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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
[X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Lou Lichtl]{.underline}

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

Official School Name [Redwood Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[233 Gainsborough Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_[Thousand
Oaks]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[California]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[91360-3442]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Ventura]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_[6055891]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(805) 497-7264]{.underline} Fax [(805) 497-3734]{.underline}

Website/URL [www.redwoodmiddleschool.org]{.underline} E-mail
[llichtl@conejo.k12.ca.us]{.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\* [Dr. Robert Fraisse]{.underline}

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

District Name [Conejo Valley Unified School District]{.underline} Tel.
[(805) 497-9511]{.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. Patricia H. Phelps

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [20]{.underline} Elementary
schools

[5]{.underline} Middle schools

[0]{.underline} Junior high schools

[5]{.underline} High schools

[0]{.underline} Other

[30]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,367]{.underline}

Average State Per Pupil Expenditure: [\$6,919]{.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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[11]{.underline} 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**       219       169         388

  **K**                                                     **8**       214       213         427

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       174       122                    296                                            

                                    **TOTAL                                                   1,111
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [74]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[13]{.underline} % Hispanic or Latino

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

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

[1]{.underline} % Filipino

[2]{.underline} % Unknown/Other

**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:
[4]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      20
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      22
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    42
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1,111
                            the school as of October 1  

  **(5)**                   Total transferred students  .0378
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.78
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3]{.underline} %

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

Number of languages represented: [11]{.underline}

Specify languages: Cantonese German Portuguese

English Hebrew Russian

Farsi Korean Spanish

Filipino Mandarin

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

Total number students who qualify: [94]{.underline}

10\. Students receiving special education services: [8]{.underline} %

[93]{.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.

[16]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [17]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [33]{.underline} Specific Learning
Disability

[1]{.underline} Emotional Disturbance [24]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [0]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [1]{.underline} 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) [3]{.underline} \_\_\_\_\_\_

Classroom teachers [37]{.underline} [5]{.underline}

Special resource teachers/specialists [4]{.underline} \_\_\_\_\_\_

Paraprofessionals [4]{.underline} [10]{.underline}

> Support staff [5]{.underline} [3]{.underline}
>
> Total number [53]{.underline} [18]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[25]{.underline}

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

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

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

  Daily teacher attendance  93%         94%         95%         95%         93%

  Teacher turnover rate     7%          13%         16%         6%          16%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

**[Redwood Middle School]{.underline}**

Redwood Middle School is a comprehensive middle school of approximately
1,100 students located in southeastern Ventura County in the City of
Thousand Oaks. The student population draws from the communities of
Newbury Park, Thousand Oaks, and Westlake Village and is a part of the
Conejo Valley Unified School District (CVUSD).

At Redwood, we are extremely proud of the proven success of our
educational programs. We believe this success and our solid record of
achievement can be attributed to the spirit of cooperation and respect
shared by the students and the staff in striving to develop each
individual to his or her fullest potential. We believe that using the
collective talents, skills, and knowledge of the entire school community
is necessary and desirable in fulfilling Redwood's goals, vision, and
commitment to providing an outstanding education for every student.

All Redwood students are provided with a rich core curriculum aligned
with rigorous State and District standards stressing mastery and the
application of acquired skills when solving problems and thinking
critically. Our staff reflects a commitment to the whole child by
individualizing instruction, integrating learning and technology, and
using results-oriented solutions to meet the challenges of educating all
students.

Special focus is given to the implementation of innovative instructional
strategies, varied organizational models, and timely authentic
assessments that collectively foster a meaningful, student-centered
curriculum in which all students actively participate. We encourage
strong connections within our community and understand the value of
collaborative teamwork in providing an outstanding education for each
student. Numerous parents give their time, energy, and resources to help
make Redwood Middle School a successful learning community. Our goal is
for students to become successful and to reach their maximum potential.
There is nothing we hold more valuable than the success of every one of
our students.

When a student is not successful, a number of interventions are utilized
based on the needs of the particular child. Among the options available
for struggling students in English language arts (ELA) and mathematics
are before, during, and after school intervention programs, guided
studies as an elective, SuccessMaker (a computer based program that
builds basic skills), a reading class using the High Point curriculum,
one-on-one counseling, and peer coaching. Counselors and administrators
monitor student progress to move students in and out of these programs
as their needs change. In addition, many teachers meet with students for
one-on-one and small group study sessions. We use research and
experience to inform our planning and decision making as we work
together to provide students with the support they need to be
successful.

