##### *Revised 3/21/05*

##### *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: [Mrs. Kathy Dennen]{.underline}

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

Official School Name: [McCardle Elementary]{.underline}

(As it should appear in the official records)

School Mailing: Address

[577 East Sierra
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Fresno CA 94710-3824

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Fresno\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
School Code Number[\*\_10-62166 - 6085120\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 559 ) 451-4540]{.underline} Fax [( 559 )
447-1125]{.underline}

Website/URL [www.fresno.k12.ca.us]{.underline} E-mail
[kxdenne@fresno.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\_\_\_\_[2-1-05\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Charles E. McCully, Interim
Superintendent]{.underline}

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

District Name [Fresno Unified School District]{.underline} Tel. [( 559)
457-3882\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 [2-1-05]{.underline}

Name of School Board Ms. Luisa Medina, Board of Education, President

President/Chairperson

(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\_[2-1-05\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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:
[\_\_\_61\_]{.underline}Elementary schools

\_\_\_[19\_]{.underline} Middle schools

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

\_\_\_ [8\_]{.underline} High schools

\_\_\_\_\_ Other

[\_\_\_88]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\$7,821]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: [\_\_\$6,542.21]{.underline}

**SCHOOL** (To be completed by all schools)

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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       42        39                     **81**       **8**                             

  **1**       47        32                     **79**       **9**                             

  **2**       33        46                     **79**       **10**                            

  **3**       48        45                     **93**       **11**                            

  **4**       42        44                     **86**       **12**                            

  **5**       42        33                     **75**       **Other**                         

  **6**       32        38                     70                                             

                                    **TOTAL                                                   563
                                    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: [11]{.underline} % Black or African American

[42]{.underline} % Hispanic or Latino

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

[3]{.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:
\_\_[27%]{.underline}

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  74
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           69
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   143
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 536
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.26679
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          26.68
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_[11]{.underline}%

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

Number of languages represented: [\_\_9\_\_\_\_\_\_]{.underline}

Specify languages: Spanish, Hmong, Russian, Armenian, Lao, Vietnamese,
Pilipino, Punjabi, and Ukranian

9\. Students eligible for free/reduced-priced meals:
\_\_\_[53]{.underline}\_\_%

Total number students who qualify: \_\_\_[298\_\_\_]{.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:
\_\_[11]{.underline}\_\_\_\_%

\_\_[64]{.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.

[\_\_1\_\_]{.underline}Autism \_\_[1\_]{.underline}\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[9\_]{.underline}Other Health
Impaired

\_\_[0\_]{.underline}\_Deaf-Blindness \_[20]{.underline}\_\_Specific
Learning Disability

[\_\_1\_]{.underline}Emotional Disturbance \_[27\_]{.underline}Speech or
Language Impairment

\_\_[1\_]{.underline}Hearing Impairment \_\_[0]{.underline}\_\_Traumatic
Brain Injury

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

\_\_[1\_]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_\_26\_\_\_]{.underline} \_\_\_\_\_\_\_\_

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

Paraprofessionals [\_\_\_\_7\_\_\_]{.underline}
\_\_\_\_[10\_]{.underline}\_

> Support staff \_\_\_\_[7\_\_\_]{.underline}
> \_\_\_\_[3]{.underline}\_\_Certificated tutors
>
> Total number \_\_\_[42\_\_]{.underline} \_\_\_[18\_]{.underline}\_

12\. Average school student-"classroom teacher" ratio: \_\_\_\_[20 to 1
in K-3 and 30 to 1 in 4-6\_]{.underline}

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

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

  Daily student attendance  96%         95%         95%         95%         95%

  Daily teacher attendance  90%         90%         90%         90%         90%

  Teacher turnover rate     3%          3%          3%          3%          3%

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

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004. N/A

**PART III -- SUMMARY**

McCardle is a highly successful school of caring, dedicated people,
implementing student-centered, meaningful programs by using
"research-based best practices" through student-parent-teacher involved
processes. It is McCardle's belief that all members of the community
make important contributions to the work of the school, which is
teaching and learning. McCardle "starts with the end in Mind" by
defining what students need to know, understand, and be able to do upon
leaving McCardle. This vision is clearly articulated through McCardle's
school wide goals: 1) The School As A Community; 2) A Standards- Based
Curriculum With Coherence; 3) A Strong Learning Climate; and 4) A
Commitment to Character.

The 1972-73 school year was the first operating school year for McCardle
School. It is located in the Northeastern part of Fresno in the heart of
the nation's agricultural community, the San Joaquin Valley.
Twenty-seven regular and special education teachers compose a dynamic
team along with the principal and a small auxiliary staff. They "do it
all" with limited categorical funded support. As the school demographics
continue to change, the staff has continued to embrace the students by
working diligently to provide them with a strong academic focus and high
expectations for all. The racial/ethnic composition of the students is:
35% white, 11% African American, 42% Hispanic, 9% Asian and 3% American
Indian. The staff understands that diversity strengthens the school and
enriches lives.

Visitors receive a colorful "McCardle Mustang Welcome" through a large
energized drawing of our mascot at the school's entrance to the school.
Vivid school colors of green and white enhance the traditional columns
in the entrance as well. These columns reflect the strong tradition of
high expectations, excellence, caring, and professionalism present at
McCardle. The well-manicured school mirrors the school-community's
commitment, values, and beliefs about meeting the needs of all children.
This robust focus is readily apparent as an observer listens to the
excited chatter of 6^th^ graders as they return from their four day
outdoor education experience near Yosemite National Park or when 3^rd^
grade students prepared a mock election on November 2 with a voting
booth for all McCardle students to cast their vote for President.

