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

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

**Cover Sheet**

Name of Principal [Mr. Aaron Moore]{.underline}

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

Official School Name [Mountain Park Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [11895 Mountain Park Road]{.underline}

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

[Roswell Georgia 30075-1818]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 770 ) 552-4530]{.underline} Fax [( 770 ) 643-3331]{.underline}

Website/URL [www.mountainparkelementary.com]{.underline} Email
<moore@fulton.k12.ga.us>

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Thomas M. Payne]{.underline}

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

District Name [Fulton County]{.underline} Tel. [( 404 )
768-3600]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Katie Reeves]{.underline}

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

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

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

(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: [50]{.underline} Elementary
schools

[15]{.underline} Middle schools

[0]{.underline} Junior high schools

[13]{.underline} High schools

[78]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,147]{.underline}

Average State Per Pupil Expenditure: [\$6,979]{.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
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ √ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[17]{.underline} 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**       67        55                     **122**      **7**       0         0           0

  **1**       73        61                     **134**      **8**       0         0           0

  **2**       67        57                     **124**      **9**       0         0           0

  **3**       64        64                     **128**      **10**      0         0           0

  **4**       59        56                     **115**      **11**      0         0           0

  **5**       76        62                     **138**      **12**      0         0           0

  **6**       0         0                      0            Other       0         0           0

                                    **TOTAL                                                   761
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [89]{.underline} % White

the students in the school: [6]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[11.8]{.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 44
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 41
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        85
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    721
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1180
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.80
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

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

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [2.6]{.underline} %

[21]{.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: [18]{.underline} %

[135]{.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.

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

[0]{.underline} Deafness [10]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [28]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [70]{.underline} Speech or Language
Impairment

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

[0]{.underline} Multiple Disabilities [2]{.underline} Visual Impairment
Including Blindness

[2]{.underline} Emotional Behavioral Disorders [15]{.underline}
Significant Developmental Delay

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

Classroom teachers [37]{.underline} [0]{.underline}

Special resource teachers/specialists [11]{.underline} [20]{.underline}

Paraprofessionals [17]{.underline} [0]{.underline}

> Support staff [12]{.underline} [9]{.underline}
>
> Total number [79]{.underline} [29]{.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 95%         96%         96%         96%         96%

  Daily teacher attendance 94%         95%         97%         94%         95%

  Teacher turnover rate    12%         11%         12%         9%          11%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

Mountain Park Elementary School, located in historic Roswell, Georgia,
is home to 775 students in grades pre-kindergarten to fifth grade. Our
school community consists of high-performing students, quality staff,
dedicated parents, and supportive business partners who strive
collaboratively to create an ambitious and safe learning environment.
Our student population is multicultural with a racial/ethnic composition
of 2% Asian, 3% Hispanic, 6% African American, and 89% White.
Thirty-four percent of our students receive academic assistance for
various exceptionalities, such as learning disabilities, speech
impairment, behavioral or emotional disturbances, developmental delays,
gifted, and autism. Our school serves as a center school for a special
needs pre-school and special needs kindergarten.

Mountain Park Elementary School's mission is "to provide a trusting,
creative, dynamic learning environment in which students, faculty, staff
and community strive to achieve their individual best - together." This
statement provides a framework for every endeavor. We believe that all
students are unique and can learn, achieve and succeed in different
ways. We believe that all students should receive challenging
instruction that actively engages them in a successful learning process.
We believe that students, teachers, parents and community should strive
to maintain a safe and comfortable learning environment that promotes
mutual respect.

The vision of our school is that "Mountain Park Elementary is a place
where all children learn to their full potential in a safe, nurturing
environment supported by involved and committed staff, families, and
community in helping to prepare them for a successful future." Our
school is a place where our students learn beyond what is already known.
Here, students prepare to become inventors of new knowledge, solvers of
challenging problems, and continual learners in an ever-changing, global
society.

All decisions are made with input from the total school community. The
Mountain Park School Council, consisting of educators, parents and
community partners, along with the School Leadership Team, meets to
discuss issues and to advise the principal. Never satisfied with the
status quo, these teams are constantly seeking innovative ways to
improve the organizational structure of the school, as well as our
instructional delivery.

Mountain Park Elementary uses a practical model for infusing "high end
learning" into local school efforts while simultaneously challenging all
students. A focus on developing student creativity and higher level
thinking skills incorporates a hands-on approach to learning that
includes student interests and learning styles. Through enrichment
teaching and learning, the school focuses on curriculum compacting,
curriculum alignment, differentiated instruction, extension of gifted
pedagogy to *all* students, development of interdisciplinary units,
using higher level thinking skills, and team teaching between regular,
gifted, and special education teachers.