**[Redwood Mission Statement]{.underline}**

At Redwood Middle School, we are a community of students, teachers,
staff, and parents who work in partnership, showing respect for
ourselves and others, taking responsibility for our actions, and caring
for one another in a safe, nurturing, and attractive environment.

Our mission is to develop life long learners who communicate
effectively, work both cooperatively and independently, solve problems,
and think critically \-- preparing them to succeed in an ever-changing
world.

We are dedicated to supporting, challenging, and celebrating all of our
students, encouraging them to strive with pride as we work together to
maximize each one's greatest potential.

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

**[Assessment Results]{.underline}**

Each spring, students in grades two through eleven in California
complete standards based and norm-referenced exams in ELA, mathematics,
science, and social science through the Standardized Testing and
Reporting (STAR) program. As part of that program, schools administer
the California Standards Test (CST) during the specified testing window
and receive test results in early August. The California State and CVUSD
Content Standards are infused into the courses of study and delineate
what students should know and be able to do upon the completion of a
specific course. The content taught in the classroom and what is
assessed by the STAR program are aligned, ensuring that all students
have the opportunity to meet the high academic standards set forth by
the State of California and outlined in the *No Child Left Behind*
legislation.

The CST's are criterion-referenced multiple-choice tests on which scores
are compared to State-established performance criteria and results are
reported as one of five performance levels: Advanced, Proficient, Basic,
Below Basic, Far Below Basic. The California State Board of Education
defines that the size of a numerically significant subgroup for the API
is a minimum of 100 valid test scores or at least 50 valid test scores
that constitute 15 percent of more of a school's total valid scores.
Based on that criteria three subgroups have been identified at Redwood
Middle School: White, Hispanic, lower socio-economic status students.
The 2005 CST results reveal that 74% of 8^th^ grade students scored at
"proficient" or above in English-language arts. This is a significant
increase of 9% as compared to the 2004 CST results and includes an
increase of 3% in the scores of our Hispanic students and an 18%
increase in the scores of our lower Socioeconomic status (SES) student
population. In mathematics the 2005 composite CST results for 8^th^
grade students indicate an 8% increase as compared to the 2004 results
and a significant increase of 16% and 25% in the Algebra 1 scores of our
Hispanic and lower SES students respectively. An achievement gap has
been identified in the scores of the lower SES and Hispanic students
when compared to the scores of the White students, and efforts,
including intervention programs, to close this gap have proven
successful as illustrated in the data tables provided within this
application.

The percentage of our students scoring at proficient or above far
exceeds statewide averages. We attribute our success to a school-wide
focus on writing, math and reading through our Single School Plan (SSP).
Assessment results are available on the California Department of
Education website at

<http://star.cde.ca.gov/star2005/aboutSTAR_reports.asp>

**[Using Assessment Results]{.underline}**

Each year as part of the Redwood program evaluation process, the
Leadership Team reviews data disaggregated by gender, program,
ethnicity, and language and establishes school-wide goals that reflect
Redwood's vision for all students. Through the use of Edusoft, a
computer program that disaggregates student data by subgroup and
individuals, test results are provided for every teacher and include
outcomes on all four sections of the CST. This school-wide data is
disseminated through department chairs and analyzed by all teachers to
identify curricular areas that may need augmentation in addressing State
standards as measured by the CST, as well as a number of departmental
benchmark assessments. Teachers also use this data as they plan
remediation and assistance for individual students to support them in
meeting State and District standards**.**

Following the review of school wide testing data, the Leadership Team
and representatives of the School Site Council (SSC) develop and approve
SSP goals for student achievement. These goals target higher achievement
on the CST in ELA and mathematics for all students and include an
individual goal that targets improvement for all under-performing
students including those representing English language learners (ELL),
lower SES, and other at risk populations.

Redwood has developed a number of intervention strategies to support any
student not achieving at or above proficiency in state standards in ELA
or math. For example in English, students' assessment scores are
examined to ensure that any student not meeting performance standards is
offered a specialized reading class that utilizes High Point, a
State-adopted intervention curriculum. Students performing poorly in ELA
or math are invited to participate in our after school intervention
program or our before school SuccessMaker class, depending on which
program better meets their needs.

