##### *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. Brenda Barcellos Sylvia]{.underline}

Official School Name: [Tularcitos Elementary School]{.underline}

School Mailing Address: [35 Ford
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Carmel Valley]{.underline}, [CA 93924-9738\_\_\_]{.underline}

County: \_\_Monterey\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* [27 65987 6026074]{.underline}

Telephone: [( 831) 659-2276]{.underline} Fax: [( 831 )
659-1049]{.underline}

Web site/URL: [http://www.tularcitos.org](http://www.tularcitos.org/)
E-mail: bsylvia@monterey.k12.ca.us

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. Marvin Biasotti]{.underline}

District Name: [Carmel Unified School District]{.underline} Tel. [(831 )
624-1546]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Amy Funt

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**

1\. Number of schools in the district: \_\_\_3\_ Elementary schools

\_\_\_1\_ Middle schools

\_\_\_0\_\_ Junior high schools

\_\_\_2\_ High schools

\_\_\_0\_ Other

\_\_\_6\_\_TOTAL

2\. District Per Pupil Expenditure: [\$14,048.00]{.underline}

Average State Per Pupil Expenditure: [\$7127.00]{.underline}

**SCHOOL**

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

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

4\. 1 Number of years the principal has been in her/his position at this
school.

8 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**                             **0**

  **K**       32        29                     **61**       **8**                             **0**

  **1**       27        30                     **57**       **9**                             **0**

  **2**       30        25                     **55**       **10**                            **0**

  **3**       36        40                     **76**       **11**                            **0**

  **4**       29        22                     **51**       **12**                            **0**

  **5**       38        27                     **65**       **Other**                         **0**

  **6**                                        **0**                                          

                                    **TOTAL                                                   **365**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 77% White

the school: 2% Black or African American

17% Hispanic or Latino

4% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **4**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    **6**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **361**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.02**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **2**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [11
%]{.underline}

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

Number of languages represented[: 6]{.underline}

Specify languages: [English, Spanish, Japanese, Hungarian, Italian, and
Tongan]{.underline}

9\. Students eligible for free/reduced-priced meals: [13 %]{.underline}

Total number students who qualify: [49]{.underline}

10\. Students receiving special education services[: 14%]{.underline}

[50]{.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 \_6\_\_Orthopedic Impairment

\_\_\_\_Deafness \_1\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness 26_Specific Learning Disability

\_\_\_\_Emotional Disturbance 16_Speech or Language Impairment

\_1\_\_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 \_\_\_\_18\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_\_2\_\_\_ \_\_16\_\_\_\_

> Support staff \_\_\_\_2\_\_ \_\_\_\_\_\_
>
> Total number \_\_\_ 33\_\_ \_\_16\_\_\_\_

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 \_\_16:1\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student attendance      95%         95%         94%         88%

  Daily teacher attendance      97%         98%         97%         98%

  Teacher turnover rate         0%          0%          0%          0%
  ----------------------------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Tularcitos Elementary School

*Tularcitos is a school where each student is known, loved, and cared
for academically, socially, and morally. It is a place where adults and
students are held to high standards, ensuring that all students reach
their highest levels of achievement and the ability to apply those
skills to real world situations.*

It is immediately obvious by the warm welcome you receive upon arrival
that Tularcitos Elementary School accomplishes its mission, "...to
promote academic excellence in a supportive environment that emphasizes
self-discipline, self-motivation, and the development of good
character." Staff members describe Tularcitos as "a school where each
student is known, loved, and cared for academically, socially, and
morally." "It is a place where adults and students are held to high
standards, ensuring that all students reach their highest levels of
achievement and realize the ability to apply these skills to real world
situations." This requires educating the whole child, in addition to
teaching the academic standards. Tularcitos' small size, 365 students,
and high adult to student ratio, provide the opportunity for each
student to be appreciated. Eighteen highly qualified classroom teachers
and 31 other certificated and classified support staff members welcome
the help of over 150 regularly scheduled parent and community
volunteers.

