##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

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

Name of Principal [Ms. Jo Ann Lawrence]{.underline}

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

Official School Name [Blandford Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[2601 S Blandford
Drive]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Rowland
Heights]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[CA\_\_\_
91748-4816]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_[Los
Angeles\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State School Code
Number\*\_\_[6022222\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(626 ) 965-3410]{.underline} Fax [( 626 )
965-2360]{.underline}

Web site/URL [http://rowland-unified.org](http://rowland-unified.org/)
E-mail [jlawrence@mail.rowland.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. Maria G. Ott]{.underline}

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

District Name [Rowland Unified T]{.underline}el. [(626 )
965-2541]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Albert
Chan]{.underline}g[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[15]{.underline}\_ Elementary
schools

[\_\_ 0\_]{.underline} Middle schools

\_\_[\_3]{.underline}\_ Junior high schools

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

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

\_\_[23\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\$6,615]{.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\. [11]{.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**                                                  **7**                             

  **K**       45        41                     **86**       **8**                             

  **1**       65        48                     **113**      **9**                             

  **2**       46        43                     **89**       **10**                            

  **3**       53        27                     **90**       **11**                            

  **4**       67        49                     **116**      **12**                            

  **5**       44        45                     **89**       **Other**                         

  **6**       42        41                     **83**                                         

                                    **TOTAL                                                   666
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [7]{.underline}% White

the school: [0.5]{.underline} % Black or African American

[22]{.underline} % Hispanic or Latino

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

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

**99.5% 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:
\_\_\_\_\_[6]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      22
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      20
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    44
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 666
                            the school as of October 1  

  **(5)**                   Total transferred students  .06
                            in row (3) divided by total 
                            students in row (4)         

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

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

\_\_[258\_\_\_]{.underline} Total Number Limited English Proficient

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

Specify languages: English, Spanish, Vietnamese, Cantonese, Korean,
Tagalog, Mandarin, Japanese, Arabic, Burmese, German, Hebrew, Hindi,
Indonesian, Thai, Chaozhou, Taiwanese

9\. Students eligible for free/reduced-priced meals:
[\_\_\_26]{.underline}\_\_\_\_\_%

Total number students who qualify: \_[\_172]{.underline}\_\_\_\_\_

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

\_\_\_[51]{.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.

\_\_[5]{.underline} Autism \_\_\_ Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_25_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[21]{.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 [26]{.underline} [\_\_\_\_6\_\_\_]{.underline}

Special resource teachers/specialists [1]{.underline}
\_\_\_[\_2]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_[\_2]{.underline}\_\_\_\_

> Support staff \_\_\_\_\_\_\_ [3]{.underline}
>
> Total number \_\_\_[28]{.underline}\_\_ [13]{.underline}

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

students in the school divided by the FTE of classroom teachers.
[23:1]{.underline}

13\.

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

  Daily student attendance   99%         98.0%       98%         98%         98%

  Daily teacher attendance   97%         97%         96%         97%         \*

  Teacher turnover rate      14%\*\*     3%          22%\*\*     7%          3%
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not available.

\*\* In the 2003-2004 and 2005-2006 school year the high percentage of
teacher turnover was due to retirement, relocation and moving into
administration.

**PART III ‑ SUMMARY**

Every child at Blandford has the opportunity to learn in an environment
that respects differences and values each student's culture. At
Blandford, the community vision is to inspire and nurture the journey of
life long learning for all. Open any Blandford School yearbook and the
Blandford story unfolds. Among the pages are captured moments in time
when students and teachers are engaged in the excitement of teaching and
learning. This is what Blandford is all about: focused teaching and
learning. The school vision incorporates an emphasis on life long
learning and is enhanced by the school's Community of Caring character
building values of respect, responsibility, trust, caring, and family.
Every member of the Blandford School community is connected through a
common purpose that keeps the needs of the students at the center of the
decision making process. It's within this climate that Blandford School
offers a safe and nurturing place for all students to learn and acquire
proficiency in English Language Arts, Math, Science, Social Studies,
Physical and Health Education, and Visual and Performing Arts. This
vision for learning supports the goals articulated through the state
standards and promotes high expectations about what students should
know, understand and be able to do upon leaving Blandford. The vision
exists at the core of Blandford School life and was adopted through
shared leadership among the entire Blandford School community.