As well as using assessment data to improve achievement for individual
students, the data also drives curricular decisions. For example, when
the State moved to offer algebra to all 8^th^ graders, our 7^th^ grade
math course was restructured as a pre-algebra course. Additionally, we
utilized class size reduction funding from the State to lower the class
size to only twenty students in 8^th^ grade algebra classes. Finally,
the Redwood math department analyzed student assessment results and
determined that the most capable students would benefit from an
accelerated three-year program that culminates in Geometry I for 8^th^
graders.

**[Communicating Assessment Results]{.underline}**

Students and their parents or guardian receive detailed reports from the
California Department of Education (CDE) related to CST scores that
include an explanation of student achievement on each test by content
cluster. These reports are delivered to the District Office from the CDE
and are mailed by the CVUSD's Department of Research, Evaluation and
Assessment to each household. Additionally, the local newspaper, *The
Ventura County Star*, features testing data and school information in
the Conejo Valley Education Section.

The CVUSD produces an annual School Accountability Report Card (SARC)
that is accessible on the Redwood website
[www.redwoodmiddleschool.org](http://www.redwoodmiddleschool.org/) and
is available to the community. The SARC includes an easy-to-follow
breakdown of school-wide testing data from STAR. Additional data
generated at Redwood is extracted from the District's student
information program for use by teachers, counselors, program
coordinators, and administrators in working with under-performing
students including the ELL, lower SES, and Special Education students.

Reports outlining individual and school-wide performance on STAR are
provided by the CDE and make up part of the data that is analyzed by
Redwood's Leadership Team when reviewing and generating school-wide
goals for improvement. Parents play a crucial role in this process and
are encouraged to participate in SSC and Parent, Teacher, and Student
Association (PTSA) meetings. Progress reports, report cards, a school
website with links to teacher e-mail and web pages, grade print outs,
and a parent portal are other communication tools for parents regarding
their students' performance at Redwood.

For the parents of Redwood's ELL students, our school's English Language
Acquisition Committee (ELAC) conducts informational meetings.
Translators are at all meetings. In the fall, they help to explain how
to read and interpret assessment data and more importantly, to explain
our school's response to intervention for students. The winter parent
meeting focuses on student progress to date, including how to interpret
progress reports and grade reports. Another ELAC parent meeting is held
in the spring to explain the testing process before Redwood begins
standardized testing in May.

**[Sharing Success]{.underline}**

Communication of our school's success extends beyond our campus on many
levels. At the District level, collaboration is fostered between schools
by way of District-wide articulation committees. Teachers in the same
department from all the secondary schools with representatives from the
elementary schools meet four times a year to discuss programs,
strategies, and teaching practices that have been successful at other
sites.

Redwood teachers take a leadership role throughout CVUSD by serving on
District committees including Family Life Educational Community,
Homework Policy, Writing Continuum, Gifted and Talented Education, and
Parent Education. Additionally, our teachers share Redwood best
practices as we are often called upon to lead District in-services. For
instance, two of our English teachers designed and developed a District
6-8 Writing Handbook and successfully in serviced all District middle
school ELA teachers on its use last year.

The reach of Redwood's instructional leadership reaches beyond to the
greater educational community as well. Our staff members participate and
present at numerous workshops and conferences at the local, state, and
national level where information related to curriculum and instructional
best practices are shared. For example, our Physical Education chair
will be presenting at the annual California Association of Health,
Physical Education, Recreation and Dance Conference on the topic of our
award-winning Abilities Awareness program, a collaborative project that
includes the efforts of our PTSA the physical education department, and
over 150 members of our community.

The Ventura County Middle School Principals' Consortium, which includes
public and private school principals, meets quarterly and provides a
forum for the sharing of information, programs, curricula, policies, and
ideas that have been effective. Students from area school leadership
classes meet to discuss and improve programs and to provide innovative
school-wide student activity experiences at all schools. Area teachers
and administrators regularly visit our campus to observe programs and
engage in the professional dialogue that perpetuates successful school
improvement throughout the CVUSD and Ventura County.

**PART V -- CURRICULUM AND INSTRUCTION**

**[Curriculum]{.underline}**

Redwood Middle School adheres strictly to District and State standards
and District courses of study in the development of a challenging
curriculum for all students including:

-   Science \-- focuses on earth science in 6^th^ grade life science in
    7^th^ grade, and physical science in 8^th^ grade. 

