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

*U.S. Department of Education*

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

Name of Principal : [Mrs. Jacquelyn M. Zeigler]{.underline}

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

Official School Name [Mary B. Austin Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address: [150 Provident Lane]{.underline}

[Mobile]{.underline} [Alabama]{.underline} [36608-1418]{.underline}

City State Zip Code+4 (9 digits total)

County \_Mobile\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_0049\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 251 )221-1015/1016]{.underline} Fax [( 251 )
221-1018]{.underline}

Website/URL [austin.mce.schoolinsites.com]{.underline} E-mail
jzeigler@mcpss.com

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

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

(Principal's Signature)

Name of Superintendent\* Dr. Harold W. Dodge

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

District Name [Mobile County Public School System]{.underline} Tel. [(
251 ) 221-4394]{.underline}

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

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

Name of School Board

President/Chairperson [: Mr. Lonnie C. Parsons]{.underline}

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

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

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

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

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

PART I ‑ ELIGIBILITY CERTIFICATION

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_60\_ Elementary schools

\_\_21\_ Middle schools

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

\_\_14\_ High schools

\_\_\_7\_ Other

\_\_102_TOTAL

2\. District Per Pupil Expenditure: \_\_\$ 6340.00\_\_\_

Average State Per Pupil Expenditure: \_\_\$ 6482.00\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. \_7 Number of years the principal has been in her/his position at
this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       35        36                     **71**       **8**                             

  **1**       22        47                     **69**       **9**                             

  **2**       36        42                     **78**       **10**                            

  **3**       38        37                     **75**       **11**                            

  **4**       31        27                     **58**       **12**                            

  **5**       35        42                     **77**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   428
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 45 % White

the students in the school: 53 % Black or African American

[1]{.underline} % Hispanic or Latino

1 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_5\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      6
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      17
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    23
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 416
                            the school as of October 1  

  **(5)**                   Total transferred students  .052
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: \_\_1\_\_\_%

\_\_3\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_2\_\_\_\_\_\_

Specify languages: German and Vietnamese

9\. Students eligible for free/reduced-priced meals: \_\_\_46\_\_\_\_%

Total number students who qualify: \_\_198\_\_\_

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

10\. Students receiving special education services: \_\_\_10\_\_\_%

\_\_\_44\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_1_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_1_Other Health Impaired

\_\_\_\_Deaf-Blindness \_14_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_28_Speech or Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_1\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_21 \_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_10\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_ 4\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_12\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_48\_\_\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_[14:1]{.underline}\_\_

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

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

  Daily student attendance  96%         96%         98%         98%         98%

  Daily teacher attendance  86%         82%         84%         89%         87%

  Teacher turnover rate     0%          3%          2%          0%          3%

  Student dropout rate                                                      
  (middle/high)                                                             

  Student dropout rate                                                      
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

PART III -
SUMMARY\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Mary B. Austin Elementary School is a public school located in Mobile,
Alabama. Austin houses 428 students and provides educational services
for kindergarten through fifth grade students. The school serves a
student body of racial, economic and cultural diversity. The Southern
Association of Colleges and Schools has accredited Austin since 1981.
Our mission is to provide a safe environment where each child can become
a successful, independent learner. Additionally, teachers, staff,
students, parents and partners will work together to meet or exceed all
academic performance standards for all students at all grade levels.
This will be accomplished by continuously improving the quality of their
performance as compared to similar schools of excellence.

Austin is located in the midst of a suburban neighborhood. Because the
surrounding neighborhood is one of stability, the pool of potential
students has dwindled along with that aging process. At one time, Austin
was able to fill its classrooms from the neighborhood alone. Now with
the passage of time, that pool has shrunk. Because of our school's solid
reputation of consistently producing high test scores, many parents have
sought and gained transfers to Austin thus keeping the enrollment
numbers adequate to maintain our present level of staffing. At present,
80% of our students are at Austin on a transfer basis, thus our students
reside in communities throughout Mobile County. The median income of our
parents is between \$ 30,000 - \$ 60,000 with seventy-seven (77) percent
of the students residing in a two-parent home with an average household
size of 4.2. Of the Austin families, 74% have lived at their present
residence for five or more years.

The racial ethnic groups represented in our student population have
remained fairly stable over the past five years. We presently have 53%
African American, 45% Caucasian, 1% Asian and the other 1% is Hispanic.
Forty six (46) percent of our students are eligible for free or reduced
lunch thus eliminating us from securing any Title I funds.

Austin presently has 44 students who are eligible for Special Education
services. These exceptionalities include: Developmentally Delayed,
Specific Learning Disabled, Autism, Speech/Language Impairment and Other
Health Impaired. We have one SLI teacher and one collaborative teacher
on staff along with three paraprofessionals. We are following the
inclusion plan established for our school as well as implementing
differentiated instruction. The progress seen by our special needs
students is very encouraging.

There have been between two to five students eligible to receive ESL
services during the past few years. Presently we have three students
being served in the ESL program.

Austin is truly blessed to have parents and community members who are
very involved in supporting the instructional aspect of our school by
providing tutors, Rolling Readers and supplementing our instructional
program. Parents and volunteers are a constant presence on our campus
and are warmly welcomed. Our faculty makes the most from our volunteers.
Their strengths are channeled in the proper direction for the greatest
return for our students. The total involvement of faculty, staff,
parents, students and community allows for the best environment for
everyone involved.

In order to obtain an accurate understanding of the internal elements
within our school, input was gathered from faculty, staff, students and
parents. In addition, disaggregating data from our standardized and
criterion reference test results along with observing student
performance in the classroom was gathered and reviewed. It became
evident that there was a real need to address the students who were
struggling in the academic setting. What the faculty unanimously agreed
to do was to apply for a state grant since we do not receive any federal
Title I funding. We were very lucky and blessed to be selected to
participate in the statewide reading initiative. Therefore, this is the
first year of implementation of the Alabama Reading Initiative (ARI)
into our instructional program. The goal of ARI is to significantly
improve reading instruction and ultimately achieve 100% literacy among
public school students. The Alabama Reading Initiative training for
teachers helps them teach reading in proven and effective ways. The
training is intensive and on going to provide support to the faculty
during implementation. The data thus far is showing wonderful gains
across the grade levels and even with our special needs students. We are
all truly excited about the future impact that this program and other
changes may have on the overall academic achievement of our students.

