##### REVISED MARCH 25, 2005

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

***U.S. Department of Education***

Type of School: **[X]{.underline}** Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal **[\_\_\_MS.
NANCY_D.\_WATERS\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Official School Name **[\_\_\_JOHN MUIR ELEMENTARY
SCHOOL\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

School Mailing Address **[\_\_\_2955 CLAREMONT
AVENUE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**[\_\_\_BERKELEY\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_CALIFORNIA\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_94705-2449\_\_\_\_\_\_\_]{.underline}**

County **[\_\_\_ALAMEDA\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**
School Code Number
**[\_\_\_01611436105316\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Telephone **[\_\_\_(510)\_644-4537\_\_\_\_\_\_]{.underline}** Fax
**[\_\_\_(510)\_644-8643\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Website/URL [**\_\_\_www.berkeley.k12.ca.us**]{.underline} E-mail
**[nancyd@berkeley.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 **[\_\_\_MS. MICHELE
LAWRENCE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

District Name **[\_\_\_BERKELEY UNIFIED_SCHOOL_DISTRICT]{.underline}**
Telephone **[\_\_\_(510)\_644-6206\_\_\_]{.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 **[\_\_\_MS.
NANCY_RIDDLE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

(School Board President's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of 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 2004-2005 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 1999 and has not received the 2003 or 2004 *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**

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[3]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[0]{.underline} Other

[16]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,510.00 ­­­]{.underline}

Average State Per Pupil Expenditure: [\$6,882.00 ­­­]{.underline}

**SCHOOL**

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

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

4\. [6]{.underline} Number of years the principal has been in her
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**

  **Pre K**                                                 **7**                             

  **K**       15        28                     **43**       **8**                             

  **1**       19        23                     **42**       **9**                             

  **2**       15        26                     **41**       **10**                            

  **3**       17        26                     **43**       **11**                            

  **4**       19        20                     **39**       **12**                            

  **5**       23        14                     **37**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **245**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [35]{.underline} % White

the students in the school: [39]{.underline} % Black or African American

[15]{.underline} % Hispanic or Latino

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

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

100 % Total

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[4]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 9
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 241
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .0373
                            by total in row (4)         

  **(6)**                   Amount in row (5)           3.7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [14]{.underline}
%

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

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

Specify languages: Arabic, Bosnian, Cantonese, Italian, Korean, Lao,
Mandarin, Spanish,

Tagalog, Telugu, and Urdu

9\. Students eligible for free/reduced-priced meals: [54]{.underline} %

Total number students who qualify: [133]{.underline}

10\. Students receiving special education services: [17]{.underline} %

[43]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

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

[0]{.underline} Deaf-Blindness [7]{.underline} Specific Learning
Disability

[9]{.underline} Hearing Impairment [18]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[1]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[0]{.underline} Emotional Disturbance

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} [0]{.underline}

Classroom teachers [12]{.underline} [0]{.underline}

Special resource teachers/specialists [1]{.underline} [8]{.underline}

Paraprofessionals [5]{.underline} [12]{.underline}

> Support staff [2]{.underline} [3]{.underline}
>
> Total number [21]{.underline} [23]{.underline}

12\. Average school student-"classroom teacher" ratio:
[20:1]{.underline}

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  95%         95%         97%         93%         94%

  Daily teacher attendance  92%         96%         97%         98%         98%

  Teacher turnover rate     20%         0%          7%          7%          14%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

John Muir School, the smallest of eleven elementary schools in the
Berkeley Unified School District, is the "second home" to an ethnically
rich and diverse population of 245 kindergarten through fifth grade
students. Spanish, Korean, Lao, Mandarin, Italian, Arabic, and Bosnian,
are among the numerous languages spoken by our families. Enter the
schoolyard on any Monday morning, and you will hear the voices of
children singing about Lifeskills during the weekly assembly. Then,
amble throughout our expansive campus, along the natural creek and
redwood grove restored by the John Muir community, past edible gardens
managed by students, and by the landmark 1916 Tudor building symbolic of
long-term positive values and the dignity of education.

"The vision of John Muir School is to achieve academic excellence,
promote personal growth, and celebrate the joy and beauty of nature,
community, diversity, and learning." At John Muir, students are the core
of our work; therefore, every decision is made with their needs in mind
and every action we take is based on our commitment to their success. We
continually ask ourselves both formally and informally**,** "How can we
help our students achieve their personal best?" Answering this question
sharpens our focus, directs our priorities, and helps us establish a
clear vision. The strong partnership amongst staff, families, and
community members ensures our shared commitment to maintaining the
highest standards for our students.

Through the collaborative efforts of our teachers, students, and
families, we have achieved outstanding academic results, and we continue
to improve. In 2004, our Academic Performance Index (API) score was 819
out of a possible 1000. For the past five years, that score has
increased annually jumping from 620 in 1999 for a total gain of more
than 31%. Each year we have far exceeded the state of California's
target for our growth and were selected to receive the Title I Academic
Achievement Award. Today, we are now one of our district's highest
performing schools, with one of the lowest achievement gaps between
White and African American students.