Blandford School is located 20 miles from Los Angeles, in the foothills
of the city of Rowland Heights. The majority of students are English
Language Learners with seventeen different home languages represented.
Classes in Kindergarten -3^rd^ grade have a pupil teacher ratio of 20 to
one. In the upper grades, (4^th^-6^th^ ) students rotate through classes
of single subjects (Math, English Language Arts, Science and Social
Studies and Physical Education) taught by teachers who are experts at
their craft. Student achievement in acquiring English proficiency is one
of the highest in the school district. Performance on state Writing and
Science tests indicate 4^th^ and 5^th^ grade Blandford students'
achievement among the highest in the district and county.

All members of the school community have high expectations for student
proficiency of standards. The Single School Plan represents the
collaboration, evaluation, and goal setting of a dedicated school
community. Teachers are reflective practitioners who are committed to
meeting the needs of students. Recently teachers have created programs
to "Make It Happen" for students having difficulty meeting standards.
Teachers volunteer their lunch and after school time to mentor students
one on one and conduct after school clubs to help increase students'
self esteem and interest in school. Through daily classroom instruction,
teachers implement research based instructional practices and hone their
teaching skills through ongoing professional development.

Parent leadership and involvement play a dominant role in the success of
Blandford's students. Parent and community volunteers actively
participate in every aspect of Blandford school life. On any given day,
one can witness parents running copies, working on bulletin boards,
running learning centers, reading to students and even helping to answer
office phones. Over, 10,000 volunteer hours have been logged, not
including parent participation on field trips and school wide events.
Annual family literacy and math nights bring teachers, parents and
students together for dinner followed by math games and or literature
stories. Special parent visitation day are conducted three times a year.
During these visits, parents are given a complete tour of every
classroom by the principal. A reception, hosted by the teaching staff
follows the tours.

Blandford students are connected to the school and community through
service learning activities. Students raised over \$1500 for the
Hurricane Katrina Relief Fund. Annual Toys for Tots collection, canned
food drives, student planted gardens and a student council lead
recycling program are indicative that Blandford students reach out to
the community to learn and serve.

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

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

Blandford School's California State Test results in English Language
Arts and Math are indicators of the students' performance in acquiring
knowledge of content in second through sixth grades. Each grade level's
School Scores (per year represented) displays the percentage of students
who answered approximately 75% or higher of the assessment correctly and
therefore, "meet" or "exceed" state standards for that subject and grade
level. These students are considered Proficient and or Advanced in the
standards for the grade level in which they were tested.

The highest grade tested is sixth grade. The California Department of
Education rank ordered all schools high to low on the proportion of
students proficient or above in English Language Arts and Math. The
percentage of sixth grade scores at or above the proficient level for
English Language Arts and Math places Blandford School at or above the
90^th^ percentile when compared to other schools in the state. In the
area of Math, Blandford School performs significantly above the 90^th^
percentile cut. The performance of the sixth grade is reflective of the
cumulative performance of all grade levels at Blandford. The students
have increased their performance over time since the end of the school
year 2003 to the end of the school year 2006. Since the 2003 year, this
cohort of students has moved into another decile in English Language
Arts and Math. In both subjects the data indicates a significant number
exceeding state standards. Over half of the students exceeded the state
standards in Mathematics and 40% exceeded state standards in English
Language Arts. The Blandford staff view these results as indicative of
the high level of acquisition of the standards the students have
attained as a result of their education at Blandford School.

The highest performing sub group in all areas of assessment for all
grade levels is our Asian sub group. With the Asian population totaling
70% of our school population, their high performance dramatically
affects the overall achievement at Blandford School in English Language
Arts and Mathematics. The Hispanic population, however, though only 22%
of the school population, has made dramatic gains over the last four
years. In the year 2003 only 21% of the sixth grade Hispanic subgroup
were proficient in English Language Arts with no one exceeding
standards. By the year 2006, the number of Hispanic students meeting
standards increased to 50% meeting state standards and 11% exceeding
state standards. Since 2002, the total Hispanic population has made a
10% increase in performance in English Language Arts and a 20% increase
in Mathematics. Over time the Hispanic subgroup has made equal growth to
the Asian subgroup gains and a 10% more increase in performance
percentage points over time in Math than the Asian subgroup gains. Part
of the disparity in the performances of our Hispanic subgroup is that
many of the Hispanic students are also part of the Economically
Disadvantaged subgroup. Again, over time the Economically Disadvantaged
subgroup has made over a 20% increase in performance in English Language
Arts and Mathematics. The number of students that qualify for free or
reduced priced lunches continues to increase yearly (27 %) as well as
the number of students that speak a language other than English and are
Limited English Proficient (38%). However, the performance of our
English Language Learner population mirrors the steady increase in
performance of our overall student population. Performance improvement
occurs steadily in these subgroups in the primary grades as the students
acquire solid English language skills and are tested for proficiency. In
the upper grades performance indicators of this English Learner
population may look less substantial only because these scores are of
students new to the country, state, and Blandford School and who have
beginning skills in English Language acquisition.