Our school's effectiveness comes from living its vision. Consistently
high-test scores rank Tularcitos in the top 5% of all schools in the
state. Our efforts toward academic excellence in the standards are a
primary focus. This is evidenced by the fact that we have scored in the
800s on the Academic Performance Index (API). Our score has improved
annually since 1999, and we have consistently ranked in the 9^th^ decile
of comparable schools.

Time and energy spent on our character education program serve as an
example of our commitment to our students. Evidence of this is displayed
when the school counselor coordinates assemblies which utilize peer to
peer education. All students receive guidance curriculum in the areas of
self-esteem, tolerance, communication, problem solving, and school
success. Intentional guidance occurs in small group settings and
includes topics such as social skills development, coping with divorce,
and anger management. Extracurricular and fitness programs offer our
students a high quality social experience.

Our commitment to educating the whole child is exemplified by our fourth
and fifth grade students. They show academic prowess and social maturity
when they participate in overnight field trips such as the Living
History trip on a three-masted sailing schooner in San Francisco Bay,
the overnight stay at the ornithology lab in Big Sur, and our three day
camp out for fourth graders in Yosemite Valley. Providing these real
life educational experiences is evidence of the high level of assurance
to our students on the part of our administration, teachers, parents,
and community.

Students know they are well cared for. They are willing to work hard at
learning, at becoming people of good character and being responsible
members of society. Tularcitos students give back to the local and far
reaching communities. Students in each class, under the guidance of the
student council, have successfully carried out fundraisers for UNICEF.
They continue our relationship with a school whose community was
devastated by Hurricane Katrina. Students also participate in annual
efforts to support soldiers away from home and local military families.
We provide annual support for the food bank and the local Angel Project.
This year our second grade classes adopted foster children through the
Kinship Center as a Christmas project. Each foster child was given a new
backpack filled with school supplies. Tularcitos continually lives its
commitment to care for others in need within and beyond its community.

Dedication on the part of teachers, administrators, support staff,
specialists, parent volunteers, student leaders, and community
participants ensure that programs will be staffed and implemented at a
level of high quality. Time provided by the district, scheduling of
extra substitute days, in-school collaborative time, common preparation
periods, and meaningful use of staff development time give the
opportunity to thoughtfully implement programs as a united professional
community. Finally, the access to funding through the district budget,
grants, Parent Teacher Organization contributions, and community support
allows good ideas to become reality.

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

1.  **Assessment Results:** The California Standards Test (CST) is
    reported within a five band system. The lowest band is titled Far
    Below Basic, the consecutive improvement levels include Below Basic,
    Basic, Proficient and Advanced. The goal is to have every child
    performing at or above the Proficient level. Given scores for this
    report will include only the percentage of students scoring at
    Proficient and/or Advanced. The Web site where California Standards
    Test Scores (CST, 2006) may be found for Tularcitos is
    www.cde.ca.gov

Data about our subgroups is inconsistently reported due to statistically
unreliable numbers. This makes it difficult to draw conclusions. There
are several subgroups for which statistically significant CST test
results are sporadically available including, Students with
Disabilities, the Economically Disadvantaged (defined as students who
participate in the National School Lunch Program), English Learners and
Hispanic.

However, in the areas for which statistically significant subgroup
scores are available, more than 50% of the scores were at the Proficient
and/or Advanced level 3 of 10 times for Students with Disabilities, 7 of
10 times for students who are Economically Disadvantaged, 1 of 2 times
for English Learners, and 1 of 2 times for Hispanic students.

Overall data from 2003-2006 shows that performance of Students with
Disabilities in grade five increased a total of 26% in English Language
Arts. The same subgroup at grade 4 increased 9% in Math.

Economically Disadvantaged students show improvement over time in math.
They maintain consistently high performance at grades 3 and 4 increasing
performance from 60-64% during 2005-2006. We have no comparable data for
our Hispanic group although it was a significant group in 2005 at grade
3 with English Language Arts at 45% and Math at 64%. Our English Learner
group was at 55% in the area of Math in 2006. Other subgroups, i.e.,
Hispanic students and English Language Learners have fewer students
reaching Proficient and Advanced levels when enrollment numbers are
significant enough to collect data.

