##### [REVISED -- March 22, 2005]{.underline}

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

*U.S. Department of Education*

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

Name of Principal \_[Mr. Harold P.
Sullivan\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address \_[300 Laguna
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

# Fullerton California 92835-2584\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
[\_\_\_\_\_Orange\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
School Code Number\*
[30-66506-6028088\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 714 ) 447-7725]{.underline} Fax [( 714 )
447-2809]{.underline}

Website/URL [http://fsd.k12.ca.us/lagunaroad/index2.html]{.underline}

E-mail: harold_sullivan@fsd.k12.ca.us

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

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

(Principal's Signature)

Name of Superintendent\*\_[Dr. Cameron M.
McCune\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Fullerton School District]{.underline} Tel. [(714)
447-7405]{.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[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Ellen
Ballard\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Date[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

1\. Number of schools in the district: [\_18\_]{.underline} Elementary
schools

\_\_\_\_\_ Middle schools

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

[\_\_21\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6210.00 (2002-2003)]{.underline}

Average State Per Pupil Expenditure: [\$6822.00 (2002-2003)]{.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
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [22]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only: (2003-2004)

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

  **PreK**    \-        \-                     **-**        **7**       \-        \-          \-

  **K**       29        34                     **63**       **8**       \-        \-          \-

  **1**       37        41                     **78**       **9**       \-        \-          \-

  **2**       40        38                     **78**       **10**      \-        \-          \-

  **3**       30        50                     **80**       **11**      \-        \-          \-

  **4**       47        39                     **86**       **12**      \-        \-          \-

  **5**       55        46                     **101**      **Other**   \-        \-          \-

  **6**       62        52                     **114**                                        

                                    **TOTAL                                                   **600**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

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

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

(2003-2004) [6]{.underline} % Hispanic or Latino

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

[1]{.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:
\_\_\_[8]{.underline}\_\_% (2003-2004)

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      31
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      16
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 47
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 600
                            the school as of October 1  
                            (2003-2004)                 

  **(5)**                   Subtotal in row (3) divided .078
                            by total in row (4)         
                            (2004-2005)                 

  **(6)**                   Amount in row (5)           8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_10\_\_]{.underline}% (2003-2004)

[\_\_\_59\_\_]{.underline} Total Number Limited English Proficient

Number of languages represented: [\_\_\_11\_\_\_\_\_]{.underline}

Specify languages: Armenian, Gujarati, Hindi, Korean, Mandarin, Polish,
Portuguese, Spanish, Urdu, Vietnamese, other non-English

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_\_3\_\_\_%]{.underline} (2003-2004)

Total number students who qualify: [\_\_\_18\_\_\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_\_9\_\_\_\_]{.underline}% (2003-2004)

[\_\_\_\_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.

[\_2\_\_]{.underline}Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_3\_\_]{.underline}Other Health Impaired

[\_2\_\_]{.underline}Deaf-Blindness [\_7\_\_]{.underline}Specific
Learning Disability

\_\_\_\_Hearing Impairment [37\_]{.underline}Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

Classroom teachers [\_\_\_22\_\_]{.underline}
[\_\_\_\_2\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_1\_\_\_]{.underline}
[\_\_\_\_2\_\_\_]{.underline}

Paraprofessionals [\_\_\_\_\_\_\_]{.underline}
[\_\_\_\_8\_\_\_]{.underline}

> Support staff [\_\_\_4\_\_\_]{.underline}
> [\_\_\_\_4\_\_\_]{.underline}
>
> Total number [\_\_28\_ \_]{.underline} [\_\_\_16\_ \_]{.underline}

12\. Average school student-"classroom teacher" ratio: [K = 32; 1-2 =
20; 3 = 27; 4-6 = 30]{.underline} (2003-2004)

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

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

  Daily student attendance   98%         98%         98%         98%         98%

  Daily teacher attendance   99%         98%         97%         99%         99%

  Teacher turnover rate      3%          2%          3%          14%         7%

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

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

PART III ‑ SUMMARY

Nestled in the quiet hills of Fullerton, Laguna Road School is a dynamic
community of learners. In this nurturing environment, all students are
expected to work toward achieving their greatest potential. The vision
we share at Laguna Road is "Success For All Students." Laguna Road has
been named a California Distinguished School (three times), a National
Blue Ribbon School **(1998-1999)**, and a California School Board's
Golden Bell Award winner. Laguna Road is a school that exemplifies
academic success for every student.