-   Social science \-- includes world history and geography: ancient
    civilizations for 6^th^ grade, Medieval and Early Modern Times for
    7^th^ grade, and United States History through the Civil War for
    8^th^ grade.

-   Foreign language -- features a student-centered and
    communication-based program for Spanish at 7^th^ grade and Spanish
    and French at 8^th^ grade. Students receive training in speaking,
    understanding, reading, writing, grammar, and an introduction to the
    culture of the people who speak the target language.

-   Fine arts -- encompasses a study of fine arts through our band,
    music appreciation, and art elective courses. Our band program
    focuses on performance skills for students at the beginning,
    intermediate, and advanced levels. Music appreciation includes units
    on great composers, instruments, and percussion. A survey course in
    art in is part of our 6^th^ grade wheel in which students dabble in
    two and three dimensional color, line, shape, and pattern.

-   Physical education -- progresses through lead up skills and skills
    related activities in 6^th^ grade, individual sport activities in
    7^th^ grade, and team sport activities in 8^th^ grade.

-   For the core curriculum in ELA and math, see the specific sections
    (2b and 3) that follow.

The master schedule, created with input from teachers, counselors, and
administrators, provides all students with access to classes that best
meet their academic needs across the curriculum. Students are placed in
appropriate classes based on their achievement level on the CST, the
grades they earned the previous year, and teacher recommendations.
Students' class schedules are flexible to allow any changes that might
be necessary to better meet a student's academic and/or developmental
needs. In order to make the transition from elementary school to middle
school to high school, our students follow a three-step classroom
organization model. Our 6^th^ graders are assigned to a morning and
afternoon two-period block where they have one teacher for ELA and
social studies and another teacher for math and science. The next year,
7^th^ graders continue with a two-period ELA/social studies block, and
by 8^th^ grade, students have different teachers and periods for every
class.

All Redwood students take exploratory elective classes where the intent
is to build life skills and to expose students to possible career
avenues. Our elective wheel at 6^th^ grade ranges from gardening to
mini-society and from bridge building to learning to play recorders. The
7^th^ and 8^th^ grade options include computers, consumer education,
wood shop, music appreciation, band, journalism, and art. Our special
day class and autistic students are fully-included in these courses and
often make meaningful connections with their Redwood peers. All students
gain experiences through our elective program, which helps them to
connect to the real world.

**[English Language Arts]{.underline}**

The English language curriculum is based on a District course of study
designed to prepare students to master State standards using
State-approved and District-adopted textbooks and resource materials. A
District committee with representatives from each school site designed
the current course of study, which features differentiated instruction
in reading, writing, speaking, and listening for struggling learners as
well as gifted and high achieving students.

Students in all English classrooms work on vocabulary, grammar, and
spelling skills; read, analyze, and respond to a variety of literature;
and write literary criticism and persuasive essays, autobiographical and
fictional narratives, and summaries of both fiction and non-fiction
materials. A wide range of writers such as Sandra Cisneros, Langston
Hughes, Edgar Allen Poe, William Shakespeare, Amy Tan, Maya Angelou, and
Ray Bradbury are studied as students move through the grades. All
students assess themselves in writing at the conclusion of 8^th^ grade
through a portfolio review, which ranges from a letter to the principal
asking for longer lunch in 6^th^ grade to a historical fiction piece of
life in Middle Ages Europe in the 7^th^ grade to a research report on
the Holocaust in conjunction with a literary analysis of *The Diary of
Anne Frank* and *Night* in the 8^th^ grade. Students who have mastered
the grade-level standards at advanced levels have the opportunity to
participate in honors classes in English. Interested students may enroll
in journalism elective, producing the school's yearbook, newspaper, and
literary magazine.

ELL students at Redwood are provided with a structured English immersion
class until they are ready to move into a mainstream English class. The
program adopted for the immersion class, High Point, is aligned to the
English language development standards for middle school, and English
learners have access to SuccessMaker in their immersion class. A
specialized reading program is available for English language learners
in mainstream English classes. Additionally, a bilingual
paraprofessional works with these students during the school day and
after school.

