##### **U.S. Department of Education November 2002**

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Ms. Marjorie Miller]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address: [1545 East Merced Avenue]{.underline}

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

[West Covina]{.underline} [California]{.underline}
[91791-3555]{.underline}

City State Zip Code+4 (9 digits total)

Tel.: [(626) 931-1700]{.underline} Fax: [(626) 931-1704]{.underline}

Website/URL: [www.wcusd.org]{.underline} Email:
[mmiller@wcusd.org]{.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.

[Marjorie Miller]{.underline} Date: [3/28/03]{.underline}

(Principal's Signature)

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

Name of Superintendent: [Dr. Richard Vladovic]{.underline}

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

District Name: [West Covina Unified School District]{.underline} Tel:
[(626) 939-4600]{.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.

[Richard Vladovic]{.underline} Date: [3/28/03]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson: [Mr. Steven Cox]{.underline}

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

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

[Steve Cox]{.underline} Date: [3/28/03]{.underline}

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [9]{.underline} Elementary
schools

[2]{.underline} Middle schools

Junior high schools

[2]{.underline} High schools

[13]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,028.]{.underline}

Average State Per Pupil Expenditure: [\$7,124.]{.underline}

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

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

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

4\. [5]{.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**       42        25                     67           **7**                             

  **1**       36        36                     72           **8**                             

  **2**       42        30                     72           **9**                             

  **3**       36        44                     80           **10**                            

  **4**       37        43                     80           **11**                            

  **5**       35        29                     64           **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   435
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [12%]{.underline} White

the students in the school: [7%]{.underline} Black or African American

[69%]{.underline} Hispanic or Latino

[12%]{.underline} Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[29.66%]{.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 70
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 62
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        132
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    445
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .2966
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    29.66%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [26%]{.underline}

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

Number of languages represented: [13]{.underline}

Specify languages: Albanian, Arabic, Cantonese, Chiu Chao, Chow Chow,
English, Fijian, Greek, Hindi, Mandarin, Spanish, Tagalog, Vietnamese

9\. Students eligible for free/reduced-priced meals: [61%]{.underline}

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

> If this method is not 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: [6%]{.underline}

[28]{.underline} Total Number of Students Served

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

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

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [4]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [20]{.underline} Speech or Language
Impairment

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

[0]{.underline} Multiple Disabilities [0]{.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) [1]{.underline} [0]{.underline}

Classroom teachers [21]{.underline} [1]{.underline}

Special resource teachers/specialists [1]{.underline} [2]{.underline}

Paraprofessionals [0]{.underline} [7]{.underline}

> Support staff [4]{.underline} [3]{.underline}
>
> Total number [27]{.underline} [13]{.underline}

12\. Student-"classroom teacher" ratio: [21 : 1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.04       96.13       96.13       95.88       99.31

  Daily teacher attendance 96.50       96.5        96.5        96.5        96.5

  Teacher turnover rate    7%          7%          7%          7%          7%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III - SUMMARY]{.underline}**

Merced Elementary School, a ***California Distinguished School***, is
located 20 miles east of metropolitan Los Angeles in the city of West
Covina, California. As one of the 9 elementary schools in West Covina
Unified School District (WCUSD), Merced exemplifies excellence in
education. Our school mission conceptualizes our commitment to
education. "*We believe that all students must be prepared academically,
exhibit positive character responsibility and maintain physical and
emotional well being in an ever changing and challenging diverse
world"*. Merced Elementary, a K-5 school with approximately 450
students, serves an ethnically, economically and culturally diverse
population. Our current ethnicity consists of 11% Caucasian, 69%
Hispanic, 9% African American, 6% Asian and 3% Varied Ethnic Groups. Our
rich cultural diversity is evident through the 11 languages spoken with
30% of the student population classified as English Language Learners
(ELL). 100% of our teaching staff and principal are certificated for
instructing our limited English proficient students. As a *California
Title I Schoolwide Project School*, we provide services for families
from all socioeconomic backgrounds and received a state accolade, the
***Teresa P. Hughes Award***, for exceptional parent involvement and
strong commitment to our school community. As a result of outstanding
coordinated program implementation, Merced Elementary was designated by
the State of California as a ***Title I Achieving School 2002.***

Merced's extraordinary staff of professionals includes 23 certificated
teachers, 14 classified personnel, 7 part-time paraprofessionals and one
administrator. Additional *Designated Instruction* *Services* personnel
supplement our regular education program. This staff includes
certificated specialists in speech and language, vision/hearing,
adaptive physical education, special education, psychology and health
care. Our traditional teaching staff has over 365 years of cumulative
teaching experience.

At Merced Elementary School, every student has access to a
comprehensive, challenging and balanced core curriculum. Our goal is
that all students have the opportunity to achieve their highest
potential in all areas of life. It is our responsibility to provide a
strong academic foundation and guidance in developing strong leadership
and citizenship skills. All education programs are standards-based and
aligned with State and District core curriculum standards. Student
achievement is closely monitored and determined by a wide variety of
assessments. Students with special needs receive additional support for
achieving academic standards. In order to expand student development we
provide all students with a variety of opportunities including
computer-enhanced instruction, service learning activities, community
based projects and character education.