Mountain Park Elementary's environment is a positive one in which
students come ready to learn and teachers come eager to teach. This is a
school of quality where all individuals, students and staff alike, are
dedicated to self-improvement and betterment little by little, day by
day.

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

**Public Schools**

1\. Results from the Georgia Criterion Referenced Competency Tests
(CRCT) show that Mountain Park Elementary students, as a whole, are
consistently performing better than both our school system and state in
all areas of grade levels tested. The CRCT, introduced in 2000, measures
how well students are learning the Georgia Quality Core Curriculum in
reading, English/language arts, math, science and social studies. All
students in Grades one through eight take the CRCT in the areas of
reading, English/language arts and mathematics. In the spring of 2002,
the full battery of the CRCT was administered for the first time in
elementary Grades 1, 2, 3, and 5 and for the third time in Grade 4.

The CRCT is reported in scale scores, which are categorized as Levels I,
II and III, in a range of 150 to 450. Level 1 (300 or below) indicates
students do not yet meet expectations. Level 2 (300 to 349) comprises
the state's expectation of being on grade level. Level 3 (350 and above)
indicates that students have exceeded expectations.

Data display tables show Mountain Park Elementary Grade 4 results on the
CRCT in the areas of reading and math. This is the only grade level that
was administered the same criterion referenced test or norm referenced
test for at least the last three years. During this period, our fourth
grade scores rose from 89% to 99% of students meeting and exceeding
expectations in reading, while 95% to 98% of students met and exceeded
expectations in math. Our special education students' scores rose
dramatically from 70% to 93% of students meeting and exceeding
expectations in reading. These learning-disabled students also achieved
at high levels in math as scores improved from 87% to 92% meeting and
exceeding expectations for the three-year period. Our non-white students
showed the most significant gain in reading as their scores increased
from 43% to 100% of students meeting and exceeding expectations in
reading, as well as 67% to 82% meeting and exceeding expectations in
math. Our male fourth grade students rose from 87% to 99% in reading and
95% to 100% in math as they met and exceeded expectations in both of
these subjects.

The most recent CRCT results prove that Mountain Park Elementary
continually strives for all students to achieve to their individual
best. A few testing highlights for Mountain Park Elementary on the 2002
CRCT are:

-   In Grade 2 math we were the only elementary school in our school
    district to have 100% of our students meet and exceed standards.

-   We were the only school in our school district to have 100% of its
    4^th^ and 5^th^ grade students meet and exceed standards in
    English/language arts.

-   We were one of two schools in our district to have 100% of its 4^th^
    graders meet and exceed standards in science.

-   All of our Grade 4 students met and exceeded standards in social
    studies.

Mountain Park Elementary students are acquiring knowledge, concepts, and
skills set forth in our state's Quality Core Curriculum as we strive to
leave no child behind.

2\. Our Vision and Beliefs statement provide an anchor and a compass for
us as we seek to meet the needs of every student. Assessment helps us
distinguish between teaching and learning using a collection of multiple
sources of evidence or data gathered on each student. In order to
fulfill our mission, we use a variety of assessment tools to assure that
the needs of all students are being met. Authentic assessment sources
such as curriculum-based assessments, anecdotal records, portfolio
reviews, interest surveys, teacher-made assessments, rubrics,
checklists, projects, and student conferences as well as criterion and
norm-referenced tests are used to determine flexible instructional
grouping and appropriate teaching strategies for each student. The
methods chosen are appropriate for the varying developmental levels of
students and accurately measure the learning objectives in the
curriculum.

It is recognized by our faculty that students benefit from specific
strategies that can improve their performance on academic tasks.
Curriculum mapping techniques assist students with making connections,
cognitive reading strategies boost comprehension, brainstorming
techniques enhance idea generation, and mnemonics assist retention and
recall. By providing students with criteria and models of excellence,
higher quality student products and performance are achieved.

3\. Assessment data is reported to parents at regular intervals
throughout the school year. A variety of reporting methods is used to
ensure that students and parents in our school community are informed
about progress. Methods used include parent/teacher conferences,
telephone calls, written notes, e-mail, progress reports and report
cards. Consistent feedback to parents and students from each individual
classroom teacher is provided twice monthly through a set of work
samples with specific feedback outlining the students' strengths and
weaknesses within the current units of study.

