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

*U.S. Department of Education*

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

Name of Principal [Mr. Charles
Holland\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [25650 Los Cabos
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Moreno Valley, CA
92551\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[Riverside\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School Code Number\* [33-75242-6108047\_\_\_\_\_\_]{.underline}

Telephone [( 951 ) 485-6245]{.underline} Fax [( 951 )
490-0395]{.underline}

Website/URL [valverde.edu]{.underline} E-mail <cholland@valverde.edu>

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. C. Fred
Workman\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Val Verde Unified]{.underline} Tel. [( 951 )
940-6100]{.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. D. "Shelly"
Yarbrough\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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: \_\_[12]{.underline}\_ Elementary
schools

\_\_\_[3]{.underline}\_ Middle schools

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

\_\_\_[3]{.underline}\_ High schools

\_\_\_[2]{.underline}\_ Other

\_\_[20]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$6,939]{.underline} \_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[\$7,525]{.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\. [4.5]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    \(10\)    \(13\)                 **(23)**      **7**                             

  **K**       41        41                     **82**        **8**                             

  **1**       36        54                     **90**        **9**                             

  **2**       32        39                     **71**        **10**                            

  **3**       47        50                     **97**        **11**                            

  **4**       55        41                     **96**        **12**                            

  **5**       55        45                     **100**       **Other**                         

  **6**                                                                                        

                                    **TOTAL                                                    536\*
                                    STUDENTS                                                   
                                    IN THE                                                     
                                    APPLYING                                                   
                                    SCHOOL**                                                   
  ----------- --------- ----------- ---------- ---------- -- ----------- --------- ----------- ---------

\**Based on CBEDS data 10/5/06*

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

6\. Racial/ethnic composition of [12]{.underline} % White

the students in the school: [29]{.underline} % Black or African American

[50]{.underline} % Hispanic or Latino

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

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

**100% Total\*** *\*Based on CBEDS data 10/5/05*

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:
\_\_[28]{.underline}\_\_%\* \**Oct. 2004-June 2005*

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      120
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      89
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    209
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 748
                            the school as of October 1  

  **(5)**                   Total transferred students  .279
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           28
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [25]{.underline}%

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

Number of languages represented: [7]{.underline}

Specify languages: Spanish, Vietnamese, Arabic, Filipino (Tagalog),
German, Samoan, and all Other\*

*\*Based on Language Census, Spring 2005*

9\. Students eligible for free/reduced-priced meals: [57]{.underline}%

Total number students who qualify: [306]{.underline}\* *\*Based on State
Report 10/31/05*

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

10\. Students receiving special education services: [9]{.underline}%

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

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

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

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [28]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [18]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff\***

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[21]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[6]{.underline}\_\_\_

> Support staff \_\_\_[6]{.underline}\_\_\_
> \_\_\_\_[9]{.underline}\_\_\_
>
> Total number \_\_[32]{.underline}\_\_\_ \_\_\_[17]{.underline}\_\_\_
>
> *\*Based on CBEDS data 10/5/05*

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

students in the school divided by the FTE of classroom teachers:
\_\_[26]{.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  95%         95%         93%         92%         92%

  Daily teacher attendance  93%         94%         95%         N/A         N/A

  Teacher turnover rate     \*24%       \*50%       11%         N/A         N/A

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\* We are a rapidly growing district and our high turnover rate is due
mainly to boundary changes.

**PART III ‑ SUMMARY**

Victoriano Elementary School's vision is the continual enrichment of our
collaborative learning community, using a data-driven, standards-based
approach, to ensure ongoing success for all students and staff. Our
mission is to provide a safe and disciplined learning environment where
our students learn to read with comprehension, write with clarity, and
compute with accuracy.

We are a K-5 elementary school located in the suburbs of Moreno Valley
near Riverside, California. We are in a residential area where the
majority of our students walk to school. We opened in 1989 with
approximately 500 students, grew to over 1,000, and currently serve 534
students who speak 11 different languages. We are also home to 40 Head
Start and State Preschool students. We have exceptionally high
expectations for all of our students and we are extremely proud of their
success; success that is a testament to the collaborative nature of the
Victoriano staff and the entire community.

In 2001-02, we had an API of 674 and entered our first year of being a
Program Improvement School. Over the next two years we exited Program
Improvement, raised our API 68 points, far exceeding our API and AYP
targets. Last year we raised our API to 780 and received our first Title
I Academic Achievement Award. This year we will repeat that
accomplishment and we qualified to apply for California Distinguished
School.