Students at Merced Elementary School are positive about their learning
experiences and come to school happy and eager to learn. They feel safe,
nurtured and academically challenged. The staff goes above and beyond to
create an outstanding learning environment for all students. Our school
community works collaboratively with our school district in establishing
and implementing goals, grade level standards and assessments in an
effort to strive for continued educational excellence.

Merced Elementary School is committed to academic distinction through
our guiding principle of continually "Building on Excellence". Through
powerful links to community, strong leadership and a dedicated staff,
Merced School will continue to exemplify high caliber education.

### **[PART IV - INDICATORS OF ACADEMIC SUCCESS]{.underline}**

# **1. Assessment Results**

Merced Elementary School participates in the state mandated Standardized
Testing and Reporting Program which provides composite data of student
performance levels. Three evaluative components are given to all public
school students in grades 2 through 11. These include *The California
Standards Tests*, the *Stanford Achievement Test* and the *Spanish
Assessment of Basic Education*.

The *California Standards Tests* are aligned to state-adopted standards
and present a clear indication of mastery of grade level standards.
Student results are based on individual achievement of identified state
adopted academic standards and student score comparisons. In addition to
these tests fourth grade students are administered the *California
Writing Standards Tests* which are based on California English-Language
Arts Academic Content Standards.

The State Board of Education has delineated five performance levels for
reporting standards based test results. The performance levels are
designated as Advanced, Proficient, Basic, Below Basic and Far Below
Basic. The following comparative percentile criteria has been assigned
for student performance:

Advanced 80-90^th^ Proficient 60-70^th^ Basic 40-50^th^

The attached charts display the composite school scores and grade level
achievement of Merced students on the *California Standards Tests*.

*The Stanford Achievement Test* (SAT-9) is based on national norms and
reported as National Percentile Ranking. These scores compare individual
student achievement with a norm group of students of the same grade in
varied geographical locations. Sub-tests include reading, language,
spelling and mathematics. Student scores are reported as Above Average,
Average and Below Average. Based on the performance of a norm group the
bottom 23% of student scores are designated as Below Average, the middle
54% Average and the top 23% Above Average.

The attached charts display the composite school scores and grade level
achievement of Merced students on the SAT-9. Also included are data
charts for our significant sub-groups, Hispanic and Socio-Economically
Disadvantaged.

Based on established criteria, **all** Merced students have demonstrated
a high level of academic achievement evidenced through progressive
academic growth.

## **2. Performance Improvement Through Assessment Analysis**

A well-established districtwide accountability system based on State and
District Content Standards is in place to monitor student achievement,
promote instructional change and report to parents and community. A
culmination of data from *The Stanford 9 Norm Referenced Achievement*
*Test, California Standards Tests* and *The West Covina District
Multiple Measures Analysis* is used to produce an overall composite of
student achievement of grade level content standards. Disaggration of
this data is used as a basis for differentiated instruction for gifted,
special education, English learners and students meeting/not meeting
grade level standards. The extensive use of District and site generated
rubrics in all curricular areas, allows teachers to closely define
levels of achievement and initiate strategies for success. Our teachers
meet bi-monthly in grade level teams to review evaluation/assessment
data and analyze student work using the *Tuning Protocol Method*.
Cross-grade level analysis of student performance is conducted at the
end of each semester. Following analysis of student performance levels
and targeting areas of need, staff development activities are planned
throughout the year to assist staff with updating current methodology to
ensure the best instructional practices.

An essential factor in student achievement is supporting student
learning at home. Student academic progress and grade level standards
are reviewed with parents at scheduled parent-teacher conferences.
Through a collaborative effort strategies are established for assistance
in maintaining and improving student performance.

## **3. Communication of Student Performance**

Communication with our Merced community is a priority and has
contributed to the exceptional academic gains of our students.
Individual student academic performance is reviewed with parents at
scheduled parent-teacher conferences. Articulation of standardized
testing results, District Multiple Measures evaluations and classroom
performance empower families with academic intercommunication. The WCUSD
has revised the traditional report card to align with State and District
adopted standards. These standards and rubric grading scales are printed
on the report card. This system is designed to benefit students, parents
and teachers and give a clear representation of student progress and
achievement. Content standards are the basis of our reporting system and
clearly define what is to be learned at the conclusion of each grade
level. Rubrics have become an essential classroom tool. Students in all
classrooms understand and effectively use rubrics in evaluation of their
own work. In grades four and five students demonstrate responsibility
and accountability for their progress through student-directed
parent/teacher conferences.

The cornerstone of Merced Elementary School is family commitment. We
realize that parent involvement can make a difference in a child's
education. At Merced, teachers and parents strive

to be educational partners in support of student learning. Parent
Involvement Meetings are scheduled throughout the year to provide
parents with information on student accountability. Communication
between home and school is supported by classroom newsletters, notes,
PTA Newsletters, progress reports, report cards, parent conferences, web
sites, parent information meetings and parent workshops. Our school
accountability report is published annually in our local newspaper as
well as appearing on our School Site web page and the California Dept.
Of Education web site.

