##### *2006-2007 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. Sharon L.
Heilman]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name \_\_\_\_\_[Empire Oaks Elementary
School]{.underline}\_\_

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_[1830 Bonhill
Drive]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Folsom]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[CA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[95630-6107\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_[Sacramento]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_[34 67330 6118574]{.underline}\_\_\_\_\_\_

Telephone [(916) 983-0120, ext. 150 Fax (916)
983-0399]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site/URL [www.edline.net/pagesEmpire_Oaks_ES]{.underline} E-mail
[sheilman@fcusd.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* \_\_\_\_[Mr. Patrick Godwin]{.underline}

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

District Name [Folsom Cordova Unified School District]{.underline} Tel.
[(916) 355-1100 ext. 107]{.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 Mrs. Teresa Stanley

President/Chairperson

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

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

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

**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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: [20]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[6]{.underline} High schools

[2]{.underline} Other

[32]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_[\$6438.00]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_[\$7172.00]{.underline}\_\_\_\_

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**    9         2                      **11**       **7**                             

  **K**       58        63                     **121**      **8**                             

  **1**       76        63                     **139**      **9**                             

  **2**       55        65                     **120**      **10**                            

  **3**       48        52                     **100**      **11**                            

  **4**       58        44                     **102**      **12**                            

  **5**       44        57                     **101**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   694
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [66]{.underline} % White

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

[6]{.underline} % Hispanic or Latino

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

[1]{.underline} % 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]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      17
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      12
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    29
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 643
                            the school as of October 1  

  **(5)**                   Total transferred students  5
                            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: [8]{.underline} %

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

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

Specify languages: Arabic, Cantonese, Chaozhou, English, Farsi, German,
Hindi, Indonesian, Japanese, Korean, Mandarin, Oher Chinese, Pilipino,
Polish, Punjabi, Russian, Spanish, Turkish, Ukrainian, Urdu, Vietnamese

9\. Students eligible for free/reduced-priced meals: [3]{.underline} %

Total number students who qualify: \_\_\_[20]{.underline}\_\_

10\. Students receiving special education services: [11]{.underline} %

[42]{.underline} Total Number of Students Served

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

\_\_\_\_Autism [1]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [23]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [18]{.underline} 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]{.underline}\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_[28]{.underline}\_
\_\_\_\_\_[2]{.underline}\_\_

Special resource teachers/specialists \_\_\_\_\_[2]{.underline}\_
\_\_\_\_\_[1]{.underline}\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_[7]{.underline}\_\_

> Support staff \_\_\_\_\_[5]{.underline}\_ \_\_\_\_[16]{.underline}\_\_
>
> Total number \_\_\_\_[36]{.underline}\_ \_\_\_\_[26]{.underline}\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[24:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The fluctuation in teacher turnover rate is due to rapid
growth, relocation, maternity leaves of absence and promotion to
administrative positions.

  --------------------- ----------- ----------- ----------- ------------- -------------
                        2005-2006   2004-2005   2003-2004   2002-2003     2001-2002

  Daily student         97 %        97 %        97 %        Unavailable   Unavailable
  attendance                                                              

  Daily teacher         93 %        91 %        92 %        94 %          98 %
  attendance                                                              

  Teacher turnover rate 13 %        8 %         5 %         18 %          17 %

  Student dropout rate  \%          \%          \%          \%            \%
  (middle/high)                                                           

  Student drop-off rate \%          \%          \%          \%            \%
  (high school)                                                           
  --------------------- ----------- ----------- ----------- ------------- -------------

**PART III ‑ SUMMARY**

Empire Oaks Elementary School, located in the historic city of Folsom,
California, is nestled against the foothills of the Sierra Nevada where
the homes of the Empire Ranch community surround the campus. Hazel
McFarland Park is adjacent to the beautiful campus and serves as a
wonderful area where families meet and children play after school. The
diverse student population has grown each year, since the doors opened
in August of 2001, to the present enrollment of 685. The surrounding
neighborhood is populated with families who are eager to participate in
the education of their children. The school reflects a culture of caring
and a strong home-school connection. So popular is the school that
during recent meetings to redraw school boundaries, families pleaded to
stay in the Empire Oaks attendance area. As one parent stated, "The
quality teachers and staff truly care about our children and families."