Effective teaching and high expectations for *every* student are the
keys to our scholastic achievement. Our exemplary staff includes mentor
teachers, district leaders in literacy, math, and visual and performing
arts, one National Board Certified teacher, as well as talented support
staff. The dedicated teachers have carefully aligned curriculum to state
standards, utilize a varied array of strategies and regularly assess
each student's understanding to ensure mastery. One example of this is
the exciting outdoor creek classroom that enhances our strong science
and "eco-literacy" programs. Here, teachers encourage students to
develop investigative queries, perform active research, draw their own
conclusions, and present their findings.

In addition to academic excellence, students are acknowledged for
demonstrating self-management skills that reflect responsible choices as
well as respect for themselves and others. In 2002, John Muir received
national recognition from the Character Education Partnership in
Washington, D.C. for our outstanding Lifeskills Program using "singing
and signing." All students and staff are exposed to sign language as we
actively raise awareness and build bridges to the only Special Day Class
for Deaf and Hard of Hearing elementary students in the Berkeley public
schools. At our weekly assemblies, children learn sign language through
song and are recognized for academic, personal, and social achievements.

Our parent community is an essential part of our school. Whether
volunteering in the classroom or participating in school events, family
involvement is crucial to creating a more effective learning
environment. Parents and guardians offer input by way of PTA, School
Site Council, and through personal communications with teachers and the
principal. In addition, we have many community partnerships that have
resulted in the significant enhancement of our educational program
through grants and donations. Our relationships are based on mutual
respect and the common goals of student safety, health, happiness, and
academic success.

Together we are working so that each child leaves John Muir with a
well-developed sense of self-worth, a strong academic foundation, an
appreciation of nature, community, and diversity, and a love of
learning. Our vision is becoming a reality.

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

**1. Describe the meaning of the assessment results in reading and
mathematics.**

The Academic Performance Index (API) is California's academic multiple
measurement system with scores ranging from 200-1000. An examination of
assessment results for John Muir students shows outstanding progress in
this system over the past five years. The goal is that schools reach 800
or higher and that each school meet an annual growth target, both for
the general student population and for all numerically significant
subgroups. John Muir's current API of 819 is an increase of more than
31% from the original API of 620 in 1999, with API's of 687 in 2000, 755
in 2001, 764 in 2002, and 814 in 2003.

In addition to California's accountability system, which measures
achievement using the API, schools must also meet the requirements set
by federal regulations for "No Child Left Behind." This requires schools
to report how well students are achieving based on Adequate Yearly
Progress (AYP). To meet AYP, elementary schools must meet three
criteria. First, a certain percentage of students must score at or above
proficient levels on the California Standards Test (CST). These goals
must be met by all significant ethnic and socio-economic subgroups of
students. Second, the schools must achieve an API of at least 560 or
increase the API by one point. Third, at least 95% of the student body
must take the required standardized tests. John Muir has met all
criteria for AYP since the regulations were established.

The data tables that follow this narrative show students' performance in
English Language Arts and Mathematics on the California Standards Test
for years 2001-2004. These tests, based solely on our state standards,
help us see to what degree students in grades two through five are
mastering the subject matter content and skills set by our state and
local Boards of Education. The California Department of Education
website containing these test scores and other assessment information is
[www.cde.ca.gov](http://www.cde.ca.gov/).

Students' scores are sorted into five established measures of
proficiency: advanced, proficient, basic, below basic, and far below
basic. An analysis of student achievement in English Language Arts and
Math indicates that the number of John Muir students in the far below
basic category has decreased. In fact, last year, all students in grades
two and five scored above this lowest category in English Language Arts
as did all third grade students in Math. The efforts of teachers to
design and implement intervention strategies and support systems for the
lowest performing students have improved student learning.

John Muir students performed higher than the state averages in 2003-2004
with 45% at the proficient level or advanced in English Language Arts
compared to the state average of 35%. In Math, 62% of our students
scored at proficient or advanced compared to the state average of 41%.
One noticeable anomaly in the fourth grade scores of this same year is
the result of a technical error of mislabeling test booklets for our
Deaf and Hard of Hearing students which caused their scores to be
counted as far below basic. Our analysis of the data raised questions,
and our research made us aware of the mistake. Our special education
students actually perform much higher than their peers across the state.

Our overall school scores in 2003-2004 were fairly even with the scores
from the previous year, but our API score still went up because fewer
students performed in the below basic and far below basic categories.
This has been an emphasis for our staff. Over the years, we discovered
that our African American and socio-economically disadvantaged students
scored far below their White peers so we targeted our efforts on their
behalf. In the past two years, African American student scores increased
by 40 points in 2002-2003 and 28 additional points in 2003-2004.
Socio-economically disadvantaged student scores went up 37 points in
2002-2003 and 30 more points in 2003-2004.

Not only do we look at subgroups, we actually look at individual student
performance in each of the subject specific strands. Teachers are given
the scores from the previous year to study any trends in their students'
performance. This information then directs their instruction so that
areas of weakness can be strengthened. For example, we discovered
looking over the past three years that an area of concern for all grade
levels was writing. As a result, we organized professional development
opportunities for our teachers with an emphasis on writing, planned
school-wide writing assessments, and asked our literacy teacher leaders
to share strategies for improving writing at staff meetings.

Continued improvement in test scores indicates that our approach to
using and learning from the assessment results has supported excellence
in education for all John Muir students. We are committed to ensuring
that every student achieves academic excellence.