White is the majority population at Tularcitos and thus does not
constitute a subgroup. Over 75% of whites consistently scored at the
Advanced or Proficient level in both English Language Arts and
Mathematics. Numerically, this group represents almost 80% of our school
population.

Grade 3 data (76%, 2006) reflects an overall Mathematics growth of 18%
from 2003-2006, even though the population has declined by approximately
15 students. The English Language Arts data (88%, 2006) is more
consistent and dramatic with a 21% growth over the same time period.
There were more fourth graders with Students with Disabilities and
Economically Disadvantaged status in 2006. Grade 4 (73%, 2006) showed
consistent Language Arts growth from 2003-2005. A look back at the grade
4 Math data indicates that although the group is behind its peers in
overall performance, it made significant growth, increasing 30% from
their third grade 2005 results, to their 81% performance in 2006.
Finally, grade 5 (82%, 2006) English Language Arts results demonstrated
a steady performance increase reflective of the 15% overall improvement.
The results for Math (85%, 2006) are even better, with a total
improvement of 16%.

The All Students aggregate demonstrated consistent growth with an
average of 11% from 2003 to 2006. Overall Math data, from 2005-2006,
shows that performance of students from third to fourth grade improved
30%. Third grade demonstrated the greatest achievement in English
Language Arts growing to 88%. Grades 2 and 5 demonstrated scores at 85%
in the area of Mathematics. The number of students tested at second
grade increased by 16 with a notable change to include more English
Learners and Economically Disadvantaged students. The data shows we have
improved instructional practices for all students in grades 2-5 as more
students move into the Advanced/Proficient range.

2.  **Using Assessment Results:** California State Standards are firmly
    embedded in a Tularcitos student's school experience. The careful
    system of assessment provides multiple safety nets for identifying
    students in need of additional academic support. The faculty agrees
    that it is formative assessment practices that allow them to
    differentiate and modify the curriculum according to student need.
    Assessment is used as a tool for learning that helps teachers
    identify student learning gaps. Frequent informal assessments such
    as teacher observations, class discussions, and individual student
    conferences are used in combination with formal assessments such as
    unit pre and post tests, Accelerated Math and Accelerated Reader
    scores, district benchmarks, the California Standards Test,
    California Achievement Test results, and [Dynamic Indicators of
    Basic Early Literacy Skills Test]{.underline} (DIBLELS).

Pretests and homework are used to help determine specific student needs
and to help teachers modify lessons. Formative assessment, class
discussions, and class-work are used to further modify instruction.
Posttests help to determine mastery of the skill. Students who have not
reached proficiency are given additional academic support such as
remedial help from instructional aides, parent and community volunteers
or teachers. In addition, these students advance with the rest of the
class, keeping pace with the curricular calendar. Moreover, small class
size increases the value of meaningful assessment because teachers are
able to spend extra time with each student. This efficient system of
assessment further assures adherence to the district objective, "All
students will be proficient or advanced in reading."

Three times a year, the reading specialist administers the DIBELS test
to each kindergarten through second grade student and to every third
through fifth grade student who has not achieved proficiency on the
California Standards Test for Reading Language Arts. Beginning in first
grade, a standardized oral reading fluency component is added to DIBELS.
For those who fall below grade level expectation, the test is
administered monthly and the students are provided additional reading
support. Monthly running records are conducted on each student in the
first and second grade. All students who test below proficiency,
including all learning disabled students and English Language Learners
are monitored. Teachers also differentiate instruction according to the
identified needs of Special Education students and English Language
Learners. Collaboration time is used to discuss strategies and
interventions for addressing student concerns. The leadership team,
classroom teachers, and specialists review student data on a regular
basis asking, "Is the appropriate intervention in place for this
student?", "Does this plan need to be modified?", and "Are we meeting
the cultural, behavioral and other needs of this child?"