Information on the California State Assessment system can be found at
[www.cde.ca.gov/ta](http://www.cde.ca.gov/ta).

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

The use of assessment data is organized as a system that is continuous
and frames teacher instruction. It is a formative and summative process
that is viewed from both a macro centric perspective; (How is the school
performing overall?), as well as from a micro centric perspective; (How
is each child performing?). The continuous cycle begins with an
evaluation of school wide performance from Spring data. Results are
disaggregated into significant subgroups. In depth analysis and
discussion take place regarding school wide, grade level and individual
student progress. Teachers meet in grade level teams and identify areas
of needed improvement. A plan for improvement is created school wide and
includes the subject areas and or specific standards for improvement,
goals, and the explicit actions and timelines to reach those goals.
Daily, teachers use their personal knowledge of their students'
instructional and developmental needs to make decisions about their
teaching practice. Teachers write individual student action plans for
target students in need of differentiated academic support to meet and
maintain proficiency. In addition to informing classroom instruction,
assessment results are often used to identify students for interventions
when resources are available. Throughout the school year teachers give
district benchmark tests aligned to standards that assess levels of
attainment of concepts. Benchmark results are examined and instructional
practices are modified and adjusted. Ongoing checking for understanding
and monitoring of student progress is a daily classroom practice. School
wide articulation regarding student products such as writing scored by
rubrics takes place in staff meetings and at grade level meetings.
Exemplary student products indicative of each grade levels' progress
toward meeting standards is displayed throughout the school on outside
framed bulletin boards. As the year comes to an end, the school
community eagerly waits for state testing results in order to evaluate
progress made toward goals and begin the cycle anew of reflect, plan,
teach and assess.

3\. **[Communicating Assessment Results]{.underline}:**

Blandford School's student performance results are conveyed to the
community in a variety of ways. Annually, The School Accountability
Report Card is distributed to the school population and community
stakeholders. This report is a comprehensive look at student performance
over time as well as a summary of the school data including teacher
education, salary etc. Community newspapers communicate school
performance yearly when the California State Test results are made
available to the public. Newspaper publications compare schools and rank
them accordingly among the neighboring cities and counties.

Results of student achievement on the California State Assessment are
mailed to each student's address in the summer following the end of the
school term. During Fall conferences each student's results are reviewed
with the parent by the teacher. In grades 2nd through 6^th^ students are
present during these conferences and classroom performance and
subsequent grades are discussed. Reports on student progress are
distributed to parents tri-annually. In addition to the school wide
parent conferences held in the Fall and Spring, teachers and parents
communicate on a regular basis through e-mail, meetings, phone calls,
and weekly and monthly progress reports. Student Study Team meetings
examine the needs of students who are having difficulty meeting
standards. Parents are invited to these meeting to collaboratively plan
goals for improved achievement.

Students' knowledge of their performance on state standards is integral
to achieving Blandford's goal of developing life long learners. Students
are made aware of what they need to know and be able to do regarding
standards. Rubrics related to work products help students reach their
goal by providing the information and steps they need to achieve grade
level work. One on one conferencing with their teachers provides
students with ongoing feedback on their progress.

4\. **[Sharing Success]{.underline}**:

Blandford School has received the honor of being a California
Distinguished School in 2000 and again in 2006. As a result of these
honors, Blandford has been given the opportunity to share successes
through press releases and exhibitions at the California Distinguished
Schools Events. The District Staff Development Team often sends new
teachers from other schools in the district to visit classrooms at
Blandford to view examples of best teaching practices. This year,
Blandford has become a Professional Development School. The students
from California Polytechnic University, Pomona, who are in the teacher
credential program, visit Blandford to complete University requirements
for teaching reading, observing classrooms and to student teach.
Blandford teachers participate in the development of new teachers by
being master teachers and Beginning Teaching Support Providers.