**2. Show how the school uses assessment data to understand and improve
academic performance.**

Assessments provide the information needed to guide effective
standards-based instruction. Like researchers who make tentative
hypotheses and revise them as they gather evidence, John Muir teachers,
through appropriate and timely assessments, build an ongoing picture of
what students know in order to progress to the next level. Based on the
California State Standards and Frameworks for each curricular area, the
Berkeley Unified School District (BUSD) has developed a comprehensive
student assessment program using multiple measures for data collection.

Staff members and parents analyze state Standardized Testing and
Reporting (STAR) results to identify areas both at which we excel and at
which we need to improve. District assessments are given three times
throughout the year in math, reading, and writing, and the results are
studied to guide professional development and direct our school plan
revisions. Frequent school-wide and individual classroom assessments are
utilized to measure student progress towards meeting standards and thus
impact instruction to further student achievement. Throughout the school
year, teachers continually summarize and reflect as they collaborate to
find the delicate balance between assessment and instruction.

Disaggregated student assessment data continue to be studied to help us
be sure that all sub-groups in our student population are making
significant progress towards meeting standards. Each year, we use the
state assessment data and district multiple measures to update our
school's Single Plan for Student Achievement. The information helps us
identify achievement gaps, set performance goals, and guide
instructional decisions. Specific goals to ensure that every child is
mastering standards are set in relation to academic needs. Then
throughout the year, as data is collected, the goals are revisited and
staff members analyze what is working and what is not and adjust for
student success.

Our district uses a data analysis company, DataWorks, to provide us with
site-specific detailed information of the STAR results as well as
district developed assessment data. Results of assessments are shared at
grade level and cross-grade level meetings so teachers can collaborate
and improve the quality of their teaching. Teachers are comfortable
sharing their ideas and strategies with others and appreciate the
support of their colleagues. They view assessments as a way to evaluate
and improve their own teaching methods and thus enhance student
learning.

**3. Describe how the school communicates student performance to
families and the community.**

At John Muir, we want every member of our school community to be well
informed so we can support each other and work together to make learning
effective. Teachers, parents, and community members help students
achieve success mastering state standards by involving themselves in the
learning process, for example, at family literacy, math, and science
nights. Together we are building a home-school-community partnership.
STAR test results for individual students are mailed to parents and
discussed at teacher conferences. Students receive a copy of the
district handbook containing the mission and goals for BUSD with
information on assessments. Families and the community can access our
School Accountability Report Card which shares our goals and
accomplishments on the district website.

We share information about test results including the API and AYP
Reports at our Back to School Night. The principal reviews data at
School Site Council and PTA meetings. During conference week in
November, parents and teachers review the standards-based report card
and determine how to best help each child reach his or her potential.
For students who are having difficulties, an Individual Learning Plan is
developed with parent input. Students who are at high risk are referred
to our Student Study Team. This group---made up of teachers, the
principal, the school psychologist, and family member(s)---meets
throughout the year to discuss strategies on how to help the student
reach grade level standards and to recommend additional support
programs. Students with special education needs have an Individualized
Educational Plan developed with family, school, and district input.

Teachers also communicate through periodic progress reports,
conferences, daily logs, classroom newsletters, telephone conferences,
notes, and e-mails. Throughout the year, postcards are written by
teachers reporting specific standards-based accomplishments. The
principal includes a personal note of congratulations and mails the
cards home. To be an effective school, and provide for student needs, we
believe it is essential to have a strong communication network in place
for all.

**4. Describe how the school has shared and will continue to share it's
successes with other schools.**

John Muir's experienced principal, teachers, and staff continually offer
support and guidance to other educators. Our principal shares successful
practices at district administrative meetings and is part of a regional
principal group that exchanges expertise and ideas. We are also in the
process of establishing a partnership with Fruitvale Elementary in
Oakland, California as part of our mentoring program in hopes of sharing
strategies for common challenges as well as gaining new insights.

Weekly collaboration opportunities through scheduled minimum days
provide access to others within our district. Our teachers act as
district leaders in literacy and math and have made presentations at
professional development workshops. Many serve on committees and as
pilot teachers for textbook adoption. San Francisco State, U.C.
Berkeley, CSU Hayward, St. Mary's College, Mills College, and other
local universities continue to send their student teachers and student
volunteers to us because of the outstanding mentoring our teachers
provide. One of our teachers has established a partnership with Berkeley
High School collaborating on project-based solar activities with our
students.

Berkeley Unified offers families the opportunity to choose the school
they attend and so provides scheduled school visitation sessions. This
avails the community the opportunity to come and see our school in
action. Monday morning assemblies are open to visitors and recently an
editor of a local newspaper attended and published an article about our
Lifeskills Program. There have been many positive articles in local and
regional newspapers because of our academic and character education
awards resulting in follow-up phone contacts and visits to our school
over the past few years.