3.  **Communicating Assessment Results:** Throughout their educational
    experience at Tularcitos, students communicate regularly about
    learning with teachers and support staff. As a result they develop
    critical thinking skills which allow them to reflect on the progress
    of their work and to set high personal goals. Students use the
    online Accelerated Reader and Accelerated Math programs to practice
    skills and track their progress in these areas. Students refer to
    rubrics in order to develop and analyze their own written work and
    other class assignments. All staff encourage students' consistent
    development of thinking skills through the use of open-ended
    questions and activities.

In many ways, the school serves as the center of community life. This
affords multiple opportunities to inform. Formal and informal means of
communication such as classroom newsletters, Back-to-School Night, a
weekly Friday E-Mail from the Principal, phone calls, a monthly
schoolwide newsletter called The Reporter (translated in Spanish),
impromptu parent meetings at drop-off and pick-up times, a Character
Counts! newsletter, and the many community events that occur on the
campus, all work to keep the parents/guardians and wider community
abreast of the health and effectiveness of its elementary school. Parent
involvement as classroom volunteers, along with a high rate of ongoing
e-mail and phone conversations, keep parents aware of events and how
their own child is progressing. Parents are encouraged to participate in
all aspects of the school. Parent Teacher Organization and School Site
Council meetings are held monthly and serve as an official forum for
administration to report on the annual parent satisfaction survey and
school academic performance results. English Language Acquisition
Committee (ELAC) meetings are held quarterly. A School Accountability
Report Card is published annually as another means to communicate
important information about the school.

4.  **Sharing Success:** The power of working as a Professional Learning
    Community encourages shared knowledge with schools inside and
    outside our own district boundaries. The Carmel Unified School
    District encourages and financially supports professional
    development for classified and certificated employees. The
    responsibility to share knowledge around best practices is
    flourishing.

When staff members, certificated or classified, gain knowledge from a
specific experience, conference, class or workshop they take
responsibility to share the information and train their peers at grade
level or faculty meetings. These shared experiences build into
opportunities to share with those from other schools. For example, our
technical assistant, who is our computer lab teacher and superb
technician, just completed high quality training on Power Point and
Excel for certificated and classified employees. Employees from several
other schools were invited, making these classes very well attended.
There are plans to offer additional courses on our campus by other
employees. The employees prepare materials, resources and the delivery
model with a minimum of administrative directives.

Areas of specialty viewed as valuable commodities to other schools
include our intervention and support programs. Our support programs and
staff of specialists provide skills to many other teachers. Neighboring
district representatives contact us for an opportunity to visit our
site, to build BTSA Support Provider relationships, to learn how to
build a research based physical education program, for professional
collaborative conversations, classroom observations, student teaching,
service learning and professional training. Teachers come to Tularcitos
from other schools to receive training on how to implement programs such
as Read Naturally, Accelerated Reading, Accelerated Math and DIBELS. In
addition to a variety of research based best practices, we have staff on
campus who teach others First-aid and CPR.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Curriculum is selected with student achievement in
    mind. Developing and implementing a curriculum which follows
    district guidelines and state standards is of utmost importance. A
    standards-aligned core curriculum includes textbook adoptions for
    each subject every seven years on a rotating basis. Committees
    comprised of grade level representatives and the assistant
    superintendent of curriculum make text adoption recommendations to
    our board of education. Curriculum selection is based upon its
    effectiveness in covering the grade level standards and quality of
    assessment, as well as intervention and extension components.

Our district has developed a math scope and sequence and corresponding
benchmark assessments. We have also developed a language arts scope and
sequence and are currently developing the associated benchmarks.
Students who do not meet proficient benchmark levels are exposed to the
core curriculum while simultaneously being remediated in the areas not
mastered. For example, a third grade student who has not mastered
multiplication facts would continue to build new math concepts with the
rest of the class while receiving remedial instruction and practice.