## PART IV -- INDICATORS OF ACADEMIC SUCCESS\_\_\_\_\_\_\_\_\_

**1. Assessment Results:**

The word assessment is an integral part of our vocabulary at Austin.
Reading and mathematic data is quickly disaggregated so we can get a
realistic understanding of what the test results are indicating. Our
minimum assessment targets are the Alabama Direct Assessment of Writing
(ADAW), Alabama Reading and Mathematics Test (ARMT), Stanford-10,
Dynamic Indicators of Basic Early Learning Skills (DIBELS) and our
quarterly Criterion Reference Test (CRTs). These tests give us valuable
information in the areas of reading, writing and mathematics. The grade
levels range from Kindergarten to third grade for DIBELS, fifth grade
only for the ADAW, third through fifth for the SAT-10 and ARMT while the
CRTs are given to all students in kindergarten through fifth grade.

We participate in the state of Alabama's assessment process for the
ADAW, DIBELS and ARMT. The state uses achievement levels to determine
proficiency. Level I indicate that the participant did not meet academic
content standards. Level II indicates partially meeting of academic
content standards. Level III meets academic content standards while
Level IV exceeded academic content standards. Information about the
state's assessment system as well as data on each school in the state
can be found at: [www.alsde.edu](http://www.alsde.edu/). You must click
on the accountability reporting button to take you to the site where you
can download each school's state report card and assessment data results
on all state testing requirements.

It is quite apparent that we have a sufficient amount of data to make
some solid decisions about the best way to meet the needs of all of our
students. *No Child Left Behind* has brought to the forefront the
importance of drilling down one's data to get to the bottom line of what
student needs what interventions. At one time, a "clear" status was
enough to give a school, or system, a false read on their students'
achievement standing. One would breathe a huge sigh of relief and feel
that all was good with our students. Not so. Drilling down our data
would quickly reveal that our clear status was not so clear and we
definitely had some great needs. Breaking the surface to get to the real
meat and bones of our data was the best thing that happened to our
school. We were forced by NCLB to look at each child individually, not
as a whole school. Suddenly we were looking at students in a whole
different light. We were seeing the total child. We were seeing the
exact impediments that were blocking the way of success. We were seeing
that additional time and exact intervention strategies were a necessity
if success for all students was to be attained.

The disparities among our NCLB subgroups have been reduced particularly
in the area of black and students of poverty. We were recognized by the
State of Alabama this year as a "Gap Closer School" because we showed
success in decreasing the achievement gap that existed between students
in generally low performing demographics, including but not limited to
minorities, poor students and special needs students. The State
recognized our efforts of improving test scores by awarding money and
recognition that we have not only successfully closed some gaps but also
made the most progress so far. Needless to say, we were thrilled by the
recognition and it has spurred us on to close the gap with the rest of
the subgroups!

**2. Using Assessment Results:**

Assessment data is worthless until it is drilled down and looked at
critically so one can determine what the results are specifically
telling us. We determined that the best way to look at and understand
our data was to meet on a weekly basis for data driven meetings with
each of the grade levels. We have established a master schedule where
upon each grade level has an hour block of time (by scheduling back to
back library with computer lab for instance or back to back PE and
counseling) each week designed so each teacher can meet on grade level
along with the principal and reading coach. These meetings have an
agenda so that time is protected and utilized for a specific purpose.
Without an agenda it was quickly discovered that discussion got off
topic and the purpose of the meeting wasn't being met. We now maintain
accurate documentation of each meeting with minutes and feedback from
all participants.

We begin by having each teacher download the assessment results off the
state's website or using TestTrax. TestTrax is a copyrighted and
licensed service of EduTrax, Incorporated. Mobile County School System
has a contract with EduTrax to provide the schools and all its teachers
the availability of test data that has been disaggregated by various
subgroups: ethnicities, poverty, gender, special education and ESL. This
forum has greatly reduced the amount of time teachers and administrators
have to drill down their own data because it is done for them. Once the
data is obtained, then we meet to assess the success of each of the
subgroups. It is important to have the teachers involved in this process
and to understand why we are drilling down. During the meeting, the
process is modeled for them with questions that elicit a response based
on information gathered from the data. The beginning of the process
takes longer until the teachers master the skill of data assessment and
how to process the information. By the end of first quarter, we have
become masters of the technique and then hone in on how to utilize the
data for the betterment of our students. Data meetings move from looking
at the data during one meeting to establishing some problem areas and
how to address them in the next meeting. The follow up meeting has us
look at the success of the intervention techniques and whether to
continue on the same track or step back and look for alternative means.
By working as a team, we are able to brainstorm ideas and what
strategies have worked and what have not. In addition, it makes the
playing field equal and removes the barriers that classroom teacher
sometime erect in the effort to stay to themselves. Team effort and team
focus is what helps ensure the success of students at Austin. We
constantly ask ourselves, " Is this in the best interest of the
student(s)?" If the answer is an honest affirmative response, we can
truly feel we are keeping our student as our top priority.

Our data meetings have created a positive spin-off effect by providing
teachers a viable tool for communicating specific achievement
information to our parents. The professional presentation of each
child's assessment results with complete break down of information only
reinforces the information that the teacher is providing to the parents.
During our home-school conferences that include the parent, classroom
teacher [and]{.underline} the student, the result of all data is
provided and fully explained to everyone's understanding. The student is
given the full picture along with his parents at this meeting. When you
can provide detailed results of state norms and/or national norms, the
parents are given the data that reinforces their child's standing on
these assessments. There is little a parent, or the student, can say
when the hard cold facts are presented. The data states the facts. Once
understood and absorbed, then the school and home can bring improvement
by working as a team and focusing on what is most important, success for
the child.

The state of Alabama, along with our school system, has done an
excellent job in presenting to the community and community leaders all
the data results from each of the schools. Information is sent to the
local newspaper as well as easy to access website that also displays the
important aspects that any citizen may wish to know. The State issues a
yearly report card for each school system and each school that relates
the pertinent information such as attendance, suspensions, district and
state per pupil expenditure, AYP status, etc. Company executives who may
wish to move to our area may view the information and then make sound
decisions on location of buying a home or purchasing a business. Our
school has a dashboard on the main wall in the school that lays out in a
clear format how our students do on assessments, along with ADA and
suspension results. We share our vision and beliefs as well as our
professional development plan for the academic year for all who come to
visit our campus. We always have felt that the more knowledge and
information people have, then the more accurate decisions can be made.