The district website provides valuable information for current families
and for those looking at our programs. The John Muir PTA also maintains
a website to share information about our school which includes the
principal's newsletters. At John Muir, we take pride in our achievements
and practices and we look forward to continually sharing what works for
us while helping others so that they too can be successful in supporting
students.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe the school's curriculum.**

Across the grade levels at John Muir, we not only discuss the alignment
of standards and integration of subject matter, but we also plan
intervention strategies and extensions. A challenging **Mathematics**
program for all students is evident in our classrooms as students
practice skills, solve problems, apply their learning, develop a
capacity for abstract thinking, and ask mathematical questions. Scott
Foresman's text, [California Mathematics,]{.underline} is the primary
source for standards-based instruction though we seek to extend our
students' understanding through the application of knowledge in a
variety of circumstances. John Muir teachers are currently participating
in the Noyce Foundation's Math Assessment Collaborative, the aim of
which is to help students to reason mathematically.

Our school has a dedicated **Literacy** time to take full advantage of
the Houghton Mifflin program. Teachers utilize an extensive set of
assessment procedures to provide the basis for ongoing instruction that
capitalizes on strengths and addresses deficiencies. **Reading** levels
are tracked through running records and supported directly through the
use of our library of leveled guided reading books. Assessment similarly
guides the **Writing** curriculum. Teachers regularly rate writing
samples according to grade level standards as a means of assessing our
students' growth and informing our teaching decisions. Students know
what is expected because it is clearly outlined by the teachers.
Students learn to objectively evaluate their own work and that of their
peers by comparing work to a set of known criteria. Writing is laced
throughout the curriculum: in the "Math Problem of the Month," science
journals, social studies reports, poems, and stories. Every week, fourth
and fifth graders write topical essays from outline through revisions to
final copy. January ushers in the school-wide Post Office where children
focus on letter-writing skills to friends, reading buddies, teachers,
the principal, and other staff. In spring, the school celebrates writing
by publishing a sample from every student in the annual John Muir
Journal.

The John Muir teaching staff, partly due to our beautifully natural and
cultivated garden areas, as well as our participation in the California
Nutrition Network and Edible Schoolyard Grants, emphasizes **Science**
standards and brings lessons to life on our campus. The basic text,
[Discovery Works]{.underline}, is inquiry oriented and grounded in the
California curriculum standards. Numerous teachers, as well as the
principal, have participated in professional development programs in
order to strengthen science instruction. Our gardening and cooking
programs give hands-on learning opportunities for students to reinforce
math and science standards. Students also participate in our annual
Science Fair.

Our **Social Studies** program provides numerous opportunities for
involving higher order thinking skills as students grasp concepts of
history, geography, and citizenship. Second graders incorporate the use
of timelines, while students in the fourth and fifth grade read actual
history in Joy Hakim's, [The History of US]{.underline}. Character
Education and Service Learning are integral parts of the curriculum that
brings to life the skills students need to participate in an inevitably
changing diverse society.

John Muir offers a strong elementary **Music** program. Students are
initially exposed to instrumental and vocal music through the use of
Orff instruments with a credentialed music teacher who has received
specialized training. Progression through the grades culminates in the
choice of a specific woodwind or brass instrument with instruction twice
a week. **Art** is offered weekly to third, fourth, and fifth grade
students and on a rotating basis to the lower grades. The teachers often
coordinate the art curriculum to support the classroom as in the study
of leaf structure or creating a table-sized community.

John Muir has a minimum of two computers with access to the internet in
each classroom. Families who do not have computers at home are allowed
to borrow a computer along with relevant software during breaks and
vacations. The **Technology** center is used regularly by grades one
through five. Like our library media technician, our computer specialist
is a credentialed classroom teacher, so she creates high quality
supplemental projects coordinated directly with the teachers.

K-3 students train with a **Physical Education** specialist twice a week
while upper grade students have P.E. with their classroom teachers.
Programs emphasize the benefits of stretching, building strength and
endurance, and developing strategies through teamwork. In addition,
upper grade students are provided with "Drug, Alcohol, and Tobacco Use
Prevention" education and the "President's National Fitness Program."
Our school's curriculum engages all students and is designed to support
our vision.

**2. Describe the school's reading curriculum and tell why this approach
was chosen.**

Our district has adopted [A Legacy of Literacy]{.underline} because it
utilizes a standards-based integrated approach to the teaching of the
four language arts domains: reading, writing, listening, and speaking.
John Muir teachers use research-based methodologies as they promote
independent learning. We provide our students with a balanced literacy
program based on best practices which includes sustained silent reading,
shared reading, guided reading, spelling, vocabulary development, and
writing. Most teachers have attended Guided Language Acquisition Design
workshops where the focus is on integrating literacy into all subjects
through a variety of interactive and highly motivating literature-based
activities.

We spend our site funds on literacy instructional assistants for
kindergarten because we value early intervention support. One of our two
on-site literacy teacher leaders runs the "Reading Recovery Program"
that targets struggling first graders. Throughout the year, she also
runs small reading groups to offer additional support to second through
fifth graders who need to hone their skills. Some of these students
participate in the "Cross-Age Tutoring Program" where the goal is "each
one teaches one." The double benefit of this program provides
reinforcement of reading skills with lower grade tutees whereas upper
grade tutors (often formerly struggling readers) get skills fine-tuned
during their training.

Literacy teacher leaders attend off-site meetings once a month to learn
about new methodologies that they bring back to share at staff meetings.
Two collaboration meetings per month are dedicated to adaptation and
integration of all information by grade level teams. In the classroom,
teachers organize flexible groups for specialized guided reading
instruction. An extensive guided reading leveled library is accessible
to support skill and interest-based small group instruction.