The principal at Blandford School has the opportunity to share school
wide successes with other principals in the district during bi-monthly
principal meetings. Principal colleagues along with the assistant
superintendent make formal visits to each others' schools in order to
learn about how schools with diverse needs are achieving success.
Additional opportunities to share successes and reflect on what is
working takes place among "coaching" groups of principal in surrounding
districts of which the principal is a member.

Due to the achievement scores of the 4^th^ graders on the state writing
test, and the 5^th^ graders on the state science test, (both scores are
the highest in the district) the teachers at these grade levels have
been invited to work on district writing and science committees. They
confer with other teachers on the committee to suggest instructional
practices, select programs, text books and materials that may best meet
the needs of students in order to meet state standards.

This year, the district has entered into partnership with the Ball
Foundation. Selected teachers from each school in the district have
attended an evening of sharing successes regarding literacy. Asset
building and goals setting related to "what's working" is the next step
for every teacher to be a part of in the district process for improving
literacy achievement.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **[Curriculum]{.underline}:**

The core curriculum is delivered to every student at Blandford and
includes instruction in English Language Arts, Math, Social Studies,
Science, Visual and Performing Arts, Health, Physical Education and
English Language Development. Every subject matter contains learning
objectives with the goal of student acquisition of standards. Teachers
use state and district adopted curriculum materials as tools to help
students attain and or maintain proficiency in the standards. English
Language Development is integrated into all subject areas as teachers
scaffold standards for English learners. Daily, English learners receive
30 minutes of explicit instruction in English correlated to their
English proficiency levels 1-5.

The English Language Arts program enables students in kindergarten
through sixth grade to develop the skills necessary to be successful
listeners, speakers, readers and writers. Through real literature
students receive explicit and systematic instruction in vocabulary
development, spelling, comprehension, critical thinking skills, writing,
grammar and mechanics. In the early reading development years,
(kindergarten --second grade) students receive explicit instruction in
phonemic awareness, letter and sound recognition and emergent reading
strategies. Students have access to interactive computer programs to
enhance their literacy learning.

The Mathematics program provides cumulative acquisition of the standards
for each grade level. It is a balanced instructional program where
students become proficient in computational and procedural skills,
develop conceptual understanding, and become adept at problem solving.
Concepts are supported and enhanced through a variety of brain
compatible instructional strategies that include hands on activities,
inquiry, and explicit direct instruction. Throughout the core
curriculum, students have the opportunity to communicate precisely about
quantities, logical relationships, and unknown values through the use of
signs, symbols, models, graphs, and mathematical terms. Students develop
logical thinking as they analyze evidence and build arguments to support
or refute hypotheses. A program that has provided additional conceptual
support is M.I.N.D. (music integrated neural development). Students in
second- fourth grade learn piano keyboarding and attend a computer lab
setting where they play math games directly correlated to standards. An
estimated 30% of our students (the highest performing sixth graders on
math standards) receive high school Algebra instruction.

The Science program is articulated throughout the grade levels and is
based on the Life, Earth and Physical Sciences. Each grade level studies
concepts related to the three sciences and concepts are developed and
enhanced as students progress through the grades. Throughout the year,
students learn to ask meaningful scientific questions and to conduct
careful investigations. Health studies are incorporated into the science
curriculum within Life Sciences and may include nutrition and avoidance
of unhealthy substances.

The Social Studies program has three categories of goals: Knowledge and
Cultural Understanding, Democratic Understanding and Civic values, and
Skills Attainment and Social Participation. These goals are interrelated
throughout the grade levels, strands are a constant in every grade, and
each year the learning is deepened, enriched, and extended. The
curriculum enables students to see the relationships and connections
that exist in real life. The primary curriculum (Kindergarten-third
grade) builds on the important learning young children have developed
and moves outward through geography and back in time through history to
link students with people from the past. The curriculum in fourth-sixth
grade encompasses a far wider scope. They reach back in time to study
specific people and events that contribute to the evolution of their own
society, its values and its institutions. Students follow the
development of major Western and non-Western civilizations.

In Physical Education students participate in activities which build
physical fitness, movement skill, positive self-image, and healthy
attitudes and practices which will lead to healthy adulthood. Students
do warm-up/ cool down activities, skill lessons and sports games.