Austin School has always had and, hopefully will continue to have a
wonderful relationship with the parents, students, alumni and community
of Mobile. We have always stressed the thought that if we don't brag on
ourselves, no one else will. On that adage we have forged a very good
rapport with our local newspaper and television reporters. Our open door
policy of sharing our good news and successes has brought us accolades
from the community and support of our instructional program. Our name is
synonymous with an outstanding reputation and we proudly acknowledge our
success. We have held our students to very high standards both in
academics and behavior. We have built a home for our students and we
stress the importance of our Austin family. Guests and visitors alike
have shared their feeling of warmth and welcome once they cross the
threshold. Our mission of "building roots to success" is one that we
live on a daily basis and model for all to see. Come visit and see for
yourselves!

## Part V -- Curriculum and Instruction\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_

**1. Curriculum**:

Curriculum is a constantly evolving program based on research, teacher
and community contributions, and state and federal mandates. It is a
goal of our curriculum to create thinking, literate adults who can
function effectively in a modern world. Curriculum is the \"What\" of
instruction. The elements of curriculum are sequence and continuity,
scope, and balance. Sequence is the ordering of learning experiences,
and continuity is the length or duration of such experiences. Scope is
the range of learning experiences to be offered. Balance is the degree
and amount of topics, subjects, and learning experiences that adequately
prepare students. Our curriculum is developed by deciding: (1) What
should students learn? (2) What is the order of content for the student
to follow? (3) How is the learning to be evaluated? And (4) How is
instruction to be delivered?

A Five-Year Strategic Plan for the Mobile County Public School System of
which Austin is a part, has been developed to chart the course toward
educational improvement. As a part of this strategic planning effort,
reading benchmarks have been implemented. Criterion reference tests have
been developed to determine students' mastery of state mandated
objectives. Local pacing guides and curriculum guides for all academic
areas have been aligned to the State Course of Study and distributed to
all teachers. Financial resources have been aligned to support
curriculum and instruction needs. And, classrooms have been monitored
for implementation and effectiveness of instruction.

Music and fine arts education has been expanded into all elementary
classrooms. Children are now given the opportunity to experience the joy
of music under the direction of trained teachers. In addition, we have a
matching grant with the Mobile Symphony to enhance our fine arts program
by hiring an additional music teacher who comes on a weekly basis to
provide instruction in music theory, instrument education and hands-on
experiences. Our violin program with students in grades 3-5 is also a
component of this grant. Our students work with a first string violinist
from the Mobile Symphony on a weekly basis from beginning instruction up
to advanced. This grant has been in existence for the last 6 years and
the benefits have far exceeded our expectations!

Science education in the Mobile County Public School System is becoming
lab-based to reflect the changes in the State Course of Study. Our
students experience hands-on science instruction through the use of
inquiry based science modules beginning with our kindergarten students
and going up to the fifth graders.

With the new focus on writing being placed by the State of Alabama
Department of Education, it has becoming necessary to realign the
language arts curriculum to better assist teachers in the teaching of
writing. A Writing Coach has been added to our staff to provide on-site
modeling of writing instruction with students in grades 1-5 with
emphasis placed on the knowledge necessary to score proficiently on the
state writing assessment given each February. Our writing scores have
risen from our placement of 33 out of 60 elementary schools up to number
8 last year. We can't wait until we reach #1 this year!

Collaborative projects between system departments have resulted in
development of criterion reference tests and the TRIP site for teachers.
This collaboration allows us to continue to improve instructional
resources and the collection of data that is necessary to drive
instruction.

It is important that our curriculum is designed to improve student
performance, and to create thinking, literate adults who can function
effectively in a modern world. This is an ever-changing challenge in an
ever-changing world. The challenge to \"Leave No Child Behind\" must be
adopted not only by the school, the school system but also by the Mobile
community.

### 2. Reading

Austin implements a literacy instruction that focuses and builds on
students' strengths to foster academic growth. Implementing literacy
instruction that promotes thoughtful reading and writing empowers
students to be responsible, independent and productive learners.
Powerful instruction begins with assessment focusing on individual
student learning to expand reading and writing capabilities. All
benchmarks and content standards are acceptable criteria that measure a
student's progress in literacy development and establish a firm
foundation for continuing success in the next level of learning. The
basis for these benchmarks is the Alabama Course of Study, Alabama
Reading Initiative, *No Child Left Behind* and Stanford Achievement
Test, Tenth Edition.

Austin incorporates the philosophies of the Alabama Reading Initiative
(ARI) along with the literacy instruction to build a comprehensive
reading program that addresses the needs of all our students. This is
our first year of implementation and the impact that the initiative has
had on our at-risk and low performing students is amazing. The faculty
unanimously voted to use ARI because we knew that some of our struggling
students were having difficulty and not mastering the objectives needed
to make them successful readers. This pulling together for the good of
the order is indicative of our faculty. They are quick to step up to the
plate and do what is needed for our students. Research has shown that
students in need of reading intervention benefit from a comprehensive
and balanced classroom literacy program. Research also has indicated
that struggling readers need to have additional small group time in
which they are provided the instruction that targets specific skills and
knowledge that have the highest impact on learning to read that is
attuned to their specific reading difficulties. With this research to
back up the reading initiative, we have quickly discovered that our
teachers can plan data driven instruction that is highly specialized and
matches the needs of individual struggling readers. The results of the
interventions are reviewed and discussed at our data meetings. We have
seen much progress but are never satisfied with the status quo so we
raise the bar higher and push forward. Success for every student is
truly heartfelt.

3\. Fine Arts

Research is abundant on the impact that fine arts have on student
achievement. It has been well documented with data on how student
achievement improves when the use of music and art are an intricate part
of the school's curriculum. "Music activates and synchronizes neural
networks which increase the brain's ability to reason spatially, think
creatively and perform in generalized mathematics." (Jensen, 2001)
"National SAT scores from 1990-1995 give credence to the theory that
music and the arts together have a positive effect on mathematics and
verbal skills. (College Board, 2000)

By ascribing to this theory that is backed up by research, Austin School
has taken strides to increase the allocated amount of music and art
provided by the school system. The system provides instruction in art
for one semester for grades 3-5 and then music instruction for the
second semester. To increase this allotment, Austin has a matching grant
with the Mobile Symphony to provide the Preludes Program to our
students. The Preludes brings in a master musician from the Symphony who
works weekly in our school providing music theory, movement, and rhythm
along with playing various musical instruments. In addition the Symphony
provides concerts that highlight jazz, opera, blue grass and other
various means to share with the students. Austin also provides violin
instruction to students in grades 2-5 with a first string violinist from
the Symphony. Weekly lessons allow for students to progress from the
beginner's stage up to advanced. Our students have worked with the
Artist in Residence program whereupon they created a musical piece and
then performed the piece along with the Symphony on a Saturday evening
for the arts patrons of Mobile. What an experience that has been for
everyone!