The campus is made up of seven well-designed buildings, which are
situated on immaculately groomed grounds. The students are happy and
engaged as you enter each classroom. Our dedicated teachers focus on
enhancing academic rigor and relevance, while daily forming the
necessary relationships to ensure success for every student. A sense of
community radiates as students, staff, and parents move about doing
daily tasks. Every adult on campus shares the philosophy that "all
students are our students," which means that they are there to help
every child succeed. Students take pride in their school. A transfer
student recently commented, "I love Empire Oaks. It's really clean and
safe. I feel good about coming here every day."

Our motto is "From Acorns, Mighty Oaks Grow." To this purpose a variety
of programs can be found that develop our students academically,
socially, and emotionally. We truly believe that effective learning
takes place in a safe, comfortable, and risk-free environment. As stated
in our vision; "*Empire Oaks Elementary School endeavors to provide an
environment where 'educating children for the 21^st^ century' is the top
priority. Students participate in a standards based curriculum where
they work together to build a community. Students learn to think
critically, cooperate, and they develop into insightful, compassionate,
and wise citizens who can thrive in today's environment. Technology is
an educational tool integrating all subjects. Music and art enhance the
development of the whole child. Students, parents, and teachers are
united through strong social and emotional connections to academic
growth and lifelong learning.*" Our Best Practices philosophy of
teaching expectations for academic and behavioral success prepares
students to succeed. Through the Caring School Community program,
students practice responsible behaviors by mentoring younger students.
Participation in class meetings helps students learn to be responsible
for their own behavior. They are taught problem solving and conflict
resolution skills, which help to build self-esteem. As evidenced through
the success of our fine arts curriculum, we have seen children blossom
through participation. FAME (Fine Arts Mini Experience), chorus,
Shakespeare Academy, and numerous classroom productions are available
for students.

When the school opened in 2001 with 210 students, the staff set high
expectations for student academic success (2002 API-883). Five years
later, our scores continue to climb (2006 API-933) while our school
population has increased dramatically to a total of 685 in 2006-07. This
has been accomplished through excellent teaching, diligent students, and
supportive parents working together with school and District leaders. We
believe that all students can learn and we are willing to do what is
necessary to see that our acorns do, indeed, grow into mighty oaks!

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

1.  **Assessment Results:** The Academic Performance Index (API) is a
    statewide accountability system for California public schools. It is
    a numeric score between 200 and 1000, which summarizes a school's
    academic performance and progress on statewide assessments in the
    areas of English Language Arts (ELA) and Mathematics. This score is
    compiled annually for individual schools throughout California. The
    state has set 800 as the score that schools should strive to meet or
    exceed. The growth target for a school at or above 800 is to remain
    at that level. "Actual growth" is the number of API points a school
    gained between its base and growth years.

California students in grades 2 through 11are tested annually in various
subject areas through the California Standardized Testing and Reporting
(STAR) program. STAR includes the California Standards Tests (CST) and a
norm-referenced test, the California Achievement Test, Sixth Edition
(CAT/6). The CST tests English Language Arts and Mathematics in grades 2
through 11, Science in grades 5, 9, 10, and 11; and History Social
Science in grades 8, 10, and 11. The CSTs show how well students are
doing relative to the state content standards. Student scores are
reported as performance levels, which are Advanced (exceeds state
standards), Proficient (meets state standards), Basic (approaching state
standards), Below Basic (below state standards), and Far Below Basic
(well below state standards). Reading and mathematics results from the
CAT/6 are reported as the percent of tested students scoring at or above
the 50^th^ percentile (the national average). In addition to the STAR,
attendance rates are factored into determining a total API score.
Additional information on the statewide testing program can be found at
[www.cde.ca.gov](http://www.cde.ca.gov/).

Any organization struggles to improve quality during periods of rapid
growth. However, since Empire Oaks opened in 2001, enrollment has
increased more than 300%, and our API scores have also significantly
increased. Our plan of rigor, relevance, and evaluating the educational
process has placed the school in the top 10 percent on state
assessments. Schools statewide, with similar demographic
characteristics, opportunities, and challenges, are ranked from a low of
1 to a high of 10 and the median API score is 904. In 2006, Empire Oaks
attained an API score of 933, an increase of 17 points from 2005; our
statewide ranking was 10. Over the last four years (2002-2006) the API
has risen from 883 to 933. This indicates a growth of 50 points. This
was attained with a statewide ranking of 10 each of these years.