Our success is the product of the extraordinary efforts of all the
stakeholders in the Victoriano community. We are a standards-based,
data-driven school working as an interdependent collaborative team on a
mission of continuous improvement. We are aided and supported by a PTA,
ELAC, and SSC that expects no less and continuously contributes to that
end. Our PTA is extremely active and provides our students with
assemblies, bussing for field trips, and books for our library through a
wide range of community partnerships.

All decisions made at Victoriano are based on the needs of the students
as determined by the data. We expect all students to attain proficiency
and provide them multiple avenues and opportunities to achieve that. We
pride ourselves on the use of technology but have not lost sight of the
power of the pencil as we focus on the importance of teaching our
students to write with clarity and compute with accuracy. All of our
students, regardless of their home language, are provided each and every
support necessary for them to acquire the language of learning. We
provide an extensive intervention program before, during, and after
school that involves almost 200 students. Our teachers employ a wide
range of researched-based instructional strategies to meet the academic
and language needs of all learners. All staff members participate in
ongoing staff development to ensure they maintain the highest level of
expertise and collaborate on the most effective implementation of that
knowledge for the benefit of all students.

We provide all students with a comprehensive support system to identify
and address the needs of the whole child, including students with
disabilities, health issues, and emotional needs. We provide an
excellent Student Success Team, Special Education, and access to
community resources. To help ensure that our students are connected to
both the school and the community, we offer a wide range of
extracurricular activities including softball, basketball, track,
soccer, chess club, band, percussion, music, and choir.

We continually strive to improve, never resting on our laurels or
settling for yesterday\'s successes. We know that if we lose focus for a
second, that is where our students will finish. We build tomorrow as we
focus on today, always clear on why we're here--- the children. Our
incredible staff sees challenges as opportunities and is totally
committed to the success of all children. It is not just what we do at
Victoriano, it is who we are.

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

1.  **Assessment Results:** Victoriano Elementary School is implementing
    the district curriculum. The curriculum is the content standards the
    district has adopted, which are the same as the state adopted
    content standards in Reading Language Arts and Mathematics. Our
    school's assessment results are directly aligned to the content
    standards. Our school participates in the State Testing and
    Reporting Program (STAR) and the results are used to monitor
    students' progress toward meeting grade level proficiency. Our
    school also uses district assessments that are aligned to the
    standards by grade. The results of assessments are used to monitor
    our students' progress and to identify areas for improvement in both
    instructional programs and instructional strategies.

The results of our assessments are also used to monitor disparities that
may exist among subgroups of students at the school. A close examination
of the percent of our students who are proficient in each of the
subgroups indicates that the disparities among our subgroups are
closing. Victoriano has not only met all state and federal
accountability requirements, we have shown considerable increases in the
percent of students school wide who are scoring proficient or advanced
over the past four years in both math (from a base score in 2002 of 35%
to 62% proficient in 2005) and ELA (from a base score in 2002 of 19%
proficient to 45% proficient in 2005).

Overall, our school's assessment results are an indicator that our
students are making excellent progress towards meeting all of the
requirements of the No Child Left Behind Act. Children at each level of
proficiency (advanced, proficient, basic, below basic, and far below
basic) are mastering the skills that are essential to move up into the
next performance band and ultimately reach our goal of all students
attaining proficiency.

In the state of California, all students in grades 2-11 are expected to
take the California Standards Test (CST) in math and English language
arts during the spring of each school year (on approximately the 153^rd^
day of instruction). The CSTs are standards-based assessments aligned to
the California Content Standards. Each student receives a scaled score
ranging from 150 to 600. These scaled scores are used to determine the
proficiency level of each student. For example, a student with a scaled
score of 190 would be considered far below basic, whereas a student with
a scaled score of 550 would be considered advanced. There are a total of
five proficiency levels, sometimes referred to as performance bands
(advanced, proficient, basic, below basic, and far below basic).
Students scoring proficient or advanced are considered to have met the
state's standard, or are at or above grade level. Scaled scores between
300 and 349 indicate a student is in the basic band, and scaled scores
above 350 are proficient. The cut points for the other proficiency
levels vary by test. For more information on California's assessment
system, see <http://star.cde.ca.gov/star2004/AboutSTAR.asp>. Results
from all of the state's assessments are combined to create an Academic
Performance index (API) for each school and subgroups within a school.
The API is a growth model and all schools are expected to have an
increase in their API each year.

Our API scores show the same trend of increasing performance across the
last several years overall and by subgroup. While our underprivileged
subgroups tend to score lower than their counterparts, we have seen a
considerable reduction in this achievement gap. When looking at API
scores over the past three years, for example, our achievement gap
decreased an average of 25 points (from 114 to 89). We expect this gap
to continue to decline until we have no achievement gap.

2.  **Using Assessment Results:** Our assessment system is consistent
    within and across grade levels and allows our staff to regularly
    analyze data. We measure student progress towards proficiency,
    identify at-risk students, inform and improve instruction, and share
    best teaching practices.

