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**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 2003-2004 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 1998.

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: \_\_\_\_\_ Elementary schools

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [21]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       39        33                     **72**       **7**       47        39          86

  **1**       39        43                     **82**       **8**       51        33          84

  **2**       32        43                     **75**       **9**                             

  **3**       49        44                     **93**       **10**                            

  **4**       44        42                     **86**       **11**                            

  **5**       47        41                     **88**       **12**                            

  **6**       45        46                     91           Other       47        51          98 \*

                                    **TOTAL                                                   855
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\* pre-K and nursery

6\. Racial/ethnic composition of [100]{.underline}% White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 3
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    880
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0034
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0.34
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: Hebrew

9\. Students eligible for free/reduced-priced meals: [3%]{.underline}

[29]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [22.5]{.underline}%

[193 \*]{.underline} Total Number of Students Served

\* 71 of these students are not classified as learning disabled.

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

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

\_\_\_\_Deaf-Blindness [85]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [32]{.underline} Speech or Language
Impairment

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

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

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) [9]{.underline} [0]{.underline}

Classroom teachers [77]{.underline} [8]{.underline}

Special resource teachers/specialists [15]{.underline} [3]{.underline}

Paraprofessionals [14]{.underline} [22]{.underline}

> Support staff [4]{.underline} [0]{.underline}
>
> Total number [119]{.underline} [33]{.underline}

12\. Average school student-"classroom teacher" ratio:
[11:1]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 97%         96%         96%         96%         96%

  Daily teacher attendance 96%         97%         96%         96%         96%

  Teacher turnover rate    13%         13%         14%         11%         11%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**Part III Summary**

Charged with the sacred responsibility of fostering the intellectual,
spiritual, and social growth of Jewish children, the Yeshiva of North
Jersey presents a vibrant learning environment founded upon timeless
Judaic values and knowledge. Our atmosphere provides the Yeshiva's
students with clear and consistent messages of ethical conduct, modesty,
and selflessness. Through our Values Clarification and Social Skills
programs, our children are taught that the human personality is the most
sacred and precious trust we possess. Our goal is the development of
children who are dedicated to Torah learning and an ethical way of life.

To implement this goal, we have engaged well-trained, devoted staff who
praise children's accomplishments and value their individual talents.
Our teachers are committed to identifying and enhancing the unique
attributes of each student, while encouraging academic excellence. Our
teachers employ clear presentation, organizational skills, excellent
questioning techniques, and consistent feedback to promote student
achievement.

Our educational program emphasizes skills in reading comprehension,
language arts, vocabulary development, and math concepts. Reading and
literacy form the foundation for the development of verbal skills.
Inquiry-based science and social studies curricula help awaken
intellectual curiosity and discovery. Our math program encourages the
use of logic and higher cognitive skills as children engage in
mathematical conjecture and discussions.

Committed to educating each child according to his/her needs, the
Yeshiva of North Jersey cultivates the multi-intelligences that enable
every individual to flourish. Accordingly, an extensive resource room
program thrives within the school. Students who need additional support
are instructed by trained professionals providing the skills development
necessary for progress within a formal classroom environment. Small
groups and individualized instruction facilitate classroom success for
the student body.

The Yeshiva also provides self-contained classes for students not yet
ready for a traditional classroom setting. The individual needs of these
children are met in classes limited to eight pupils. Many of these
students participate successfully in a variety of mainstream classroom
activities, as they integrate with their peers.

Through a remarkable, yet attainable vision, the Yeshiva is a model
institution for education. High quality programs and academic
achievement are fostered within a framework of ethical character
development and sensitivity to the individual needs of the child. An
idealistic faculty, working with a challenging curriculum, produces a
stimulating and creative educational environment at the Yeshiva.

INDICATORS OF ACADEMIC SUCCESS

**Part IV #1**

Upon annual examination of our Stanford Achievement scores which are
given yearly in grades 2-7, a pattern of consistent high achievement is
indicated. Our mean percentile rank, at all grade levels, usually falls
above the 83^rd^ percentile in math and above the 78^th^ percentile in
reading. These uniformly excellent results indicate that our math and
reading programs are consistently effective.