The core curriculum and interventions are designed to encourage active,
engaged, hands-on learning. Lessons are differentiated to meet each
student's needs. The primary reading program has been built over years
with the help of many grants. The rigorous course of study at this early
level is possible because of the book collection the team has acquired.
Resources available include a 2000-book room. There are 6-12 books per
title and multiple reading levels in this library. Parents play an
integral role in the organization and maintenance of the books. Teachers
are well equipped to provide students with appropriate reading material
from pre-Kindergarten through third grade reading levels. Each year
primary teachers spend a day together at the end of May to align the
curriculum for the year and to create a pacing schedule.

Teachers deliver the curriculum to students using the California
Standards for the Teaching Profession as an instructional reference. For
example, one teacher has developed an apple-tasting unit that teaches
the standards of graphing, the concept of syllables and the use of
adjectives. The Visual and Performing Arts Standards are used to develop
integrated curriculum with experiences requiring use of artistic
modalities including music and drama. The opportunity to learn a second
language occurs during enrichment classes scheduled after the regular
school day. Our district is currently studying best practices in
preparation for adding foreign language to the core curriculum schedule.

All schools in the Carmel Unified School District send teachers to work
on committees that align district standards with state standards and to
select instructional materials and textbooks. Standards aligned
supplementary materials for students who are not academically proficient
and for English Language Learners are available for use as needed.
Students at Tularcitos' with an Individualized Education Plan (IEP) have
goals that are standards based, not program based, assuring that the
maximum amount of student work time will be spent on meeting the
standards.

Reading at home is a critical step toward literacy. Since many of our
English Language Learners do not have books available at home, our
English Language Development Specialist wrote a grant to purchase
backpacks, tape payers and book/tape sets for home check out. The first
grade enhances its reading program by providing books at school and at
home that are at early and emergent levels -- levels not usually found
in the first grade reading curriculum. The [Read Naturally]{.underline}
CD program levels 1.0-3.0 are available, along with CD players for
teachers to use for differentiated homework assignments.

The library media program is integral in providing the quality
curriculum observed at this school. Each class goes to the library once
a week for forty to fifty minutes to participate in planned activities
organized by the librarian and the library aide. Students in
kindergarten through second grade receive exposure to a variety of
literature in different genres by various authors and illustrators. They
are taught about library organization, book care, parts of a book and
the difference between fiction and nonfiction. Third through fifth
grades receive an introduction to the digital card catalog, Dewey
decimal system, encyclopedias, atlases, dictionaries, how fiction books
are arranged, and how to use these reference materials. Students are
also assigned projects to test what they have learned. All students
benefit from the nearly 25,000-book collection (over sixty books per
student) that includes reading levels from preschool to eighth grade.

2.  **Reading:** Tularcitos students are successful because the school
    plan offers a flexible program that allows for individual
    accommodation. Curriculum committees are responsible for not only
    selecting, but also of evaluating the effectiveness of selected
    programs. Our currently adopted reading curriculum is the research
    based [Open Court]{.underline} program, which helps students master
    the standards.

Other programs utilized in our strong flexible general education reading
curriculum include [Santillana Intensive English for English
Learners]{.underline}, guided reading instruction with leveled books,
[Signs for Sounds]{.underline} in Kindergarten, [Scholastic Phonics
Readers]{.underline}, [SRA Laboratory]{.underline}, literature groups,
[Daily Oral Language]{.underline}, and [Read Naturally]{.underline}. All
components of our reading approach are balanced to encourage students'
consistent development of thinking skills through the use of open-ended
questions and activities.

Success comes from quick response to data. Last year's assessment
revealed that the spelling component was not strong enough. As a result
some of the grade level teams determined that an alternate spelling book
should be adopted. Students also use the Accelerated Reader program,
which is available online in all of the classrooms to track their own
strengths and weaknesses. Students examine their own work using rubrics,
often referring to them in the process of an assignment or project. The
Carmel Project Write provides structure for writing development
beginning in Kindergarten with the writing of a single sentence and
advancing to development of a full page essay in fourth and fifth
grades. Through the grades, all writing genres are explored. The writing
rubric gives clarity to the expected outcome. When a need arises, a
district coach is available to support teachers in developing multiple
strategies.