**4. Sharing Our Success**

Merced School is extremely proud of the academic accomplishments of its
student body. Through concentrated efforts student performance has
significantly increased resulting in an advanced *Academic Performance
Index* ranking and recognition as a high achieving school. The staff
recognizes the importance of implementing quality programs and actively
engages in opportunities to share strategies for success. Through
various venues, we have and will continue to promote the best teaching
practices for advancement of academic growth. At the District level,
selected teachers facilitate districtwide training sessions, which
include strategies for effectively teaching writing, reading and math
standards through applied collaboration and benchmark learning. Annual
School Board presentations provide a forum to showcase our exceptional
programs and share our successes with the community.

Our reputation of excellence reaches outside our own district to include
opportunities statewide. The State Department of Education has
acknowledged Merced School as a model for exceptional teaching practices
and has recommended Merced as a model program for site visitations. Our
school staff has been invited to present at the *Annual Title I
Achieving Schools Conference* in San Diego, CA, May 2003. This
conference carries the prestige as a premiere professional development
activity for instructional staff in which achieving schools describe the
strategies used to reach targets for all student populations.

Currently, members of the Merced staff are being trained through a state
funded collaborative program, *Early Intervention for School Success*.
At the conclusion of this training, our school will petition to become a
demonstration school. Additionally, we will participate in the Southern
California Comprehensive Assistance Center as a model school for
effective use of classroom data to improve student achievement.

At Merced Elementary School, we feel that we can make a significant
contribution to professional growth and program implementation/planning.
We will continue to strive for excellence in education and invite our
colleagues to share in our successes.

**[PART V - CURRICULUM AND INSTRUCTION]{.underline}**

## **1. Our School Curriculum**

The staff at Merced Elementary is committed to providing a balanced and
student-centered curriculum that engages and meets the needs of all
students. Our standards based math curriculum integrates basic
computation skills, mathematical concepts and the development of problem
solving skills. Along with our adopted series, Houghton Mifflin Math,
our staff has implemented strategies from *The Winning Equation* and the
best practices from the research of Linda Darling-Hammond. Teachers
integrate manipulatives and math journals allowing students to develop
strong reasoning skills and prepare for authentic math performance
assessments. Additional supplementary resources include *Math Their Way,
Marcy Cook, Touch Math, AIMS and Accelerated Math*.

Standards based science curricular units build upon concepts from grade
level to grade level as guided by District and State standards. Teachers
recognize the importance of service learning opportunities as a means of
authenticating concepts. Each year our fifth grade students attend
Outdoor Science School in our local mountains where real life
experiences in the outdoors take abstract concepts presented in the
classroom and make them comprehensible. Other exciting activities
include raising trout in the classroom, recycling, hydroponics, Nature
Bowl, Jimminy Cricket Environmentality Challenge and Internet nationwide
competitions - *Think Quest and Thinking Cap Quiz Bowl*. Our Special Day
Class participates is mainstreaming activities which include
horticulture and hydroponics.

The standards based social studies curriculum utilizes the adopted text,
which is supplemented by simulations, literature, realia, role-playing,
debates and presentations of historical events. Study trips to locations
such as the Southwest Museum and San Gabriel Mission bring history to
life. Units on ancestry and immigration connect students to their
cultural backgrounds and celebrate the diversity of our community.
Students are taught to think critically about historical issues and
consider the relevance to current events. Each year our students
participate in citywide writing competitions sponsored by the West
Covina Historical Society. Additional activities include special
simulation programs such as *Wagons West*, *Caravans* and Internet
activities.

In our school mission of preparing students to exhibit positive
character responsibility, we have adopted a character education
curriculum, which incorporates two methodologies of instruction. *The*
*Pyramid of Success*, a 15-component program authored by John Wooden,
and *Second Step - Steps to Respect*. This curriculum is aligned with
state standards for character education and addresses positive personal
attributes, healthy friendships and bullying.

To best serve our English Language Learners (ELL), our staff uses
*Specially Designated* *Academic Instruction in English* (SDAIE) and
sheltered instruction in core curriculum areas. Students participate in
English language development instruction daily using ELL curricular
materials including "*Experiences in English", "Into English"* and
*Computer Education for Language* *Learning (CELL)*. Our home-based
extension for ELL is the *Zampaletras Program*, which focuses on early
transition skills. In addition, ELL instructional assistants reinforce
standards based instruction in the classroom setting.