Students receive instruction in Visual Performing Arts through Music
Appreciation and note reading, Chorus, Band, Strings, Recorders, Piano
Keyboarding, Musical Theater and Drawing, as well as daily teacher
integration of the arts in the curriculum. Through school wide
performances such as talent shows, Jr. musicals, Winter festivals, etc.,
multiple opportunities exist for students to share their progress with
the school community.

2a. **[(Elementary Schools)]{.underline}** **[Reading]{.underline}**

Students are explicitly and systematically taught reading in five areas:
phonemic awareness, phonics, fluency, and vocabulary and text
comprehension. The state standards designate what to teach at specific
grade levels. The materials and methodology used support Blandford's
goal of developing life long readers. Reading materials include the
state adopted text (Houghton Mifflin), and a range of other materials
such as environmental print, student compositions, classroom
anthologies, trade books, chapter books, core works of fiction and non
fiction, magazines, newspapers, reference materials, and technology.
These materials are used in read-alouds, instructional reading, and
independent reading. The goal of all reading instruction is to support
student's interest and capacity for independent reading. Reading fluency
is developed by modeling fluent reading, having students engage in
repeated oral reading and by individual monitoring of student progress
in fluency. Students are required to read outside the classroom for at
least 30 minutes a day. A well-stocked classroom and school library
enables students to take books home for independent reading;

Text comprehension is the school wide focus for improvement in student
achievement, Reading instruction incorporates scientifically-based
researched strategies. Multiple strategies for understanding text are
taught explicitly and practiced by students. Teachers model
metacognition, "thinking aloud", teaching students to monitor their
comprehension by asking questions, answering questions, recognizing
story structure and using "thinking maps" as visual learning tools to
make connections and support learning. Some examples would be the use of
a flow map for use in summarizing important events in text and the use
of a multi-flow map for use in describing cause-effect relationships.

The reading program used at Blandford is supportive of the philosophy
that good readers are both purposeful and active. The multiple strategy
instruction helps students develop self-monitoring strategies, using
comprehension strategies flexibly and in combination in order to
interact meaningfully with text so to derive meaning.

3.  **[Additional Curriculum Area]{.underline}:**

Blandford's Science program uses district adopted materials as tools to
help students in all grades attain proficiency in the four Science
strands: Life Science, Earth Science, Physical Science, Investigation
and Experimentation. Teachers develop lessons that incorporate both
direct instruction by reading the textbook and use of supplemental
materials for hands on activities. Lessons design includes what students
should know and be able to do in science. Blandford teachers believe
that effective science instruction integrates science content and
experiences within all areas of the curriculum. Teachers provide many
opportunities for students to develop and maintain the essential skills
that form the basis for lifelong learning. As students reflect on their
discoveries they are often asked the question: what have you learned
about your self as a learner as you were conducting this investigation?
Teachers use inquiry based activities that engage students in
investigation and experimentation in order for students to construct
their own scientific understanding of the standards. Inquiry learning
helps students to develop their critical thinking which are necessary to
become proficient with the rigorous standards at every grade level.
Science activities also promote the student's ability to problem solve
and see relationships between the science standards and other content
standards. An example of this is the inquiry based lab where students
look at slides of muscle tissue. The teacher leads the students to
discover how involuntary muscle and voluntary muscle differ and what the
reason for the differences may be. Students continue to construct an
understanding of those differences and how it applies to their own
bodies as they participate in a P.E. activity.

On the California Standards Test, Blandford students score well above
the State Minimally Proficient range in all areas tested for both fourth
and fifth grade as well as scoring highest in the district in all areas
tested. For example, in Life Science, Blandford's fifth grade students
scored 72% average correct as compared to 67% for the state.

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

Teachers utilize a variety of instructional strategies in order to meet
the needs of all students. In planning lessons teachers have been
trained in the *Backwards Design* method which begins with the standard
to be learned and how it will be assessed and works backwards toward the
lessons and practice the student will need to be successful on the
assessment. Lessons are student-centered and include explicit direct
instruction (stated lesson objective, modeling and demonstrating, guided
and independent practice) inquiry, small group and conferences regarding
student work products. Teachers are concerned with content-what students
are learning; process-how students are constructing meaning from the
learning; and product-student demonstration of the learning. Teachers
infuse their teaching craft with scientific research based methodologies
and the artistry of their personal teaching style.