Our reading tests are divided into two subgroups. Reading Vocabulary
includes synonyms, context, and multiple meanings. Reading Comprehension
includes recreational reading, textual interpretation, critical
analysis, and process strategies. When scores are compared for both
subgroups of the reading test, there is little variation. Year after
year, both subtests show our mean percentile rank above the 78^th^
percentile.

Our math test is comprised of two parts: The first section is Problem
Solving which assesses the students' ability to apply their knowledge of
strategies, functions, number systems, number theory, algebra,
statistics, probability, and geometry. The second section of the math
test, Procedures, evaluates the students' knowledge of mathematical
procedure and focuses on computation. Both math subtests show
outstanding scores with variations of only 3 to 4 points, up or down.
The mean percentile rank most frequently falls around the 85^th^
percentile.

One goal of our yearly review of test results is to monitor fluctuations
in performance from one year to the next. Thus, we compare each grade's
test results to the previous years' scores. This examination has not
revealed any significant patterns; scores deviate by only a few
percentage points; differences are not statistically significant.

We conclude that our students' high performance can be attributed to the
fact that the curriculum is designed to present material in sequential
degrees of complexity and difficulty. We also infer that our teaching
staff, through the grades, demonstrates quality and expertise as they
develop skills proficiency in our students.

**Part IV \# 2**

Assessment data is employed to examine the progress of individual
students and to assess trends in a specific class or grade level. At YNJ
we are constantly involved in a process of self reflection based on
these assessment results. The information we receive from achievement
tests helps us evaluate the efficacy of specific programs, making
changes when necessary.

No curriculum is a static instrument of education. It must constantly be
reevaluated especially in relation to the students' achievements. Thus,
when math problem solving scores were found lagging behind math
procedure scores, a series of professional workshops, spanning the
course of two years, geared to the NCTM standards, became mandatory for
all teachers. As a result, achievement scores in math applications, on
almost every grade level, increased noticeably in the following years.
Similarly, a new vocabulary curriculum was implemented in the junior
high classes in response to a need identified by results of high school
entrance exams. The test scores helped us recognize that a more
formalized approach to vocabulary acquisition was warranted. Teachers
were directed to place a greater emphasis on enriching student language
expression, resulting in higher scores on the entrance exams.

**Part IV \# 3**

At YNJ, communication between school and home flows constantly in both
directions. In addition to quarterly report cards, teachers maintain
frequent phone contact with parents so that grades never come as a
surprise. Parents have three annual opportunities for parent-teacher
meetings, as well as a standing, open invitation to visit classrooms.

1.  Each year thousands of unique "Gold Merit" notes are mailed home in
    recognition of student achievement, effort, or good citizen traits.

2.  Traditionally, students rely on feedback from teachers to evaluate
    their progress. At YNJ, teachers utilize number and letter grades,
    written comments on tests, oral presentations, projects, and
    reports. Students are also taught to use self-assessment rubrics to
    engage in continuous evaluation of their own work. Thus, through
    reflection and metacognitive activity, they internalize standards of
    excellence.

3.  Recently we have undertaken the publication of a bimonthly school
    magazine mailed to all members of the community. In
    [Images]{.underline}, both pictures and words detail YNJ's
    achievements ranging from the superior results of our standardized
    testing to our award winning performances in academic competitions.

**Part IV #4**

YNJ is at the intersection of two communities. As a member of Torah
Umesorah, The National Council of Hebrew Day Schools, we are connected
to a large community of similar religious schools. As an elementary
school in Bergen County, New Jersey, we are in the midst of some of the
finest public schools in the nation. We are proud of our relationships
with both of these aspects of our culture and look forward to sharing
some of our programs, such as our successful resource room, with these
communities. Our resource room focuses on the instruction of
organizational skills and the development of successful study habits so
that the quality of education is enhanced for ALL children. Through a
series of communitywide workshops, we can help other schools implement
similar programs. Furthermore, we would like to initiate an online
network through which we would disseminate some of our special education
techniques.