Students who have below grade-level reading skills are assigned to an
additional period of reading instruction in small, grade-level classes
under the direction of a reading specialist. Students who are struggling
may also be assigned to a before school reading lab, utilizing
SuccessMaker. In addition, these students may also attend an after
school intervention program that focuses on supporting students in
standards instruction and providing students with assistance in
developing better organization and study skills as well as homework
help.

**[Mathematics Curriculum]{.underline}**

The core mathematics curriculum supports students through well-planned
and challenging lessons that are aligned with State and National
standards. Additionally, mathematics at Redwood emphasizes the learning
of skills that apply to real life problems while connecting new concepts
to prior learning experiences in an effort to enhance student learning.
In support of Redwood's mission statement, the principle goal is to
develop mathematics as a habit of mind, encouraging students to think
critically, reflect, and solve problems in a logical sequence.

Redwood students receive a well-articulated course of study that
includes the nationally-recognized Every Day Math curriculum,
pre-algebra, honors pre-algebra, college prep algebra, honors algebra,
and honors geometry.  Redwood is the only middle school in CVUSD to
offer honors geometry. Instructional units for 6^th^ and 7^th^ grade are
number sense; algebra and functions; measurement and geometry;
statistics, data analysis, and probability; and mathematical reasoning.
In 8^th^ grade algebra, students study number properties; operations;
graphing and linear equations; quadratics and polynomials; and functions
and rational expression. Students are placed in classes by their
readiness, rather than their grade level. Redwood students have the
opportunity to progress through mathematics courses based on their
achievement, regardless of their grade level in order to maximize their
mathematical potential.

Advanced students may enroll starting in the 6^th^ grade in the same
sequence of courses taught at the honors level and ultimately completing
Geometry Honors in the 8^th^ grade for high school credit. The geometry
course is articulated with feeder high schools and is in its third
successful year of implementation.

**[Instructional Methods]{.underline}**

The developmental needs of our middle school students are met through a
wide variety of teaching strategies and instructional methods. Every
department at our school utilizes both independent and collaborative
student projects and assignments to provide students varying
opportunities to be successful by capitalizing on their particular
learning styles as illustrated by the examples that follow:

-   In science, hands-on and interactive experiences are provided at
    each grade level whenever practical to support the content standards
    such as construction and load testing of pasta bridges, trebuchets,
    and pipe insulation roller coasters; electrophoresis (DNA
    extraction) lab; squid and frog dissections; and the creation of a
    plant cell model.

-   In social science, teachers supplement their curriculum with
    interactive, hands-on lessons and simulation activities such as when
    all 8^th^ grade students demonstrate their knowledge and
    understanding of the Constitution and Bill of Rights in a simulated
    congressional hearing by testifying before an audience of community
    judges acting as congressional committee.

-   In ELA, students act out plays in class, write persuasive letters to
    local politicians on issues of their own choosing, and read
    biographies of their heroes in order make connections between
    themselves, the real world, and the curriculum. As students hone
    their English communication skills, many use PowerPoint
    demonstrations, student-created websites, and videos to communicate
    their findings on research projects.

-   In math, students are active participants in their learning. They
    use individual white boards to show their answers, work out problems
    on the overhead, and check their findings with manipulatives.

-   In foreign language, student communication is encouraged through the
    use of cooperative learning groups, audios tapes, CD's, and videos.
    The French class visits a French restaurant as a culminating
    activity each year.

-   In the arts, students may experience the study of art through both
    hands on experiences as well as an optional enrichment program in
    which students visit local museums. The award-winning music
    department regularly schedules clinics with college music professors
    and local professional musicians.

-   In physical education, students participate in an incentive fitness
    program wherein students earn colored strips worn on their gym
    shorts as they meet fitness goals.

-   In all curricular areas, the use of technology has enhanced
    instructional delivery. Most all teachers access PowerPoint lessons
    via our school network. To date our school has twenty classrooms
    equipped with LCD projectors and nineteen teachers use Video
    Visualizer cameras to clearly communicate their lessons. Teachers
    and administrators also utilize Personal Digital Assistants (PDA's)
    to manage student information at their fingertips. A new computer
    lab was added last year for the purpose of supporting intervention
    programs. When the lab is not being utilized for intervention, it is
    available for classes, and is a great addition to our existing
    32-station instructional computer lab and our 18-station
    library/media center.