Information is also shared via web pages, School Council, reports of the
School-Based Planning and Evaluation Team, both the PTA weekly
newsletter and quarterly publication, town meetings with school board
members, and local media outlets such as radio, TV and newsprint. The
principal gives a "state of the school" presentation annually to
faculty, parents and community members.

Standardized test results are mailed to parents and are accompanied by
interpretive guides. School personnel are available to discuss
assessments with parents. At parent/teacher conferences, teachers review
individual student's previous year's criterion and norm-referenced test
results as well as authentic assessment results with every parent. We
believe that parents are a major factor in assuring student academic
success.

4\. Mountain Park Elementary is proud and most willing to share our
successes with other schools. We reflect our dedication to a mission
that compels us to work together to provide an environment that promotes
excellence.

In an effort to share our successes, we have presented seminars at a
number of state and national organizations' conferences, including The
National Association for Gifted Children, The Georgia Association for
Gifted Children, The National Board for Professional Teaching Standards,
The Super Computing Conference, The International Space Station
Educators Conference, and The National Staff Development Conference.

We often host on-site visits from teachers and schools from throughout
the country. We train teachers from other schools on our successful
Schoolwide Enrichment Model. Additionally, teachers on our staff
regularly teach county staff development courses based on best practice
in their classrooms.

We share our accomplishments at a number of meetings at both the state
and county level. These include cluster meetings, curriculum support
teacher meetings, Board of Education meetings, and countywide
administrative meetings. We are featured on the Fulton County Web Page
on a regular basis. Many of our teachers are returning to school to earn
advanced degrees. According to the 2001-2002 Georgia Public Education
Report Card, 59% of our teachers have obtained their masters degree or
higher, exceeding the state average by 10%. Fourteen percent of our
teachers pursued advanced degrees over the course of the past year thus
affording them the opportunity to share their instructional successes
with others from across the state.

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

1\. The Mountain Park Curriculum is designed to meet the diverse needs
of every student,

K-5. Our curriculum, which incorporates National Curriculum Standards
and the Georgia Quality Core Curriculum, consists of high academic
standards in each of the content areas.

Our language arts curriculum focuses on reading, writing, speaking and
listening, and on the skills and strategies needed to develop competence
in each of these areas. Through our language arts program, the students
enjoy, appreciate, and evaluate language in all its forms. We require
that students listen, read, and think critically and speak effectively.
The successful writing practices of prewriting, drafting, revising, and
editing are applied in a variety of formal and informal styles.

We believe that our school must assume responsibility for empowering
students with the mathematical skills necessary for functioning in and
contributing to today's complex society. Each grade level includes
mathematics instruction in the following topic areas: estimation,
numbers and numeration, statistics and probability, fractions and
decimals, relations and functions, whole number operations, geometry and
spatial sense, patterns and relationships, whole numbers computation,
measurement, and problem solving.

We embrace the philosophy and premise of the Georgia Department of
Education and the National Science Education Standards. At each grade
level, the science curriculum has four major strands: Science as
Inquiry, Physical Science, Earth and Space Science, and Life Science.
There is a strong emphasis on "doing" science and a wide variety of
hands-on activities as the primary vehicles for learning.

The purpose of our social studies curriculum is to prepare students to
become citizens who participate in a democratic society in an
increasingly interdependent world. These ten interrelated themes present
a holistic framework for state and local curriculum standards:

1\) Culture; 2) Time, Continuity, and Change; 3) People, Places, and
Environments; 4) Individual Development and Identity; 5) Individuals,
Groups, and Institutions; 6) Power, Authority, and Governance; 7)
Production, Distribution, and Consumption; 8) Science, Technology, and
Society; 9) Global Connections; and 10) Civic Ideals and Practices.

If education is to be defined as the development of the total
individual, we believe that the arts are an essential component of the
education process. The study of both music and art is important to one's
aesthetic, emotional, academic, physical and social growth, and is a
significant part of the cultural heritage of all peoples. A
developmental, sequential, and productive music education program
encourages self-directed learning and creativity. Students participate
in general music, band, orchestra, chorus and music therapy. The study
of art provides students with opportunities to nourish higher-level
thinking. Cultural diversity, interdisciplinary connections, and
technology are integrated fully into our art curriculum. To accommodate
the needs of all students, both general art and art therapy classes are
part of our curriculum.

2\. Mountain Park recognizes the importance of deliberate instruction in
phonological processing and development of phonemic awareness in the
early grades. Our Promoting Early Reading Success program, K-2, actively
involves students in systematic instruction in phonics and decoding
strategies. Students at every level are provided opportunities to read,
discuss, interpret, and analyze passages through guided reading
instruction at the appropriate level using invaluable instructional
materials, an excellent Media Center and a school-wide commitment to
literacy attainment.