Students continue to demonstrate high levels of achievement on the
CAT/6, consistently scoring above the 50^th^ percentile. In 2006, 80% of
the students scored above the national average in Language and Spelling;
73% scored above average in Reading; 88% scored above average in
Mathematics.

Student achievement continued to increase as measured by the CSTs. In
2006, 85% of students were at or above proficient in English Language
Arts, and 87% were at or above proficient in Mathematics.

As recorded on our school API report, there is no significant
achievement difference among subgroups school wide. Any disparities in
achievement are specifically addressed through interventions and Student
Study Team (SST) meetings. The Empire Oaks caring staff strives to
maintain high standards and accountability.

2.  **Using Assessment Results:** Along with CAT/6 and CST, Empire Oaks
    utilizes formal and informal assessment to determine daily
    instruction. Kindergarten begins with an Emergent Literacy Survey
    allowing teachers to begin to set individual and group goals. In the
    first and second grade, Individualized Reading Inventories allow
    teachers to determine placement in our Early/Late Reading Program.
    In addition, student assessment is repeated each trimester at all
    grade levels to evaluate and re-assign students as they continue to
    grow and improve.

Multiple forms of assessment continue throughout the year in all subject
areas. English Language Arts (ELA) theme and weekly skills tests, as
adopted by the District, help to guide instruction and inform reteaching
opportunities. Standards based 'focus walls' that change each week for
ELA are utilized. Teachers use a District-adopted service, The Cruncher
Solution (Cruncher), to compare and contrast student STAR and District
benchmark test scores. Cruncher is used as a multiple measure tool to
drive current and future instruction. New units of instruction are
pre-tested to ensure that all students will continue to be challenged
and given the opportunity to work with differentiated instruction.
Student portfolios are created at the kindergarten level and follow each
student, allowing teachers to monitor progress from one grade to the
next.

In addition to the classroom teacher, individual student needs are met
by specialists at Empire Oaks. An occupational therapist, speech and
language pathologist, resource specialist teacher, and psychologist play
a vital role in the Student Study Team (SST) and/or Individual Education
Plan (IEP) process. Reasonable goals are developed that help to ensure
student success.

Collaboration guides assessment at Empire Oaks. Student and teacher
developed rubrics, assessment grids, District benchmark tests, weekly
theme skills tests, learning contracts, and summative tests are
discussed at grade level collaboration meetings each week. From these
meetings, schoolwide intervention programs are developed driven by the
specific needs of the students.

**3. Communicating Assessment Results:** Communication of student
academic and social performance between all stakeholders including
parents, teachers, students and the community is something in which we
take pride at Empire Oaks. From our "Welcome to Kindergarten Program,"
to the 5^th^ Grade Completion Ceremony, the teachers and administrators
at Empire Oaks are constantly communicating results.

Our "Monday Morning Message" from the principal and the student council
president over the loudspeaker, begins everyone's week with a positive
behavioral challenge. Communication continues as teachers individualize
and personalize websites, send newsletters, and email parents daily
regarding student progress. Agendas are used daily to communicate
assigned homework, which parents are required to sign, acknowledging the
communication. Most importantly, all teachers understand the need for
formal and informal conferences with parents to evaluate individual
goals and create bridges for success. In addition, Gifted and Talented
Education (GATE) conferences are held twice a year to meet
differentiated needs.

Empire Oaks has an excellent, well-developed website. It includes a
weekly calendar, a message from the school principal, links to
educational websites, and information about school activities, and
student assessment (School Accountability Report Card/SARC).

Student success is celebrated with parents in our community with
Principal's List, Honor Roll and Friday Spirit Awards. This fall, during
the California Distinguished School Flag raising ceremony, parents,
students, neighbors, school district officials, and representatives from
the city and state were in attendance. Numerous articles have been
written by local and regional newspapers, applauding teacher and student
performance.

Strong communication has greatly contributed to the tremendous growth in
both population and student success. At Empire Oaks, we consider our
families and our community "partners" with whom we communicate daily.