The mission of McCardle Elementary School is to provide an educational
program with high expectations for all students to learn academic,
social and emotional skills needed to become life-long learners.
Inherent to this mission is the assurance that all students are treated
with respect and kindness while maintaining high expectations for them.
As a community of learners:

-   We understand the importance of developing children as responsible
    citizens,

-   We value academic grade level content standards that are aligned and
    a cohesive system of what students should know and be able to do
    before they leave McCardle and are committed to ensuring that
    students learn them,

-   We commit to providing differentiated instruction to assure access,
    equity and success for all students,

-   We recognize the value of parents in the educational process and
    will continue to inform them of their child's educational program
    and involve them in all aspects of the school, and

-   We will exemplify respect, courtesy, and the highest professional
    standards.

We are confident that McCardle epitomizes the characteristics of high
performing schools which for us include: a clear and shared focus with
leadership capacity at all levels; high levels of collaboration and
communication; standards-based curriculum and effective teaching
strategies; frequent monitoring of teaching and learning; data review,
assessment and accountability; a cohesive professional development
program; a strategic process of prevention and a continuum of
interventions, and a continual emphasis on improvement.

McCardle School's foundation is built on a **culture of achievement**
and the concept that the school is a **community of learners and
leaders.** Our students, staff, parents and school-community recognize
that only through our ongoing cooperation and collaboration can the best
educational program be provided for children.

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

**1. School Assessment Results**

**Formative and summative assessments** are utilized and are integral to
McCardle's aligned curricular, assessment, and instructional programs.
Simply put, McCardle teachers collaboratively and consistently use data
to drive their instructional decisions and make changes as the "drill
down" to identify focus standards to better meet the needs of **all**
students. At the beginning of each school year, diagnostic tests are
administered to determine an individual student's learning profile of
strengths and weaknesses. This assists teachers in organizing to
strategically teach students at their level, differentiate instruction
by subgroups, and to target instruction. Summative, state-required
assessments to determine student achievement include the California
Achievement Test (CAT 6), the California Standards test (CST), 4^th^
grade Writing Assessment, California English Language Development Test
(CELDT) for English Learners, and the California Alternate Performance
Assessment (CAPA) for special education students.

In the past years, all students in grades 2-6 in California have been
administered a norm-referenced test, the **CAT 6.** Fundamental to the
design of a norm-referenced test is that 50% of the students in the norm
group will score below the 50^th^ percentile. In California, the 50^th^
percentile is considered grade level. **CAT 6** Reading and Mathematics
results are reported in five quintiles with accompanying percentile
rankings. Thus in our data analyses, we make interpretations based on
these quintiles/percentiles to determine the number and percentage of
our students scoring at the 50 percentile, (i.e., grade level). As
always, it is our goal that students achieve at the highest levels---at
least at the 50^th^ percentile or higher.

In contrast, the **CST** is a criterion-referenced test in Reading
(English Language Arts-ELA) and Mathematics that sets a number of
correct responses (or a scaled score) needed to demonstrate mastery of
the academic grade level content standards. If a student meets the
score, he/she has achieved the standards. The following five performance
levels with applicable scale scores have been identified: Far Below
Basic, Below Basic, Basic, Proficient, and Advanced. The State Board of
Education has set the **"proficient"** level as the [target
level]{.underline} for all students. Thus, the goal is for students to
score **Proficient or Advanced.** Performance level results are reported
for each individual student, by subgroups, and school wide. Therefore,
data review readily identifies the number of students and percent
proficient at each level. The website where information on the state
assessment system is star.cde.ca.gov/star.

Overall, in reviewing data over the past five years, it is clear that
all students are consistently moving toward the state "proficient
target". Further analysis of subgroup test results also supports this
positive progress indicating that increasingly more of McCardle students
are moving toward proficiency. Analysis of students at "proficient or
above" indicates: overall, females slightly outperform males in both ELA
and Math, 2) the same is true for students with no reported disability
and students non-economically disadvantaged; and 3) the largest
disparity was economically disadvantaged students. (See website data)
Given the disparity, McCardle continues to emphasize and utilize "good
first teaching" through explicit, direct instruction provided by the
classroom teacher. However, additional materials, strategies and
processes are utilized that are preventive in nature as well as build on
a continuum of interventions that provide additional learning time,
extra support and specialized personnel as needed.

A **formative** assessment, the ELA/Math benchmark test, the Grade Level
Assessment of Standards or **GLAS,** is administered each trimester to
provide a snapshot in time of students' progress toward learning the
standards. These assessments highly correlate to the **CST,** are a keen
predictor of students' learning, and are a tool for monitoring
standards-based instruction. A second **formative** assessment tool is a
Curriculum Embedded Assessment, the Houghton Mifflin (HM) Theme Skills
Test. Results from the GLAS/HM test reveal **vocabulary development** as
a consistent weakness. To that end, McCardle teachers have placed an
intense focus on teaching **vocabulary standards** as well as
increasing, encouraging and monitoring extensive reading time for
students. In general over the past several years, the number of students
scoring at Far Below Basic and Below Basic has decreased significantly
as the number of students' meeting the **proficient target** increases.

**2. Use of Assessment Data**

The district's office of Research and Evaluation (REA) provides
comprehensive, total school wide results and disaggregated data on both
school and individual performance on standardized measures including
those required by the California Department of Education. In addition to
the state assessments, Fresno Unified School District administers
benchmark assessments the Grade Level Academic Assessment of Standards
(GLAS) every ten weeks to provide additional information on student
performance and progress. Using results from both the state CST and the
district GLAS, teachers are able to monitor student growth as well as
develop monthly focus goals to address specific student/classroom
deficiencies. Teachers use the data in initial planning, planning for
review, re-teaching, and pacing. Each grade level meets as a group with
the principal monthly to pinpoint curricular areas of weakness to assist
in making decisions on how to improve instructional strategies and
ultimately, student performance. In order to differentiate instruction
teachers may provide additional modified homework, reduce length of
assignments, provide after school academic assistance (homework club),
modify daily instruction, deploy students to other classrooms for
specific skill instruction, or utilize cross age tutors to reinforce
instruction. In addition, teachers may accommodate students in small
groups focusing on specific areas of weakness and small group direct
instruction using SRA Corrective Reading materials. Certificated tutors
work with classroom teachers to provide additional support or
intervention for students who are reading significantly below grade
level. The school has also invested in the Accelerated Reader program
which is used in conjunction with the school library. When a student is
struggling to meet grade level standards, the teacher will meet with the
parents to develop an Individual Student Learning Plan (ISLP) which is
specifically tailored to address the academic weaknesses of an
individual student in reading, math, and/or written language and is
carefully monitored by the classroom teacher.