From the highly gifted, to students with severe disabilities, the
student population at Laguna Road is ethnically, culturally, and
socio-economically diverse. Our students encompass a full range of
learning styles, physical needs, and emotional needs. Our students
include those who are English Learners, those in need of reduced/free
lunch, and those requiring adaptive and assisted instruction. Our
population includes students bussed from throughout the community and
from our local neighborhood.

Our mission statement at Laguna Road is to "achieve educational
excellence, in partnership with parents and community, to prepare all
students, through the use of knowledge, skills and behaviors, to meet
the challenges of today and tomorrow.\" Laguna Road places a strong
emphasis not only on high academic achievement, but on citizenship and
preparation for life and work as well. A key component of our school
culture is a sense of community and high level of parent involvement.
Parents are encouraged from the moment they step on campus to become
actively involved in their child's education. Parent volunteers can be
found assisting teachers in classrooms, managing school fundraisers, and
planning special events. The results of such volunteerism are evident in
over 20,000 hours of volunteer time logged each year. Educational
resources and successful relationships with academic and business
partners in our community are used to extend and enhance learning
experiences for students, teachers, and parents.

Researched best practices that are cutting edge define our classroom
instruction. Skills and knowledge are actively interwoven throughout all
subject areas and core curriculum. A variety of instructional strategies
are used to engage learners and promote success for all students.
Experiential science lessons, conceptual real-life math experiences,
interactive programs that bring history to life, a broad range of
literary works, writer's breakfasts, and innovative media programs and
technology projects are just a few of the instructional strategies that
make Laguna Road unique. English Learners and students with special
needs are included as active members and are provided with full access
to the standards-based curriculum. An exemplary physical education
program is a highlight at Laguna Road. Throughout their years at Laguna
Road, students grow not only academically but also physically. The
annual "Jump Rope for Heart" program and "Healthy Heart Month" move
learning outside the school and into the community. It is one of the
many service-learning opportunities that support the development of life
skills and responsible citizenship, another facet of Laguna Road.
Character development lessons and ethical judgment debates are just a
few of the activities that develop citizenship and preparation for life
in a complex society.

Assessment is an essential component to ensure that students excel at
Laguna Road. Formative and summative assessments are based on district
and state standards, and ensure student progress. Our consistently high
test scores place Laguna Road among the top performing schools in our
state. Parents have a sense of ownership in their child's education and
are kept informed of their child's proficiency toward meeting grade
level standards. Teachers and staff are committed to become highly
proficient educators and to help all students succeed. Shared
decision-making is evident and challenges are met enthusiastically and
solutions embraced school wide.

Clear standards, high expectations, community, dedication, and
commitment are words that describe our school. Success for all students
is our goal. Educational excellence is the order of the day at Laguna
Road.

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

**1. Description of school's assessment results in reading and
mathematics**

At Laguna Road School, we are known for the consistently high academic
student achievement. Laguna Road's most recent Academic Performance
Index (API) Score of 933, on a scale of 1000, is evidence of the
continuing efforts in this area. Every school in our state participates
in the California State Testing and Reporting (STAR) program each
spring. This program includes California Standards Tests (CST) in
English Language Arts and Mathematics for second through sixth grade
students, Writing Proficiency in fourth grade, and in Science for fifth
grade students. Each test measures student achievement based on specific
grade level standards. The CST assessment results correspond to five
student performance levels: Advanced, Proficient, Basic, Below Basic,
and Far Below Basic. The target for all students in California is to
score Proficient or above. The California Department of Education
provides quick access to all school results from the CDE website located
at <http://star.cde.ca.gov/>. At Laguna Road, we are proud of our
student results.

Each year performance levels for Laguna Road students in the area of
English Language Arts have significantly exceeded the state, county, and
district averages at all grade levels. For example, in the most recent
year, 87% of Laguna Road sixth graders scored at the Proficient or
Advanced level in English Language Arts, compared to 48% at the county
level and 43% at the district level. While all Laguna Road students
perform at consistently high levels, Asian students, which comprise the
majority of students on our campus, perform at slightly higher levels of
proficiency than white students, our other significant subgroup. Very
few students perform in the Below Basic and Far Below Basic levels. This
is evidence of our consistent and strong instructional program focusing
on standards-based learning for all students.

