioeconomically\   Education\
                                                                                                    Disadvantaged**      Services**

  ** 2**        93              10            10            95                                        96                  

  ** 3**        91              10                          96                                        95                  

  ** 4**        82              88                          88                                        86                  

  ** 5**        92              89                          93                                        92                  

  ** 6**                                                                                                                  

  ** 7**                                                                                                                  

  ** 8**                                                                                                                  

  ** 9**                                                                                                                  

  ** 10**                                                                                                                 

  ** 11**                                                                                                                 
  ----------- --------------- ------------- ------------- ----------------- ----------------------- -------------------- -------------

**SAT 9 - Subgroups - Mathematics**\
Percentage of students scoring at or above the 50th percentile

  ----------- --------------- ------------- ------------- ----------------- ----------------------- -------------------- -------------
  ** Grade\   **   Male  **   ** Female**   ** English\   ** Not-English\   ** Socioeconomically\   ** Not\              ** Migrant\
  Level**                                   Learners**    Learners**        Disadvantaged**         Socioeconomically\   Education\
                                                                                                    Disadvantaged**      Services**

  ** 2**        10              10            10            10                                        10                  

  ** 3**        98              10                          99                                        99                  

  ** 4**        95              93                          95                                        94                  

  ** 5**        10              94                          97                                        97                  

  ** 6**                                                                                                                  

  ** 7**                                                                                                                  

  ** 8**                                                                                                                  

  ** 9**                                                                                                                  

  ** 10**                                                                                                                 

  ** 11**                                                                                                                 
  ----------- --------------- ------------- ------------- ----------------- ----------------------- -------------------- -------------

**SAT 9 - Racial/Ethnic Groups - Reading**\
Percentage of students scoring at or above the 50th percentile

  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------
  ** Grade\   ** African-\   ** American\   ** Asian-\   ** Filipino-\   ** Hispanic\   ** Pacific\   ** White\     ** Other**
  Level**     American**     Indian or\     American**   American**      or Latino**    Islander**    (not\         
                             Alaska\                                                                  Hispanic)**   
                             Native**                                                                               

  ** 2**                                     92                                                        98            

  ** 3**                                     90                                                        96            

  ** 4**                                     87                                                        85            

  ** 5**                                     86                                                        95            

  ** 6**                                                                                                             

  ** 7**                                                                                                             

  ** 8**                                                                                                             

  ** 9**                                                                                                             

  ** 10**                                                                                                            

  ** 11**                                                                                                            
  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------

**SAT 9 - Racial/Ethnic Groups - Mathematics**\
Percentage of students scoring at or above the 50th percentile

  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------
  ** Grade\   ** African-\   ** American\   ** Asian-\   ** Filipino-\   ** Hispanic\   ** Pacific\   ** White\     ** Other**
  Level**     American**     Indian or\     American**   American**      or Latino**    Islander**    (not\         
                             Alaska\                                                                  Hispanic)**   
                             Native**                                                                               

  ** 2**                                     99                                                        99            

  ** 3**                                     99                                                        98            

  ** 4**                                     96                                                        94            

  ** 5**                                     99                                                        95            

  ** 6**                                                                                                             

  ** 7**                                                                                                             

  ** 8**                                                                                                             

  ** 9**                                                                                                             

  ** 10**                                                                                                            

  ** 11**                                                                                                            
  ----------- -------------- -------------- ------------ --------------- -------------- ------------- ------------- ------------