**3. Communication with Students, Parents and the Community**

> McCardle's powerful and institutionalized legacy of all stakeholders
> working together to ensure

student success is continuously exemplified by communicating student
performance levels.

Individual student results from state assessments are communicated by
letter to parents at the end of each year and during parent-teacher
conferences held at the end of the first quarter. Each letter explains
the academic content standards and indicates individual student
performance. School wide state-required assessment results are posted on
the Internet for public access and parents are reminded to locate and
review results.

When students are personally involved as stakeholders, their performance
tends to increase. Teachers have made it a priority to meet with each
student individually to review his/her test scores and set goals for
advancement to the next level of achievement. The principal also targets
specific students for academic monitoring throughout the year. In
addition to the first quarter parent conferences, teachers also
communicate student progress to parents on a daily/weekly basis either
verbally or in written form. This communication may include classroom
newsletters.

Using graphs, technology, and other resources in parent-friendly
formats, the principal regularly communicates data and student progress
to parents through Parent Teacher Association (PTA) meetings, School
Site Council (SSC), the English Language Advisory Committee (ELAC), and
school newsletters.

Teachers are constantly looking for opportunities to recognize students
for outstanding academic achievement. McCardle has implemented a system
to recognize academic performance that includes Honor Roll, Merit List,
and Math Whiz and Mastery certificates for improved learning. Local
businesses and community organizations provide rewards and incentives
too. Student recognition is provided at school-community assemblies
which are highly supported and attended by parents and community
members.

**4. Communication with Other Schools**

It is of prime importance that best practices be shared and good
communication is maintained within

our own site, but it is important to dialogue with other schools within
the district, the area, and within our local higher education
systems---California State University, Fresno (CSUF), Pacific College
and National University.

At the beginning of each school year, teachers return 3 days early to
participate in district-wide trainings designed to enhance academic
instruction in targeted areas. At these in-services, teachers are
provided the opportunity to collaborate, incorporate their new learning
into instruction, build support networks and share new ideas and
strategies.

For the past 4 years, McCardle has been involved with 12 other schools
in grade level, job-embedded, standards-based, results-driven trimester
Alliance trainings. At the Alliance, data is reviewed, strengths and
weaknesses revealed, focus content standards identified, and best
practices highlighted.

McCardle intermediate grade level teachers have participated with 12
other schools in the Teacher Cadre Literacy Program. Their work in the
Cadre provides another valuable opportunity to share with one another,
and to refine their skills and the delivery of the English Language Arts
program.

Our school is fortunate to be a school site trainer for future educators
too. Currently, we have interns, student teachers and high school and
college tutors who are learning valuable knowledge from their
experiences at our site.

Several McCardle teachers are Curriculum Representatives, and they
attend district meetings to share with one another across the 60
elementary schools. At these meetings, they are also updated on the most
current strategies, resources and supports available. Finally, our
principal remains connected to the university to stay abreast of "what
works" by attending weekend meetings of the **"CSUF Best Practices
Institute"** where cutting-edge research, nationally-noted speakers and
improvement/reform efforts are highlighted.

The McCardle staff reports being revitalized, validated and affirmed by
their participation, sharing and celebrating successes in these
professional, capacity-building endeavors.

**PART V -- CURRICULUM INSTRUCTION**

**1. School's Curriculum**

McCardle School offers a comprehensive core curriculum that is aligned
to state standards based on Fresno Unified School District's
core/baseline curriculum. The teachers use the required district adopted
instructional program and required assessments at all grade levels
throughout the school. The California grade level standards in all
curriculum areas, and district proficiencies in language arts and
mathematics have been established at each grade level. The school uses
the district pacing schedule for language arts and mathematics.

a\. [Language Arts:]{.underline} All classrooms provide a standards
driven, language rich environment that addresses the components of a
language arts block. (Phonics, language development, working with words,
reading workshop, shared reading/interactive read alouds, shared
writing/interactive writing, oral presentations, monitoring and
assessment and interventions) The adopted text is [Reading
California]{.underline} including ELD published by Houghton Mifflin, and
this program is a comprehensive organized skills program. At McCardle,
there is an uninterrupted designated time block for language arts. The
school strives to have each student reach the following goals: 1)
develop competent, confident and expressive communicators, 2) utilize
the writing process including composing and the conventions of writing
and 3) learning to read in K-3 and reading to learn in grades 4-6.

b\. [Mathematics:]{.underline} Mathematics instruction using the
Harcourt Brace Math textbook is standards driven as appropriate to each
grade level and is based on the Introduce, Teach, Practice, Assessment
delivery model. The balanced mathematical curriculum emphasizes
foundational skills and processes, builds understanding of procedure,
and helps students apply these skills. The instruction addresses the
following content strands: number sense, algebra and function,
measurement and geometry, statistics and probability, mathematical
reasoning and mathematical communication.

c\. [Science:]{.underline} The students at McCardle are instructed in
science curriculum using the Harcourt Brace Science textbook which is
organized under the headings of inquiry, and the physical, life and
earth sciences. The students learn and develop the thinking process of
observing, categorizing, relating, inferring, ordering, comparing,
communicating and applying. Science is also integrated in other areas of
the curriculum through the use of FOSS (Full Option Science Systems)
kits, literature, technology, the language arts program and other
materials.