We would like to expand our innovative Professional Development Program
to include staff members from other schools. Our plan is built upon the
premise that masterful teaching results from collegial observations,
wherein teachers spend days observing colleagues' classrooms, followed
by self-reflection and review.

Our blueprint for the future includes publication of our social skills
development curriculum, designed by our school psychologist and school
guidance counselor. This course, progressing from kindergarten through
eighth grade, decreases conflict, increases self-confidence, and helps
create a classroom climate in which academic productivity flourishes
with group-wide respect for each individual's contributions.

**Part V \# 1**

The YNJ Language Arts Program contains three strands: writing, reading,
and oral communication. The curriculum emphasizes the development of
reading fluency and comprehension, cohesive writing, and articulate
communication skills. Appreciation for literature and literary analysis
is a focal point, along with the basic elements of spelling, grammar,
and vocabulary acquisition. In the early grades, concentration is placed
on phonics and elementary writing skills. As students progress, they
engage in the writing process. Every written assignment is evaluated
according to rubrics in which specific achievement items and levels have
been defined.

The math curriculum engages children in the exploration of strategies
for solving problems in order to encourage mathematical understanding.
There are three fundamental strands to the math curriculum: Mechanics,
where students commit math facts and algorithms to automaticity;
Concepts, where students synthesize connections between concrete and
abstract ideas; Applications, where students pose and solve problems,
then verify and interpret results. Children are assessed according to
standards established for each grade level.

The overarching goals of our science curriculum revolve around
understanding the basic concepts of science, engaging in scientific
inquiry, and relating scientific knowledge to the world at large. We
achieve these goals through the study of the following strands: life
systems, matter and materials, energy, and earth and space. Science
classes focus on experimentation and the essential values of the
scientific method. Students are assessed according to a set of
expectations that includes specific levels of achievement for each goal.

> Our Social Studies curriculum is designed to address five essential
> questions.

1)  How does physical geography impact a country's environment and
    culture?

2)  How have people been affected by historical events?

3)  What are the values and customs that people share?

4)  How does government shape the face of a country?

5)  How does a country's economy change and develop?

Through applying map skills, analyzing data, and drawing conclusions,
students learn to make meaningful generalizations and comparisons for
communities, from the local to the global. Assessment is similar to that
of the science curriculum.

The goal of our Hebrew language curriculum is to develop Hebrew literacy
and language proficiency in our students in grades 1-8. Through verb
drills, each student creates sentences with a verb root and an
appropriate tense, person, and gender. Both teacher and student are
expected to communicate daily in Hebrew, in both oral and written form.
Our criteria for goal accomplishment are the abilities to write a Hebrew
composition, to respond correctly in Hebrew to spoken Hebrew questions,
and to read and comprehend Hebrew literature.

Music, visual arts, and drama comprise the three strands of our arts
curriculum. Students are provided with opportunities to broaden their
understanding of the world and to think creatively. Teachers maintain a
balance between individual work and cooperative projects. The goals of
the arts program are to stimulate children's social, physical and
emotional growth in a non-verbal environment. Achievement levels are not
specified for this program.

**Part V #2**

Our reading curriculum emphasizes the development of skills empowering
our students to read fluently, intelligently, and analytically. In
addition to reading for content and reading for learning, children are
provided with opportunities to read for pleasure and self-enhancement.
Reading classes engage the students in new experiences and discoveries
that imbue them with the joy of reading and help them to become lifelong
readers.

At all grade levels students:

1.  develop a range of reading strategies

2.  summarize and explain main ideas

3.  critically examine ideas

4.  read for specific purposes

5.  know how to preview and skim written material

Reading materials in all grades include fiction and non-fiction of
increasing levels of complexity from a variety of disciplines and
genres.

**Part V \# 3**

Social Skills do not always come naturally. We want to teach our
students how to interact with the people around them and their
environment. The skills program is designed to coincide with our
religious values. Each skill in our program can be integrated with some
aspect of Scripture-based values.