Mathematics instruction focuses on student mastery of the grade level
standards as measured by the CST assessment. As with English Language
Arts, achievement levels in Mathematics for Laguna Road students are
extremely high on the CST assessments. For each of the three years the
test has been administered, Laguna Road student proficiency levels have
exceeded state averages at all grade levels, with the largest number of
students performing in the Advanced category. For instance, in the most
recent testing year, 86% of Laguna Road second graders scored at the
Proficient or Advanced Levels, while county and district scores for the
same grade level were 56% and 53% respectively. Although the Asian
student population demonstrates a proficiency level in Mathematics
exceeding that of white students, this difference has narrowed over
time, as indicated by our most recent scores.

Laguna Road's assessment results in the areas of English Language Arts
and Mathematics translate to high achievement in other curricular areas
as well. In 2004, the California Science Standards Test was administered
to fifth grade students across the state for the first time. Statewide,
24% of fifth grade students scored in the Proficient and Advanced range
on the test. Results at the county and district levels were similar,
with 31% of county students scoring Proficient or Advanced and 29% of
district students performing at the same levels. Laguna Road fifth
graders performed exceptionally well on this rigorous assessment, with
79% of students reaching the Proficient or Advanced levels. This outcome
can be attributed to the focus on integrated, high quality,
standards-based instruction for all students.

In addition to mandated state testing, Laguna Road also participates in
a district-wide Benchmark Assessment Program in the areas of English
Language Arts and Mathematics. The data obtained from these district
benchmarks each trimester show Laguna Road students consistently scoring
at the Proficient and Advanced levels. Students at Laguna Road are
encouraged to work toward achieving their greatest potential and excel
at all grade levels. Clearly the results speak for themselves.

**2. How the school uses assessment data to understand and improve
student and school performance.**

Laguna Road's superior academic program is driven by a comprehensive
assessment system. Each September, state and district test data is
analyzed and interpreted to determine that established growth targets
and grade level standards have been met. Student learning strengths and
areas of concern are evaluated and identified. Using this information,
the school plan, academic goals, and grade level curricula are developed
as a means of maintaining student and school performance at Proficient
and Advanced levels. Students in need of interventions are identified
and individual plans for instruction are established.

Other assessments used to understand and improve student and school
performance include the use of the district's Internet-based Edusoft
assessment program, district writing tests, teacher generated tests, and
student portfolios. Edusoft data is used to monitor student progress
towards meeting state grade-level standards. It provides teachers with
detailed information regarding specific subgroups. Specific skills are
identified which assists teachers in modifying instructional needs.
Literacy portfolios contain running records, rubric scored writing
samples, and district reading assessments. These portfolios are reviewed
by teachers from year to year and used to assess, plan, and accommodate
student learning. Assessments are a frequent, on-going, integral part of
the curriculum and provide timely, effective instructional intervention.

Collaboration and communication among and across grade levels helps
ensure educational excellence for all our students. Teachers participate
in grade level planning time twice weekly. This time is used to review
Edusoft assessment data, discuss curriculum goals, review student work,
plan lessons that will ensure students meet the grade level standards,
and organize learning opportunities that extend the curriculum beyond
the classroom environment. Our professional dialogue and collaborative
spirit extends beyond our school site as teachers network with other
elementary schools, preschools, and middle schools. Laguna Road strives
to support all students and staff in their academic and personal goals.

3\. How the school communicates student performance, including
assessment data, to parents, students, and the community.

Providing ongoing, consistent communication concerning student
performance is a priority at Laguna Road. Annual state results are
posted on the STAR and Fullerton School District websites and mailed to
parents. Local newspapers including *L.A. Times* and *Orange County
Register* publish the results of district and school assessment data and
guidelines for interpreting the scores. The annual School Accountability
Report Card that includes the state Academic Performance Index Report
(API), the Annual Yearly Progress Report (AYP), and state assessment
results for all subgroups is distributed to parents and is available to
the public. Parents of special education students meet with our special
education team to review each child's individualized educational plan
(IEP) and to discuss classroom academic performance. The principal
communicates the results of the testing data to the school community at
School Site Council, PTA meetings, and in the monthly Laguna Road
newsletter.