**4. Sharing Success:** Empire Oaks staff shares many innovative
practices throughout the District and enjoys a broad based,
collaborative relationship with other schools. Through the Beginning
Teacher Support and Assessment (BTSA) program, new teachers are mentored
on site by support providers modeling teaching excellence. Our on site
reading and math coaches participate in District level staff development
days. Coaches target techniques and instruct school staff on a monthly
basis. Time is provided at GATE Advisory Committee meetings for teachers
to share Best Practices with staff members and parents from other
schools. District Curriculum Advisory Council (CAC) meetings for math
and language arts are held six times each year where time is provided
for teacher reps to share successes. Three of our educators are National
Board Certified teachers who have effectively videotaped Best Practice
instruction. One of these videotapes is currently being used as a
teaching tool by the District GATE coordinator.

At our site, educators host numerous staff development opportunities
across the curriculum for teachers from other sites in the District.
Examples include: Accelerated Reader, Houghton Mifflin (HM) Language
Arts, Differentiation, Teaching Little Children (TLC) Art in the
Classroom, GATE, Scott Foresman Math, and on-going technology
enrichment. Individual teachers invite colleagues to observe current
educational models in their classrooms.

Members of our staff have provided inservice training at the District
and county level. Some examples are: AB466 training, an intensive math
curriculum for schools involved in the School Assistance Intervention
Team, (SAIT), Reading Groups in Kindergarten (for parents),

I-BYTE (technical training funded through INTEL), Math Cadre, the
statewide Algebra Forum, the Congressional Arts Committee, and the New
Teacher Curriculum Inservice are further examples of our faculty
involvement.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Empire Oaks offers all students standards based,
    state approved curriculum in all areas of study including ELA, math,
    science, social studies, visual and performing arts, physical
    education, and health education. Computer instruction is provided
    for our students, which allows growth with comprehension and work
    skills at individualized levels.

Our adopted ELA program emphasizes the California State Standards in the
areas of word analysis, fluency, systematic vocabulary development,
reading comprehension, and literary response. It also includes writing
strategies and applications, listening and speaking skills, and support
materials, such as a reteaching and Universal Access (UA) components.

The state approved math series offers standards in the concept of
measurement, number sense, algebra, statistics, geometry, and
probability for all grade levels. Reteaching, homework, and extension
pages accompany each lesson and are used for differentiation, as well as
whole class assignments. The use of manipulatives, calculators, computer
programs, and math centers further the value of each lesson. Teachers
set up individualized student accounts with *onlineintervention.com*,
which is part of our math curriculum.

The state approved science curriculum is augmented by field trips. Our
school has Full Option Science System kits (FOSS, Lawrence Hall of
Science) available at every grade level to use as an enhancement to the
texts. Investigation labs are part of the science curriculum. Earth Day
celebrations exhibit an appreciation for the knowledge the students have
acquired.

The state approved social studies curriculum comes alive with a variety
of classroom projects such as building colonial villages, researching
and depicting historical figures, participating in the 'Age of Sail' in
San Francisco Bay, presenting explorer reports, visiting Coloma Gold
Discovery Site, and the Sonoma Mission, and our State Capitol. The
current events magazine, *Time for Kids*, is studied weekly as a way to
keep our students apprised of news happening around us. We participate
in the Junior Achievement Program, which correlates to the State
Standards in the social studies curriculum.

The visual and performing arts program is an integral part of Empire
Oaks. Credentialed music teachers travel to our campus to teach
standards based music. We have an after school chorus, drama, and Acorn
Adventures enrichment program.

Our physical education program offers all students standards based
curriculum taught by credentialed teachers. Students are engaged in
activities that incorporate social, as well as, physical fitness
development. Lessons focus on skill development through cooperative
learning, movement education, and a positive and safe environment for
all students.

Empire Oaks provides differentiated instruction based on the current
needs of the student population. English Language Learners (ELL)
represent 8% of our student population. These students receive special
accommodations from our established curriculum. Designated GATE students
represent 19% of the student population in grades 3 through 5. All
teachers with GATE students have received GATE training. Resource
Specialist Program (RSP) students represent 4% of our population and
receive supplemental curriculum selected through consultation with the
regular classroom teachers. The RSP teacher uses additional research
based programs to accompany textbooks. Some special needs students
participate in a full inclusion program.

All students are provided opportunities to meet rigorous standards.
Teachers ensure that all students meet these expectations by providing
effective, appropriate, instruction.

**2a. Reading:** Empire Oaks Elementary offers students a standards
based, state approved reading curriculum. This reading curriculum was
selected by members of the teaching staff who participated directly in
the curriculum adoption process between the two state approved programs.
Houghton Mifflin offers a balanced literature program, successfully
meeting the needs of students in our demographic area. Several grade
levels implemented the program on site and served as coaches when the
series was adopted District wide.