## **2. Our Reading Curriculum**

With literacy as our school and district focus, our goal is to have all
students reading at grade level by age 9. Merced's reading philosophy is
based on the research findings of the *Consortium of Reading Excellence
(CORE)* that "Teaching children to read is the key to subsequent
educational success and should be the most important priority of the
elementary school". We have adopted the *CORE* methodology and based on
consistent academic gains have concluded that this is a contributing
factor to increased student academic performance. Using current
educational practices, teachers coordinate directed lessons, daily small
group reading instruction, collaborative literacy groups, student
learning centers and independent activities, including technology
applications. In addition, we have incorporated the *Open Court Phonetic
Series* instructional program at all grade levels. After collaborative
evaluation, our staff chose this systematic meaning centered program for
all student ability levels. This program develops all key areas of the
literacy curriculum to form the basis of instruction by providing basic
techniques and predictable approaches which give students invaluable
tools that can be applied easily to all new learning. Our reading
series, *Spotlight On Literacy* published by MacMillan/McGraw-Hill,
provides success in reading through high-interest, multilevel literature
and develops independent readers through phonics, skills and strategy
instruction. This series was chosen for standards based skills developed
through correlated spelling, writing, grammar, listening, language
development and integrated technology. The powerful computer based
Accelerated *Reading Program* and *STAR Computer Reading Assessments*
are used by [all]{.underline} students in grades one through five with
tremendous success. Additional literacy opportunities include Reading
Recovery, Project Read, Dinosaur Reading Club, 60 Minute Club, Reading
Clubhouse and cross-age buddy reading.

\*Our students participate in "*The Governor's Reading Award"* reading
incentive program for number of pages read schoolwide. Last year, our
students read 500,000 pages.

## **3. Our Technology Curriculum**

Merced's technology curriculum envisions all students using technology
to succeed in all areas of study. Our vision is a pro-active commitment
to embrace extensive use of technology, reinforce the mission of student
learning, provide staff empowerment, utilize administrative support and
encourage community involvement.

Merced has developed a technology plan to support learning and
instruction. Our technology lab contains the *Wasatch Learning System,
which* incorporates standards based reading, math, science, social
studies and problem solving skills for grades K-5. Word processing
programs are utilized for standards based language arts activities
including *Writers' Workshop*. Students are challenged with research
skills through use of computer encyclopedias and atlases. Use of
Internet resources provides opportunities for all students to expand
their knowledge base through employment of research skills. Our school
has recently subscribed to the *Learning Connection Online -* an
Internet resource from Educational Consulting Services and The Center
For Performance Assessment. This program merges California's content
standards with proven lesson plans and assessments designed to raise
student achievement and proficiency test scores.

Our curriculum contains a technology matrix, a scope and sequence
outlining goals, objectives, and recommenced software for each grade
level including bilingual support. The successful use of technology in
our educational setting is evidenced by student proficiency on beginning
keyboarding in kindergarten and extending to complex skills by grade 5.
Our mission concludes that by grade 5 all students will author
compositions using word processing, editing tools, graphics and simple
Power Point presentations. In addition, students will efficiently use
Internet resources to acquire information, evaluate quality sources and
integrate credible information into compositions using file management.
Through this curriculum all students will be prepared for an
ever-changing challenging world.

**4. Our Instructional Methodology**

The staff at Merced Elementary annually conducts a self-study to
determine the best practices in education for improvement of student
learning. Our staff plans instructional lessons using the *Jay* *McTighe
Backward Design Model* and *West Education Standards-based Instructional
Planning* *Template*. Standards are successfully implemented across all
grade levels through differentiated instruction in cluster groupings
during the school day, before school tutoring and our summer school
program, which provides accelerated interventions.

Teacher focus is to engage all students in active learning. Students are
motivated through curiosity by linking their own knowledge and
experience. Clustered gifted students are presented with challenging
activities incorporating *Howard Gardner's Multiple Intelligences
Theory*. These experiences include creative writing, art, dramatic
performances, scientific problem solving and developing cooperative
skills.

Our *Multiple Activities Time* provides differentiated activities with a
high level of student participation and interaction. Instruction
includes modeling, guided questioning, responsive feedback and
re-teaching. Lessons promote on task learning and pacing is based on
lesson objectives and learner needs. For our ELL we utilize the SDAIE
method of instruction to promote language proficiency in reading and
writing. Our school has a unique *Literacy First Program* for academic
support provided by part-time credentialed teachers who assist students
with special needs and at risk populations.

Use of the *Accelerated Reader Program* has a dramatic impact on student
learning schoolwide. This computer-based program is utilized in every
classroom everyday. Students earn points for books read and are
recognized monthly at special assemblies for their accomplishments. This
program encourages goal setting while improving student performance in
reading.

## 

## **5. Our Professional Development**

The Merced Staff acknowledges the vital role of on going professional
development in meeting changing educational needs. Teachers regard
themselves as life long learners who continually develop their
professional skills in order to provide the best educational
opportunities for all students. The WCUSD supports teachers in providing
each student with the best possible learning experiences. Based on a
teacher needs assessment and student achievement results the District
annually selects several major focal areas to drive districtwide
professional development. Teachers attending off campus professional
growth workshops present information at monthly staff meetings. Our
school is currently hosting professional development training, *Early
Intervention For School Success,* which assists teachers in grades K-2
with research based strategies to improve student performance. Many
schoolwide opportunities are in place for continual program improvement.
All teachers have been trained in effective strategies of the *Tuning
Protocol Method* for evaluating student work. This training has proved
invaluable in program planning, differentiating instruction and
improving student achievement.

Our staff has been trained and now designs instructional lessons using
the *Jay McTighe Backward Design Model* and *West Education
Standards-based Instructional Planning Template.* We employ the *Ten
Design Elements for High Quality Professional Development, which*
provides guidelines for planning and implementing meaningful staff
development activities that directly affect student acquisition of
content standards. Our site administrator is currently training all
staff on the *The California Standards for the Teaching Profession*.
These standards address the cultural diversity of students in California
and provide teachers with a developmental view of instruction.