Back to School Night is a venue that is used by teachers to communicate
and explain the California Grade Level Standards, introduce
standards-based textbooks, and curricula goals and student expectations.
Parents receive a handbook outlining the California Standards for each
individual subject and grade level.

Parent/Student/Teacher conferences are held twice a year. Nearly one
hundred percent of our parents attend these conferences. Portfolios,
rubrics, the district's standards-based report card are explained and
reviewed to communicate student progress to parents. When necessary,
bilingual aides are available during parent conferences to assist and
provide clear communication.

A weekly school wide folder and monthly school newsletter are used to
support the home/school connection. Progress reports and daily agenda
books provided by the PTA are used to inform parents of daily homework
assignments and student progress. Classroom newsletters and websites
highlight student work, inform families of upcoming events, and provide
tips for home involvement. Clear communication regarding each student's
progress is an important and valued component of our school wide
program.

4.  **How the school has shared and will continue to share its successes
    with other schools.**

Successes at Laguna Road School are shared with other teachers, schools,
and our community. The tradition of leading by example is evidenced in
the number of staff that network within and outside the school
community. Staff members serve on curriculum development committees,
present at district and county conferences, are Peer Assistance and
Review Program (PAR) providers, and Beginning Teacher Support and
Assessment (BTSA) providers. Our sixth grade team meets regularly with
middle school staff to ease the transition into the middle school
program. Our Kindergarten team attends the annual Preschool Forum and
invites local preschools to visit and observe the kindergarten program.
During monthly district leadership meetings our principal participates
in discussions that center on student achievement and effective
teaching. He enthusiastically mentors colleagues and others who have
shown an interest in becoming administrators. Laguna Road partners with
a neighboring school in the district to share experiences and encourage
best practices. Many of our veteran teachers have accepted the challenge
of training associate teachers from six local universities. This
partnership provides support, guidance, and training for those seeking a
career in the field of education. We have embraced the opportunity to
share our experiences with all interested educators. Working with others
at all levels of the educational community strengthens and validates
teaching philosophies, strategies, and implementation.

Programs currently in place at Laguna Road have become models for other
schools. Our unique physical education program has been duplicated at
other school sites in the district. Grants written and awarded to
teachers have been showcased at the Star Power Grant forum and published
in local newspapers. Student writings have been award winners and
published nationally in magazines and on websites. We continue to share
our many successful programs and resources with others at all levels of
the educational community.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe in one page the school's curriculum.**

Our **Language Arts** program focuses on purposeful reading and writing
that is woven throughout all curricula areas. Our text is the basis of
our language arts program and is supported by supplementary literary
works and periodicals. Our students begin as emergent readers and
develop into fluent readers who can respond to literature with a
critical eye. Our emergent writers develop into students who can create
and compose formal and informal writing in a variety of genres. Response
journals, literature logs, book reports, and oral presentations are
means of strengthening and extending the curriculum.

The **Mathematics** curriculum is designed to ensure high levels of
achievement for all students in a challenging course of studies. The
curriculum is based on best practices, programs, and research that are
tied to state standards and is implemented, evaluated, and modified for
more effective results. Instructional strategies such as critical
thinking skills, problem solving, hands-on experiences, use of
manipulatives, and project-based learning are routinely provided. Our
adopted text, Harcourt, incorporates all mathematical strands and
provides a spiraled curriculum reinforcing math concepts throughout the
grade levels. Our mathematics program helps students understand and
apply their math skills for practical use.

Making learning come alive is the foundation of our **Social Studies**
curriculum. A hands-on approach to understanding our world history helps
create meaning between the adopted text and world events. Simulations,
reenactments, and dramatizations are innovative ways that help students
understand history. Citizenship and Character Education encourage our
students to develop into productive, responsible citizens through their
understanding of the global world and connections between past, present,
and future.

**Science** at Laguna Road is inquiry-based instruction. Our
Houghton-Mifflin science text provides the framework for instruction and
content knowledge in Earth, Life and Physical sciences. Students are
actively involved in investigations and experimentation and are
encouraged to probe, seek answers, and think critically in order to make
sense of the world in which they live.

Being healthy and physically fit is an essential part of our **Health**
and **Physical Education** programs. The curriculum is developmental,
sequential, and aligned to the California standards. Our goal is to help
students develop healthy minds and bodies and understand the importance
of establishing healthy habits for a lifetime. Creating a safe
environment for all students is emphasized in our Drug and Violence
Prevention programs.