d\. [Social Studies:]{.underline} McCardle School's social science
curriculum is based on the California State History-Social Content
Standards. The school uses the McGraw Hill [Adventures in
Time]{.underline} text series which is based on a theme for each grade
level. The curriculum is presented largely through small, large and
cooperative group instruction, hands-on activities, and presentations
(individual, group and teacher). Social studies instruction which
includes current events, geography, muliticulture, value education and
interpersonal problem-solving is also integrated into several other
areas of the curriculum.

e\. [The Arts:]{.underline} The visual and performing arts are mainly
correlated and integrated into other areas of the curriculum. In art the
five strands of drawing, painting, printmaking, sculpture and collage
are developed centering on the elements of line, shape, color, texture,
value, form and space. In music, students experience expression, form,
harmony, melody and rhythm. The teachers use art and music textbooks as
a reference to encourage the students to have an understanding and
appreciation of the visual and performing arts standards. Some students
in grades 2-6 may participate in the McCardle chorus, and all 4^th^
graders receive instruction in playing recorders. Drama is encouraged
through creative dramatizations, role playing, poetry recitations, and
choir readings to enhance all areas of the curriculum.

**2a Reading Curriculum**

McCardle has been using the **academic content standards-based,
scientifically-researched and State Board of Education** adopted,
[Reading California]{.underline} published by Houghton Mifflin for its
reading instruction for the past 3 years. The heart of the program is
**explicit, direct instruction---"I do, We do, You do."** For our
diverse population, who are often less well prepared for academic
learning and for students still acquiring essential knowledge and basic
skills, e.g., English Learners, this teacher-centered approach of
**explicit, direct instruction** is essentially customized for our
students. All K-6 students are provided copies of the text that are
aligned to the state's academic content standards. These core materials
prescribe a minimum instructional time that should be given priority and
protected from interruptions. McCardle teachers have refined the
district's reading instruction pacing schedule to explicitly meet the
needs of our students. Consequently, all teachers know when each
lesson/theme is to be taught to ensure consistent access to a balanced
program that is standards-aligned for all students.

This K-6 curriculum consistently integrates six overarching
instructional strategies. These strategies are: 1) phonics/decoding, 2)
predict/infer, 3) monitor/clarify, 4) question, 5) summarize, and 6)
evaluate. Since McCardle teachers were already using the reciprocal
strategy, [Reading California]{.underline} was easily incorporated and
implemented into current best practices. In this program, students are
provided the opportunity to read whole class, small group and
individually.

Comprehensive support materials are available to teachers throughout
this curriculum. These supports include an independent reading series
with videos and audio cassettes, a home/community connection, a writing
center, formative and summative assessments, a web site, a
cross-curricular connection and a technology component. A strong
universal access piece includes leveled instructional books, materials
for English Learners, Challenge projects for Gifted youngsters, and
materials for Special Needs students. Through program evaluation, test
scores, student work and other sources, our reading program is effective
for all students and is narrowing the achievement gap for
underperforming groups.

**3. Other Curriculum Area**

McCardle has been using the content standards-aligned Harcourt Brace
Math Program for the past four years. This is a teacher-friendly program
that flows at an uncomplicated pace. There are problem solving
activities in every chapter and the skills build upon one another.
Concepts are continually reinforced and expanded upon through a
spiraling instructional organization. Each lesson includes the following
components: Introduce Teach, Practice and Assess. Teachers find the
organization of the program and the activities within each component to
be highly effective in teaching math at our site. The curriculum also
has a Family Support component that includes family involvement
activities and games.

Unfortunately, no one program is ever going to be perfectly designed to
meet the needs of each individual student, so the teachers at McCardle
are always finding ways to support and enhance instruction in
mathematics. One way is the use of a "5-A-Day" to review previously
taught math concepts. This has been an extremely effect way to assure
that students retain information from earlier lessons. Our teachers are
also very "hands on" when it comes to math instruction. Not only do they
use manipulatives whenever necessary to enhance instruction, but they
are also very conscious of connecting math to real world concepts. We
recognize that the foundation of a successful math program comes from
mastery of basic math facts. For the past three years we have had a
school-wide program in place called "Math Master" and "Math Whiz." In
this program, students in grades 1-6 have the opportunity to demonstrate
mastery of basic addition, subtraction, multiplication, and division
through completion of timed drills developed specifically for each grade
level. Students who achieve the titles of Master and Whiz receive
rewards at the end of each semester. Lastly, we have a homework club for
4^th^-6^th^ grade students which meets three days a week. The majority
of students attending are there asking for help with their math. As a
result of the additional support, we have continued to see improvements
in mathematics.

Ultimately, our goal to make sure that all of students achieve the goals
outlined in our school's Mission Statement. Because the Harcourt Brace
Math Program is directly aligned with the state's mathematics standards,
we are able to ensure that it provides all students exposure to and an
opportunity to master the essential skills in math. Use of the
standards-aligned program, use of supplementary materials and
strategies, differentiated instruction, and high expectations for all
children help us to achieve our mission of providing the best
educational program possible and assuring the success for all students.
Through the Family Support component, as well as each teacher's diligent
communication with parents, we assure that teachers, parents and
students are all working together as a team to help students achieve to
their maximum potential.

**4. Different Instructional Methods**

The McCardle Staff uses a variety of different instructional methods and
practices, and they follow best practice standards that are based on
current research and that consistently offer the full benefits of the
latest knowledge, technology and procedures. The teachers uses a multi
modality approach in the delivery of instruction keeping in mind
students have different learning styles: visual, auditory and
kinesthetic. They also use whole class, small group and one on one
settings in order to encourage all students to achieve high levels of
success. Special attention on the importance of differentiating
instruction in the classrooms to better meet the needs of all students
is a central theme of the school.

Marzano's nine categories of instructional strategies that were
extracted from research on effective instruction are the focus of the
school. The nine categories are: identifying similarities and
differences, summarizing and note taking, reinforcing effort and
providing recognition, homework and practice, nonlinguistic
representations, cooperative learning, setting objectives and providing
feedback, generating and testing hypotheses and questions, and cues and
advance organizers. The teachers use many instructional techniques that
come under the nine Marzano categories since they improve student
achievement in all subject areas at all grade levels.