**Merced School -- West Covina Unified School District -- West Covina,
California**

###### California Standards Test

**School Scores**

##### Language Arts Performance Levels -- Basic, Proficient and Advanced

  ----------------------------------- -----------------------------------
  Total Language\                     Total Language\
  2001                                2002

  70                                  69.3
  ----------------------------------- -----------------------------------

Schoolwide Performance Average

Math Performance Levels -- Basic, Proficient and Advanced

  -----------------------------------------------------------------------
  Total Math\
  2002

  73.15
  -----------------------------------------------------------------------

Schoolwide Performance Average

California Standards Test

Mathematics

Merced School 2001-2002

  ------------------------------------------------------ ----------------
  GRADE 2                                                 

  Testing: April-May                                      

  SCHOOL SCORES                                          2001-2002

  TOTAL                                                   

  At or Above Basic                                      83%

  At or Above Proficient                                 48%

  At Advanced                                            23%

  Number of students tested                              79

  Percent of total students tested                       100%

  Number of students not tested                          0

  Percent of students not tested                         0

                                                          

  SUBGROUP SCORES                                         

  HISPANIC                                                

  At or Above Basic                                      79%

  At or Above Proficient                                 44%

  At Advanced                                            17%

                                                          

  SOCIO-ECONOMICALLY DISADVANTAGED                        

  At or Above Basic                                      76%

  At or Above Proficient                                 34%

  At Advanced                                            13%

                                                          

  STATE SCORES                                            

  TOTAL                                                   

  At or Above Basic                                      68%

  State Mean Score                                       \*

  At or Above Proficient                                 43%

  State Mean Score                                       \*

  At Advanced                                            16%

  State Mean Score                                       \*

                                                         \*=not available
  ------------------------------------------------------ ----------------

California Standards Test

Mathematics

Merced School 2001-2002

  ------------------------------------------------------ ----------------
  GRADE 3                                                 

  Testing: April-May                                      

  SCHOOL SCORES                                          2001-2002

  TOTAL                                                   

  At or Above Basic                                      81%

  At or Above Proficient                                 59%

  At Advanced                                            27%

  Number of students tested                              98

  Percent of total students tested                       98%

  Number of students not tested                          2

  Percent of students not tested                         2%

                                                          

  SUBGROUP SCORES                                         

  HISPANIC                                                

  At or Above Basic                                      75%

  At or Above Proficient                                 52%

  At Advanced                                            21%

                                                          

  SOCIO-ECONOMICALLY DISADVANTAGED                        

  At or Above Basic                                      81%

  At or Above Proficient                                 54%

  At Advanced                                            19%

                                                          

  STATE SCORES                                            

  TOTAL                                                   

  At or Above Basic                                      65%

  State Mean Score                                       \*

  At or Above Proficient                                 38%

  State Mean Score                                       \*

  At Advanced                                            12%

  State Mean Score                                       \*

                                                         \*=not available
  ------------------------------------------------------ ----------------

California Standards Test

Mathematics

Merced School 2001-2002

  ------------------------------------------------------ ----------------
  GRADE 4                                                 

  Testing: April-May                                      

  SCHOOL SCORES                                          2001-2002

  TOTAL                                                   

  At or Above Basic                                      78%

  At or Above Proficient                                 53%

  At Advanced                                            20%

  Number of students tested                              61

  Percent of total students tested                       88%

  Number of students not tested                          8

  Percent of students not tested                         12%

                                                          

  SUBGROUP SCORES                                         

  HISPANIC                                                

  At or Above Basic                                      73%

  At or Above Proficient                                 46%

  At Advanced                                            20%

                                                          

  SOCIO-ECONOMICALLY DISADVANTAGED                        

  At or Above Basic                                      58%

  At or Above Proficient                                 28%

  At Advanced                                            3%

                                                          

  STATE SCORES                                            

  TOTAL                                                   

  At or Above Basic                                      67%

  State Mean Score                                       \*

  At or Above Proficient                                 37%

  State Mean Score                                       \*

  At Advanced                                            13%

  State Mean Score                                       \*

                                                         \*=not available
  ------------------------------------------------------ ----------------