All English Language Learner students participate in the core language
arts program as well as a research based language acquisition program.
Our bilingual Language Acquisition Specialist is a credentialed teacher
who works with all English Language Learners in groups based on the
results of their California English language Development Test (CELDT).
This teacher is also a community liaison for Spanish speaking families
and provides native language support. When testing indicates the need,
ELL students are also enrolled in reading support provided by a
credentialed Reading Specialist. Pull-out and push-in model programs
provided for ELL students are in addition to, not in place of, the
regular class instruction in Language Arts. The ELD teacher collaborates
with classroom teachers on appropriate curriculum access for ELL
students. All regular classroom teachers use SDAIE (Specially Designed
Academic Instruction in English) strategies as best-practice teaching.

3.  **Additional Curriculum Area:** A science specialist provides weekly
    science lessons for every class, Kindergarten through grade five.
    These lessons are taught in the school science lab. The science lab
    resources include illustrations, charts, manipulatives, consumable
    project material, realia and models relating to science standards.
    The specialist ensures that the abstract ideas presented in the
    standards-aligned text are understandable. He develops exciting,
    hands-on science lessons. All students benefit from this aspect of
    the core curriculum because it highlights tactile, experiential
    learning. Advanced math and reading skills are not needed in the
    science lab, thus making concepts accessible to all students.

The science specialist is able to expertly cover the K-5 science scope
and sequence with a high degree of effectiveness. He has collaboratively
written grade level trimester assessments to measure student achievement
of state science standards and to calibrate student learning in the lab
with science lessons in the regular classroom. For example, every fifth
grade student completed an Adopt an Element project that required work
in the lab and the classroom.

The high number of students (83%) who scored proficient or advanced on
the science portion of the CST is evidence of the effectiveness of this
program. The expertise of the science specialist and the time children
spend in the lab support and extend science instruction given in the
classroom. In addition, because teachers join their students for lab
sessions, it is likely that they, too, gain a deeper understanding of
the science concepts they teach.

4.  **Instructional Methods:** Tularcitos teachers teach to the
    standards and not to the textbooks so they are free to tailor
    instruction toward mastery. The objective is to guide each child to
    a proficient level in the state standards. Teachers are supported
    with time, coaching and resources in providing a differentiated
    educational program based on the level of help each student needs.
    Differentiation is guided first by appropriate assessment followed
    by an instructional plan that best meets each student's learning
    needs.

Our staff is experienced at providing instruction in the best learning
mode of each student. Cooperative learning, thematic instruction, small
group/whole group/and individual instruction may be observed in any
classroom. Manipulative-based math in the lower grades is the core of
the program. The teachers purposefully differentiate the lesson
experience so it is appropriate to the child's level. Reading, Writing,
and Math Centers are also used often with the support of trained
instructional assistants and/or parent volunteers.

The needs of students with disabilities, special needs and exceptional
ability are monitored by our Intervention Specialists Team. The team
meets at least twice a month to discuss students' needs, review data,
coordinate services and develop best practices for differentiating
instruction of curriculum. The specialists (which include the resource
specialist, special day class teacher, occupational therapist, language
acquisition specialist, speech and language therapist, reading support
teacher, psychologist, nurse, school counselor, and principal)
collaborate frequently with the regular classroom teachers, GATE and
Science teachers regarding student progress in their classroom. Teachers
refer students to our Student Success Team to document strengths,
concerns, modifications and needs. An action plan is developed to
address student needs. The magic of Tularcitos is the way it works to
find creative solutions. This type of problem solving is reflective of
the flexibility seen through out the school as it deals with each
child's needs on an individual basis.