Professionally trained teachers deliver comprehensive, systematic
instruction that aligns with the California ELA Standards. Additionally,
reading success is assured through instruction of oral language,
phonemic awareness skills, decodable text, and trade literature. The
reading program includes resources for Universal Access (UA), which
fosters independent, confident readers and helps all students achieve
grade level expectations. Teachers provide support to reinforce and
extend classroom instruction to meet the needs of our entire population.
High achieving and GATE students are challenged by differentiated
reading instruction which elicits depth and complexity. English Language
Learners are offered researched based authentic encounters with written
texts that focus on meaning and communication.

Empire Oaks students are involved in a variety of reading enrichment
activities. Lexia, STAR, and Accelerated Reader computer programs are
offered to encourage growth with comprehension and word skills at
individualized levels. Daily Oral Language and Mountain Language also
enhance our curriculum. Enrichment activities include puppet shows,
Folsom history presentations, book reports of various genres, group
research projects, Folsom Library partnership, classroom musical plays,
and a production by our Shakespeare Academy.

Multiple forms of assessment continue throughout the year. Reading theme
and weekly skills tests guide instruction and inform reteaching
opportunities. Teachers pretest new units of study to ensure that all
students will continue to be challenged. Reading Intervention classes
are provided to support at-risk students with a variety of instructional
methods and materials.

3.  **Additional Curriculum Area:** The Empire Oaks mission challenges
    the school to develop the whole child through the visual and
    performing arts. Choral and instrumental music, theatre, art, and
    visiting artists make these programs available to all children and
    connect the school with the community.

Credentialed faculty teach standards-based music. Fourth and fifth grade
students have the opportunity to participate in the extracurricular
honor band, orchestra or choir. Students perform in concert for the
student body and the Folsom community. After school chorus is offered
for second through fifth graders. These children participate in a
District-wide performance, a winter and spring concert, and a Red Ribbon
Week presentation.

Students, parents, and teachers are also united through the Fine Arts
Mini Experience (FAME) program. Parent volunteers are trained to teach
six lessons a year about famous artists and composers. Students then
create a project around the artist that they have studied. The standards
based program is augmented with the Crocker Museum's traveling "Art Ark"
on campus, and visits to the museum itself. At the end of the year,
students produce a portfolio and display their work in a school-wide art
exhibition.

The school's theatre program includes various classroom plays in the
primary grades, and the award-winning after school Shakespeare Academy
for fourth and fifth grade students. The Academy provides students the
opportunity to develop an understanding and respect for the works of
William Shakespeare, and to link the school with the community through
free public performances. The Academy has performed at the Sacramento
Shakespeare Festival, received a U.S. Congressional Resolution, been
recognized by the Arts and Business Council for Excellence in Arts
Management, performed at numerous fund raising events, and received
several community grants. In the past few years, the Academy has
performed before more than 7,000 audience members and involved more than
400 children.

4.  **Instructional Methods:** Empire Oaks provides a stimulating
    hands-on environment that understands, appreciates, and builds upon
    our individual student needs. Students' readiness, interests, and
    learning profiles help guide teachers to adjust content, tailor
    process, and enhance success. Teachers utilize a myriad of
    instructional strategies which include direct, small, and peer based
    instruction. This framework consists of technology-based lessons,
    compacting, learning contracts, intervention and Early/Late reading
    groups. The Early/Late reading program provides an opportunity for
    teachers to group students in accordance with their learning needs.
    ELL students are given extra support with listening centers,
    vocabulary development activities, graphic organizers, realia, Total
    Physical Response (TPR), and small group instruction. Differentiated
    instruction such as Universal Access is embedded within our
    curriculum and customized to fit student needs. During UA time,
    teachers address the needs of ELL, below, on-level, and advanced
    students by presenting leveled reading selections that cover the
    reading focus. Teachers employ learning contracts as a way to
    differentiate instruction and foster student choice and ownership.
    In mathematics, compacting allows accelerated (GATE) and high
    achieving students the opportunity to engage in the process of
    critical thinking. Manipulatives, real life objects, and
    student-created discussion journals are utilized in mathematics,
    science, social science, and language arts to enhance classroom
    instruction. Intervention classes provide students with targeted
    instruction. Teachers supplement instructional methods by changing
    the format of a test, developing study guides, utilizing graphic
    organizers, and providing additional materials from our extensive
    school-wide curriculum resource room.