The foundation of our assessment system is our Multiple Measures
Database Systems assessments, which measure the effectiveness of our
core curriculum and disaggregates data by domain, strand, substrand, and
standard, revealing proficiency levels. Teachers assess students using a
battery of diagnostic formative and summative assessments at regular
intervals during each trimester.

We also use INSPECT, an innovative test bank composed of items written
to specifically assess California Content Standards and include clear
rationale for why a student would pick each wrong answer. By using wrong
answers that are most likely cognitive disconnects, the distribution of
wrong answers yield considerable information needed to correct any
standard mastery deficiencies and improve student's metacognition.
Results are disaggregated by item, standard, and student response to
individual questions. We create graphs of each standard to show growth
and weaknesses.

The third component is our Educator's Assessment Data Management System
(EADMS). EADMS provides access to INSPECT data and State test scores for
the last seven years. Our staff has access to a wide range of reports
based on test scores, performance levels, student profiles, and grade
level results. With EADMS, we are able to disaggregate California
Standards Test data in a variety of ways, including by program
participation, home language, mobility, gender, and many others. A data
profile gives a detailed summary of test results from the previous
year's test, including results on content clusters/strands by grade
level, performance band details for all subgroups (e.g., ethnicity,
economically disadvantaged, special education, and English-learner
status), grade levels, cohorts, and 5^th^ grade science. These reports
allow us to pinpoint strands of weakness by grade level so that
modifications to instructional strategies can be made.

3.  **Communicating Assessment Results:** We pride ourselves on
    communication and continually provide our community with vital
    information regarding their student's progress and achievement.
    Parents regularly receive progress reports, weekly updates, phone
    calls, postcards, and emails to keep them current on their child's
    progress. Victoriano is a neighborhood school, so literally dozens
    of personal mini-conferences take place as parents pick up their
    kids each day.

We provide our parents with a user-friendly, standards-based report card
with grading conventions for letter grades and proficiency levels by
number. It addresses effort in physical education, the arts, and the
characteristics of a successful student. We also provide them with their
child's Multiple Measures Standards Report.

Standards, expectancies, progress reports, and report cards are
explained at Back-to-School Night. Parents also receive their grade
level Academic Expectancies booklets at this time, which details all of
the standards that need to be mastered for proficiency. All information
is provided in Spanish and translators are available for conferences,
Back-to-School Night, and daily on an informal basis.

We send all school-wide information home in both English and Spanish to
support our Hispanic community's acquisition of English. Our PTA
president is our SSC representative for our ELAC, giving us a bilingual
flow of information to and from our community leaders.

The progress of our students and the academic standing of our school are
communicated to our community in a variety of ways to ensure we reach
all of our stakeholders. We have a monthly newsletter, *The Victoriano
Voice*, an automated telephone system, our School Accountability Report
Card (SARC), and our Student-Parent Handbook. We have two school web
sites (one sponsored by our PTA), a marquee, a PTA newsletter, progress
reports, grade level academic expectancy booklets, standards-based
reports cards, and a Parent Information Center located in our front
office.

4.  **Sharing Success:** Our four year journey from Program Improvement
    status to National Blue Ribbon nominee has taught us a great deal
    and we take every opportunity to share what we believe has enabled
    us to be successful. We have had teams of teachers from schools
    within our district come and talk with our teachers and observe
    their instructional strategies first hand. Schools have sent their
    Literacy Coordinators to meet with ours to discuss practices and
    look at materials we use and our Literacy Coordinator travels all
    over the district doing model lessons and staff development.

We also share our success with the schools in our district through the
collaborative relationship that is enjoyed by the district's school
administrators. Administrators meet on a regular basis and share ideas,
successes and failures, and instructional and program data. We realize
that we all have different strengths and try and share our expertise
with each other for the benefit of all of the students in the district.
Meetings are held at the DO and various school sites. Our elementary
schools are geographically divided into cluster groups and we actively
participate in the shared information process. There is a continuous
give and take of information and strategies that all schools benefit
from.

We also support schools outside of our district. We were recently
contacted by an assistant principal at Corona School in the
Ontario-Montclair School District who was trying to figure out how to
improve their ELD program. She wanted to know what local successful
schools were doing so we could share best practices. She had seen our
results and wanted to find out what we were doing that was working so
well. I connected her with our bilingual facilitator so that we could
help her and perhaps serve as a model for them.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Our emphasis is on a well balanced and rigorous core
    curriculum based upon the California State Content Standards. We
    utilize several State approved textbook adoptions to deliver the
    core curriculum. The core curriculum is rich with content based on a
    large number of comprehensive standards. For example, in grades K-5
    there are 280 standards in reading/language arts and 222 standards
    in mathematics. These standards are mastery standards, meaning that
    students should master them or be proficient in the knowledge,
    skills, and strategies specified, at least by the end of the
    appropriate year.

