##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. James E. Hudson]{.underline}

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

Official School Name [North Georgetown Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [664 North Bedford Street]{.underline}

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

[Georgetown Delaware 19947-2162]{.underline}

City State Zip Code+4 (9 digits total)

County [Sussex]{.underline} State School Code
Number\*[36-0692]{.underline}

Telephone [(302) 855-2430]{.underline} Fax [(302) 855-2439]{.underline}

Website/URL [www.k12.de.us/indianriver]{.underline} E-mail
[jhudson@irsd.k12.de.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mrs. Lois M. Hobbs]{.underline}

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

District Name [Indian River School District]{.underline} Tel. [(302)
436-1000]{.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 Mr. Charles M. Bireley

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: [7]{.underline} Elementary
schools

[2]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[3]{.underline} Other: 1 arts magnet school, 1 alternative school,

1 special needs school

[14]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_[\$9,193]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\_\$10,571]{.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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**       60        44                     **104**      **9**                             

  **2**       44        41                     **85**       **10**                            

  **3**       32        45                     **77**       **11**                            

  **4**       51        53                     **104**      **12**                            

  **5**       91        102                    **193**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   563
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [42]{.underline} % White

the students in the school: [17]{.underline} % Black or African American

[40]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[11]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **33**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      29
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    62
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 576
                            the school as of October 1  

  **(5)**                   Total transferred students  0.108
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10.8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_19]{.underline} %

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

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [56]{.underline} %

Total number students who qualify: [315]{.underline}

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

10\. Students receiving special education services: [26]{.underline} %

[147]{.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. Do not add additional categories.

[1]{.underline} Autism [3]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [8]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [52]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [81]{.underline} Speech or
Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[34]{.underline}\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[9]{.underline}\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[4]{.underline} \_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[56]{.underline}\_\_ \_\_\_\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[17:1]{.underline}\_\_

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

  Daily teacher attendance   94%         93%         94%         94%         94%

  Teacher turnover rate      5 %         5%          5%          5%          5%

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

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

**PART III ‑ SUMMARY**

North Georgetown Elementary School is located in the town of Georgetown,
Delaware. It is one of seven elementary schools in the Indian River
School District. The school has a total student population of 563
students in grades 1--5. The racial composition of the diverse student
body includes 42% Caucasian, 17% African American, 40% Hispanic, and 1%
Asian Pacific. Fifty-six percent of our students here at North
Georgetown receive free or reduced-priced meals. North Georgetown's
special education services include an Intensive Learning Center along
with inclusion and pullout classrooms. All students are instructed in
the district's regular education standards-based curricula.

North Georgetown Elementary is a community school where parents,
teachers, support staff and community members collaborate for the
benefit of all students. The staff consists of 2 administrators, 2
secretaries, 4 custodians, 8 cafeteria workers, 7 paraprofessionals, 1
nurse, 1 counselor, 1 reading specialist, 2 reading teachers, 9
specialists, 3 English Language Learner teachers, and 31 regular
classroom teachers. Our active Parent Teacher Organization provides a
vehicle for parents to support the school's programs. Parents and
community members partner with the school through our mentoring program
and through opportunities to serve as classroom volunteers. Students are
challenged academically, and they are encouraged to demonstrate model
behavior. Good citizenship is reinforced through our "Caught Being Good"
program, where students are honored daily, weekly, and monthly with
certificates and other awards for making positive choices and for
becoming productive members of our school. Our very active Y.E.L.L.
(Youth to Eliminate the Loss of Life) Club provides an opportunity for
several of our fifth grade students to develop leadership skills and
promote community service. One of the Y.E.L.L. Club activities is to
coordinate the North Georgetown Morning Report. This program educates
our students about safety topics including fire, bicycle, and motor
vehicle issues.