5.  **Professional Development:** Carmel Unified School District uses
    student performance data and the needs of all stakeholders to drive
    professional development. Specifically, student performance on state
    assessments and national tests, along with students' grades,
    informal observations, and anecdotal information, converge to
    provide direction for professional development initiatives. At
    Tularcitos basic to advanced student test scores are a cause for
    improvement. The improvement plan resulted in a professional
    development focus of identifying the key state standards and
    creating subject matter consistency across grade levels through a
    common scope and sequence.

The need to intervene on behalf of students who are struggling has led
to the creation of benchmark assessments in math and, most recently,
language arts. The need for a collaborative approach to develop the
benchmarks has led to the district's embracing of the Professional
Learning Community model.

Carmel Unified identified the integration of cutting edge technology as
an area of weakness district-wide. As a result of the identified need,
numerous classes in technology are being provided to help teachers
improve their computer skills and to incorporate higher levels of
technology in the classroom.

Certificated teachers obtain information about the latest best practices
from professional journals and from our own district assistant
superintendent of curriculum. Most teachers self-select areas of
professional growth as they relate to a specific need relative to their
student data.

In addition, all employees in CUSD now have the common language
necessary to create a shared vision of students' academic expectations
at every grade level. Professional development in a variety of forms is
a requirement for all employees.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

**CST CRITERION-REFERENCED TESTS**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **English Language Arts Grade 2**                                 

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       76%      76%      50%      73%

       %  Advanced (Exceeding)          38%      29%      19%      25%

      Students Tested                   72.0     51.0     58.0     56.0

       %  of Enrollment                 100%     94%      100%     100%

  Number of students alternatively      \*\*     1        \*\*     \*\* 
  assessed                                                         

  Percent of students alternatively     0        .51%     0        0
  assessed                                                         

  **Economically Disadvantaged**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       27%               67%       

       %  Advanced (Exceeding)           0                 17%      

      Students Tested                   11.0     \*10.0   12.0     \*8.0

  **English Learners**                  ** **    ** **    ** **    ** **

       %  Proficient and Advanced       27%                         

       %  Advanced (Exceeding)           0                          

      Students Tested                   11.0      \*      \*       \*
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **Mathematics Grade 2**                                           

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       85%      82%      69%      76%

       %  Advanced (Exceeding)          54%      49%      29%      47%

      Students Tested                   72.0     51.0     58.0     56.0

       %  of Enrollment                 100%     94%      100%     100%

  Number of students alternatively      \*\*     1        \*\*     \*\* 
  assessed                                                         

  Percent of students alternatively      0       .51%     0        0 
  assessed                                                         

  **Economically Disadvantaged**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       55%               67%       

       %  Advanced (Exceeding)           27%               17%      

      Students Tested                   11.0     \*10.0   12.0     \*8.0

  **English Learners**                  ** **    ** **    ** **    ** **

       %  Proficient and Advanced       55%                         

       %  Advanced (Exceeding)           0                          

      Students Tested                   11.0      \*      \*       \*
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **English Language Arts Grade 3**                                 

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       88%      83%      87%      67%

       %  Advanced (Exceeding)          61%      36%      56%      25%

      Students Tested                   49.0     58.0     59.0     64.0

       %  of Enrollment                 98%      100%     100%     100%

  Number of students alternatively      1        \*\*     \*\*     1
  assessed                                                         

  Percent of students alternatively     .49%     0        0        .64% 
  assessed                                                         

  **Economically Disadvantaged**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced                33%               66%

       %  Advanced (Exceeding)                    7%                8%

      Students Tested                   \*7.0    15.0     \*8.0    12.0

  **Hispanic**                          ** **    ** **    ** **    ** **

       %  Proficient and Advanced                45%                

       %  Advanced (Exceeding)                    9%                

      Students Tested                    \*      11.0      \*       \*
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **Mathematics Grade 3**                                           

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       76%      51%      75%      58%