Our curriculum in reading/language arts is comprised of several
components. The standards for Word Analysis, Fluency, and Systematic
Vocabulary are a key part of the primary grades. Reading Comprehension
is strategic as we focus on having all children become readers by the
end of third grade. The third component of our curriculum is Literary
Response and Analysis. As students master the fine art of reading, our
curriculum moves into Writing Strategies and Applications and Written
and Oral English-language Conventions. Intertwined throughout reading
and writing are the Listening and Speaking Strategies and speaking
Applications which round out our well balanced reading/language arts
curriculum.

Our mathematics curriculum provides students a balanced instructional
program. It enables students to become proficient in basic computational
and procedural skills, develop conceptual understanding, and become
adept at problem solving. Our curriculum addresses the following domains
of the California Content Standards: Number Sense, Algebra and
Functions, Measurement and Geometry, Statistics, Data Analysis, and
Probability, and Mathematical Reasoning. Our curriculum not only teaches
mathematics, it trains the mind to be analytic, providing the foundation
for intelligent and precise thinking in all areas of the curriculum.

Our history-social science curriculum is comprised of standards that
reflect California's commitment to that curricular area. Those standards
emphasize historical narrative, highlight the roles of significant
individuals throughout history, and convey the rights and obligations of
citizenship. The standards in the curriculum require students not only
to acquire core knowledge in history and social science, but also to
develop the critical thinking skills necessary to study the past and its
relationship to the present. The goal of the curriculum is to have all
students learn to distinguish the historically important from the
unimportant, to recognize vital connections between the present and the
past, and to appreciate universal historical themes and dilemmas.

The standards which comprise our science curriculum include the
essential skills and knowledge students will need to be scientifically
literate citizens in the twenty-first century. Our curriculum helps
provide the foundational skills and knowledge for students to learn the
core concepts, principals, and theories of science that will prepare
them for middle school and beyond. Our science curriculum combines
direct instruction, reading textbooks and supplemental materials,
solving standards-based problems and laboratory investigations and
experiments.

Our visual and performing arts curriculum helps students think and
understand in ways that are not learned in the more traditional subject
areas. It provides students the opportunity to imagine, envision, and
determine a method to reach a goal and try it out. We integrate art
whenever possible with a focus on enrichment opportunities such as the
national Reflections Program sponsored by the Parent Teachers
Association. Our music program is extensive and provides students
introductory experiences and training that will give them the musical
knowledge and expertise to prepare them for opportunities at middle
school.

The ultimate goal of our curriculum and instruction is for all students
to achieve proficiency. Proficiency is not an innate characteristic and
it is only achieved with exceptional effort, tireless persistence, and
regular practice on the part of the students in combination with an
effective and rigorous instructional program.

2a. **(Elementary Schools)** **Reading:** The California
English-Language Arts Content Standards is our reading curriculum. They
are divided into domains, strands, substrands and standards. In the word
analysis, fluency, and systematic vocabulary development strand,
kindergarten through second grade focuses on decoding, phonemic
awareness, fluency, and vocabulary development. In the reading
comprehension strand, the focus is on how to predict what will happen
next, compare information between sources, and answer essential
questions. In addition, the curriculum stresses analysis and synthesis,
retelling, summarizing, and acting on information, such as placing
events in sequential order. In the literary response and analysis
strand, the focus is the ability to analyze literature and distinguish
between the structural features of narrative text and the various forms
of narrative, the commonalities in narrative text and develop a schema
or map for stories.

In grades four through six, the primary focus is having students learn
words and concepts, the origins, derivations, and use of words over time
and in different types of text. Students learn to use vocabulary
knowledge and skill in more sophisticated ways, such as analyzing
idioms, analogies, metaphors, and similes to infer literal and
figurative meanings of phrases and understand historical influences on
the meaning of English words. This helps ensure that students are able
to read aloud narrative and expository text fluently and accurately.

The core materials we use to deliver the curriculum is Houghton Mifflin
Reading which is grounded in scientific research and proven effective.
The program provides comprehensive, step-by-step instruction in the five
strands of reading. One of the most powerful aspects of Houghton Mifflin
Reading is Universal Access. It is comprised of four separate Handbooks
which enhance access to the core curriculum for all ability levels.
There is an extensive array of built-in resources to differentiate
instruction to help support every student and it is all incorporated in
a collection of authentic, motivational literature.