**Visual and Performing Arts** is based on State and District standards.
Visual art, music, dance and theatre are components of our curriculum.
*All the Arts for All the Kids*, an award-winning program, provides a
unique opportunity for all students to become actively engaged in
lessons presented by professional artists incorporating a variety of
methodologies and allow for a diversity of learning styles. Instrumental
music is offered to students in fourth through sixth grade. Students at
Laguna Road have taken learning beyond the classroom to participate in
contests and exhibits that have resulted in individual awards and
recognition.

**Technology** is a critical component that supports and extends all our
curricula and follows state and district standards. Technology is a tool
used by teachers and students to enrich and enhance learning at all
grade levels. Understanding and using technology in practical
applications is the foundation of our program. Students are taught how
to access information via the Internet, use a variety of software
programs, and create multimedia projects and presentations that take
student learning to a more advanced level.

**2a. Describe the school's reading curriculum and the reasons for
choosing this approach.**

The reading curriculum at Laguna Road is comprehensive, integrated, and
challenging. Laguna Road uses Houghton-Mifflin (K-5) and Holt (6)
standards-based textbooks as the framework for our curriculum. In
addition, the FSD Language Arts CORE Curriculum and Assessment Guide is
used to support the reading program and provide on-going sequential
evaluations. The reading curriculum utilizes an integrated approach to
the teaching of the four language art domains: reading, writing,
listening, and speaking. Differentiated instruction is used to meet the
needs of emergent readers, students with learning difficulties, English
Learners (EL), and the highly gifted student. Instructional content is
explicit, systematic, and builds a strong foundation for reading
success. Skills include phonemic awareness, phonics, fluency, vocabulary
recognition, spelling, grammar, writing, with a strong emphasis on
comprehension. On-going assessment guides instructional decisions and
allows for modification of the reading curriculum. Diagnostic assessment
such as state tests, BPST, McLeod, Burns and Roe Informal Reading
Inventory, San Diego Quick, state tests, District Benchmark Assessments,
and Edusoft provide teachers with valuable insight into students'
reading progress. Edusoft is used as a diagnostic tool identifying each
student's mastery of the reading benchmarks. In addition, Edusoft offers
the ability to create additional standards-based assessments that target
specific reading needs. The Houghton-Mifflin program has a technology
feature that allows teachers to do customized lesson planning using a
CD-Rom. A website is available for teachers and parents to log onto for
follow through activities.

Laguna Road's reading curriculum is unique in providing additional
literature-based opportunities. Teachers easily integrate supplemental
materials into the core reading curriculum. Literature circles,
themed-readers, in-depth novel studies, and Junior Great Books are ways
teachers engage students in the reading process. Special programs and
events highlight the importance of reading at Laguna Road. Author of the
Month, Authors' Breakfast, Writers' Workshop, Day of the Reader, sixth
grade Language Celebration, and our school wide Peer D.E.A.R. program
are used as a means of developing an excitement for reading. Our goal is
to create well-rounded students who have a love of reading for a
lifetime.

**3. Other Curriculum area**

An inquiry-based curriculum, foundation of our science program, is
standards-based and integrated throughout all curricula areas at all
grade levels. Emphasis is placed on the scientific method, principles,
and process skills with investigations providing opportunities for
hands-on learning. Students use critical thinking and problem solving
skills as they work in teams to discuss and practice science. Students
write using science notebooks to collect, record, and analyze data.

Each trimester every teacher receives Houghton-Mifflin science materials
that allow for hands-on activities. An Arnold and Mabel Beckman Science
Foundation Grant provides additional materials (FOSS, Insights, Science
and Technology for Children) for extending in-depth learning. One of our
classrooms stores and maintains additional equipment for teacher
checkout. One staff member is a Beckman Science and Project AIMS staff
developer, and was honored by Project Tomorrow as Science Teacher of the
Year for leadership, vision, and innovative teaching. She is a valuable
resource for the Laguna Road Staff.