Daily teacher read-alouds promote the love of reading as does having
community members come read to students on our annual "Drop Everything
and Read Day." The principal gives school-wide reading challenges
throughout the year to stimulate self-selected reading. Our assessments
show that students are progressing well and thus validate that our
curriculum approach is raising academic performance.

**3. Describe one other curriculum area and show how it relates to the
school's mission.**

The science and "eco-literacy" curriculum at John Muir School epitomizes
the essence of our vision statement. These programs clearly help
students not only achieve academic excellence, but aim to promote each
child's personal growth and teach them the wonders of nature, community,
diversity, and learning. The culminating educational experience for John
Muir fifth grade students is the four day "Outdoor School" adventure in
the Big Basin State Park that supports our science program while it
deepens and celebrates the Lifeskills taught since kindergarten.

Our welcoming campus with redwood trees, a creek, and gardens presents
the perfect outdoor classroom setting. Instructors in cooking and
gardening funded by the California Nutrition Network Grant teach
meaningful real-life lessons designed to support the science curriculum.
For example, our garden teacher in coordination with the classroom
teacher taught a lesson about the parts of a plant. Students then went
out into the garden to harvest salad makings that included leaves,
roots, and stems.

In the classroom, standards-based instruction includes earth, life, and
physical sciences. Teachers utilize lesson materials from Foss kits and
demonstration videos in addition to the text, [Discovery
Works]{.underline}. Most of our staff were trained through a project of
"Kids for the Bay" to provide creek and pond lessons to help students
develop their scientific process skills of observing, comparing,
predicting, and analyzing.

John Muir is one of only two elementary schools selected by the Center
for Eco-Literacy and the Chez Panisse Foundation to participate in a
pilot program to "rethink school lunch." This program explores an
innovative vision using a systems approach to connect science standards
using food systems as a context for learning, while restoring the
connection of farms to communities, meals to culture, and health to our
children and environment.

Fourth and fifth grade students work under the direction of their
teacher and in collaboration with their family to prepare science
projects for our annual Science Fair. This non-competitive event
showcases scientific investigations versus model demonstrations.
Students are provided with this meaningful opportunity to share their
knowledge of the scientific process. Our entire school community
embraces the importance of science and "eco-literacy" and our students
benefit from this united effort.

**4. Describe the different instructional methods the school uses to
improve student learning.**

At John Muir, we work hard to provide a challenging, comprehensive, and
balanced curriculum at each grade level using instructional methods that
meet the needs of all students. Teachers have, and continue to receive,
training in strategies that integrate standards across the curriculum
thus strengthening the program as a whole. Teaching across the
curriculum allows students to make connections and apply their knowledge
and skills to real-life situations. Teachers collaboratively make
instructional decisions based on assessment results and the ongoing
analysis of student work.

When students enter as kindergartners, the teacher establishes a
language arts and math assessment portfolio that follows the student
through fifth grade. Students in the classroom who are working below
grade level are identified and developmentally appropriate intervention
strategies are planned. Students who are performing above grade level
and are exceeding standards are also identified, and differentiated
instructional plans are set up to meet their needs as well.

Methods from "Best Practices" are evident school-wide including guided
reading, reciprocal teaching, and interactive writing. Cross-age
tutoring and buddy reading also play an important role at John Muir.
Teachers are sensitive to the various learning styles of students and
provide cooperative learning opportunities and direct instruction in
small and large group settings. Under the direction of our teacher
leaders, the entire school has implemented a "Math Problem of the Month
Program." The problems are related, but are differentiated for students
at different grade and ability levels. Each classroom posts results of
their problems on a centralized bulletin board thus bringing a
school-wide importance and excitement to math problem solving.

Our teachers continue to be trained in the research-based program,
Guided Language Acquisition Design (GLAD) which uses a local classroom
as a teaching laboratory and promotes real practice and reflection. In
this integrated curriculum approach, teachers are taught to emphasize
the use of visuals, chants, and graphic organizers to provide bridges to
students who may miss information when it is only presented verbally.
Trainings such as these help our teachers provide the best instructional
methods to meet the needs of all students.

**5. Describe the school's professional development program and its
impact on student achievement.**

An ongoing goal for John Muir staff members is increasing our
effectiveness as a professional learning community. Because the focus of
all staff development is to increase student achievement, professional
development programs must align with our curriculum. Teachers and
support staff, along with the principal, take advantage of extensive
opportunities to expand their knowledge and share educational research
and effective instructional practices. Teachers attend workshops
including, GLAD, the Bay Area Writing Project, Noyce Foundation Math
Seminars, Center for Eco-Literacy Collaborative as well as visual and
performing arts programs. Coaching and mentor teachers support new
teachers through the Beginning Teacher Support and Assessment program
during the first two years of teaching.

Primary teachers (K-3) have been trained in the "Best Practices" program
through a partnership with St. Mary's College. Our two site literacy
teacher leaders work directly with colleagues to enhance classroom
expertise. Each month one staff meeting is dedicated to supporting
literacy, including analysis of data. This creates an open forum where
staff can collaborate and support one another by sharing ideas,
materials, and the latest research on how students learn. Two grade
level collaboration meetings a month allow opportunities to share
differentiated strategies, review assessment data, plan lesson delivery,
and reflect on teaching practices. Teacher collaboration time is
essential to the success of students. Certificated and classified staff
members at John Muir are eager to learn new approaches to support
student learning.