3.  **Mathematics, Science, Art, Etc.:** The California Mathematics
    Content Standards is our math curriculum. The standards identify
    what all students should know and be able to do at each grade level
    and emphasize computational and procedural skills, conceptual
    understanding, and problem solving.

By the end of Kindergarten, students understand small numbers,
quantities, and simple shapes. They count, compare, describe and sort
objects, and develop a sense of properties and patterns.

By the end of grade one, students understand and use the concept of ones
and tens in the place value system. Students add and subtract small
numbers, measure with simple units, and locate objects in space. They
describe data and they analyze and solve simple problems.

By the end of grade two, students understand place value and number
relationships in addition and subtraction and use simple concepts of
multiplication. Students measure quantities with appropriate units,
classify shapes, and see relationships among them based on their
geometric attributes. Students collect and analyze data and verify their
answers.

By the end of grade three, students deepen their understanding of place
value and skill with addition, subtraction, multiplication, and division
of whole numbers. Students estimate, measure, and describe objects in
space. They use patterns to help solve problems. Students represent
number relationships and conduct simple probability experiments.

By the end of grade four, students understand the four basic arithmetic
operations applied to large numbers. Students describe and compare
simple fractions and decimals. They understand the properties of, and
the relationships between, plane geometric figures. Students collect,
represent, and analyze data to answer questions.

By the end of fifth grade, students increase their facility with the
four basic arithmetic operations applied to fractions, decimals, and
positive and negative numbers. They know and use common measuring units
to determine length and area and know and use formulas to determine the
volume of simple geometric figures. Students know the concept of angle
measurement and use a protractor and compass to solve problems. They use
grids, tables, graphs, and charts to record and analyze data.

4\. **Instructional Methods:** We continually monitor our instructional
practices by examining our assessment data, making sure that our
scientifically-based instructional strategies are maintaining their
effectiveness. Extensive collaborative discussions take place within and
across grade levels regarding the most effective implementation of
instructional practices.

Engagement is fundamental to all learning and our instructional methods
focus on raising and maintaining high engagement levels. Individual
student white boards, additional students repeating the previous
student's answer, and non-volunteer questioning are some of the
strategies utilized to promote engagement.

Graphic organizers are used extensively to help students acquire the
ability to compare and contrast, classify, and conceptualize metaphors
and analogies. These processes are deeply analytic in nature and
establish a context in which students can think about content at a
higher level. Bloom's Taxonomy is another tool used to raise the
cognitive level in the classroom. Instructional materials are presented
using all levels of Bloom's allowing every learner to participate and
expand their ability to think. Asking higher-level thinking questions
encourages critical thinking and problem solving, leading to higher
proficiency levels.

Question Answer Relationships (QAR) and Reciprocal Teaching are two
reading comprehension strategies we use extensively. Reciprocal teaching
involves teachers and students in a dialogue about text material, during
which four comprehension strategies, questioning, summarizing,
clarifying, and predicting are actively employed. QAR helps the students
determine where they can find the answers to questions. It has two major
categories, "in the book" and "in my head."

Wrong answer analysis and asking "Why?" are perhaps our most effective
instructional tools. We believe that it is as valuable to know why wrong
answers are wrong as it is to know why the right answer is right. As
students explain their rationale for answer selection and defend their
choice, they improve their metacognition. We understand the value of a
student being able to explain an answer and defend their thinking, so we
are always asking, "Why?"

5\. **Professional Development:** Our goal at Victoriano Elementary is
to ensure that the instructional staff is empowered to assist all
students in reaching proficient and advanced levels of performance. Over
the past three years, our increase in the percentage of students
reaching proficient and above on our AYP has been almost 50% in ELA and
over 30% in math, indicating we are making excellent progress towards
our goal.

To ensure the most effective and engaging instruction, our teachers are
provided extensive and ongoing professional development from the school
site and the district, which has a Professional Development Team that
provides staff development on core materials and instructional best
practices.

As a Professional Learning Community, much of our site staff development
takes place in the form of collaborative conversations and collegial
sharing. Our staff regularly shares their most effective instructional
strategies with their grade level and the entire staff. We tap into the
collective knowledge and experience of a staff that averages 10.9 years
of teaching experience and combine that with the most current
instructional practices brought to us by our new teachers. We look at
student data and collectively discuss the best instructional strategies
to ensure students achieve proficiency.

When a staff member attends an outside conference, they return and share
their new found expertise with the staff. We send teachers to the
Training of Trainers conferences so that we continue to empower our own
and have expertise to draw from within our ranks as our collective
expertise grows. We have a Literacy Coordinator who is available to do
classroom demonstration lessons and to cover for teachers when they
observe other teachers doing model lessons. We continue to support each
other as we grow professionally through horizontal and vertical
articulation. We provide the staff at least one minimum day,
Meeting-Free Wednesday per month, for them to spend time working
together at grade level as interdependent collaborative teams.