Over the last several years teachers have implemented: *Thinking Maps,
Write From the Beginning,* and *G.L.A.D.* strategies. Teachers have been
trained school wide on how to utilize eight different maps as a common
visual tool for applying and improving thinking processes and
communicating ideas in writing. Students from Kindergarten to 6^th^
grade are creating and using maps to plan and organize their individual
learning. *Guided Language Acquisition Design* strategies have been
instrumental in providing support to the English Language Learner
population. Teachers use posters, chants, line ups, "whip around", and
other "best practices" to assist English Language Learners in completing
the standards necessary for their language acquisition levels.

All teachers have been trained on how to provide a balanced
comprehensive approach to learning to read and reading to learn.
Teachers present concepts based on students' "zone of proximal
development" (Vygotzky) in order to enhance motivation and eliminate
frustration. Group configurations are fluid. Teachers instruct students
to reflect and self-assess progress toward meeting standards. This
reflective method helps students to better understand grade level
expectations and the quality of work required to meet standards.

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

Student assessment results frame the professional development at
Blandford School. Professional Development is organized and designed
through systematic planning and training that replicates the research
for professional learning communities. The adult learner is organized
into learning communities: Grade Level Teams, Academic Achievement
Leadership Teams, and all staff. The focus of the work is "teaching and
learning" in order to improve "best first teaching". Every Wednesday the
school day is shortened to allow for at least 90 minutes of professional
development after school. A calendar of learning events is created to
ensure continuity of training and follow-up and collective decision
making. The topic of each meeting supports the goals for improvement
written into the School Plan. The structure of these meetings varies.
Teachers who are trainers of curriculum present and model instructional
practices related to Writing, Reading Comprehension, English Language
Developmental and Explicit Direct Instruction. Teachers review student
work products and evaluate progress made toward proficiency of
standards.

Because the Blandford staff believe that improving best teaching
practices creates "best first teaching", a high priority is placed on
appropriating and using funds for professional growth and teacher
articulation. The School Based Budget supports grade level team and
Leadership meetings for a full day of articulation at least three times
a year and with additional general fund monies, the administration
supports even more days. The Academic Achievement Leadership Team is
comprised of one representative from each grade level who participates
as the leader for their grade level and during these full days of
articulation intense, important dialogue takes place regarding improving
student achievement. Questions such as "what's the evidence that all
students are meeting and exceeding standards"; and what is the data
telling about how our grade level and or school is performing serve as
the catalyst for finding answers that result in improved teaching and
learning.

**PART VII - ASSESSMENT RESULTS**

Subject: [English Language Arts]{.underline} Grade:
\_\_[2\_]{.underline}\_ Test: [California Standards
Test\_(CST)\_]{.underline} Edition/Publication Year: CDE /2003-2006
Publisher: California Department of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  79          76          64          55          \-
  Standards                                                                            

  \% "Exceeding" State Standards       38          25          27          18          \-

  Number of students tested            87          110         79          91          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  92          83          77          65          \-
  Standards                                                                            

  \% "Exceeding" State Standards       46          27          \*          \*          \-

  Number of students tested            63          83          47          52          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  44          42          32          29          \-
  Standards                                                                            

  \% "Exceeding" State Standards       17          16          \*          \*          \-

  Number of students tested            18          19          19          24          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  74          61          50          55          \-
  Standards                                                                            

  \% "Exceeding" State Standards       22          18          23          6           \-

  Number of students tested            27          44          22          31          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  73          76          63          54          \-
  Standards                                                                            

  \% "Exceeding" State Standards       20          18          29          11          \-

  Number of students tested            30          45          35          28          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [Mathematics\_\_\_\_\_\_\_\_]{.underline} Grade:
\_\_[2\_]{.underline}\_ Test: [California Standards
Test\_(CST)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  89          90          77          70          \-
  Standards                                                                            

  \% "Exceeding" State Standards       67          65          44          40          \-

  Number of students tested            87          110         79          91          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  98          92          94          75          \-
  Standards                                                                            

  \% "Exceeding" State Standards       78          75          \*          \*          \-

  Number of students tested            63          83          47          52          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  61          83          42          50          \-
  Standards                                                                            

  \% "Exceeding" State Standards       39          28          \*          \*          \-

  Number of students tested            18          19          19          24          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject: [English Language Arts]{.underline} Grade:
\_\_[3\_]{.underline}\_ Test: [California Standards
Test\_(CST)\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month : May                                                                  