Technology enhances the science curriculum using websites such as United
Streaming, videos, electronic microscopes, and software for reporting
data on spreadsheets or databases. Accessing community resources through
activities such as visiting local universities and museums take learning
beyond the classroom. Outdoor Science School is an annual event during
which sixth grade students spend the week participating in activities
that relate textbook learning to their environment. Assemblies and guest
speakers are examples of activities in which students participate that
enrich our science program. The use of peer juries in sixth grade to
judge science fair entries based on a specific set of criteria is unique
to Laguna Road. The teaching of science is evident inside and outside
our classroom. School gardens and murals give evidence of concepts
learned. Our staff takes a keen interest in students' knowledge and the
use of scientific principles so that all are successful.

**4. Different instructional methods to improve student learning.**

Laguna Road is a school for all students. High expectations and
encouraging all students to "do their personal best" are phrases heard
on our campus. Instruction incorporates methods and strategies
interwoven to support student learning and build a strong foundation.
Reciprocal teaching strategies, differentiated instruction, scaffolding
and spiraling, multiple intelligences, and inquiry-based learning are
research-based methods which ensure student mastery of the core
curriculum. Direct instruction, flexible groupings, cooperative
learning, demonstrations, and hands-on experiences are strategies used
to specialize instruction and meet the needs of all learners. Math Labs,
interactive simulations, and investigations are activities that make
learning come alive. Our teachers are creative in ways they help
students master the standards. For example, learning about Native
Americans, Kindergarten students spend the day participating in
activities such as grinding and planting corn, weaving, and meeting
Stray Wolf, a Cherokee Indian. One of our teachers wrote a Golden Bell
Award winning musical, *Fullerton is Our Town*, which third grade
students perform each year. Fifth grade students study colonial America
through inquiry projects culminating in an overnight stay on a tall
ship. Technology is a focus and mainstay at Laguna Road. Digital
pictures are used to create iMovies, slide shows, and PowerPoint
presentations. Students create grade-level projects using Hyperstudio. A
student production crew uses digital video cameras to record classroom
projects and events and create entertaining school wide broadcasts.

Parent and community volunteers are an integral part of the educational
success at Laguna Road and are used at all grade levels to support
learning in and out of the classroom. They provide one-on-one tutoring,
small group instruction, are guest speakers, assist with special
programs, supervise field trips, and provide additional learning
opportunities. Examples of enrichment opportunities for students are the
Math Olympiad and Junior Achievement programs taught by parent and
community volunteers.

**5. School's Professional Development Program**

Professional development at Laguna Road is on-going and used to develop
additional expertise and knowledge in the field of education resulting
in success for all students. Teachers are required to attend three staff
development days and three after-school PAR sessions yearly. These staff
development days are used to provide information on current research in
the field of education, share ideas and strategies with other teachers,
analyze assessment data, and receive training in programs such as
Edusoft. Other staff development opportunities made available by the
District and attended by our teachers include the Consortium on Reading
Excellence (CORE), Guided Language Acquisition Design (GLAD), Beginning
Teacher Support and Assessment (BSTA), and California Technology
Assessment Program (CTAP). Teachers take an active role in helping
choose textbooks during an adoption year. They preview, pilot, evaluate,
and provide feedback which helps guide the selection process. Following
the adoption of a textbook, teachers receive additional training from
the publisher to help with the implementation of the chosen text. Laguna
Road teachers have attended staff development training on the California
Literature Project, UCI Writing Project, California Science Project,
California Math Project, California Science Implementation Network,
Computer-Using Educators, the Academy for Physical Education, and
California Association of Gifted and Talented Education. Numerous Laguna
Road teachers are PAR mentors and others serve on curriculum and
steering committees. Grant writing, the personal development of
technology skills, and attendance at commercially sponsored seminars
such as Valerie Welk, Rick Morris, and Shane Templeton are examples of
staff development which teachers at Laguna Road have attended on their
own initiative. Weekly staff meetings and grade-level collaboration time
are also used as a part of our staff development program. They provide a
time of reflection, sharing of research and best practices, and build a
sense of teamwork. The impact of our staff development helps fulfill
Laguna Road's vision of success for all students as evidenced by our
high academic achievement.