Our tests scores support our theory of integrating the arts into the
curriculum has proven beneficial for our students. Even our students of
poverty have increased their reading and math scores. Playing musical
instruments, listening to varying pieces of music are all examples of
classroom activities that address Gardner's multiple intelligences
theory as well. A win-win situation for all!

4\. Instructional Methods

Austin utilizes a variety of instructional methodologies in order to
maximize our effectiveness in the classroom. Our student learning is
based on a delivery that bests addresses the learning styles of our
students. We use scaffolding, curriculum compacting, cooperative
learning/reciprocal learning, differentiated instruction, visualization
as well as project based instruction. The teachers at Austin understand
that students of the same age aren't all alike when it comes to
learning. There are many things that are similar among the students but
the differences are what determines their character as human beings. It
makes us unique individuals. By acknowledging those unique differences,
it is imperative that we employ varying techniques and instructional
methods so we can best meet the needs of our students to promote
learning and ensure success. Exemplary teachers have always known that
active engagement of students is not a luxury but a necessity if
students are to acquire and retain information and content. This is a
skill necessary not only for school but as a life skill. Learning styles
theories (visual, auditory, kinesthetic, tactile) call for student
engagement. Howard Gardner's theory of multiple intelligences (1983)
appears to correlate with the way the brain learns best by addressing
the various dominant strengths of human beings. By incorporating the
various instructional methodologies, we were able to discover that when
students are given the opportunity to actively engage their brains, then
wonderful things began to occur that naturally improve comprehension and
higher order thinking.

**5. Professional Development**

Austin's professional development program is designed to effectively and
efficiently improve student learning through a comprehensive, on going
professional learning opportunities. Our focus, along with the system's
focus, is to ensure quality professional development that is a
continuous process, not just a one-time event. We have embraced the
philosophy that professional development must be job-embedded and
delivered in a systematic matter. Professional learning impacts student
learning and must be continually refined as data is disaggregated. Data
drives all major decisions at Austin.

Austin's main focus this year has been the implementation of the Alabama
Reading Initiative. Faculty instructional meetings on Monday afternoons
have reinforced workshop and summer training sessions along with
addressing needs and concerns that have arisen. Focus topics include:
phonemic awareness, vocabulary, and comprehension along with
technological support services. Technology support includes hands-on
training using portable keyboards (The Writers), Kidspiration (graphic
organizers) as well as utilizing websites such as: enchantedlearning.com
and myschoolhouse.com to name a few. We are continuing to master our
understanding of Marzano's [Classroom Instruction that Work]{.underline}
and Ruby Payne's [A Framework for]{.underline} [Understanding
Poverty]{.underline} via study groups. We have embraced this vehicle for
professional development in the past when we studied Gurian's [Boys and
Girls Learn Differently!]{.underline} and Gloria Ladsen-Billings'
[Dreamkeepers.]{.underline} By doing our own research we have come to
the critical understanding that professional development must encompass
more than a one time training session or workshop. Rather it must be an
ongoing process over a period of time so that it can be fully understood
and implemented. Too many times good information remains on one's
bookshelf because it was briefly presented without follow up and the
availability of an on-site expert to be available for questions and
implementation. By creating a professional development plan that is to
be implemented over a period of time that avails itself of materials to
support it and personnel to assist then the likelihood of success is
much greater. Austin has seen this methodology work well for our
students and us.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama began this form of criterion referenced testing for
fourth grade students only in the Spring of 2004. The state then picked
up third and fifth graders along with fourth grade to be tested in the
Spring of 2005. Even though the data does not cover the required span of
3 years, we thought you may wish to review it.

Subject: Reading Grade: 3 Test: Alabama Reading and Mathematics Test
(ARMT)

Edition/Publication Year: 2004 Publisher: Harcourt & Brace, Inc.

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

  Testing month                       April                                           

  **SCHOOL SCORES\***                                                                 

  \% At or Above Meets State          94                                              
  Standards**\***                                                                     

  \% At Exceeds State Standards**\*** 53                                              

  Number of students tested           64                                              

  Percent of total students tested    100                                             

  Number of students alternatively    0                                               
  assessed                                                                            

  Percent of students alternatively   0                                               
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Black (specify subgroup)        Black                                           

  \% At or Above Meets State          93                                              
  Standards                                                                           

  \% At Exceeds State Standards       44                                              

  Number of students tested           41                                              

  2.Free/Reduced (specify subgroup)   Free                                            
                                      /Reduced                                        

  \% At or Above Meets State          90                                              
  Standards                                                                           

  \% At Exceeds State Standards       45                                              

  Number of students tested           33                                              

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

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama began this form of criterion referenced testing for
fourth grade students only in the Spring of 2004. The state then picked
up third and fifth graders along with fourth grade to be tested in the
Spring of 2005. Even though the data does not cover the required span of
3 years, we thought you may wish to review it.

Subject: Math Grade: 3 Test: Alabama Reading and Mathematics Test (ARMT)

Edition/Publication Year: 2004 Publisher: Harcourt & Brace, Inc.

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

  Testing month                       April                                           

  **SCHOOL SCORES\***                                                                 

  \% At or Above Meets State          95                                              
  Standards**\***                                                                     

  \% At Exceeds State Standards**\*** 84                                              

  Number of students tested           64                                              

  Percent of total students tested    100                                             

  Number of students alternatively    0                                               
  assessed                                                                            

  Percent of students alternatively   0                                               
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Black (specify subgroup)        Black                                           

  \% At or Above Meets State          95                                              
  Standards                                                                           

  \% At Exceeds State Standards       80                                              

  Number of students tested           41                                              

  2.Free/Reduced (specify subgroup)   Free                                            
                                      /Reduced                                        

  \% At or Above Meets State          93                                              
  Standards                                                                           

  \% At Exceeds State Standards       72                                              

  Number of students tested           33                                              

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

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama began this form of criterion referenced testing for
fourth grade students only in the Spring of 2004. The state then picked
up third and fifth graders along with fourth grade to be tested in the
Spring of 2005. Even though the data does not cover the required span of
3 years, we thought you may wish to review it.