The positive impact of this professional development is evident in the
assessment data included in this application. For example, a comparison
of fifth grade scores in English Language Arts on the California
Standards Test shows that in 2001, only 29% of students performed at
proficient or advanced. Last year, in 2004, 60% of fifth grade students
performed at proficient or advanced. Every member of our staff
contributes to the success of our students and ongoing professional
development helps us all to do our personal best.

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [ENGLISH LANGUAGE ARTS]{.underline} Grade: [2]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------- --------------- --------------- --------------- ---------------
                                  **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES**                                                               

  \% At Far Below Basic           0               6               9               7

  \% At Below Basic               17              6               6               17

  \% At Basic                     37              36              47              26

  \% At or above Proficient       46              53              39              50

  \% At Advanced                  22              28              21              24

  Number of students tested       41              36              34              42

  Percent of total students       95              97              87              95
  tested                                                                          

  Number of students              0               0               0               0
  alternatively assessed                                                          

                                                                                  

                                                                                  

  **SUBGROUP SCORES**                                                             

  1\. Economically Disadvantaged                                                  

  \% At Far Below Basic           0               6               22              5

  \% At Below Basic               20              0               0               26

  \% At Basic                     36              47              56              42

  \% At or above Proficient       44              47              22              27

  \% At Advanced                  24              12              11              11

  Number of students tested       25              17              9               19

  2\. African American                                                            

  \% At Far Below Basic           0               8               11              14

  \% At Below Basic               33              0               22              27

  \% At Basic                     44              67              56              22

  \% At or above Proficient       23              25              11              36

  \% At Advanced                  17              8               11              14

  Number of students tested       18              12              9               22

  3\. White (not Hispanic)                                                        

  \% At Far Below Basic           0               0               8               0

  \% At Below Basic               8               0               0               11

  \% At Basic                     8               9               42              0

  \% At or above Proficient       84              91              50              89

  \% At Advanced                  38              55              17              56

  Number of students tested       13              11              12              9

                                                                                  

  **STATE SCORES**                                                                

  \% At Far Below Basic           13              13              15              15

  \% At Below Basic               22              19              22              24

  \% At Basic                     30              32              31              29

  \% At or above Proficient       35              36              32              32

  \% At Advanced                  12              12              9               10
  ------------------------------- --------------- --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [ENGLISH LANGUAGE ARTS]{.underline} Grade: [3]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------- --------------- --------------- --------------- ---------------
                                  **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES**                                                               

  \% At Far Below Basic           3               10              3               13

  \% At Below Basic               11              15              22              33

  \% At Basic                     46              26              14              36

  \% At or above Proficient       40              48              62              18

  \% At Advanced                  11              15              16              3

  Number of students tested       35              39              37              39

  Percent of total students       100             98              97              95
  tested                                                                          

  Number of students              0               0               0               0
  alternatively assessed                                                          

                                                                                  

                                                                                  

  **SUBGROUP SCORES**                                                             

  1\. Economically Disadvantaged                                                  

  \% At Far Below Basic           5               17              8               11

  \% At Below Basic               12              17              38              44

  \% At Basic                     59              38              8               30

  \% At or above Proficient       24              28              46              15

  \% At Advanced                  0               6               8               4

  Number of students tested       17              18              13              27

  2\. African American                                                            

  \% At Far Below Basic           6               20              0               18

  \% At Below Basic               12              27              37              36

  \% At Basic                     65              33              26              41

  \% At or above Proficient       18              20              37              5

  \% At Advanced                  0               7               0               0

  Number of students tested       17              15              19              22

  3\. White (not Hispanic)                                                        

  \% At Far Below Basic           0               0               0               25

  \% At Below Basic               9               7               0               0

  \% At Basic                     9               20              0               0

  \% At or above Proficient       81              73              100             75

  \% At Advanced                  36              27              43              0

  Number of students tested       11              15              7               4

                                                                                  

  **STATE SCORES**                                                                

  \% At Far Below Basic           17              16              16              16

  \% At Below Basic               22              21              23              24

  \% At Basic                     31              30              28              29

  \% At or above Proficient       30              33              34              30

  \% At Advanced                  9               10              11              9
  ------------------------------- --------------- --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [ENGLISH LANGUAGE ARTS]{.underline} Grade: [4]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------- --------------- --------------- --------------- ---------------
                                  **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES**                                                               

  \% At Far Below Basic           23              0               5               0

  \% At Below Basic               14              0               24              20

  \% At Basic                     26              32              37              28

  \% At or above Proficient       37              67              34              52

  \% At Advanced                  23              41              10              16

  Number of students tested       43              34              41              25

  Percent of total students       98              97              89              86
  tested                                                                          

  Number of students              0               0               0               0
  alternatively assessed                                                          

                                                                                  

                                                                                  

  **SUBGROUP SCORES**                                                             

  1\. Economically Disadvantaged                                                  

  \% At Far Below Basic           32              0               6               0

  \% At Below Basic               14              0               24              21