California Standards Test

Mathematics

Merced School 2001-2002

+-----------------------------------------------------+----------------+
| GRADE 5                                             |                |
+-----------------------------------------------------+----------------+
| Testing: April-May                                  |                |
+-----------------------------------------------------+----------------+
| SCHOOL SCORES                                       | 2001-2002      |
+-----------------------------------------------------+----------------+
| #### TOTAL                                          |                |
+-----------------------------------------------------+----------------+
| At or Above Basic                                   | 63%            |
+-----------------------------------------------------+----------------+
| At or Above Proficient                              | 34%            |
+-----------------------------------------------------+----------------+
| At Advanced                                         | 7%             |
+-----------------------------------------------------+----------------+
| Number of students tested                           | 84             |
+-----------------------------------------------------+----------------+
| Percent of total students tested                    | 98%            |
+-----------------------------------------------------+----------------+
| Number of students not tested                       | 2              |
+-----------------------------------------------------+----------------+
| Percent of students not tested                      | 2%             |
+-----------------------------------------------------+----------------+
|                                                     |                |
+-----------------------------------------------------+----------------+
| SUBGROUP SCORES                                     |                |
+-----------------------------------------------------+----------------+
| HISPANIC                                            |                |
+-----------------------------------------------------+----------------+
| At or Above Basic                                   | 60%            |
+-----------------------------------------------------+----------------+
| At or Above Proficient                              | 29%            |
+-----------------------------------------------------+----------------+
| At Advanced                                         | 5%             |
+-----------------------------------------------------+----------------+
|                                                     |                |
+-----------------------------------------------------+----------------+
| SOCIO-ECONOMICALLY DISADVANTAGED                    |                |
+-----------------------------------------------------+----------------+
| At or Above Basic                                   | 57%            |
+-----------------------------------------------------+----------------+
| At or Above Proficient                              | 30%            |
+-----------------------------------------------------+----------------+
| At Advanced                                         | 7%             |
+-----------------------------------------------------+----------------+
|                                                     |                |
+-----------------------------------------------------+----------------+
| STATE SCORES                                        |                |
+-----------------------------------------------------+----------------+
| TOTAL                                               |                |
+-----------------------------------------------------+----------------+
| At or Above Basic                                   | 59%            |
+-----------------------------------------------------+----------------+
| State Mean Score                                    | \*             |
+-----------------------------------------------------+----------------+
| At or Above Proficient                              | 29%            |
+-----------------------------------------------------+----------------+
| State Mean Score                                    | \*             |
+-----------------------------------------------------+----------------+
| At Advanced                                         | 7%             |
+-----------------------------------------------------+----------------+
| State Mean Score                                    | \*             |
+-----------------------------------------------------+----------------+
|                                                     | \*=not         |
|                                                     | available      |
+-----------------------------------------------------+----------------+

California Standards Test

##### Language Arts

Merced School 2001-2002

  -------------------------------------------- ------------- -------------
  GRADE 2                                                     

  Testing: April-May                                          

  SCHOOL SCORES                                2001-2002     2000-2001

  TOTAL                                                       

  At or Above Basic                            68%           81%

  At or Above Proficient                       43%           34%

  At Advanced                                  13%           10%

  Number of students tested                    79            86

  Percent of total students tested             100%          96%

  Number of students not tested                0             4

  Percent of students not tested               0             4%

                                                              

  SUBGROUP SCORES                                             

  HISPANIC                                                    

  At or Above Basic                            65%           75%

  At or Above Proficient                       42%           28%

  At Advanced                                  12%           8%

                                                              

  SOCIO-ECONOMICALLY DISADVANTAGED                            

  At or Above Basic                            50%           74%

  At or Above Proficient                       29%           21%

  At Advanced                                  11%           2%

                                                              

  STATE SCORES                                                

  TOTAL                                                       

  At or Above Basic                            63%           61%

  State Mean Score                             \*            \*

  At or Above Proficient                       32%           32%

  State Mean Score                             \*            \*

  At Advanced                                  9%            10%

  State Mean Score                             \*            \*

                                               \*=not         
                                               available     
  -------------------------------------------- ------------- -------------

California Standards Test

##### Language Arts

Merced School 2001-2002

  -------------------------------------------- ------------- ------------
  GRADE 3                                                     

  Testing: April-May                                          

  SCHOOL SCORES                                2001-2002     2000-2001

  TOTAL                                                       

  At or Above Basic                            77%           75%

  At or Above Proficient                       39%           38%

  At Advanced                                  13%           7%

  Number of students tested                    82            67

  Percent of total students tested             98%           99%

  Number of students not tested                2             1

  Percent of students not tested               2%            1%

                                                              

  SUBGROUP SCORES                                             

  HISPANIC                                                    

  At or Above Basic                            71%           77%

  At or Above Proficient                       32%           43%

  At Advanced                                  9%            5%

                                                              

  SOCIO-ECONOMICALLY DISADVANTAGED                            

  At or Above Basic                            69%           67%

  At or Above Proficient                       27%           28%

  At Advanced                                  6%            3%

                                                              

  STATE SCORES                                                

  TOTAL                                                       

  At or Above Basic                            62%           59%

  State Mean Score                             \*            \*

  At or Above Proficient                       34%           30%

  State Mean Score                             \*            \*

  At Advanced                                  11%           9%

  State Mean Score                             \*            \*

                                               \*=not         
                                               available     
  -------------------------------------------- ------------- ------------

California Standards Test

##### Language Arts

Merced School 2001-2002

  -------------------------------------------- ------------- -------------
  GRADE 4                                                     

  Testing: April-May                                          

  SCHOOL SCORES                                2001-2002     2000-2001

  TOTAL                                                       

  At or Above Basic                            79%           60%

  At or Above Proficient                       46%           20%

  At Advanced                                  11%           4%

  Number of students tested                    57            91

  Percent of total students tested             83%           97%

  Number of students not tested                12            3

  Percent of students not tested               17%           3%

                                                              