       %  Advanced (Exceeding)          37%      17%      36%      25%

      Students Tested                   49.0     58.0     59.0     64.0

       %  of Enrollment                 98%      100%     100%     100%

  Number of students alternatively      1        \*\*     \*\*     1 
  assessed                                                         

  Percent of students alternatively      .49%     0       0        .64% 
  assessed                                                         

  **Economically Disadvantaged**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced                60%               59%

       %  Advanced (Exceeding)                    27%               17%

      Students Tested                   \*7.0    15.0     \*8.0    12.0

  **Hispanic**                          ** **    ** **    ** **    ** **

       %  Proficient and Advanced                64%                

       %  Advanced (Exceeding)                    27%               

      Students Tested                    \*      11.0      \*       \*
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **English Language Arts Grade 4**                                 

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       73%      85%      79%      79%

       %  Advanced (Exceeding)          43%      54%      48%      45%

      Students Tested                   63.0     65.0     67.0     65.0

       %  of Enrollment                 100%     99%      97%      98%

  Number of students alternatively      \*\*     \*\*     1        \*\* 
  assessed                                                         

  Percent of students alternatively     0        0         .67%    0 
  assessed                                                         

  **Students with Disabilities**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       36%      46%                

       %  Advanced (Exceeding)          27%      23%                

      Students Tested                   11.0     13.0     \*9.0    \*7.0

  **Economically Disadvantaged**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       43%                         

       %  Advanced (Exceeding)           21%                        

      Students Tested                   14.0     \*8.0    \*9.0    \*8.0
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **Mathematics Grade 4**                                           

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       81%      83%      73%      78%

       %  Advanced (Exceeding)          49%      60%      39%      40%

      Students Tested                   63.0     65.0     67.0     65.0

       %  of Enrollment                 100%     99%      97%      98%

  Number of students alternatively      \*\*     \*\*     1        \*\* 
  assessed                                                         

  Percent of students alternatively     0        0        .67%     0
  assessed                                                         

  **Students with Disabilities**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       55%      46%                

       %  Advanced (Exceeding)           18%     23%                

      Students Tested                   11.0     13.0     \*9.0    \*7.0

  **Economically Disadvantaged**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       64%                         

       %  Advanced (Exceeding)           29%                        

      Students Tested                   14.0     \*8.0    \*9.0    \*8.0
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **English Language Arts Grade 5**                                 

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       82%      74%      83%      67%

       %  Advanced (Exceeding)          32%      46%      41%      23%

      Students Tested                   66.0     78.0     69.0     77.0

       %  of Enrollment                 100%     99%      99%      99%

  Number of students alternatively      \*\*     1        \*\*     \*\* 
  assessed                                                         

  Percent of students alternatively     0        .78%     0        0
  assessed                                                         

  **Students with Disabilities**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       62%      21%               36%

       %  Advanced (Exceeding)          8%       7%                18%

      Students Tested                   13.0     14.0     \*8.0    11.0
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**

**California Standards Test**

Published 2003-2006, by Educational Testing Service

  ------------------------------------- -------- -------- -------- --------
  **Mathematics Grade 5**                                           

  ** **                                 2006     2005     2004     2003

  **Testing Month**                     May      May      May      May

  **School Scores**                                                 

  **All Students**                      ** **    ** **    ** **    ** **

       %  Proficient and Advanced       85%      77%      65%      69%

       %  Advanced (Exceeding)          50%      54%      35%      25%

      Students Tested                   66.0     78.0     69.0     77.0

       %  of Enrollment                 100%     99%      99%      99%

  Number of students alternatively      \*\*     1        \*\*     \*\* 
  assessed                                                         

  Percent of students alternatively     0        .78%     0        0
  assessed                                                         

  **Students with Disabilities**        ** **    ** **    ** **    ** **

       %  Proficient and Advanced       46%      21%               55%

       %  Advanced (Exceeding)           23%     7%                9%

      Students Tested                   13.0     14.0     \*8.0    11.0
  ------------------------------------- -------- -------- -------- --------

-   **\* Fewer than 10 Students in this grade and subgroup**

-   **\*\* Zero students alternatively assessed**