The concentration of skills is determined according to the development
of each grade:

1-Beginning Friendship Skills 5-Respect Workshop

2-Beginning Social Interaction 6-Dealing with Self-Esteem, Bullying and
Teasing

3-Getting Along with Others 7-Problem Solving and Decision Making

4-Making Friendships Work 8-Refusal Skills: Peer Pressure and Substance
Abuse

Inventory assessments are administered before and after each skills
segment to evaluate the program's efficacy.

**Part V #4**

Teachers at YNJ use a wide variety of instructional methods to improve
student learning. They include the use of manipulatives, hands-on
activities, experiential learning, multi-faceted programs, and school
trips. However, we are confronted with a challenge that many other
schools do not face. Since almost half of our day is devoted to
religious studies, we have to accomplish the teaching of language arts,
math, science, social studies, and foreign language in half the time
other schools do.

Therefore, we have found that a balance between direct teaching and
inquiry based instruction creates a learning atmosphere in which
children master all the requisite skills as they remain challenged and
engaged in their learning. The two methods complement each other. Direct
teaching lessons focus on basic facts that need to be mastered for
automaticity, such as naming the states and their capitals and
memorizing multiplication tables. Inquiry-based lessons offer students
opportunities to explore, discover, synthesize, and evaluate. Science
experiments, social studies debates, and literary analysis are all daily
activities employing inquiry-based learning in Grades 1-8.

**Part V \# 5**

Our professional development program has two aspects. One requires
teachers to choose three professional goals. They share these with three
colleagues whom they will observe. The colleagues present lessons
demonstrating their approaches to achieving these goals. After their
observations, teachers return to their classrooms, employing some of the
new methods they have learned from their co-teachers. An example of this
occurred in the fourth grade. The end of year fourth grade writing
sample identified weaknesses in writing coherence and fluency.
Therefore, our fourth grade teachers chose to observe the fifth grade in
order to ascertain what changes needed to be made to prepare the fourth
graders with improved writing skills.

The second aspect of our professional development program revolves
around collegial brainstorming leading to new curriculum innovations.
Each teacher chooses a specific project to develop over the course of
the year. When seventh grade student scores indicated a lack of
proficiency in comprehension of percent, we replaced the unit in our
text with one that was created by members of our math department. The
new design is a compilation of material from many sources that better
clarifies the topic.

Our students constantly benefit from teacher participation and
discussion that leads to curriculum change and annual revisions of our
course of studies.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Private school association(s): [Torah UMesorah (National Society for
Hebrew Day Schools)]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes X No
\_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

[\$ 8,750]{.underline} \$[8,750]{.underline} \$[8,750]{.underline}
\$[8,750]{.underline} \$[8,750]{.underline} \$[8,750]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$ [9,250]{.underline} \$[9,250]{.underline} \$[9,250]{.underline}
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$ [9,120]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$
[5,430]{.underline}

4\. What percentage of the annual budget is devoted to
[19.6]{.underline}%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [32.9]{.underline}
%

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [2]{.underline} Test [Stanford Achievement/Reading]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered [97 84 86 78 67]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   81             82             86             87             89

  Number of students tested                     92             76             83             75             62

  Percent of total students tested              94.8           90.4           96.5           96.1           92.5

  Number of students excluded                   5              8              3              3              5

  Percent of students excluded                  5.1            9.5            3.4            3.8            7.4

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [2]{.underline} Test [Stanford Achievement/Math]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered 97 84 86 78 67

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   83             81             82             83             89

  Number of students tested                     92             76             83             75             62

  Percent of total students tested              94.8           90.4           96.5           96.1           92.5

  Number of students excluded                   5              8              3              3              5

  Percent of students excluded                  5.1            9.5            3.4            3.8            7.4

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [3]{.underline} Test [Stanford Achievement / Reading]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered 88 87 85 73 74

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   80             79             77             79             70

  Number of students tested                     82             84             81             68             67

  Percent of total students tested              93.1           96.5           95.2           93.1           90.5

  Number of students excluded                   6              3              3              5              2