As part of our Schoolwide Enrichment Model, a variety of literature
selections and genre related to the science and social studies content
areas are integrated into our units of study to foster interest and
motivation to read for a variety of purposes. Frequent opportunities to
write are woven throughout reading instruction at every level.

For two consecutive years, Mountain Park Elementary has been a recipient
of a reading initiative grant that has provided means for adding
literature selections to our classrooms and Media Center as well as
designing staff development for faculty members. Research has shown that
education and professional development for all involved in literacy
instruction is a vital component of an effective reading program in
schools today. Our faculty has been involved in a series of workshops
including Effective Reading Strategies, Promoting Early Reading Success,
Strategies for Working with Struggling Readers, and Developing
Higher-Level Thinking Skills, K-5. It is our intention to leave no child
behind.

3\. It is Mountain Park's mission to provide a creative learning
environment for all students. According to Joseph Renzulli, developer of
The Schoolwide Enrichment Model, "Schools should not be places where
young people merely learn what is already known. Rather, they should
aspire to a higher calling that includes creating a learning environment
in which present knowledge is viewed as stepping stones to the creation
of new knowledge, to the solutions of unsolved problems, and to
invention, artistic production, and examination of ways to improve life
on Earth." We heartily endorse this philosophy.

The Schoolwide Enrichment Model at Mountain Park Elementary is a
practical model for infusing "high-end learning" into local school
efforts while simultaneously challenging all students. The model
involves comprehensive collaborative planning by teachers, specialists,
administrators, and parents to develop curriculum-based unit of study
focusing on science and social study objectives. The enrichment program
is unique to our school, based on our student population, faculty
strengths and talents, and community resources. Engaging all students in
meaningful activities to enhance the existing curriculum is the key to
the success of our Schoolwide Enrichment Model.

4\. Mountain Park Elementary is a community of dedicated teachers,
staff, parents, and business partners who are committed to providing a
variety of instructional learning experiences to promote student
achievement. Our faculty recognizes that students have individual needs,
learn differently, and their interests vary. Through differentiated
instruction, the teachers actively engage all children in every area of
the curriculum.

As you travel to the third grade wing, you will find a co-taught
classroom of students engaged in an activity designed to develop higher
level thinking skills. Such activities reflect collaborative planning
and teaching among general education, special education and gifted
education teachers. For example, third-graders may create a Venn diagram
comparing and contrasting rocks and minerals during a unit of study.

Furthermore, we incorporate focus activities, sponge activities, graphic
organizers, cooperative learning groups, role-playing, learning centers
and structured or open-ended projects. Through flexible grouping,
students participate in brainstorming activities, problem-based
learning, creative problem solving, curriculum mapping, and activities
that expand inductive and deductive reasoning. Investing in training and
constant commitment to differentiated instruction has paved the way to
continuous improvement in student learning.

5\. One of the goals outlined in Mountain Park Elementary School's
Strategic Plan states that teachers should be actively involved in the
decision-making process for staff development in the school. Our
principal recognizes the faculty as a community of professional learners
who come together with the purpose of determining the area(s) of need
with regard to professional development for effective delivery of the
curriculum. The faculty was surveyed to gather data for developing a
Professional Growth Program at Mountain Park. Input from each teacher
led to the creation of workshops on Developing Higher-Level Thinking
Skills, Integrating Technology into the Classrooms, Inclusion, National
Board Certification, Power Writing, and Strategies for Struggling
Readers. Staff members with advanced levels of training in these areas
facilitate these workshops.

The faculty values on-going, meaningful staff development that will pave
the way for improvement in the area of student achievement through a
creative delivery of the curriculum. This, in turn, provides students
with the opportunity to develop their interests, learning styles,
thinking skills, and achievement levels.