Empire Oaks teachers provide a stimulating hands-on environment which is
strongly supported through our collaboration of Best Practices,
innovative teaching ideas, original materials, and overall collegial
support.

5.  **Professional Development:** Empire Oaks teachers strive to
    maintain a high level of achievement for the students by tailoring
    professional development to student needs while increasing their own
    professional knowledge. Faculty members attend District training and
    teach subject and grade level inservice activities such as
    Differentiated Instruction, Primary Sources, and Effective Language
    Arts Centers for Kindergarten.

To increase student writing development, our teachers have attended Step
Up to Writing, Six +1Traits of Writing, Area Three Writing Project, as
well as District sponsored writing instruction inservice activities.
Students are meeting standards and are better prepared for standardized
testing as teachers implement ideas from classes such as the Teaching
American History Project, Fly Into Science (sponsored by Intel),
California Reading Association Conference, California Social Studies
Conference, California Association of Gifted (CAG) Conference, Intel
Teach to the Future, Intercultural Harmony in Schools, Autism and
Aspergers Spectrum, Classrooms in Action, Early Childhood Conference,
American Sign Language in the Classroom, and The Museum of Tolerance
diversity training. All staff has been trained to use Cruncher to better
drive instruction through assessment.

As the District decides on adoption of new text series, many of our
teachers pilot and attend district focus groups. Special instruction is
then provided for coaches, who in turn, provide training for all staff.
Collaboration fosters an involved, dedicated, and professional approach
to teaching. Students benefit from highly trained, highly motivated
teachers connected to the curriculum through the selection process.

Several of our teachers are Beginning Teacher Support and Assessment
(BTSA) providers. This provides an excellent opportunity for
collaboration between new and veteran teachers. Three of our teachers
are National Board Certified, another is a candidate, exemplifying
dedication to their profession.

Our supportive staff, working within and across grade levels, encourages
and supports one another to ensure the highest level of achievement for
students at Empire Oaks, and to exemplify our motto "From Acorns, Mighty
Oaks Grow".

**PART VII - ASSESSMENT RESULTS**

Subject [English/Language Arts]{.underline}

Grade 2

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       90          76          77          72

  \% Advanced                     59          36          37          45

  Number of students tested       99          85          81          60

  Percent of total students       99          99          99          100
  tested                                                              

  Number of students              0           0           0           0
  alternatively assessed                                              

  Percent of students             0           0           0           0
  alternatively assessed                                              

                                                                      

  **SUBGROUP SCORES**                                                 

  1.White                                                             

  \% Proficient or Advanced       87          75          71          70

  \% Advanced                     60          32          30          42

  Number of students tested       60          60          56          43

  2\. Asian                                                           

  \% Proficient or Advanced       NA          87          NA          NA

  \% Advanced                     NA          60          NA          NA

  Number of students tested       NA          15          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------

Subject [English/Language Arts]{.underline}

Grade 3

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  -------------------------------- ----------- ----------- ----------- -----------
  Test Year                        2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                    Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                    

  \% Proficient or Advanced        72          73          63          72

  \% Advanced                      29          35          31          33

  Number of students tested        100         91          75          61

  Percent of total students tested 100         100         100         100

  Number of students alternatively 0           0           0           0
  assessed                                                             

  Percent of students              0           0           0           0
  alternatively assessed                                               

                                                                       

  **SUBGROUP SCORES**                                                  

  1.White                                                              

  \% Proficient or Advanced        63          75          71          71

  \% Advanced                      25          35          34          24

  Number of students tested        68          60          53          45

  2\. Asian                                                            

  \% Proficient or Advanced        NA          91          NA          NA

  \% Advanced                      NA          55          NA          NA

  Number of students tested        NA          11          NA          NA
  -------------------------------- ----------- ----------- ----------- -----------

Subject [English/Language Arts]{.underline}

Grade 4

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       92          83          76          88

  \% Advanced                     61          53          38          48

  Number of students tested       97          83          64          51

  Percent of total students       100         100         99          98
  tested                                                              

  Number of students              0           0           0           0
  alternatively assessed                                              

  Percent of students             0           0           0           0
  alternatively assessed                                              