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    99          98          99          99

  \% At or above Basic          96          94          90          95

  \% At or above Proficient     74          78          77          83

  \% At or above Advanced       39          52          45          46

  Number of students tested     79          61          69          84

  \% of total students tested   100         100         99          98

  Number of students            0           0           0           0
  alternatively assessed                                            

  \% of students alternatively  0           0           0           0
  assessed                                                          

                                                                    

  SUBGROUP SCORES                                                   

  **1. Asian**                                                      

  \% Proficient and above\*     80          91          79          90

  Number of students tested     41          33          34          49

  **2. White**                                                      

  \% Proficient and above\*     69          64          81          82

  Number of students tested     32          22          27          28

                                                                    

  **STATE SCORES**                                                  

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    87          87          85          85

  \% At or above Basic          65          68          63          61

  \% At or above Proficient     35          36          32          32

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

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

  Testing month                   April         April         April

  **SCHOOL SCORES**                                           

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      100           100           100

  \% At or above Basic            96            97            95

  \% At or above Proficient       86            87            81

  \% At or above Advanced         52            57            58

  Number of students tested       79            61            69

  \% of total students tested     100           100           99

  Number of students              0             0             0
  alternatively assessed                                      

  \% of students alternatively    0             0             0
  assessed                                                    

                                                              

  SUBGROUP SCORES                                             

  **1. Asian**                                                

  \% Proficient and above\*       95            94            79

  Number of students tested       41            33            34

  **2. White**                                                

  \% Proficient and above\*       75            77            85

  Number of students tested       32            22            27

                                                              

  **STATE SCORES**                                            

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      95            95            92

  \% At or above Basic            76            76            68

  \% At or above Proficient       51            53            43

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

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    99          96          98          98

  \% At or above Basic          94          90          90          93

  \% At or above Proficient     74          70          72          74

  \% At or above Advanced       34          49          47          45

  Number of students tested     82          85          95          107

  \% of total students tested   100         100         98          100

  Number of students            0           0           0           0
  alternatively assessed                                            

  \% of students alternatively  0           0           0           0
  assessed                                                          

                                                                    

  SUBGROUP SCORES                                                   

  **1. Asian**                                                      

  \% Proficient and above\*     88          77          64          83

  Number of students tested     50          45          61          60

  **2. White**                                                      

  \% Proficient and above\*     58          71          57          69

  Number of students tested     24          31          28          36

                                                                    

  **STATE SCORES**                                                  

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    83          84          84          84

  \% At or above Basic          61          63          62          59

  \% At or above Proficient     30          33          34          30

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

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

  Testing month                   April         April         April

  **SCHOOL SCORES**                                           

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      100           100           99

  \% At or above Basic            96            95            87

  \% At or above Proficient       83            81            76

  \% At or above Advanced         56            56            37

  Number of students tested       82            85            97

  \% of total students tested     100           100           100

  Number of students              0             0             0
  alternatively assessed                                      

  \% of students alternatively    0             0             0
  assessed                                                    

                                                              

  SUBGROUP SCORES                                             

  **1. Asian**                                                

  \% Proficient and above\*       92            82            87

  Number of students tested       50            45            61

  **2. White**                                                

  \% Proficient and above\*       75            87            64

  Number of students tested       24            31            28

                                                              

  **STATE SCORES**                                            

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      96            93            91

  \% At or above Basic            73            71            65

  \% At or above Proficient       48            46            38

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

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    98          99          99          100

  \% At or above Basic          95          95          93          97

  \% At or above Proficient     79          75          84          76

  \% At or above Advanced       56          51          57          42

  Number of students tested     89          100         94          114

  \% of total students tested   100         100         100         100

  Number of students            0           0           0           0
  alternatively assessed                                            

  \% of students alternatively  0           0           0           0
  assessed                                                          

                                                                    

  SUBGROUP SCORES                                                   

  **1. Asian**                                                      

  \% Proficient and above\*     87          80          69          86

  Number of students tested     46          65          65          68

  **2. White**                                                      

  \% Proficient and above\*     84          70          75          67

  Number of students tested     34          27          24          33

                                                                    

  **STATE SCORES**                                                  

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    91          92          89          87

  \% At or above Basic          73          74          71          66

  \% At or above Proficient     39          39          36          33

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

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

  Testing month                   April         April         April

  **SCHOOL SCORES**                                           

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      99            98            100

  \% At or above Basic            95            93            95

  \% At or above Proficient       82            80            80

  \% At or above Advanced         45            47            46

  Number of students tested       89            100           105

  \% of total students tested     100           100           97

  Number of students              0             0             0
  alternatively assessed                                      

  \% of students alternatively    0             0             0
  assessed                                                    

                                                              