**Table 1**

***No Child Left Behind -- Blue Ribbon School***

**Grade 2 English Language Arts**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
(Educational Testing Services)]{.underline}

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

  Testing Month                         April/May   April/May   April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards  50%         32%         33%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         14%         11%         9%
  (Advanced)                                                    

  Number Tested                         125         151         155

  Percent of Total Students             99%         100%        99%

  Number of students alternatively      0           0           0
  assessed                                                      

  Percent of students alternatively     0           0           0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards  39%         31%         30%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         14%         18%         5%
  (Advanced)                                                    

  Number Tested                         44          39          38

  Percent Tested                        98%         100%        95%

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards  51%         26%         22%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         8%          5%          4%
  (Advanced)                                                    

  Number Tested                         49          77          78

  Percent Tested                        100%        100%        100%

                                                                

  White                                                         

  \% At or Above Meets State Standards  56%         48%         60%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         17%         15%         28%
  (Advanced)                                                    

  Number Tested                         18          27          25

  Percent Tested                        100%        100%        100%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards  39%         24%         24%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         7%          7%          6%
  (Advanced)                                                    

  Number Tested                         69          86          107

  Percent Tested                        99%         100%        100%
  ------------------------------------- ----------- ----------- -----------

**Table 2**

***No Child Left Behind -- Blue Ribbon School***

**Grade 2 Mathematics**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
(Educational Testing Services)]{.underline}

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

  Testing Month                        April/May   April/May    April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards 65%         52%          55%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards        29%         22%          23%
  (Advanced)                                                    

  Number Tested                        125         151          155

  Percent of Total Students            99%         100%         99%

  Number of students alternatively     0           0            0
  assessed                                                      

  Percent of students alternatively    0           0            0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards 50%         62%          53%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards        23%         26%          16%
  (Advanced)                                                    

  Number Tested                        44          39           38

  Percent Tested                       98%         100%         95%

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards 71%         42%          46%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards        27%         13%          18%
  (Advanced)                                                    

  Number Tested                        49          77           78

  Percent Tested                       100%        100%         100%

                                                                

  White                                                         

  \% At or Above Meets State Standards 67%         63%          76%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards        28%         41%          36%
  (Advanced)                                                    

  Number Tested                        18          27           25

  Percent Tested                       100%        100%         100%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards 43%         47%          47%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards        19%         15%          20%
  (Advanced)                                                    

  Number Tested                        69          86           107

  Percent Tested                       99%         100%         100%
  ------------------------------------ ----------- ------------ -----------

**Table 3**

***No Child Left Behind -- Blue Ribbon School***

**Grade 3 English Language Arts**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETC
(Educational Testing Services)]{.underline}

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

  Testing Month                         April/May   April/May   April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards  26%         37%         23%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         7%          5%          2%
  (Advanced)                                                    

  Number Tested                         139         122         171

  Percent of Total Students             99%         100%        99%

  Number of students alternatively      0           0           0
  assessed                                                      

  Percent of students alternatively     0           0           0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards  28%         19%         15%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         10%         3%          0%
  (Advanced)                                                    

  Number Tested                         39          32          53

  Percent Tested                        100%        100%        98%

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards  22%         22%         24%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         2%          3%          0%
  (Advanced)                                                    

  Number Tested                         65          59          79

  Percent Tested                        98%         100%        100%

                                                                

  White                                                         

  \% At or Above Meets State Standards  33%         65%         38%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         13%         15%         9%
  (Advanced)                                                    

  Number Tested                         24          20          22

  Percent Tested                        100%        100%        100%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards  20%         27%         17%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         4%          3%          2%
  (Advanced)                                                    

  Number Tested                         70          74          121

  Percent Tested                        99%         100%        98%
  ------------------------------------- ----------- ----------- -----------

**Table 4**

***No Child Left Behind -- Blue Ribbon School***

**Grade 3 Mathematics**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
(Educational Testing Services)]{.underline}

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

  Testing Month                         April/May   April/May   April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards  55%         50%         45%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         18%         25%         16%
  (Advanced)                                                    

  Number Tested                         139         122         170

  Percent of Total Students             99%         100%        99%

  Number of students alternatively      0           0           0
  assessed                                                      

  Percent of students alternatively     0           0           0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards  56%         28%         26%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         18%         6%          9%
  (Advanced)                                                    

  Number Tested                         39          32          53

  Percent Tested                        100%        100%        98%

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards  55%         53%         52%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         14%         22%         19%
  (Advanced)                                                    

  Number Tested                         65          59          79

  Percent Tested                        98%         100%        100%

                                                                