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  67          51          46          64          \-
  Standards                                                                            

  \% "Exceeding" State Standards       24          24          16          29          \-

  Number of students tested            117         78          80          92          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  75          63          55          78          \-
  Standards                                                                            

  \% "Exceeding" State Standards       29          27          \*          \*          \-

  Number of students tested            85          51          42          51          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  32          24          19          39          \-
  Standards                                                                            

  \% "Exceeding" State Standards       14          12          \*          \*          \-

  Number of students tested            22          17          27          18          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  52          32          36          46          \-
  Standards                                                                            

  \% "Exceeding" State Standards       21          16          6           23          \-

  Number of students tested            42          19          33          26          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  69          33          14          52          \-
  Standards                                                                            

  \% "Exceeding" State Standards       24          0           7           22          \-

  Number of students tested            51          21          14          23          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [Mathematics\_\_\_\_\_\_\_\_]{.underline} Grade:
\_\_[3\_]{.underline}\_ Test: [California Standards Test
(CST)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  92          82          74          77          \-
  Standards                                                                            

  \% "Exceeding" State Standards       73          60          43          50          \-

  Number of students tested            117         78          80          92          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  95          96          88          90          \-
  Standards                                                                            

  \% "Exceeding" State Standards       85          76          \*          \*          \-

  Number of students tested            85          51          42          51          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  73          47          48          50          \-
  Standards                                                                            

  \% "Exceeding" State Standards       32          12          \*          \*          \-

  Number of students tested            22          17          27          18          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  88          63          61          58          \-
  Standards                                                                            

  \% "Exceeding" State Standards       64          53          27          27          \-

  Number of students tested            42          19          33          26          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  92          76          79          78          \-
  Standards                                                                            

  \% "Exceeding" State Standards       80          52          43          43          \-

  Number of students tested            51          21          14          23          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [English Language Arts]{.underline} Grade:
\_\_[4\_]{.underline}\_ Test: [California Standards Test
(CST)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year:CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  78          74          69          69          \-
  Standards                                                                            

  \% "Exceeding" State Standards       52          36          43          41          \-

  Number of students tested            88          84          90          85          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  88          83          79          77          \-
  Standards                                                                            

  \% "Exceeding" State Standards       61          44          \*          \*          \-

  Number of students tested            57          48          53          52          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  56          48          44          56          \-
  Standards                                                                            

  \% "Exceeding" State Standards       33          16          \*          \*          \-

  Number of students tested            18          25          16          18          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  55          66          54          63          \-
  Standards                                                                            

  \% "Exceeding" State Standards       25          38          23          26          \-

  Number of students tested            20          29          26          19          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  64          \*\*        25          39          \-
  Standards                                                                            

  \% "Exceeding" State Standards       32          10          0           17          \-

  Number of students tested            25          10          12          18          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [Mathematics\_\_\_\_\_\_\_\_]{.underline} Grade:
\_\_[4\_]{.underline}\_ Test: [California Standards
Test\_(CST)]{.underline}

Edition/Publication Year:CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  86          91          85          88          \-
  Standards                                                                            

  \% "Exceeding" State Standards       73          73          55          68          \-

  Number of students tested            88          84          90          85          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  93          96          92          96          \-
  Standards                                                                            

  \% "Exceeding" State Standards       89          81          \*          \*          \-

  Number of students tested            57          48          53          52          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  67          76          63          78          \-
  Standards                                                                            

  \% "Exceeding" State Standards       39          44          \*          \*          \-

  Number of students tested            18          25          16          18          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  65          90          73          79          \-
  Standards                                                                            

  \% "Exceeding" State Standards       55          66          42          53          \-

  Number of students tested            20          29          26          19          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  80          \*\*        67          89          \-
  Standards                                                                            

  \% "Exceeding" State Standards       72          60          25          50          \-

  Number of students tested            25          10          12          18          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [English Language Arts]{.underline} Grade:
\_\_[5\_]{.underline}\_ Test: [California Standards
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  64          77          71          57          \-
  Standards                                                                            

  \% "Exceeding" State Standards       36          42          37          20          \-

  Number of students tested            87          89          85          92          \-

  Percent of total students tested     100         98.9        100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  73          87          81          62          \-
  Standards                                                                            

  \% "Exceeding" State Standards       45          49          \*          \*          \-