  \% At Basic                     27              50              35              36

  \% At or above Proficient       27              50              36              43

  \% At Advanced                  22              20              12              7

  Number of students tested       22              10              17              14

  2\. African American                                                            

  \% At Far Below Basic           38              0               5               0

  \% At Below Basic               13              0               20              56

  \% At Basic                     31              37              55              22

  \% At or above Proficient       19              64              20              22

  \% At Advanced                  19              32              5               0

  Number of students tested       16              19              20              9

  3\. White (not Hispanic)                                                        

  \% At Far Below Basic           7               0               0               0

  \% At Below Basic               14              0               25              0

  \% At Basic                     7               12              37              29

  \% At or above Proficient       72              88              38              71

  \% At Advanced                  36              50              13              43

  Number of students tested       14              8               8               7

                                                                                  

  **STATE SCORES**                                                                

  \% At Far Below Basic           9               8               11              13

  \% At Below Basic               18              18              19              21

  \% At Basic                     34              35              35              33

  \% At or above Proficient       39              39              36              33

  \% At Advanced                  16              15              14              11
  ------------------------------- --------------- --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [ENGLISH LANGUAGE ARTS]{.underline} Grade: [5]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------- --------------- --------------- --------------- ---------------
                                  **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

  **SCHOOL SCORES**                                                               

  \% At Far Below Basic           0               3               3               6

  \% At Below Basic               9               15              13              15

  \% At Basic                     31              50              33              50

  \% At or above Proficient       60              33              50              29

  \% At Advanced                  31              8               20              12

  Number of students tested       35              40              30              52

  Percent of total students       100             100             88              91
  tested                                                                          

  Number of students              0               1               0               0
  alternatively assessed                                                          

                                                                                  

                                                                                  

  **SUBGROUP SCORES**                                                             

  1\. Economically Disadvantaged                                                  

  \% At Far Below Basic           0               0               8               12

  \% At Below Basic               8               18              15              15

  \% At Basic                     46              55              38              54

  \% At or above Proficient       46              27              38              19

  \% At Advanced                  23              9               0               4

  Number of students tested       13              22              13              26

  2\. African American                                                            

  \% At Far Below Basic           0               0               10              11

  \% At Below Basic               5               25              20              26

  \% At Basic                     32              70              50              48

  \% At or above Proficient       63              5               20              15

  \% Advanced                     26              0               0               0

  Number of students tested       19              20              10              27

  3\. White (not Hispanic)                                                        

  \% At Far Below Basic           0               0               0               0

  \% At Below Basic               29              0               0               11

  \% At Basic                     0               33              22              33

  \% At or above Proficient       71              66              77              55

  \% At Advanced                  43              11              44              33

  Number of students tested       7               9               9               9

                                                                                  

  **STATE SCORES**                                                                

  \% At Far Below Basic           13              11              9               12

  \% At Below Basic               16              18              20              22

  \% At Basic                     31              36              40              38

  \% At or above Proficient       40              36              31              28

  \% At Advanced                  16              10              9               7
  ------------------------------- --------------- --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [MATHEMATICS]{.underline} Grade: [2]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------------- --------------- --------------- ---------------
                                        **2003-2004**   **2002-2003**   **2001-2002**

  **SCHOOL SCORES**                                                     

  \% At Far Below Basic                 7               3               6

  \% At Below Basic                     0               8               8

  \% At Basic                           15              17              22

  \% At or above Proficient             78              73              64

  \% At Advanced                        41              42              31

  Number of students tested             41              36              36

  Percent of total students tested      95              97              92

  Number of students alternatively      0               0               0
  assessed                                                              

                                                                        

                                                                        

  **SUBGROUP SCORES**                                                   

  1\. Economically Disadvantaged                                        

  \% At Far Below Basic                 8               0               10

  \% At Below Basic                     0               12              10

  \% At Basic                           16              18              30

  \% At or above Proficient             76              70              50

  \% At Advanced                        36              29              10

  Number of students tested             25              17              10

  2\. African American                                                  

  \% At Far Below Basic                 11              0               10

  \% At Below Basic                     0               17              30

  \% At Basic                           22              33              10

  \% At or above Proficient             66              50              50

  \% At Advanced                        22              17              10

  Number of students tested             18              12              10

  3\. White (not Hispanic)                                              

  \% At Far Below Basic                 8               0               0

  \% At Below Basic                     0               0               0

  \% At Basic                           8               0               42

  \% At or above Proficient             85              100             58

  \% At Advanced                        62              64              33

  Number of students tested             13              11              12

                                                                        

  **STATE SCORES**                                                      

  \% At Far Below Basic                 5               5               8

  \% At Below Basic                     20              20              24

  \% At Basic                           25              23              25

  \% At or above Proficient             51              53              43

  \% At Advanced                        23              24              16
  ------------------------------------- --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [MATHEMATICS]{.underline} Grade: [3]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------------ --------------- --------------- ---------------
                                       **2003-2004**   **2002-2003**   **2001-2002**

  **SCHOOL SCORES**                                                    

  \% At Far Below Basic                0               0               5

  \% At Below Basic                    9               21              16

  \% At Basic                          26              21              14

  \% At or above Proficient            64              59              65

  \% At Advanced                       29              31              14

  Number of students tested            35              39              37

  Percent of total students tested     100             98              97

  Number of students alternatively     0               0               0
  assessed                                                             