                                                                      

  **SUBGROUP SCORES**                                                 

  1.White                                                             

  \% Proficient or Advanced       90          86          69          86

  \% Advanced                     58          56          33          35

  Number of students tested       60          61          42          37

  2\. Asian                                                           

  \% Proficient or Advanced       NA          100         NA          NA

  \% Advanced                     NA          70          NA          NA

  Number of students tested       NA          10          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------

Subject [English/Language Arts]{.underline}

Grade 5

Grade Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       85          88          78          68

  \% Advanced                     52          51          45          25

  Number of students tested       96          73          60          51

  Percent of total students       100         100         99          100
  tested                                                              

  Number of students              0           0           0           0
  alternatively assessed                                              

  Percent of students             0           0           0           0
  alternatively assessed                                              

                                                                      

  **SUBGROUP SCORES**                                                 

  1.White                                                             

  \% Proficient or Advanced       84          83          74          64

  \% Advanced                     54          44          39          18

  Number of students tested       70          41          43          39

  2\. Asian                                                           

  \% Proficient or Advanced       NA          90          NA          NA

  \% Advanced                     NA          71          NA          NA

  Number of students tested       NA          21          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------

Subject [Mathematics]{.underline}

Grade 2

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       88          87          79          82

  \% Advanced                     61          58          52          62

  Number of students tested       99          86          82          60

  Percent of total students       100         99          99          100
  tested                                                              

  Number of students              0           0           0           0
  alternatively assessed                                              

  Percent of students             0           0           0           0
  alternatively assessed                                              

                                                                      

  **SUBGROUP SCORES**                                                 

  1.White                                                             

  \% Proficient or Advanced       87          85          80          79

  \% Advanced                     54          52          50          56

  Number of students tested       61          60          56          43

  2\. Asian                                                           

  \% Proficient or Advanced       NA          93          NA          NA

  \% Advanced                     NA          73          NA          NA

  Number of students tested       NA          15          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------

Subject [Mathematics]{.underline}

Grade 3

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       85          88          84          79

  \% Advanced                     58          56          59          46

  Number of students tested       100         91          75          61

  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.White                                                             

  \% Proficient or Advanced       83          90          83          71

  \% Advanced                     49          55          60          33

  Number of students tested       68          60          53          45

  2\. Asian                                                           

  \% Proficient or Advanced       NA          91          NA          NA

  \% Advanced                     NA          82          NA          NA

  Number of students tested       NA          11          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------

Subject [Mathematics]{.underline}

Grade 4

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       94          82          82          98

  \% Advanced                     63          60          41          64

  Number of students tested       97          83          65          50

  Percent of total students       100         100         100         98
  tested                                                              

  Number of students              0           0           0           0
  alternatively assessed                                              

  Percent of students             0           0           0           0
  alternatively assessed                                              

                                                                      

  **SUBGROUP SCORES**                                                 

  1.White                                                             

  \% Proficient or Advanced       94          84          76          97

  \% Advanced                     62          64          26          59

  Number of students tested       60          61          42          37

  2\. Asian                                                           

  \% Proficient or Advanced       NA          100         NA          NA

  \% Advanced                     NA          70          NA          NA

  Number of students tested       NA          10          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------

Subject [Mathematics]{.underline}

Grade 5

Test [California Standardized Testing and Reporting Test
(STAR)]{.underline}

Edition/Publication Year [Same as Test Year]{.underline}

Publisher [Educational Testing Service]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
  Test Year                       2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                   Spring      Spring      Spring      Spring

  **SCHOOL SCORES**                                                   

  \% Proficient or Advanced       82          86          85          71

  \% Advanced                     58          48          47          20

  Number of students tested       96          73          60          51

  Percent of total students       100         100         99          100
  tested                                                              

  Number of students              0           0           0           0
  alternatively assessed                                              

  Percent of students             0           0           0           0
  alternatively assessed                                              

                                                                      

  **SUBGROUP SCORES**                                                 

  1.White                                                             

  \% Proficient or Advanced       82          80          84          64

  \% Advanced                     59          39          42          13

  Number of students tested       70          41          43          39

  2\. Asian                                                           

  \% Proficient or Advanced       NA          90          NA          NA

  \% Advanced                     NA          71          NA          NA

  Number of students tested       NA          21          NA          NA
  ------------------------------- ----------- ----------- ----------- -----------