Subject: Reading Grade: 4 Test: Alabama Reading and Mathematics Test
(ARMT)

Edition/Publication Year: 2004 Publisher: Harcourt & Brace, Inc.

+-----------------------------------+------+------+-----+-----+-----+
|                                   | 2    | 2    | 200 | 200 | 200 |
|                                   | 004- | 003- | 2-2 | 1-2 | 0-2 |
|                                   | 2005 | 2004 | 003 | 002 | 001 |
+-----------------------------------+------+------+-----+-----+-----+
| Testing month                     | A    | A    |     |     |     |
|                                   | pril | pril |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| **SCHOOL SCORES\***               |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At or Above Meets State        | 90   | 79   |     |     |     |
| Standards**\***                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At Exceeds State               | 59   | 46   |     |     |     |
| Standards**\***                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students tested         | 78   | 54   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Percent of total students tested  | 100  | 94   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students alternatively  | 0    | 0    |     |     |     |
| assessed                          |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Percent of students alternatively | 0    | 0    |     |     |     |
| assessed                          |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
|                                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| SUBGROUP SCORES                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| 1\. Black (specify subgroup)      | B    | B    |     |     |     |
|                                   | lack | lack |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At or Above Meets State        | 95   | 68   |     |     |     |
| Standards                         |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At Exceeds State Standards     | 80   | 34   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students tested         | 41   | 48   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| 2.Free/Reduced (specify subgroup) | Free | F    |     |     |     |
|                                   | /Red | ree/ |     |     |     |
|                                   | uced |      |     |     |     |
|                                   |      | Red  |     |     |     |
|                                   |      | uced |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At or Above Meets State        | 93   | 65   |     |     |     |
| Standards                         |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At Exceeds State Standards     | 72   | 36   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students tested         | 33   | 40   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
|                                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama began this form of criterion referenced testing for
fourth grade students only in the Spring of 2004. The state then picked
up third and fifth graders along with fourth grade to be tested in the
Spring of 2005. Even though the data does not cover the required span of
3 years, we thought you may wish to review it.

Subject: Math Grade: 4 Test: Alabama Reading and Mathematics Test (ARMT)

Edition/Publication Year: 2004 Publisher: Harcourt & Brace, Inc.

+-----------------------------------+------+------+-----+-----+-----+
|                                   | 2    | 2    | 200 | 200 | 200 |
|                                   | 004- | 003- | 2-2 | 1-2 | 0-2 |
|                                   | 2005 | 2004 | 003 | 002 | 001 |
+-----------------------------------+------+------+-----+-----+-----+
| Testing month                     | A    | A    |     |     |     |
|                                   | pril | pril |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| **SCHOOL SCORES\***               |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At or Above Meets State        | 89   | 81   |     |     |     |
| Standards**\***                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At Exceeds State               | 63   | 57   |     |     |     |
| Standards**\***                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students tested         | 78   | 54   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Percent of total students tested  | 100  | 94   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students alternatively  | 0    | 0    |     |     |     |
| assessed                          |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Percent of students alternatively | 0    | 0    |     |     |     |
| assessed                          |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
|                                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| SUBGROUP SCORES                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| 1\. Black (specify subgroup)      | B    | B    |     |     |     |
|                                   | lack | lack |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At or Above Meets State        | 90   | 73   |     |     |     |
| Standards                         |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At Exceeds State Standards     | 56   | 47   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students tested         | 48   | 31   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| 2.Free/Reduced (specify subgroup) | Free | F    |     |     |     |
|                                   | /Red | ree/ |     |     |     |
|                                   | uced |      |     |     |     |
|                                   |      | Red  |     |     |     |
|                                   |      | uced |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At or Above Meets State        | 89   | 73   |     |     |     |
| Standards                         |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| \% At Exceeds State Standards     | 87   | 50   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
| Number of students tested         | 40   | 28   |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+
|                                   |      |      |     |     |     |
+-----------------------------------+------+------+-----+-----+-----+

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama began this form of criterion referenced testing for
fourth grade students only in the Spring of 2004. The state then picked
up third and fifth graders along with fourth grade to be tested in the
Spring of 2005. Even though the data does not cover the required span of
3 years, we thought you may wish to review it.

Subject: Reading Grade: 5 Test: Alabama Reading and Mathematics Test
(ARMT)

Edition/Publication Year: 2004 Publisher: Harcourt & Brace, Inc.

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

  Testing month                       April                                           

  **SCHOOL SCORES\***                                                                 

  \% At or Above Meets State          95                                              
  Standards**\***                                                                     

  \% At Exceeds State Standards**\*** 72                                              

  Number of students tested           60                                              

  Percent of total students tested    100                                             

  Number of students alternatively    0                                               
  assessed                                                                            

  Percent of students alternatively   0                                               
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Black (specify subgroup)        Black                                           

  \% At or Above Meets State          91                                              
  Standards                                                                           

  \% At Exceeds State Standards       58                                              

  Number of students tested           33                                              

  2.Free/Reduced (specify subgroup)   Free                                            
                                      /Reduced                                        

  \% At or Above Meets State          93                                              
  Standards                                                                           

  \% At Exceeds State Standards       63                                              

  Number of students tested           25                                              

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

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama began this form of criterion referenced testing for
fourth grade students only in the Spring of 2004. The state then picked
up third and fifth graders along with fourth grade to be tested in the
Spring of 2005. Even though the data does not cover the required span of
3 years, we thought you may wish to review it.

Subject: Math Grade: 5 Test: Alabama Reading and Mathematics Test (ARMT)

Edition/Publication Year: 2004 Publisher: Harcourt & Brace, Inc.

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

  Testing month                       April                                           

  **SCHOOL SCORES\***                                                                 

  \% At or Above Meets State          96                                              
  Standards**\***                                                                     

  \% At Exceeds State Standards**\*** 58                                              

  Number of students tested           60                                              

  Percent of total students tested    100                                             

  Number of students alternatively    0                                               
  assessed                                                                            

  Percent of students alternatively   0                                               
  assessed                                                                            

                                                                                      

  SUBGROUP SCORES                                                                     

  1\. Black (specify subgroup)        Black                                           

  \% At or Above Meets State          94                                              
  Standards                                                                           

  \% At Exceeds State Standards       45                                              

  Number of students tested           33                                              

  2.Free/Reduced (specify subgroup)   Free                                            
                                      /Reduced                                        

  \% At or Above Meets State          96                                              
  Standards                                                                           

  \% At Exceeds State Standards       52                                              

  Number of students tested           25                                              

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

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Reading Grade: 3 Test: Stanford Achievement Test

Edition/Publication Year: Edition 10 Publisher:Harcourt & Brace, Inc.