  SUBGROUP SCORES                                             

  HISPANIC                                                    

  At or Above Basic                            66%           54%

  At or Above Proficient                       42%           15%

  At Advanced                                  10%           2%

                                                              

  SOCIO-ECONOMICALLY DISADVANTAGED                            

  At or Above Basic                            50%           57%

  At or Above Proficient                       22%           21%

  At Advanced                                  6%            6%

                                                              

  STATE SCORES                                                

  TOTAL                                                       

  At or Above Basic                            71%           66%

  State Mean Score                             \*            \*

  At or Above Proficient                       36%           33%

  State Mean Score                             \*            \*

  At Advanced                                  14%           11%

  State Mean Score                             \*            \*

                                               \*=not         
                                               available     
  -------------------------------------------- ------------- -------------

California Standards Test

##### Language Arts

Merced School 2001-2002

+-------------------------------------------+------------+------------+
| GRADE 5                                   |            |            |
+-------------------------------------------+------------+------------+
| Testing: April-May                        |            |            |
+-------------------------------------------+------------+------------+
| SCHOOL SCORES                             | 2001-2002  | 2000-2001  |
+-------------------------------------------+------------+------------+
| TOTAL                                     |            |            |
+-------------------------------------------+------------+------------+
| ####  At or Above Basic                   | 67%        | 64%        |
+-------------------------------------------+------------+------------+
| At or Above Proficient                    | 16%        | 26%        |
+-------------------------------------------+------------+------------+
| At Advanced                               | 4%         | 3%         |
+-------------------------------------------+------------+------------+
| Number of students tested                 | 83         | 86         |
+-------------------------------------------+------------+------------+
| Percent of total students tested          | 97%        | 96%        |
+-------------------------------------------+------------+------------+
| Number of students not tested             | 3          | 4          |
+-------------------------------------------+------------+------------+
| Percent of students not tested            | 3%         | 4%         |
+-------------------------------------------+------------+------------+
|                                           |            |            |
+-------------------------------------------+------------+------------+
| SUBGROUP SCORES                           |            |            |
+-------------------------------------------+------------+------------+
| HISPANIC                                  |            |            |
+-------------------------------------------+------------+------------+
| At or Above Basic                         | 60%        | 62%        |
+-------------------------------------------+------------+------------+
| At or Above Proficient                    | 13%        | 22%        |
+-------------------------------------------+------------+------------+
| At Advanced                               | 2%         | 0.0        |
+-------------------------------------------+------------+------------+
|                                           |            |            |
+-------------------------------------------+------------+------------+
| SOCIO-ECONOMICALLY DISADVANTAGED          |            |            |
+-------------------------------------------+------------+------------+
| At or Above Basic                         | 43%        | 62%        |
+-------------------------------------------+------------+------------+
| At or Above Proficient                    | 11%        | 22%        |
+-------------------------------------------+------------+------------+
| At Advanced                               | 2%         | 0.0        |
+-------------------------------------------+------------+------------+
|                                           |            |            |
+-------------------------------------------+------------+------------+
| STATE SCORES                              |            |            |
+-------------------------------------------+------------+------------+
| TOTAL                                     |            |            |
+-------------------------------------------+------------+------------+
| At or Above Basic                         | 71%        | 66%        |
+-------------------------------------------+------------+------------+
| State Mean Score                          | \*         | \*         |
+-------------------------------------------+------------+------------+
| At or Above Proficient                    | 31%        | 28%        |
+-------------------------------------------+------------+------------+
| State Mean Score                          | \*         | \*         |
+-------------------------------------------+------------+------------+
| At Advanced                               | 9%         | 7%         |
+-------------------------------------------+------------+------------+
| State Mean Score                          | \*         | \*         |
+-------------------------------------------+------------+------------+
|                                           | \*=not     |            |
|                                           | available  |            |
+-------------------------------------------+------------+------------+

**Merced School -- West Covina Unified School District -- West Covina,
California**

**Assessment Referenced Against National Norms**

**Stanford 9 Achievement Test**

**School Scores**

**SAT9 Total Language Comparison 2000 and 2001 to 2002**

National Percentile (NP) of Mean NCE

  -------------- -------------- -------------- -------------- --------------
  Total          Total          Total          One Year       Two Year
  Language\      Language\      Language\      Change\        Change\
  2000           2001           2002           Total          Total
                                               Language\      Language\
                                               NP             NP

  49             54             60             6              11
  -------------- -------------- -------------- -------------- --------------

##### **SAT9 Total Math Comparison 2000 and 2001 to 2002**

##### National Percentile (NP) of Mean NCE

  -------------- -------------- -------------- -------------- --------------
  Total Math\    Total Math\    Total Math\    One Year       Two Year
  2000           2001           2002           Change\        Change\
                                               Total Math\    Total Math\
                                               NP             NP

  55             62             67             5              12
  -------------- -------------- -------------- -------------- --------------

#####  

**Merced School -- West Covina Unified School District -- West Covina,
California**

**Assessment Referenced Against National Norms**

Grade: 2 Test: Stanford-9 Publisher: Harcourt Brace

Edition: 9^th^ Edition Scores are reported here as: NPR

NO GROUPS WERE EXCLUDED FROM TESTING

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **MATHEMATICS**                                                      

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

                                                                        