  White                                                         

  \% At or Above Meets State Standards  42%         70%         62%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         21%         50%         17%
  (Advanced)                                                    

  Number Tested                         24          20          21

  Percent Tested                        100%        100%        91%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards  51%         51%         45%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         19%         23%         15%
  (Advanced)                                                    

  Number Tested                         70          74          121

  Percent Tested                        99%         100%        98%
  ------------------------------------- ----------- ----------- -----------

**Table 5**

***No Child Left Behind -- Blue Ribbon School***

**Grade 4 English Language Arts**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
(Educational Testing Services)]{.underline}

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

  Testing Month                         April/May   April/May   April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards  49%         36%         30%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         18%         9%          7%
  (Advanced)                                                    

  Number Tested                         139         160         168

  Percent of Total Students             100%        100%        101%

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards  53%         35%         28%
  (Proficient or Advanced                                       

  \% At Exceeds State Standards         19%         2%          7%
  (Advanced)                                                    

  Number Tested                         43          48          57

  Percent Tested                        100%        100%        98%

  Number of students alternatively      0           0           0
  assessed                                                      

  Percent of students alternatively     0           0           0
  assessed                                                      

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards  38%         29%         23%
  (Proficient or Advanced                                       

  \% At Exceeds State Standards         11%         5%          4%
  (Advanced)                                                    

  Number Tested                         56          78          77

  Percent Tested                        100%        100%        100%

                                                                

  White                                                         

  \% At or Above Meets State Standards  63%         47%         50%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         44%         16%         13%
  (Advanced)                                                    

  Number Tested                         16          19          16

  Percent Tested                        100%        100%        100%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards  50%         28%         22%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         15%         7%          4%
  (Advanced)                                                    

  Number Tested                         72          105         107

  Percent Tested                        100%        100%        100%
  ------------------------------------- ----------- ----------- -----------

**Table 6**

***No Child Left Behind -- Blue Ribbon School***

**Grade 4 Mathematics**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
(Educational Testing Services)]{.underline}

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

  Testing Month                        April/May   April/May   April/May

  **SCHOOL SCORES**                                            

  \% At or Above Meets State Standards 61%         52%         40%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        38%         19%         10%
  (Advanced)                                                   

  Number Tested                        128         160         168

  Percent of Total Students            100%        100%        101%

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  African American                                             

  \% At or Above Meets State Standards 51%         38%         40%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        35%         17%         12%
  (Advanced)                                                   

  Number Tested                        43          48          57

  Percent Tested                       100%        100%        98%

                                                               

  Hispanic                                                     

  \% At or Above Meets State Standards 61%         53%         35%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        34%         18%         6%
  (Advanced)                                                   

  Number Tested                        56          78          77

  Percent Tested                       100%        100%        100%

                                                               

  White                                                        

  \% At or Above Meets State Standards 81%         63%         44%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        44%         21%         19%
  (Advanced)                                                   

  Number Tested                        16          19          16

  Percent Tested                       100%        100%        100%

                                                               

  SocioEconomically Disadvantaged                              

  \% At or Above Meets State Standards 63%         48%         34%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        35%         13%         6%
  (Advanced)                                                   

  Number Tested                        72          105         107

  Percent Tested                       100%        100%        100%
  ------------------------------------ ----------- ----------- -----------

**Table 7**

***No Child Left Behind -- Blue Ribbon School***

**Grade 5 English Language Arts**

**California Standards Test**

**Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
(Educational Testing Services)]{.underline}

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

  Testing Month                         April/May   April/May   April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards  50%         40%         30%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         17%         10%         2%
  (Advanced)                                                    

  Number Tested                         135         134         165

  Percent of Total Students             99%         99%         100%

  Number of students alternatively      0           0           0
  assessed                                                      

  Percent of students alternatively     0           0           0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards  49%         45%         24%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         19%         13%         2%
  (Advanced)                                                    

  Number Tested                         43          53          46

  Percent Tested                        100%        100%        100%

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards  49%         29%         31%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         12%         6%          0%
  (Advanced)                                                    

  Number Tested                         68          52          74

  Percent Tested                        99%         98%         100%

                                                                

  White                                                         

  \% At or Above Meets State Standards  50%         63%         39%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         25%         19%         6%
  (Advanced)                                                    

  Number Tested                         16          16          31

  Percent Tested                        100%        100%        100%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards  38%         34%         23%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         10%         6%          0%
  (Advanced)                                                    

  Number Tested                         78          80          100

  Percent Tested                        99%         99%         100%
  ------------------------------------- ----------- ----------- -----------