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

\* The state of Alabama began giving the SAT-10 version in the Spring,
2003, rather than using the 9^th^ edition. We did not include data from
the SAT-9 version so a more precise interpretation of our data will be
possible.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    |      |      |
|                                 | pril | pril | pril |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | [64] | [53] | 53   |      |      |
|                                 | {.un | {.un |      |      |      |
|                                 | derl | derl |      |      |      |
|                                 | ine} | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 64   | 78   | 66   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.Black (specify subgroup)    | 57   | 40   | 38   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 41   | 47   | 31   |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.Free/Reduced(specify        | 54   | 41   | 41   |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 29   | 39   | 31   |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.Male (specify subgroup)     | 59   | 49   | 56   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 37   | 31   |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.Female (specify subgroup)   | 67   | 55   | 50   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 41   | 34   |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Math Grade: 3 Test: Stanford Achievement Test

Edition/Publication Year: Edition 10 Publisher:Harcourt & Brace, Inc.

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

\* The state of Alabama began giving the SAT-10 version in the Spring,
2003, rather than using the 9^th^ edition. We did not include data from
the SAT-9 version so a more precise interpretation of our data will be
possible.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    |      |      |
|                                 | pril | pril | pril |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | [79] | [57] | 64   |      |      |
|                                 | {.un | {.un |      |      |      |
|                                 | derl | derl |      |      |      |
|                                 | ine} | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 64   | 78   | 66   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.Black (specify subgroup)    | 76   | 49   | 49   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 41   | 47   | 31   |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.Free/Reduced(specify        | 67   | 50   | 48   |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 29   | 39   | 31   |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.Male (specify subgroup)     | 77   | 51   | 63   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 37   | 31   |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.Female (specify subgroup)   | 77   | 59   | 59   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 41   | 34   |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Reading Grade: 4 Test: Stanford Achievement Test

Edition/Publication Year: Edition 10 Publisher:Harcourt & Brace, Inc.

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

\* The state of Alabama began giving the SAT-10 version in the Spring,
2003, rather than using the 9^th^ edition. We did not include data from
the SAT-9 version so a more precise interpretation of our data will be
possible.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    |      |      |
|                                 | pril | pril | pril |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | [69] | [60] | 60   |      |      |
|                                 | {.un | {.un |      |      |      |
|                                 | derl | derl |      |      |      |
|                                 | ine} | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 78   | 59   | 80   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 95   | 100  |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.Black (specify subgroup)    | 60   | 48   | 44   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 48   | 31   | 40   |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.Free/Reduced (specify       | 62   | 46   | 41   |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 40   | 28   | 34   |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.Male (specify subgroup)     | 66   | 64   | 55   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 28   | 38   |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.Female (specify subgroup)   | 72   | 55   | 62   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 42   | 29   | 42   |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Math Grade: 4 Test: Stanford Achievement Test

Edition/Publication Year: Edition 10 Publisher:Harcourt & Brace, Inc.

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

\* The state of Alabama began giving the SAT-10 version in the Spring,
2003, rather than using the 9^th^ edition. We did not include data from
the SAT-9 version so a more precise interpretation of our data will be
possible.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    |      |      |
|                                 | pril | pril | pril |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | [71] | [63] | 62   |      |      |
|                                 | {.un | {.un |      |      |      |
|                                 | derl | derl |      |      |      |
|                                 | ine} | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 78   | 59   | 80   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 95   | 100  |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.Black (specify subgroup)    | 64   | 57   | 46   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 48   | 31   | 40   |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.Free/Reduced (specify       | 61   | 48   | 43   |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 40   | 28   | 34   |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.Male (specify subgroup)     | 64   | 61   | 58   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 28   | 38   |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.Female (specify subgroup)   | 74   | 61   | 61   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 42   | 29   | 42   |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Reading Grade: 5 Test: Stanford Achievement Test

Edition/Publication Year: Edition 10 Publisher:Harcourt & Brace, Inc.

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

\* The state of Alabama began giving the SAT-10 version in the Spring,
2003, rather than using the 9^th^ edition. We did not include data from
the SAT-9 version so a more precise interpretation of our data will be
possible.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    |      |      |
|                                 | pril | pril | pril |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | [73] | [68] | 73   |      |      |
|                                 | {.un | {.un |      |      |      |
|                                 | derl | derl |      |      |      |
|                                 | ine} | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 60   | 70   | 76   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 95   | 100  |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.Black (specify subgroup)    | 61   | 56   | 58   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 36   | 32   |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.Free/Reduced (specify       | 65   | 55   | 56   |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 25   | 28   | 23   |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.Male (specify subgroup)     | 64   | 67   | 73   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 44   | 32   | 45   |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.Female (specify subgroup)   | 79   | 69   | 72   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 38   | 31   |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: Math Grade: 5 Test: Stanford Achievement Test

Edition/Publication Year: Edition 10 Publisher:Harcourt & Brace, Inc.

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

\* The state of Alabama began giving the SAT-10 version in the Spring,
2003, rather than using the 9^th^ edition. We did not include data from
the SAT-9 version so a more precise interpretation of our data will be
possible.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    |      |      |
|                                 | pril | pril | pril |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | [69] | [72] | 65   |      |      |
|                                 | {.un | {.un |      |      |      |
|                                 | derl | derl |      |      |      |
|                                 | ine} | ine} |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 60   | 70   | 76   |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 95   | 100  |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.Black (specify subgroup)    | 60   | 57   | 54   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 36   | 32   |      |      |
+---------------------------------+------+------+------+------+------+
| > 2.Free/Reduced (specify       | 57   | 53   | 49   |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 25   | 28   | 23   |      |      |
+---------------------------------+------+------+------+------+------+
| > 3.Male (specify subgroup)     | 68   | 67   | 65   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 44   | 32   | 45   |      |      |
+---------------------------------+------+------+------+------+------+
| > 4.Female (specify subgroup)   | 67   | 72   | 61   |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 38   | 31   |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS DATA**

The state of Alabama only tests fifth, seventh and eleventh grade
students in this area. We have included the data for the writing
assessment for the last 4 years.