  Percent of students excluded                  6.8            3.4            3.5            6.8            2.7

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [3]{.underline} Test [Stanford Achievement / Math]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered 88 87 85 73 74

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   82             79             82             84             75

  Number of students tested                     82             84             82             68             67

  Percent of total students tested              93.1           96.5           96.4           93.1           90.5

  Number of students excluded                   6              3              3              5              2

  Percent of students excluded                  6.8            3.4            3.5            6.8            2.7

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [4]{.underline} Test [Stanford Achievement / Reading]{.underline}

Edition/publication year [\_9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered 87 87 75 74 73

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   74             78             83             74             79

  Number of students tested                     85             82             71             70             69

  Percent of total students tested              97.7           94.2           94.6           94.5           94.5

  Number of students excluded                   2              5              4              4              4

  Percent of students excluded                  2.2            5.7            5.3            5.4            5.4

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [4]{.underline} Test [Stanford Achievement / Math]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade in

which the test was administered 87 87 75 74 73

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   76             84             85             83             85

  Number of students tested                     85             82             71             70             69

  Percent of total students tested              97.7           94.2           94.6           94.5           94.5

  Number of students excluded                   2              5              4              4              4

  Percent of students excluded                  2.2            5.7            5.3            5.4            5.4

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [5]{.underline} Test [Stanford Achievement / Reading]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered [89 77 84 84 67]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   80             85             78             81             78

  Number of students tested                     84             74             78             77             67

  Percent of total students tested              94.3           96.1           92.8           91.6           100

  Number of students excluded                   5              3              6              6              0

  Percent of students excluded                  5.6            3.8            7.1            7.1            0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [5]{.underline} Test [Stanford Achievement / Math]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered [89 77 84 84 67]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   83             85             79             84             79

  Number of students tested                     84             74             78             77             67

  Percent of total students tested              94.3           96.1           92.8           91.6           100

  Number of students excluded                   5              3              6              6              0

  Percent of students excluded                  5.6            3.8            7.1            7.1            0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [6]{.underline} Test [Stanford Achievement / Reading]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered [85 86 86 69 74]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   87             86             86             84             88

  Number of students tested                     82             78             84             69             74

  Percent of total students tested              96.4           90.6           97.6           100            100

  Number of students excluded                   3              8              2              0              0

  Percent of students excluded                  3.5            9.3            2.3            0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [6]{.underline} Test [Stanford Achievement / Math]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

cores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered [85 86 86 69 74]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   87             85             87             89             83

  Number of students tested                     82             78             84             69             74

  Percent of total students tested              96.4           90.6           97.6           100            100

  Number of students excluded                   3              8              2              0              0

  Percent of students excluded                  3.5            9.3            2.3            0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [7]{.underline} Test [Stanford Achievement / Reading]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

[in which the test was administered 88 93 75 76 46]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   79             82             79             83             77

  Number of students tested                     82             89             75             76             46

  Percent of total students tested              93.1           95.6           100            100            100

  Number of students excluded                   6              4              0              0              0

  Percent of students excluded                  6.8            4.3            0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [7]{.underline} Test [Stanford Achievement / Math]{.underline}

Edition/publication year [9]{.underline} Publisher [Harcourt
Brace]{.underline}

Number of students who took the test \_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

[Self-contained classroom students -- These students have disabilities
which required them to be tested under conditions which allow for
greater assistance. Therefore they were given the Stanford Achievement
test but their scores were not included.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

Number of students in the grade

in which the test was administered [88 93 75 76 46]{.underline}

  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------
                                                2002-2003      2001-2002      2000-2001      1999-2000      1998-1999

  Testing month                                 April          April          April          May            April

  **SCHOOL SCORES**                                                                                         

  Total Score                                   83             83             84             85             86

  Number of students tested                     82             89             75             76             46

  Percent of total students tested              93.1           95.6           100            100            100

  Number of students excluded                   6              4              0              0              0

  Percent of students excluded                  6.8            4.3            0              0              0

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  Number of students tested                                                                                 
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------