  Number of students tested            49          53          48          45          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  36          40          48          44          \-
  Standards                                                                            

  \% "Exceeding" State Standards       16          7           \*          \*          \-

  Number of students tested            25          15          21          27          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  48          71          55          52          \-
  Standards                                                                            

  \% "Exceeding" State Standards       26          33          9           17          \-

  Number of students tested            27          24          22          29          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  27          \*\*        \*\*        33          \-
  Standards                                                                            

  \% "Exceeding" State Standards       9           0           0           6           \-

  Number of students tested            11          9           9           18          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [Mathematics\_\_\_\_\_\_\_\_]{.underline} Grade:
\_\_[5\_]{.underline}\_ Test: [California Standards
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  80          79          77          80          \-
  Standards                                                                            

  \% "Exceeding" State Standards       57          64          43          43          \-

  Number of students tested            87          89          85          92          \-

  Percent of total students tested     100         98.9        100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  92          89          88          89          \-
  Standards                                                                            

  \% "Exceeding" State Standards       69          83          \*          \*          \-

  Number of students tested            49          53          48          45          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  48          47          57          63          \-
  Standards                                                                            

  \% "Exceeding" State Standards       28          33          \*          \*          \-

  Number of students tested            25          15          21          27          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  67          63          68          79          \-
  Standards                                                                            

  \% "Exceeding" State Standards       44          54          36          31          \-

  Number of students tested            27          24          22          29          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  73          \*\*        \*\*        72          \-
  Standards                                                                            

  \% "Exceeding" State Standards       27          44          22          17          \-

  Number of students tested            11          9           9           18          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [English Language Arts]{.underline} Grade:
\_\_[6\_]{.underline}\_ Test: [California Standards
Test\_(CST)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  72          69          62          59          \-
  Standards                                                                            

  \% "Exceeding" State Standards       40          34          20          32          \-

  Number of students tested            92          80          85          97          \-

  Percent of total students tested     100         98.8        100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  80          82          68          78          \-
  Standards                                                                            

  \% "Exceeding" State Standards       54          45          \*          \*          \-

  Number of students tested            54          44          40          55          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  50          48          54          21          \-
  Standards                                                                            

  \% "Exceeding" State Standards       11          22          \*          \*          \-

  Number of students tested            18          23          26          28          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  67          63          57          50          \-
  Standards                                                                            

  \% "Exceeding" State Standards       22          15          7           17          \-

  Number of students tested            27          27          28          24          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  33          \*          \*          23          \-
  Standards                                                                            

  \% "Exceeding" State Standards       17          0           0           0           \-

  Number of students tested            12          5           8           13          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.

Subject: [Mathematics\_\_\_\_\_\_\_\_]{.underline} Grade:
\_\_[6\_]{.underline}\_ Test: [California Standards
Test\_(CST)\_\_]{.underline}

Edition/Publication Year: CDE/2003-2006 Publisher: California Department
of Education

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

  Testing month: May                                                                   

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  83          75          67          63          \-
  Standards                                                                            

  \% "Exceeding" State Standards       51          49          31          32          \-

  Number of students tested            92          81          85          97          \-

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     \-          \-          \-          \-          \-
  assessed                                                                             

  Percent of students alternatively    \-          \-          \-          \-          \-
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. [Asian]{.underline}                                                              

  \% "Meeting" plus "Exceeding" State  91          86          78          82          \-
  Standards                                                                            

  \% "Exceeding" State Standards       65          73          \*          \*          \-

  Number of students tested            54          44          40          55          \-

  2\. [Hispanic]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  61          61          46          29          \-
  Standards                                                                            

  \% "Exceeding" State Standards       22          17          \*          \*          \-

  Number of students tested            18          23          26          28          \-

  3\. [Economically                                                                    
  Disadvantaged]{.underline}                                                           

  \% "Meeting" plus "Exceeding" State  67          67          64          46          \-
  Standards                                                                            

  \% "Exceeding" State Standards       33          26          29          21          \-

  Number of students tested            27          27          28          24          \-

  4\. [English Language                                                                
  Learner]{.underline}                                                                 

  \% "Meeting" plus "Exceeding" State  67          \*          \*          23          \-
  Standards                                                                            

  \% "Exceeding" State Standards       25          17          0           8           \-

  Number of students tested            12          6           8           13          \-
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Data not available for this subgroup. \*\*Data not calculated when
there are 10 or less students tested.