Subject: Writing Grade: 5 Test: Alabama Direct Assessment of Writing

Edition/Publication Year: 2004 Publisher: State Of Alabama.

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

  Testing month                 February       February       February       February       

  **SCHOOL SCORES\***                                                                       

  \% At or Above Meets State    64             49             29             35             
  Standards**\***                                                                           

  \% At Exceeds State           13             6              0              1              
  Standards**\***                                                                           

  Number of students tested     60             67             73             52             

  Percent of total students     100            100            100            100            
  tested                                                                                    

  Number of students            0              0              0              0              
  alternatively assessed                                                                    

  Percent of students           0              0              0              0              
  alternatively assessed                                                                    

                                                                                            

  SUBGROUP SCORES                                                                           

  1.Black (specify subgroup)    Black          Black          Black          Black          

  \% At or Above Meets State    64             47             15             31             
  Standards                                                                                 

  \% At Exceeds State Standards 6              0              0              0              

  Number of students tested     33             34             33             26             

  2.Poverty (specify subgroup)  Free/Reduced   Free/Reduced   Free/Reduced   Free/Reduced   

  \% At or Above Meets State    59             37             27             29             
  Standards                                                                                 

  \% At Exceeds State Standards 7              0              0              0              

  Number of students tested     31             27             22             23             

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

> Dynamic Indicators of Basic Early Literacy Skills ® Kindergarten
> Summary Report
>
> District: Mobile County
>
> School

Austin Elementary 2005-2006

+------------+-----------------+--------------------+-----------------+
|            | > Beginning     | > Middle           | > End           |
+------------+-----------------+--------------------+-----------------+
| **ISF**    | > Goal: 8       | > Goal: 25 initial |                 |
|            | > initial       | > sounds           |                 |
|            | > sounds        |                    |                 |
+------------+-----------------+--------------------+-----------------+
| Students   | > 89            | > 70               |                 |
| Tested     |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| Mean (SD)  | > 9.9 (8.4)     | > 37 (17.7)        |                 |
+------------+-----------------+--------------------+-----------------+
|            | > 51% Low Risk  | > 77% Established  |                 |
+------------+-----------------+--------------------+-----------------+
|            | > 21% Some Risk | > 19% Emerging     |                 |
+------------+-----------------+--------------------+-----------------+
|            | > 28% At Risk   | > 4% Deficit       |                 |
+------------+-----------------+--------------------+-----------------+
| **LNF**    | > Goal: 8       | > Goal: 27 letter  | > Goal: 40      |
|            | > letter names  | > names            | > letter names  |
+------------+-----------------+--------------------+-----------------+
| Students   | > 89            | > 70               | > 0             |
| Tested     |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| Mean (SD)  | > 22.6 (15.6)   | > 41.6 (13.4)      |                 |
+------------+-----------------+--------------------+-----------------+
|            | > 75% Low risk  | > 90% Low risk     |                 |
+------------+-----------------+--------------------+-----------------+
|            | > 17% Some risk | > 7% Some risk     |                 |
+------------+-----------------+--------------------+-----------------+
|            | > 8% At risk    | > 3% At risk       |                 |
+------------+-----------------+--------------------+-----------------+
| **PSF**    |                 | > Goal: 18         | > Goal: 35      |
|            |                 | > phonemes         | > phonemes      |
+------------+-----------------+--------------------+-----------------+
| Students   |                 | > 70               | > 0             |
| Tested     |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| Mean (SD)  |                 | > 33.2 (18)        |                 |
+------------+-----------------+--------------------+-----------------+
|            |                 | > 73% Low Risk     |                 |
+------------+-----------------+--------------------+-----------------+
|            |                 | > 17% Some Risk    |                 |
+------------+-----------------+--------------------+-----------------+
|            |                 | > 10% At Risk      |                 |
+------------+-----------------+--------------------+-----------------+
| **NWF**    |                 | > Goal: 13 letter  | > Goal: 25      |
|            |                 | > sounds           | > letter sounds |
+------------+-----------------+--------------------+-----------------+
| Students   |                 | > 70               | > 0             |
| Tested     |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| Mean (SD)  |                 | > 29.1 (16.9)      |                 |
+------------+-----------------+--------------------+-----------------+
|            |                 | > 89% Low Risk     |                 |
+------------+-----------------+--------------------+-----------------+
|            |                 | > 7% Some Risk     |                 |
+------------+-----------------+--------------------+-----------------+
|            |                 | > 4% At Risk       |                 |
+------------+-----------------+--------------------+-----------------+
| **WUF**    | > Goal:         | > Goal:            | > Goal:         |
+------------+-----------------+--------------------+-----------------+
| Students   | > 0             | > 0                | > 0             |
| Tested     |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| Mean (SD)  |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| 20th       |                 |                    |                 |
| Percentile |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+
| 40th       |                 |                    |                 |
| Percentile |                 |                    |                 |
+------------+-----------------+--------------------+-----------------+