**[Professional Development]{.underline}**

Our Redwood educational community recognizes that school improvement is
dependent on each and every stakeholder. To that end, all of our staff
members participate in professional development activities as called for
in our SSP, District professional growth plan, and California's
continuing education requirements. In order to maximize professional
growth for all of our teachers, staff members routinely share gained
knowledge and skills at faculty and department meetings. For instance,
in an effort to improve learning for all of our students, our principal
and eleven teachers recently attended a one-day workshop sponsored by
Dataworks. These staff members returned to school and presented a
mini-in-service to the entire staff on strategies to ensure grade-level
instruction and improving formative assessment.

Redwood regularly sends representatives to conferences and meetings of
many national and local organizations such as the National Council for
the Teaching of Mathematics, California Association of Teachers of
English, California Association for the Gifted, California Science
Teacher Association, Computer Using Educators, and California Conference
of Social Science. Our administrators are actively involved in the
Ventura County VIP Series, which brings nationally recognized speakers
to our county and meets our State guidelines for professional growth
activities for school administrators. Our counselors attend the Ventura
County Counselor Association Conference for peer helping, as well as
staff development on topics such as bullying, ADD and ADHD, youth
alcohol abuse, and most recently, autism spectrum disorder. Classified
staff members attend technology in-services. Yearly, the district offers
full-day training for custodians on more efficient cleaning methods.

A significant factor in Redwood's professional growth activities
develops from action research. Individual departments use data to drive
changes in instructional strategies to boost student achievement. For
example, we identified an overall weakness in ELA in writing strategies
based on the STAR scores. We selected specific materials from our course
of study that would support student success in this area. Subsequently,
scores for all subgroups improved in writing strategies. In math,
students' results from the CST indicated a weakness in the areas of
functions and rational expressions as well as quadratics and
polynomials. Our math teachers put much time and effort into researching
applicable teaching strategies. The following year our math scores
improved by 16% in the area of functions and rational numbers and 11% in
the area of quadratics and polynomials.

Table 1

### No Child Left Behind -- National Blue Ribbon Application

# English Language Arts

  ---------------------------- ---------- -------- ------- ---------- ------- ------- ---------- ------- -------
  **California Standards Test  **2003**                    **2004**                   **2005**           
  (CST) May 2005**                                                                                       

  **Redwood Middle School**    **6**      **7**    **8**   **6**      **7**   **8**   **6**      **7**   **8**

  \% Proficient or above       81%        70%      56%     81%        74%     65%     78%        82%     74%

  Number of Students Tested    290        485      424     291        457     487     285        420     450

  Percent of Enrollment        99.0%      100.0%   99.0%   100.0%     99.6%   99.2%   99.0%      99.3%   98.9%

  Number of students           0                           0                          0                  
  alternatively assessed                                                                                 

  Percent of students          0%                          0%                         0%                 
  alternatively assessed                                                                                 

  **SUBGROUP SCORES**                                                                                     

  **1. White**                                                                                            

  \% Proficient and Above      82%        73%      60%     81%        76%     65%     79%        83%     75%

  Number of Students Tested    227        381      336     244        357     383     219        329     354

  **2. Hispanic and Latino                                                                                
  Students**                                                                                             

  \% Proficient and Above      62%        45%      21%     75%        53%     53%     53%        71%     56%

  Number of Students Tested    29         59       42      24         55      55      30         52      52

  **3. Economically                                                                                       
  Disadvantaged Students**                                                                               

  \% Proficient and Above      47%        38%      26%     61%        52%     38%     47%        64%     56%

  Number of Students Tested    17         37       27      18         49      34      15         47      43

   CST Published by                                                                                       
  Educational Testing Service                                                                            
  ---------------------------- ---------- -------- ------- ---------- ------- ------- ---------- ------- -------

Table 2

### No Child Left Behind -- National Blue Ribbon Application

# Mathematics Composite Scores

## 

  --------------------------------- ---------- ------- ------- ---------- ------- ------- ---------- ------- -------
  **California Standards Test (CST) **2003**                   **2004**                   **2005**           
  May 2005**                                                                                                 

  **Redwood Middle School**         **6**      **7**   **8**   **6**      **7**   **8**   **6**      **7**   **8**

  \% Proficient or above            81%        63%     54%     79%        73%     54%     80%        77%     62%

  Number of students tested         290        483     423     290        457     484     286        421     445