  School Scores                                                         

  Total Score                      75          76          65          45

  Number of Students Tested        79          84          72          80

  Percent of Total Students Tested 100%        93.4%       99%         90%

  Number of Students Not Tested    0           6           1           9

  Percent of Students Not Tested   0           6.6%        1%          10%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         73          71          66          42

  Socio-Economically Disadvantaged 67          68          59          45
  -------------------------------- ----------- ----------- ----------- -----------

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **LANGUAGE ARTS**                                                    

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

                                                                        

  School Scores                                                         

  Total Score                      70          64          51          47

  Number of Students Tested        79          84          72          78

  Percent of Total Students Tested 100%        96%         99%         88%

  Number of Students Not Tested    0           4           0           11

  Percent of Students Not Tested   0           4%          1%          12%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         65          59          54          44

  Socio-Economically Disadvantaged 58          52          51          45
  -------------------------------- ----------- ----------- ----------- -----------

**Merced School -- West Covina Unified School District -- West Covina,
California**

**Assessment Referenced Against National Norms**

Grade: 3 Test: Stanford-9 Publisher: Harcourt Brace

Edition: 9^th^ Edition Scores are reported here as: NPR

NO GROUPS WERE EXCLUDED FROM TESTING

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **MATHEMATICS**                                                      

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

                                                                        

  School Scores                                                         

  Total Score                      80          80          68          45

  Number of Students Tested        80          67          88          92

  Percent of Total Students Tested 95%         99%         97%         98%

  Number of Students Not Tested    4           1           3           2

  Percent of Students Not Tested   5%          1%          3%          2%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         72          79          62          44

  Socio-Economically Disadvantaged 75          70          59          37
  -------------------------------- ----------- ----------- ----------- -----------

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **LANGUAGE ARTS**                                                    

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

                                                                        

  School Scores                                                         

  Total Score                      71          61          52          41

  Number of Students Tested        80          67          87          89

  Percent of Total Students Tested 95%         99%         96%         95%

  Number of Students Not Tested    4           1           4           5

  Percent of Students Not Tested   5%          1%          4%          5%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         63          63          46          38

  Socio-Economically Disadvantaged 61          54          47          36
  -------------------------------- ----------- ----------- ----------- -----------

**Merced School -- West Covina Unified School District -- West Covina,
California**

**Assessment Referenced Against National Norms**

#### Grade: 4 Test: Stanford-9 Publisher: Harcourt Brace

Edition: 9^th^ Edition Scores are reported here as: NPR

NO GROUPS WERE EXCLUDED FROM TESTING

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **MATHEMATICS**                                                      

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

                                                                        

  School Scores                                                         

  Total Score                      66          48          45          55

  Number of Students Tested        61          88          81          70

  Percent of Total Students Tested 89%         93%         91%         96%

  Number of Students Not Tested    8           7           8           3

  Percent of Students Not Tested   11%         7%          9%          4%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         64          42          40          56

  Socio-Economically Disadvantaged 42          47          37          45
  -------------------------------- ----------- ----------- ----------- -----------

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **LANGUAGE ARTS**                                                    

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

                                                                        

  School Scores                                                         

  Total Score                      61          44          46          52

  Number of Students Tested        61          88          80          70

  Percent of Total Students Tested 88%         95%         90%         96%

  Number of Students Not Tested    8           5           9           3

  Percent of Students Not Tested   12%         5%          10%         4%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         58          39          42          52

  Socio-Economically Disadvantaged 45          40          37          42
  -------------------------------- ----------- ----------- ----------- -----------

**Merced School -- West Covina Unified School District -- West Covina,
California**

**Assessment Referenced Against National Norms**

#### Grade: 5 Test: Stanford-9 Publisher: Harcourt Brace

Edition: 9^th^ Edition Scores are reported here as: NPR

NO GROUPS WERE EXCLUDED FROM TESTING

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **MATHEMATICS**                                                      

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

                                                                        

  School Scores                                                         

  Total Score                      57          50          51          51

  Number of Students Tested        82          84          70          79

  Percent of Total Students Tested 95%         93%         95%         95%

  Number of Students Not Tested    4           6           4           4

  Percent of Students Not Tested   5%          7%          5%          5%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         53          46          51          42

  Socio-Economically Disadvantaged 50          41          44          48
  -------------------------------- ----------- ----------- ----------- -----------

  -------------------------------- ----------- ----------- ----------- -----------
  Testing in April-May -                                                
  **LANGUAGE ARTS**                                                    

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

                                                                        

  School Scores                                                         

  Total Score                      49          53          55          52

  Number of Students Tested        82          84          69          79

  Percent of Total Students Tested 95%         93%         93%         95%

  Number of Students Not Tested    4           6           5           4

  Percent of Students Not Tested   5%          7%          7%          5%

                                                                        

  Subgroup Scores                                                       

  Hispanic                         45          49          56          47

  Socio-Economically Disadvantaged 40          46          44          49
  -------------------------------- ----------- ----------- ----------- -----------