  SUBGROUP SCORES                                             

  **1. Asian**                                                

  \% Proficient and above\*       85            82            89

  Number of students tested       46            65            65

  **2. White**                                                

  \% Proficient and above\*       88            82            72

  Number of students tested       32            27            32

                                                              

  **STATE SCORES**                                            

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      99            93            93

  \% At or above Basic            73            72            67

  \% At or above Proficient       45            45            37

  \% At or above Advanced         18            18            13
  ------------------------------- ------------- ------------- ------------

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    99          98          99          98

  \% At or above Basic          98          91          96          95

  \% At or above Proficient     79          77          83          67

  \% At or above Advanced       61          46          40          36

  Number of students tested     102         118         116         118

  \% of total students tested   100         99          100         99

  Number of students            0           0           0           0
  alternatively assessed                                            

  \% of students alternatively  0           0           0           0
  assessed                                                          

                                                                    

  SUBGROUP SCORES                                                   

  **1. Asian**                                                      

  \% Proficient and above\*     84          83          89          80

  Number of students tested     67          70          71          61

  **2. White**                                                      

  \% Proficient and above\*     68          70          74          62

  Number of students tested     28          27          35          45

                                                                    

  **STATE SCORES**                                                  

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    87          89          91          88

  \% At or above Basic          71          72          71          66

  \% At or above Proficient     40          36          31          28

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

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

  Testing month                   April         April         April

  **SCHOOL SCORES**                                           

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      99            98            100

  \% At or above Basic            94            94            92

  \% At or above Proficient       82            90            71

  \% At or above Advanced         44            51            41

  Number of students tested       102           118           116

  \% of total students tested     100           99            100

  Number of students              0             0             0
  alternatively assessed                                      

  \% of students alternatively    0             0             0
  assessed                                                    

                                                              

  SUBGROUP SCORES                                             

  **1. Asian**                                                

  \% Proficient and above\*       88            91            82

  Number of students tested       67            70            71

  **2. White**                                                

  \% Proficient and above\*       68            65            60

  Number of students tested       28            37            35

                                                              

  **STATE SCORES**                                            

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      90            87            91

  \% At or above Basic            65            61            59

  \% At or above Proficient       38            35            29

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

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    100         99          100         97

  \% At or above Basic          96          98          97          90

  \% At or above Proficient     87          86          68          68

  \% At or above Advanced       56          53          39          40

  Number of students tested     117         118         126         118

  \% of total students tested   100         100         100         94

  Number of students            0           0           0           0
  alternatively assessed                                            

  \% of students alternatively  0           0           0           0
  assessed                                                          

                                                                    

  SUBGROUP SCORES                                                   

  **1. Asian**                                                      

  \% Proficient and above\*     90          90          82          73

  Number of students tested     71          73          66          63

  **2. White**                                                      

  \% Proficient and above\*     71          81          54          79

  Number of students tested     34          37          48          38

                                                                    

  **STATE SCORES**                                                  

  \% At or above Far Below      100         100         100         100
  Basic                                                             

  \% At or above Below Basic    90          87          85          87

  \% At or above Basic          72          72          66          67

  \% At or above Proficient     36          36          30          31

  \% At or above Advanced       12          13          9           8
  ----------------------------- ----------- ----------- ----------- -----------

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

  Testing month                   April         April         April

  **SCHOOL SCORES**                                           

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      99            98            100

  \% At or above Basic            96            94            95

  \% At or above Proficient       81            78            76

  \% At or above Advanced         52            42            45

  Number of students tested       117           118           126

  \% of total students tested     100           100           100

  Number of students              0             0             0
  alternatively assessed                                      

  \% of students alternatively    0             0             0
  assessed                                                    

                                                              

  SUBGROUP SCORES                                             

  **1. Asian**                                                

  \% Proficient and above\*       93            86            92

  Number of students tested       71            73            66

  **2. White**                                                

  \% Proficient and above\*       71            73            63

  Number of students tested       34            37            48

                                                              

  **STATE SCORES**                                            

  \% At or above Far Below Basic  100           100           100

  \% At or above Below Basic      93            92            92

  \% At or above Basic            66            64            62

  \% At or above Proficient       35            34            32

  \% At or above Advanced         12            10            10
  ------------------------------- ------------- ------------- ------------