**GEORGIA CRITERION-REFERENCED COMPETENCY TESTS**

# MATHEMATICS--GRADE 4

+------------------------------+------------+------------+------------+
|                              | 2001-2002  | 2000-2001  | 1999-2000  |
+------------------------------+------------+------------+------------+
| Testing month                | 4/02       | 4/01       | 4/00       |
+------------------------------+------------+------------+------------+
| ##### MOUNTAIN PARK SCORES   |            |            |            |
+------------------------------+------------+------------+------------+
| **TOTAL STUDENTS ENROLLED**  | 137        | 119        | 153        |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 2%         | 5%         | 5%         |
+------------------------------+------------+------------+------------+
| > Met standards              | 40%        | 45%        | 55%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 58%        | 50%        | 40%        |
+------------------------------+------------+------------+------------+
| Number of students tested    | 137        | 118        | 150        |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100%       | 99%        | 98%        |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 1 absent   | 3 absent   |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0%         | 0%         | 0%         |
+------------------------------+------------+------------+------------+
| ##### SUBGROUP SCORES        |            |            |            |
+------------------------------+------------+------------+------------+
| 1\. Special Ed Total         | 14         | 15         | 23         |
| Students                     |            |            |            |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 7%         | 27%        | 13%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 71%        | 67%        | 61%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 21%        | 7%         | 26%        |
+------------------------------+------------+------------+------------+
| 2\. Non-White Total Students | 11         | 8          | 11         |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 18%        | 13%        | 33%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 27%        | 38%        | 50%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 55%        | 50%        | 17%        |
+------------------------------+------------+------------+------------+
| 3\. Males Total Students     | 75         | 55         | 68         |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 0%         | 4%         | 4%         |
+------------------------------+------------+------------+------------+
| > Met standards              | 31%        | 42%        | 51%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 69%        | 55%        | 44%        |
+------------------------------+------------+------------+------------+
| #                            |            |            |            |
| #### STATE OF GEORGIA SCORES |            |            |            |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 34%        | 38%        | 38%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 53%        | 51%        | 51%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 13%        | 12%        | 11%        |
+------------------------------+------------+------------+------------+

Grade [4]{.underline} Test [Georgia Criterion-Referenced Competency
Test]{.underline}

Edition/publication years [2000, 2001, 2002]{.underline} Publisher
[Georgia Department of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups were excluded]{.underline}

Number excluded [0]{.underline} Percent excluded [0]{.underline}

**Totals may not equal 100 % due to rounding.**

**GEORGIA CRITERION-REFERENCED COMPETENCY TESTS**

**READING--GRADE 4**

+------------------------------+------------+------------+------------+
|                              | 2001-2002  | 2000-2001  | 1999-2000  |
+------------------------------+------------+------------+------------+
| Testing month                | 4/02       | 4/01       | 4/00       |
+------------------------------+------------+------------+------------+
| ##### MOUNTAIN PARK SCORES   |            |            |            |
+------------------------------+------------+------------+------------+
| **TOTAL STUDENTS ENROLLED**  | 137        | 119        | 153        |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 1%         | 3%         | 12%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 19%        | 27%        | 33%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 80%        | 71%        | 56%        |
+------------------------------+------------+------------+------------+
| Number of students tested    | 137        | 119        | 153        |
+------------------------------+------------+------------+------------+
| Percent of total students    | 100%       | 100%       | 100%       |
| tested                       |            |            |            |
+------------------------------+------------+------------+------------+
| Number of students excluded  | 0          | 0          | 0          |
+------------------------------+------------+------------+------------+
| Percent of students excluded | 0%         | 0%         | 0%         |
+------------------------------+------------+------------+------------+
| ##### SUBGROUP SCORES        |            |            |            |
+------------------------------+------------+------------+------------+
| 1\. Special Ed Total         | 14         | 16         | 26         |
| Students                     |            |            |            |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 7%         | 6%         | 31%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 57%        | 50%        | 62%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 36%        | 44%        | 8%         |
+------------------------------+------------+------------+------------+
| 2\. Non-White Total Students | 11         | 8          | 12         |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 0%         | 0%         | 57%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 27%        | 63%        | 14%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 73%        | 38%        | 29%        |
+------------------------------+------------+------------+------------+
| 3\. Males Total Students     | 75         | 56         | 70         |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 1%         | 4%         | 13%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 16%        | 29%        | 36%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 83%        | 68%        | 51%        |
+------------------------------+------------+------------+------------+
| #                            |            |            |            |
| #### STATE OF GEORGIA SCORES |            |            |            |
+------------------------------+------------+------------+------------+
| > Did not meet standards     | 20%        | 26%        | 35%        |
+------------------------------+------------+------------+------------+
| > Met standards              | 41%        | 42%        | 37%        |
+------------------------------+------------+------------+------------+
| > Exceeded standards         | 38%        | 32%        | 28%        |
+------------------------------+------------+------------+------------+

Grade [4]{.underline} Test [Georgia Criterion-Referenced Competency
Test]{.underline}

Edition/publication years [2000, 2001, 2002]{.underline} Publisher
[Georgia Department of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups were excluded]{.underline}

Number excluded [0]{.underline} Percent excluded [0]{.underline}

**Totals may not equal 100 % due to rounding.**