To address closing the achievement gap, McCardle also provides several
services that utilize instructional techniques that assist identified
student learning. A special education resource specialist teacher
provides support for nonidentified and identified special education
students. Three part time certificated tutors provide intervention and
support to students struggling in language arts in grades 1-6. All first
and second graders are given the DIBELS test to identify students at
risk in reading.

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

Because the McCardle staff recognizes that learning is a lifelong
process, professional development is an essential part of our program.
Since McCardle's opening in 1972, it has undergone many changes in the
demographics of its student population and restructuring within the
district. On thing that has not changed, however, is the strong
dedicated and enthusiastic faculty, working collectively as a unified
team. The principal and the teachers are continually reviewing and
evaluating student data to make informed decisions for school
improvement. To that end, our school has an early release day every
Thursday. On these days, teachers have the opportunity to articulate
within and across grade levels, analyze test data from both state and
district assessments, time to strategize as a staff on how to best meet
the many needs of our students, receive updates on the latest
technology, including websites to support student learning, and attend
presentations about new and different instructional approaches/programs.

In addition to the professional development that takes place within the
school year, teachers also return to work early each fall to participate
in inservices designed to enhance academic instruction in targeted
areas. Over the past few years the focus has been on English Language
Arts and Math. Not only do teachers have the opportunity to learn from
some of the foremost experts in these areas, but they also are given
time to dialogue with one another and determine how to best implement
new strategies into their classroom instruction. Several of our teachers
have also participated in a Teacher Cadre Literacy Program in which
teachers have the opportunity to refine their skills and delivery of
programs in the area of English Language Arts. Participating Cadre
teachers then return to the school to share new information with other
staff members.

The McCardle teachers take full advantage of the professional growth
opportunities offered both at our site and through the district which
always is standards-based and determined by student and teacher needs.
Several teachers attend conferences paid for out of their own pockets
because of their commitment to improving the quality of instruction. Our
staff is determined to avail themselves of every opportunity to make
sure students are meeting grade level standards. Accordingly, inherent
in our **culture of achievement and learning** is the dedicated,
relentless commitment to excellence by all teachers to be the very best
we can be for the benefit of each and every student.

**PART VII - ASSESSMENT RESULTS**

**Subject:** English Language Arts **Grade:** 2

**Test:** California Standards Test

[**Edition/Publication Year**\_\_NA\_\_\_\_\_\_ **Publisher**
\_]{.underline}Educational Testing Services

+----------------------------------+--------+--------+--------+--------+
|                                  | 2      | 2      | 2      | 2      |
|                                  | 003-04 | 002-03 | 001-02 | 000-01 |
+----------------------------------+--------+--------+--------+--------+
| Testing month April              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 83%    | 83%    | 89%    | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 69%    | 68%    | 72%    | 74%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 39%    | 36%    | 43%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 11%    | 9%     | 8%     | 9%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 84     | 92     | 74     | 77     |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 99%    | 98%    | 97%    | 94%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 0      | 1      | 0      | 0      |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 0      | 1      | 0      | 0      |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SUBGROUP SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\. Economically Disadvantaged   |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 82%    | 65%    | 90%    | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 62%    | 34%    | 61%    | 66%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 15%    | 4%     | 22%    | 9%     |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 5%     | 0%     | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 39     | 35     | 18     | 35     |
+----------------------------------+--------+--------+--------+--------+
| 2\. White                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 88%    | 92%    | 84%    | 78%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 85%    | 71%    | 69%    | 74%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 49%    | 50%    | 45%    | 29%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 21%    | 13%    | 10%    | 16%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 39     | 38     | 29     | 31     |
+----------------------------------+--------+--------+--------+--------+
| 3\. African American             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 100%   | 85%    | 71%    | 85%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 88%    | 67%    | 71%    | 71%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 25%    | 33%    | 46%    | 29%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 0%     | 7%     | 9%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 8      | 15     | 11     | 7      |
+----------------------------------+--------+--------+--------+--------+
| 4\. Hispanic                     |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 73%    | 76%    | 88%    | 94%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 47%    | 67%    | 71%    | 73%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 28%    | 23%    | 49%    | 27%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 3%     | 13%    | 4%     | 3%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 32     | 30     | 24     | 30     |
+----------------------------------+--------+--------+--------+--------+
| **STATE SCORES**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 87%    | 87%    | 85%    | 85%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 65%    | 68%    | 63%    | 61%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 35%    | 36%    | 32%    | 32%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 12%    | 125    | 9%     | 10%    |
+----------------------------------+--------+--------+--------+--------+

**Subject:** English Language Arts **Grade:** 3

**Test:** California Standards Test

[**Edition/Publication Year**\_\_NA\_\_\_\_\_\_ **Publisher
**]{.underline}Educational Testing Services