**Table 8**

***No Child Left Behind -- Blue Ribbon School***

**Grade 5 Mathematics**

> **California Standards Test**
>
> **Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
> (Educational Testing Services)]{.underline}

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

  Testing Month                        April/May   April/May   April/May

  **SCHOOL SCORES**                                            

  \% At or Above Meets State Standards 68%         51%         45%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        30%         14%         12%
  (Advanced)                                                   

  Number Tested                        135         134         165

  Percent of Total Students            99%         99%         100%

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  African American                                             

  \% At or Above Meets State Standards 51%         45%         39%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        19%         40%         9%
  (Advanced)                                                   

  Number Tested                        43          53          46

  Percent Tested                       100%        100%        100%

                                                               

  Hispanic                                                     

  \% At or Above Meets State Standards 72%         48%         42%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        32%         15%         9%
  (Advanced)                                                   

  Number Tested                        68          52          74

  Percent Tested                       99%         98%         100%

                                                               

  White                                                        

  \% At or Above Meets State Standards 88%         69%         48%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        38%         31%         16%
  (Advanced)                                                   

  Number Tested                        16          16          31

  Percent Tested                       100%        100%        100%

                                                               

  SocioEconomically Disadvantaged                              

  \% At or Above Meets State Standards 60%         46%         37%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        28%         9%          8%
  (Advanced)                                                   

  Number Tested                        78          80          100

  Percent Tested                       99%         99%         100%
  ------------------------------------ ----------- ----------- -----------

**Table 9**

***No Child Left Behind -- Blue Ribbon School***

**School-Wide English Language Arts**

> **California Standards Test**
>
> **Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
> (Educational Testing Services)]{.underline}

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

  Testing Month                        April/May   April/May   April/May

  **SCHOOL SCORES**                                            

  \% At or Above Meets State Standards 44%         35%         29%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        14%         9%          5%
  (Advanced)                                                   

  Number Tested                        527         567         659

  Percent of Total Students            99%         100%        100%

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUPS**                                                

  African American                                             

  \% At or Above Meets State Standards 43%         34%         24%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        15%         9%          4%
  (Advanced)                                                   

  Number Tested                        169         172         194

  Percent Tested                       99%         100%        98%

                                                               

  Hispanic                                                     

  \% At or Above Meets State Standards 39%         27%         25%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        8%          5%          2%
  (Advanced)                                                   

  Number Tested                        238         266         308

  Percent Tested                       99%         100%        100%

                                                               

  White                                                        

  \% At or Above Meets State Standards 49%         55%         46%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        23%         16%         14%
  (Advanced)                                                   

  Number Tested                        74          82          94

  Percent Tested                       100%        100%        99%

                                                               

  SocioEconomically Disadvantaged                              

  \% At or Above Meets State Standards 37%         28%         22%
  (Proficient or Advanced)                                     

  \% At Exceeds State Standards        9%          6%          3%
  (Advanced)                                                   

  Number Tested                        289         345         435

  Percent Tested                       99%         100%        100%
  ------------------------------------ ----------- ----------- -----------

**Table 10**

**No Child Left Behind -- Blue Ribbon School**

**School-Wide Mathematics**

> **California Standards Test**
>
> **Edition/Publication Year** [Yearly]{.underline} **Publisher** [ETS
> (Educational Testing Services)]{.underline}

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

  Testing Month                         April/May   April/May   April/May

  **SCHOOL SCORES**                                             

  \% At or Above Meets State Standards  62%         51%         46%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         28%         20%         15%
  (Advanced)                                                    

  Number Tested                         527         567         658

  Percent of Total Students             99%         100%        100%

  Number of students alternatively      0           0           0
  assessed                                                      

  Percent of students alternatively     0           0           0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  African American                                              

  \% At or Above Meets State Standards  52%         44%         39%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         24%         12%         11%
  (Advanced)                                                    

  Number Tested                         169         172         194

  Percent Tested                        99%         100%        98%

                                                                

  Hispanic                                                      

  \% At or Above Meets State Standards  65%         48%         44%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         26%         17%         13%
  (Advanced)                                                    

  Number Tested                         238         266         308

  Percent Tested                        99%         100%        100%

                                                                

  White                                                         

  \% At or Above Meets State Standards  66%         66%         58%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         31%         37%         23%
  (Advanced)                                                    

  Number Tested                         74          82          93

  Percent Tested                        100%        100%        98%

                                                                

  SocioEconomically Disadvantaged                               

  \% At or Above Meets State Standards  58%         48%         41%
  (Proficient or Advanced)                                      

  \% At Exceeds State Standards         25%         15%         12%
  (Advanced)                                                    

  Number Tested                         289         345         435

  Percent Tested                        99%         100%        100%
  ------------------------------------- ----------- ----------- -----------