  Percent of students tested        99         99      99      100        100     99      99         100     98

  Number of students alternatively  0                          0                          0                  
  assessed                                                                                                   

  Percent of students alternatively 0%                         0%                         0%                 
  assessed                                                                                                   

  **SUBGROUP SCORES**                                                                                         

  **1. White**                                                                                                

  \% Proficient and Above           83%        67%     15%     77%        75%     17%     82%        78%     19%

  Number of Students Tested         227        380     75      243        357     103     220        329     81

  **2. Hispanic and Latino                                                                                    
  Students**                                                                                                 

  \% Proficient and Above           62%        33%     5%      75%        55%     4%      57%        60%     18%

  Number of Students Tested         29         58      19      24         55      24      30         52      22

  **3. Economically Disadvantaged                                                                             
  Students**                                                                                                 

  \% Proficient and Above           47%        22%     8%      67%        51%     11%     53%        64%     6%

  Number of Students Tested         17         37      13      18         49      18      15         47      18

   CST Published by Educational                                                                               
  Testing Service                                                                                            
  --------------------------------- ---------- ------- ------- ---------- ------- ------- ---------- ------- -------

Table 3

### No Child Left Behind -- National Blue Ribbon Application

# General Mathematics Scores

## 

  ----------------------------- ---------- ------- ------- ---------- ------- ------- ---------- ------- -------
  **California Standards Test   **2003**                   **2004**                   **2005**           
  (CST) May 2005**                                                                                       

  **Redwood Middle School**     **6**      **7**   **8**   **6**      **7**   **8**   **6**      **7**   **8**

  \% Proficient or above        81%        63%     11%     79%        73%     15%     80%        77%     19%

  Number of Students Tested     290        483     108     290        457     133     286.0      421.0   108

  Number of students            0                          0                          0                  
  alternatively assessed                                                                                 

  Percent of students           0%                         0%                         0%                 
  alternatively assessed                                                                                 

  **SUBGROUP SCORES**                                                                                     

  **1. White**                                                                                            

  \% Proficient and Above       83%        67%     15%     77%        75%     17%     82%        78%     19%

  Number of Students Tested     227        380     75      243        357     103     220.0      329.0   81

  **2. Hispanic and Latino                                                                                
  Students**                                                                                             

  \% Proficient and Above       62%        33%     5%      75%        55%     4%      57%        60%     18%

  Number of Students Tested     29         58      19      24         55      24      30.0       52.0    22

  **3. Economically                                                                                       
  Disadvantaged Students**                                                                               

  \% Proficient and Above       47%        22%     8%      67%        51%     11%     53%        64%     6%

  Number of Students Tested     17         37      13      18         49      18      15.0       47.0    18

   CST Published by Educational                                                                           
  Testing Service                                                                                        
  ----------------------------- ---------- ------- ------- ---------- ------- ------- ---------- ------- -------

Table 4

### No Child Left Behind -- National Blue Ribbon Application

# Algebra 1 and Geometry Scores

  --------------------------- ----------- -------------- ----------- -------------- ----------- --------------
  **California Standards Test **2003**                   **2004**                   **2005**    
  (CST) May 2005**                                                                              

  **Redwood Middle School**   **Algebra   **Geometry**   **Algebra   **Geometry**   **Algebra   **Geometry**
                              1**                        1**                        1**         

  \% Proficient or above      66%         97%            65%         97%            73%         100%

  Number of Students Tested   279         35             314.0       37.0           309.0       27.0

  Percent of Enrollment       65.0%       8.0%           64.0%       7.5%           67.9%       5.9%

  **SUBGROUP SCORES**                                                                            

  **1. White**                                                                                   

  \% Proficient and Above     67%         96%            66%         96%            71%         100%

  Number of Students Tested   235         25             250         28             250         19

  **2. Hispanic and Latino                                                                       
  Students**                                                                                    

  \% Proficient and Above     43%         \*             59%         \*             75%         \*

  Number of Students Tested   21          2              29          1              28          1

  **3. Economically                                                                              
  Disadvantaged Students**                                                                      

  \% Proficient and Above     42%         \*             40%         n/a            65%         \*

  Number of Students Tested   12          2              15          0              23          1

   CST Published by                                                                              
  Educational Testing Service                                                                   
  --------------------------- ----------- -------------- ----------- -------------- ----------- --------------