+----------------------------------+--------+--------+--------+--------+
|                                  | 2      | 2      | 2      | 2      |
|                                  | 003-04 | 002-03 | 001-02 | 000-01 |
+----------------------------------+--------+--------+--------+--------+
| Testing month April              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 84%    | 91%    | 88%    | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 63%    | 75%    | 64%    | 67%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 36%    | 38%    | 39%    | 34%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 10%    | 10%    | 11%    | 14%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 87     | 71     | 64     | 73     |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 100%   | 97%    | 97%    | 95%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 1      | 0      | 0      | 0      |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 1      | 0      | 0      | 0      |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SUBGROUP SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\. Economically Disadvantaged   |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 79%    | 90%    | 83%    | 75%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 53%    | 58%    | 58%    | 39%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 19%    | 7%     | 33%    | 4%     |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 2%     | 7%     | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 53     | 31     | 12     | 22     |
+----------------------------------+--------+--------+--------+--------+
| 2\. White                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 89%    | 91%    | 75%    | 82%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 81%    | 74%    | 75%    | 64%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 61%    | 44%    | 60%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 22%    | 9%     | 15%    | 17%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 36     | 23     | 20     | 36     |
+----------------------------------+--------+--------+--------+--------+
| 3\. African American             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 77%    | 92%    | 100%   | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 54%    | 92%    | 80%    | 67%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 15%    | 42%    | 20%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 0%     | 8%     | 0%     | 17%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 13     | 12     | 5      | 6      |
+----------------------------------+--------+--------+--------+--------+
| 4\. Hispanic                     |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 88%    | 94%    | 97%    | 90%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 52%    | 79%    | 58%    | 65%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 19%    | 39%    | 32%    | 35%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 3%     | 11%    | 10     | 10%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 31     | 28     | 3      | 20     |
+----------------------------------+--------+--------+--------+--------+
| **STATE SCORES**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 83%    | 84%    | 96%    | 83%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 61%    | 63%    | 73%    | 59%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 30%    | 33%    | 34%    | 30%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 9%     | 10%    | 11%    | 9%     |
+----------------------------------+--------+--------+--------+--------+

**Subject:** English Language Arts **Grade:** 4

**Test:** California Standards Test

**Edition/Publication Year**[\_\_\_\_\_\_NA]{.underline}
**Publisher**\_\_[Educational Testing
Services\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

+----------------------------------+--------+--------+--------+--------+
|                                  | 2      | 2      | 2      | 2      |
|                                  | 003-04 | 002-03 | 001-02 | 000-01 |
+----------------------------------+--------+--------+--------+--------+
| Testing month April              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 95%    | 90%    | 92%    | 89%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 83%    | 77%    | 77%    | 70%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 42%    | 41%    | 38%    | 31%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 11%    | 16%    | 13%    | 2%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 84     | 70     | 68     | 100    |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 100%   | 97%    | 99%    | 94%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 0      | 0      | 0      | 0      |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 0      | 0      | 0      | 0      |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SUBGROUP SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\. Economically Disadvantaged   |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 94%    | 83%    | 83%    | 80%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 77%    | 50%    | 54%    | 44%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 30%    | 4%     | 4%     | 3%     |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 9%     | 0%     | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 47     | 24     | 24     | 36     |
+----------------------------------+--------+--------+--------+--------+
| 2\. White                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 100%   | 89%    | 86%    | 89%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 88%    | 81%    | 79%    | 79%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 46%    | 46%    | 31%    | 38%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 13%    | 19%    | 17%    | 2%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 24     | 26     | 29     | 42     |
+----------------------------------+--------+--------+--------+--------+
| 3\. African American             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 100%   | 100%   | 100%   | 89%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 92%    | 75%    | 71%    | 67%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 54%    | 38%    | 43%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 14%    | 38%    | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 13     | 8      | 7      | 9      |
+----------------------------------+--------+--------+--------+--------+
| 4\. Hispanic                     |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 87%    | 93%    | 95%    | 92%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 78%    | 79%    | 76%    | 68%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 44%    | 39%    | 38%    | 32%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 13%    | 7%     | 10%    | 30%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 32     | 28     | 21     | 37     |
+----------------------------------+--------+--------+--------+--------+
| **STATE SCORES**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 91%    | 92%    | 90%    | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 73%    | 74%    | 71%    | 66%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 39%    | 39%    | 36%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 16%    | 15%    | 14%    | 11%    |
+----------------------------------+--------+--------+--------+--------+

**Subject:** English Language Arts **Grade:** 5

**Test:** California Standards Test

[**Edition/Publication Year**\_\_\_\_\_\_NA
**Publisher**\_]{.underline}Educational Testing Services\_\_

+----------------------------------+--------+--------+--------+--------+
|                                  | 2      | 2      | 2      | 2      |
|                                  | 003-04 | 002-03 | 001-02 | 000-01 |
+----------------------------------+--------+--------+--------+--------+
| Testing month April              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 84%    | 93%    | 91%    | 79%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 65%    | 75%    | 78%    | 59%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 36%    | 41%    | 30%    | 26%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 12%    | 8%     | 4%     | 6%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 66     | 76     | 86     | 91     |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 99%    | 97%    | 99%    | 94%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 1      | 0      | 0      | 0      |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 1      | 0      | 0      | 0      |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SUBGROUP SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\. Economically Disadvantaged   |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 76%    | 88%    | 88%    | 69%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 50%    | 50%    | 64%    | 38%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 13%    | 8%     | 7%     | 3%     |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 3%     | 0%     | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 38     | 24     | 42     | 40     |
+----------------------------------+--------+--------+--------+--------+
| 2\. White                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 82%    | 92%    | 88%    | 80%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 73%    | 74%    | 83%    | 71%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 41%    | 38%    | 37%    | 36%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 18%    | 9%     | 7%     | 9%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 22     | 34     | 41     | 44     |
+----------------------------------+--------+--------+--------+--------+
| 3\. African American             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 88%    | 100%   | 89%    | 61%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 75%    | 78%    | 67%    | 43%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 50%    | 33%    | 22%    | 14%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 13%    | 11%    | 0      | 0      |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 8      | 9      | 9      | 14     |
+----------------------------------+--------+--------+--------+--------+
| 4.Hispanic                       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 90%    | 95%    | 93%    | 90%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 57%    | 79%    | 81%    | 55%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 32%    | 42%    | 35%    | 18%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 7%     | 11%    | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 28     | 19     | 26     | 22     |
+----------------------------------+--------+--------+--------+--------+
| **STATE SCORES**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 87%    | 90%    | 90%    | 88%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 71%    | 72%    | 71%    | 66%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 40%    | 36%    | 31%    | 28%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 16%    | 10%    | 9%     | 7%     |
+----------------------------------+--------+--------+--------+--------+

**Subject:** English Language Arts **Grade:** 6

**Test:** California Standards Test

[**Edition/Publication Year**\_NA\_\_\_\_\_\_\_
**Publisher**]{.underline}\_\_\_\_\_Educational Testing Services