#### Dynamic Indicators of Basic Early Literacy Skills ®

> **First Grade Summary Report**
>
> District: Mobile County

SchoolAustin Austin Elementary 2005-2006

+-----------+-----------------+--------------------+------------------+
|           | > Beginning     | > Middle           | > End            |
+-----------+-----------------+--------------------+------------------+
| **LNF**   | > Goal: 37      |                    |                  |
|           | > letter names  |                    |                  |
+-----------+-----------------+--------------------+------------------+
| Students  | > 70            |                    |                  |
| Tested    |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| Mean (SD) | > 47 (16.2)     |                    |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 74% Low risk  |                    |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 17% Some risk |                    |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 9% At risk    |                    |                  |
+-----------+-----------------+--------------------+------------------+
| **PSF**   | > Goal: 35      | > Goal: 35         | > Goal: 35       |
|           | > phonemes      | > phonemes         | > phonemes       |
+-----------+-----------------+--------------------+------------------+
| Students  | > 70            | > 69               | > 0              |
| Tested    |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| Mean (SD) | > 43.4 (12.5)   | > 57.5 (14)        |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 91%           | > 94% Established  |                  |
|           | > Established   |                    |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 3% Emerging   | > 3% Emerging      |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 6% Deficit    | > 3% Deficit       |                  |
+-----------+-----------------+--------------------+------------------+
| **NWF**   | > Goal: 24      | > Goal: 50 letter  | > Goal: 50       |
|           | > letter sounds | > sounds           | > letter sounds  |
+-----------+-----------------+--------------------+------------------+
| Students  | > 70            | > 69               | > 0              |
| Tested    |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| Mean (SD) | > 38.1 (23)     | > 79.9 (34.8)      |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 69% Low Risk  | > 90% Established  |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 23% Some Risk | > 6% Emerging      |                  |
+-----------+-----------------+--------------------+------------------+
|           | > 9% At Risk    | > 4% Deficit       |                  |
+-----------+-----------------+--------------------+------------------+
| **ORF**   |                 | > Goal: 20 words   | > Goal: 40 words |
|           |                 | > per minute       | > per minute     |
+-----------+-----------------+--------------------+------------------+
| Students  |                 | > 69               | > 0              |
| Tested    |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| Mean (SD) |                 | > 53.6 (35.4)      |                  |
+-----------+-----------------+--------------------+------------------+
|           |                 | > 87% Low Risk     |                  |
+-----------+-----------------+--------------------+------------------+
|           |                 | > 9% Some Risk     |                  |
+-----------+-----------------+--------------------+------------------+
|           |                 | > 4% At Risk       |                  |
+-----------+-----------------+--------------------+------------------+
| **RTF**   |                 | > Goal:            | > Goal:          |
+-----------+-----------------+--------------------+------------------+
| Students  |                 | > 0                | > 0              |
| Tested    |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| Mean (SD) |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| 20th      |                 |                    |                  |
| P         |                 |                    |                  |
| ercentile |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
| 40th      |                 |                    |                  |
| P         |                 |                    |                  |
| ercentile |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
|           |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+
|           |                 |                    |                  |
+-----------+-----------------+--------------------+------------------+

###### Dynamic Indicators of Basic Early

####### Literacy Skills ® Second Grade Summary Report

> District: Mobile County
>
> School:

Austin Elementary 2005-2006

+-----------+------------------+-------------------+------------------+
|           | > Beginning      | > Middle          | > End            |
+-----------+------------------+-------------------+------------------+
| **NWF**   | > Goal: 50       |                   |                  |
|           | > letter sounds  |                   |                  |
+-----------+------------------+-------------------+------------------+
| Students  | > 79             |                   |                  |
| Tested    |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| Mean (SD) | > 72.5 (29.3)    |                   |                  |
+-----------+------------------+-------------------+------------------+
|           | > 77%            |                   |                  |
|           | > Established    |                   |                  |
+-----------+------------------+-------------------+------------------+
|           | > 16% Emerging   |                   |                  |
+-----------+------------------+-------------------+------------------+
|           | > 6% Deficit     |                   |                  |
+-----------+------------------+-------------------+------------------+
| **ORF**   | > Goal: 44 words | > Goal: 68 words  | > Goal: 90 words |
|           | > per minute     | > per minute      | > per minute     |
+-----------+------------------+-------------------+------------------+
| Students  | > 79             | > 78              | > 0              |
| Tested    |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| Mean (SD) | > 56.9 (26.6)    | > 86.5 (29.5)     |                  |
+-----------+------------------+-------------------+------------------+
|           | > 65% Low Risk   | > 81% Low Risk    |                  |
+-----------+------------------+-------------------+------------------+
|           | > 29% Some Risk  | > 14% Some Risk   |                  |
+-----------+------------------+-------------------+------------------+
|           | > 6% At Risk     | > 5% At Risk      |                  |
+-----------+------------------+-------------------+------------------+
| **RTF**   | > Goal:          | > Goal:           | > Goal:          |
+-----------+------------------+-------------------+------------------+
| Students  | > 0              | > 0               | > 0              |
| Tested    |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| Mean (SD) |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| 20th      |                  |                   |                  |
| P         |                  |                   |                  |
| ercentile |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| 40th      |                  |                   |                  |
| P         |                  |                   |                  |
| ercentile |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| **WUF**   | > Goal:          | > Goal:           | > Goal:          |
+-----------+------------------+-------------------+------------------+
| Students  | > 0              | > 0               | > 0              |
| Tested    |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| Mean (SD) |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| 20th      |                  |                   |                  |
| P         |                  |                   |                  |
| ercentile |                  |                   |                  |
+-----------+------------------+-------------------+------------------+
| 40th      |                  |                   |                  |
| P         |                  |                   |                  |
| ercentile |                  |                   |                  |
+-----------+------------------+-------------------+------------------+

> **Dynamic Indicators of Basic Early Literacy Skills ® Third Grade
> Summary Report**
>
> District: Mobile County
>
> School:
>
> Date:

Austin Elementary

2005-2006

+-----------+------------------+------------------+------------------+
|           | > Beginning      | > Middle         | > End            |
+-----------+------------------+------------------+------------------+
| **ORF**   | > Goal: 77 words | > Goal: 92 words | > Goal: 110      |
|           | > per minute     | > per minute     | > words per      |
|           |                  |                  | > minute         |
+-----------+------------------+------------------+------------------+
| Students  | > 76             | > 75             | > 0              |
| Tested    |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| Mean (SD) | > 90.1 (32.9)    | > 107.6 (30.2)   |                  |
+-----------+------------------+------------------+------------------+
|           | > 64% Low Risk   | > 65% Low Risk   |                  |
+-----------+------------------+------------------+------------------+
|           | > 18% Some Risk  | > 29% Some Risk  |                  |
+-----------+------------------+------------------+------------------+
|           | > 17% At Risk    | > 5% At Risk     |                  |
+-----------+------------------+------------------+------------------+
| **RTF**   | > Goal:          | > Goal:          | > Goal:          |
+-----------+------------------+------------------+------------------+
| Students  | > 0              | > 0              | > 0              |
| Tested    |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| Mean (SD) |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| 20th      |                  |                  |                  |
| P         |                  |                  |                  |
| ercentile |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| 40th      |                  |                  |                  |
| P         |                  |                  |                  |
| ercentile |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| **WUF**   | > Goal:          | > Goal:          | > Goal:          |
+-----------+------------------+------------------+------------------+
| Students  | > 0              | > 0              | > 0              |
| Tested    |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| Mean (SD) |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| 20th      |                  |                  |                  |
| P         |                  |                  |                  |
| ercentile |                  |                  |                  |
+-----------+------------------+------------------+------------------+
| 40th      |                  |                  |                  |
| P         |                  |                  |                  |
| ercentile |                  |                  |                  |
+-----------+------------------+------------------+------------------+