                                                                       

                                                                       

  **SUBGROUP SCORES**                                                  

  1\. Economically Disadvantaged                                       

  \% At Far Below Basic                0               0               0

  \% At Below Basic                    19              33              31

  \% At Basic                          38              28              15

  \% At or above Proficient            44              39              54

  \% At Advanced                       13              11              8

  Number of students tested            17              18              13

  2\. African American                                                 

  \% At Far Below Basic                0               0               11

  \% At Below Basic                    19              40              33

  \% At Basic                          25              27              6

  \% At or above Proficient            56              33              50

  \% At Advanced                       6               20              11

  Number of students tested            17              15              18

  3\. White (not Hispanic)                                             

  \% At Far Below Basic                0               0               0

  \% At Below Basic                    0               7               0

  \% At Basic                          27              13              14

  \% At or above Proficient            73              80              86

  \% At Advanced                       64              40              29

  Number of students tested            11              15              7

                                                                       

  **STATE SCORES**                                                     

  \% At Far Below Basic                4               7               9

  \% At Below Basic                    23              23              26

  \% At Basic                          25              25              27

  \% At or above Proficient            48              46              38

  \% At Advanced                       21              19              12
  ------------------------------------ --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [MATHEMATICS]{.underline} Grade: [4]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------------ --------------- --------------- ---------------
                                       **2003-2004**   **2002-2003**   **2001-2002**

  **SCHOOL SCORES**                                                    

  \% At Far Below Basic                2               0               2

  \% At Below Basic                    16              6               21

  \% At Basic                          33              18              37

  \% At or above Proficient            49              76              39

  \% At Advanced                       30              47              9

  Number of students tested            43              34              43

  Percent of total students tested     98              97              93

  Number of students alternatively     0               0               0
  assessed                                                             

                                                                       

                                                                       

  **SUBGROUP SCORES**                                                  

  1\. Economically Disadvantaged                                       

  \% At Far Below Basic                0               0               0

  \% At Below Basic                    18              0               33

  \% At Basic                          41              40              22

  \% At or above Proficient            41              60              45

  \% At Advanced                       18              40              17

  Number of students tested            22              10              18

  2\. African American                                                 

  \% At Far Below Basic                0               0               5

  \% At Below Basic                    31              10              29

  \% At Basic                          38              21              38

  \% At or above Proficient            31              69              29

  \% At Advanced                       19              32              5

  Number of students tested            16              19              21

  3\. White (not Hispanic)                                             

  \% At Far Below Basic                7               0               0

  \% At Below Basic                    0               0               0

  \% At Basic                          21              0               63

  \% At or above Proficient            71              100             37

  \% At Advanced                       50              63              25

  Number of students tested            14              8               8

                                                                       

  **STATE SCORES**                                                     

  \% At Far Below Basic                3               7               7

  \% At Below Basic                    24              21              26

  \% At Basic                          28              27              30

  \% At or above Proficient            45              45              37

  \% At Advanced                       18              18              13
  ------------------------------------ --------------- --------------- ---------------

**JOHN MUIR ELEMENTARY SCHOOL**

**STATE CRITERION-REFERENCED TESTS**

**Subject: [MATHEMATICS]{.underline} Grade: [5]{.underline}**

**Test: [CALIFORNIA STANDARDS TEST]{.underline}**

**Publisher: [CTB McGRAW-HILL]{.underline}**

  ------------------------------------ --------------- --------------- ---------------
                                       **2003-2004**   **2002-2003**   **2001-2002**

  **SCHOOL SCORES**                                                    

  \% At Far Below Basic                3               3               0

  \% At Below Basic                    17              28              19

  \% At Basic                          23              30              28

  \% At or above Proficient            57              41              54

  \% At Advanced                       17              3               16

  Number of students tested            35              40              32

  Percent of total students tested     100             100             94

  Number of students alternatively     0               1               0
  assessed                                                             

                                                                       

                                                                       

  **SUBGROUP SCORES**                                                  

  1\. Economically Disadvantaged                                       

  \% At Far Below Basic                0               0               0

  \% At Below Basic                    23              36              23

  \% At Basic                          38              36              31

  \% At or above Proficient            38              27              46

  \% At Advanced                       0               0               8

  Number of students tested            13              22              13

  2\. African American                                                 

  \% At Far Below Basic                5               0               0

  \% At Below Basic                    16              45              33

  \% At Basic                          26              40              25

  \% At or above Proficient            53              15              42

  \% At Advanced                       11              0               9

  Number of students tested            19              20              12

  3\. White (not Hispanic)                                             

  \% At Far Below Basic                0               0               0

  \% At Below Basic                    29              0               11

  \% At Basic                          0               22              22

  \% At or above Proficient            71              78              66

  \% At Advanced                       29              22              22

  Number of students tested            7               9               9

                                                                       

  **STATE SCORES**                                                     

  \% At Far Below Basic                10              13              9

  \% At Below Basic                    25              26              31

  \% At Basic                          27              26              30

  \% At or above Proficient            38              35              29

  \% At Advanced                       12              10              7
  ------------------------------------ --------------- --------------- ---------------