+----------------------------------+--------+--------+--------+--------+
|                                  | 2      | 2      | 2      | 2      |
|                                  | 003-04 | 002-03 | 001-02 | 000-01 |
+----------------------------------+--------+--------+--------+--------+
| Testing month April              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 91%    | 92%    | 83%    | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 75%    | 79%    | 67%    | 70%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 39%    | 38%    | 32%    | 31%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 16%    | 5%     | 7%     | 4%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 77     | 92     | 92     | 84     |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 100%   | 100%   | 100%   | 97%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 1      | 0      | 0      | 0      |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 1      | 0      | 0      | 0      |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SUBGROUP SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\. Economically Disadvantaged   |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 86%    | 84%    | 61%    | 77%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 62%    | 58%    | 39%    | 48%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 21%    | 5%     | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 0%     | 0%     | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 42     | 43     | 36     | 29     |
+----------------------------------+--------+--------+--------+--------+
| 2\. White                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 90%    | 93%    | 89%    | 91%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 73%    | 89%    | 76%    | 73%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 40%    | 49%    | 42%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 13%    | 7%     | 11%    | 2%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 30     | 45     | 45     | 51     |
+----------------------------------+--------+--------+--------+--------+
| 3\. African American             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 90%    | 80%    | 78%    | 83%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 90%    | 60%    | 57%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 30%    | 30%    | 14%    | 33%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 10%    | 10%    | 0%     | 0%     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 10     | 10     | 14     | 3      |
+----------------------------------+--------+--------+--------+--------+
| 4.Hispanic                       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 92%    | 93%    | 76%    | 76%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 69%    | 81%    | 63%    | 57%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 39%    | 35%    | 25%    | 19%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 15%    | 4%     | 0%     | 10%    |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 26     | 26     | 24     | 21     |
+----------------------------------+--------+--------+--------+--------+
| **STATE SCORES**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| > \% Far Below Basic & Above     | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| > \% Below Basic & Above         | 91%    | 87%    | 85%    | 87%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Basic & Above               | 72%    | 71%    | 66%    | 67%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Proficient & Above          | 36%    | 36%    | 30%    | 31%    |
+----------------------------------+--------+--------+--------+--------+
| > \% Advanced                    | 12%    | 13%    | 9%     | 8%     |
+----------------------------------+--------+--------+--------+--------+

**Subject:** Math **Grade:** 2

**Test:** California Standards Test

**Edition/Publication Year**\_\_\_\_\_\_[NA\_]{.underline}\_
**Publisher**\_\_[Educational Testing
Services\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

+---------------------------------------+---------+---------+---------+
|                                       | 2003-04 | 2002-03 | 2001-02 |
+---------------------------------------+---------+---------+---------+
| Testing month April                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 91%     | 91%     | 88%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 77%     | 62%     | 74%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 57%     | 42%     | 53%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 31%     | 17%     | 18%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 85      | 92      | 78      |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 99%     | 98%     | 95%     |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 0       | 1       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 0       | 1       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| 1\. Economically Disadvantaged        |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 97%     | 83%     | 86%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 74%     | 37%     | 58%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 44%     | 20%     | 37%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 18%     | 0       | 5%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 39      | 35      | 19      |
+---------------------------------------+---------+---------+---------+
| 2\. White                             |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 95%     | 95%     | 88%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 80%     | 79%     | 73%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 72%     | 66%     | 53%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 41%     | 26%     | 23%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 39      | 38      | 30      |
+---------------------------------------+---------+---------+---------+
| 3\. African American                  |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 100%    | 89%     | 92%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 75%     | 60%     | 92%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 50%     | 27%     | 75%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 38%     | 7%      | 8%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 8       | 15      | 12      |
+---------------------------------------+---------+---------+---------+
| 4.Hispanic                            |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 82%     | 93%     | 85%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 69%     | 53%     | 73%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 34%     | 27%     | 50%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 19%     | 13%     | 15%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 32      | 30      | 26      |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 99%     | 96%     | 92%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 79%     | 76%     | 68%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 51%     | 53%     | 43%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 23%     | 24%     | 16%     |
+---------------------------------------+---------+---------+---------+

**Subject:** Math **Grade:** 3

**Test:** California Standards Test

**Edition/Publication Year**\_\_\_\_\_\_\_[NA\_]{.underline}
**Publisher**\_[Educational Testing
Services\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

+---------------------------------------+---------+---------+---------+
|                                       | 2003-04 | 2002-03 | 2001-02 |
+---------------------------------------+---------+---------+---------+
| Testing month April                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 94%     | 95%     | 91%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 71%     | 83%     | 66%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 47%     | 66%     | 43%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 29%     | 20%     | 8%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 87      | 69      | 64      |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 100%    | 97%     | 95%     |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 1       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 1       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| 1\. Economically Disadvantaged        |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 92%     | 94%     | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 60%     | 68%     | 54%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 28%     | 39%     | 15%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 13%     | 10%     | 0%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 53      | 31      | 13      |
+---------------------------------------+---------+---------+---------+
| 2\. White                             |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 97%     | 100%    | 86%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 83%     | 91%     | 76%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 75%     | 65%     | 57%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 50%     | 26%     | 10%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 36      | 23      | 21      |
+---------------------------------------+---------+---------+---------+
| 3\. African American                  |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 92%     | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 46%     | 92%     | 67%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 23%     | 75%     | 50%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 8%      | 8%      | 17%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 13      | 12      | 6       |
+---------------------------------------+---------+---------+---------+
| 4.Hispanic                            |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 94%     | 93%     | 91%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 68%     | 82%     | 58%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 29%     | 68%     | 32%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 16%     | 18%     | 3%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 31      | 28      | 31      |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 96%     | 94%     | 91%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 73%     | 71%     | 65%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 48%     | 46%     | 38%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 21%     | 19%     | 12%     |
+---------------------------------------+---------+---------+---------+

**Subject:** Math **Grade:** 4

**Test:** California Standards Test

[**Edition/Publication Year**\_\_\_\_NA\_\_\_\_
**Publisher**]{.underline}\_\_\_\_\_\_\_\_\_\_Educational Testing
Services

+---------------------------------------+---------+---------+---------+
|                                       | 2003-04 | 2002-03 | 2001-02 |
+---------------------------------------+---------+---------+---------+
| Testing month April                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 93%     | 92%     | 90%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 81%     | 79%     | 71%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 54%     | 50%     | 40%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 19%     | 13%     | 20%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 83      | 67      | 68      |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 99%     | 96%     | 97%     |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 0       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 0       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| 1\. Economically Disadvantaged        |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 89%     | 88%     | 81%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 72%     | 58%     | 42%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 43%     | 13%     | 15%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 13%     | 0%      | 4%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 47%     | 24      | 26      |
+---------------------------------------+---------+---------+---------+
| 2\. White                             |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 100%    | 85%     | 84%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 83%     | 77%     | 67%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 54%     | 58%     | 37%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 75%     | 15%     | 17%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 24      | 26      | 30      |
+---------------------------------------+---------+---------+---------+
| 3\. African American                  |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 92%     | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Basic                            | 92%     | 88%     | 57%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient& Above                | 62%     | 50%     | 14%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 15%     | 0%      | 14%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 13      | 8       | 7       |
+---------------------------------------+---------+---------+---------+
| 4.Hispanic                            |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 88%     | 94%     | 95%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 78%     | 75%     | 77%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 53%     | 43%     | 75%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 16%     | 14%     | 14%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 32      | 28      | 22      |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 97%     | 93%     | 93%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 73%     | 72%     | 67%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 45%     | 45%     | 37%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 18%     | 18%     | 13%     |
+---------------------------------------+---------+---------+---------+

**Subject:** Math **Grade:** 5

**Test:** California Standards Test

[**Edition/Publication Year**\_\_\_\_\_NA\_\_\_
**Publisher**]{.underline}\_\_\_\_\_\_\_\_\_\_Educational Testing
Services

+---------------------------------------+---------+---------+---------+
|                                       | 2003-04 | 2002-03 | 2001-02 |
+---------------------------------------+---------+---------+---------+
| Testing month April                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 85%     | 89%     | 90%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 62%     | 74%     | 62%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 47%     | 45%     | 28%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 9%      | 18%     | 2%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 65      | 74      | 86      |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 98%     | 97%     | 98%     |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 1       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 1       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| 1\. Economically Disadvantaged        |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 79%     | 71%     | 89%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 47%     | 50%     | 41%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 21%     | 8%      | 9%      |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 0%      | 0%      | 0%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 38      | 24      | 44      |
+---------------------------------------+---------+---------+---------+
| 2\. White                             |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 82%     | 86%     | 94%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 59%     | 71%     | 61%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 55%     | 47%     | 32%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 18%     | 24%     | 5%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 22      | 34      | 41      |
+---------------------------------------+---------+---------+---------+
| 3\. African American                  |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 100%    | 88%     | 67%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 88%     | 66%     | 67%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 38%     | 33%     | 22%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 0       | 0       | 0%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 8       | 9       | 9%      |
+---------------------------------------+---------+---------+---------+
| 4.Hispanic                            |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 87%     | 95%     | 90%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 61%     | 79%     | 64%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 43%     | 42%     | 29%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 4%      | 16%     | 0%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 28      | 19      | 28      |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 90%     | 87%     | 90%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 65%     | 61%     | 59%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 38%     | 35%     | 29%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 12%     | 10%     | 59%     |
+---------------------------------------+---------+---------+---------+

**Subject:** Math **Grade:** 6

**Test:** California Standards Test

[**Edition/Publication Year**\_\_\_\_NA\_\_\_\_
**Publisher**]{.underline}\_\_\_\_\_Educational Testing Services

+---------------------------------------+---------+---------+---------+
|                                       | 2003-04 | 2002-03 | 2001-02 |
+---------------------------------------+---------+---------+---------+
| Testing month April                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 92%     | 96%     | 91%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 70%     | 76%     | 67%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 40%     | 40%     | 32%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 14%     | 7%      | 7%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 77      | 92      | 93      |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 100%    | 100%    | 99%     |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 0       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 0       | 0       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| 1\. Economically Disadvantaged        |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 90%     | 93%     | 82%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 57%     | 58%     | 37%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 19%     | 9%      | 3%      |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 2%      | 0%      | 0%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 42      | 43      | 38%     |
+---------------------------------------+---------+---------+---------+
| 2\. White                             |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 93%     | 96%     | 87%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 73%     | 78%     | 70%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 40%     | 47%     | 40%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 13%     | 7%      | 9%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 30      | 45      | 47      |
+---------------------------------------+---------+---------+---------+
| 3\. African American                  |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 100%    | 90%     | 93%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 80%     | 40%     | 57%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 60%     | 30%     | 14%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 0%      | 10%     | 0%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 10      | 10      | 14      |
+---------------------------------------+---------+---------+---------+
| 4.Hispanic                            |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%%   | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 89%     | 94%     | 92%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 62%     | 86%     | 58%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 35%     | 39%     | 25%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 15%     | 8%      | 4%      |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 26      | 26%     | 24%     |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| > \% Far Below Basic & Above          | 100%    | 100%    | 100%    |
+---------------------------------------+---------+---------+---------+
| > \% Below Basic & Above              | 93%     | 92%     | 91%     |
+---------------------------------------+---------+---------+---------+
| > \% Basic & Above                    | 66%     | 64%     | 62%     |
+---------------------------------------+---------+---------+---------+
| > \% Proficient & Above               | 35%     | 34%     | 32%     |
+---------------------------------------+---------+---------+---------+
| > \% Advanced                         | 12%     | 10%     | 10%     |
+---------------------------------------+---------+---------+---------+