The staff here at North Georgetown is committed to the belief that all
students can learn. The staff seeks to provide quality instruction in a
learning environment that allows all students to reach their fullest
potential. Our teachers focus on student learning within the framework
of professional learning communities that foster collaboration in
planning, instruction, and assessment. Students are provided additional
assistance through before and after-school programs, flexible grouping,
tutoring, previewing opportunities, and differentiated instruction.
Staff members have written and received grants amounting to well over
\$750,000 during the past six years. These monies, coming from
organizations like MBNA and the 21^st^ Century Community Learning Center
Program, have been used to purchase materials and fund special programs
that improve instruction and help address our students' instructional
needs. One of these special programs is called T.A.R.D.E.S. (Tutoring
and Reading for the Development of English Skills), which offers
after-school help for about 90 Hispanic students two times a week.
Approximately 60% of our teachers have master's degrees; six teachers
have obtained their National Board Teaching Certification.

Our school goals include increasing the percentage of students who meet
or exceed the state standards in all academic areas, providing
professional development for instructional staff, increasing the
availability of technology to enhance learning and instruction, creating
a professional learning community, maintaining a safe and orderly
environment conducive to learning, and increasing parental and community
involvement opportunities.

North Georgetown Elementary School has been successful in developing a
professional learning community where teachers work closely together
both within and across grade levels to promote student learning.
Instructional staff members participate in numerous learning-focused
professional development activities enabling them to provide our
students with instructional strategies that are research-based and
produce results. Consequently, North Georgetown Elementary has received
a Superior rating from the State of Delaware for the 2003-2004 and
2004-2005 school years.

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

**1. Assessment Results:**

The staff of North Georgetown Elementary School uses multiple indicators
to track student growth, to measure gains of various student
populations, and to gauge the overall academic success of the school.
Student progress toward the state standards is monitored using a variety
of measures, including performance assessment, portfolio and
norm-referenced testing. Although we use multiple measures, the Delaware
Student Testing Program (DSTP) serves as our primary indicator of
student progress toward the state standards. This test is administered
annually and has been expanded to include grades 2 through 10. The data
presented for our school will focus on grades 3 and 5, as the more
recently adopted assessments at the other grade levels are not yet
supported by more than 3 years of data. Information on the state
assessment system can be found on the state's website
(www.doe.k12.de.us).

DSTP results show the percentage of 3^rd^ grade students at North
Georgetown who have met or exceeded the reading standard (reflected at
performance levels 3, 4, and 5) has increased from 70% to 88% between
2001 and 2005. During this same time period, third grade students in the
State of Delaware went from 74% meeting or exceeding the reading
standard to 84%. Likewise, significant improvement is evident in the
range of 5^th^ grade students meeting and exceeding the reading standard
from 72% in 2001 to 92% in 2005. Delaware's fifth grade students
improved from 67% to 85%. Nationally normed data also reflect reading
gains for the same five-year period. On the Stanford Achievement Test
(SAT 9 / SAT 10), our NCE scores have increased from 57% to 62% in third
grade reading and from 57% to 68% in fifth grade reading.

In the mathematics portion of the DSTP, the students are required to
demonstrate key concepts by solving "real-life" problems. In 2001, 82%
of our 3^rd^ grade students met or exceeded the state standard in
mathematics. In 2005, that percentage had increased to 87%. During this
same time period, third grade students in the State of Delaware went
from 71% meeting or exceeding the math standard to 79%. In 2001, only
65% of the 5^th^ grade students at North Georgetown were meeting or
exceeding the state standard, as compared to 85% in 2005. All of
Delaware's fifth grade students improved from 62% to 77%. Our school
scaled score increased from 432 to 442 for third grade math and from 460
to 479 for fifth grade math.

Looking at the disaggregated data, North Georgetown's students are
making significant gains. In reading, our third grade low-income
students steadily rose from 62% meeting or exceeding the standard in
2001 to 90% meeting or exceeding the standard in 2005. Our African
American third grade students rose from 53% meeting or exceeding the
standard in 2001 to 71% meeting or exceeding the reading standard in
2005. North Georgetown's third grade Hispanic students went from 72% in
2001 to 95% in 2005. In reading, our fifth grade low-income students
rose from 64% in 2001 to 90% in 2005. North Georgetown's fifth grade
African American students went from 63% meeting or exceeding the
standard in 2001 to 92% meeting or exceeding the standard in 2005. Our
fifth grade Hispanic students went from 50% in 2001 to 92% in 2005.

North Georgetown Elementary math students made similar gains. In third
grade, our low-income students grew from 73% meeting or exceeding the
math standard in 2001 to 89% in 2005. In fifth grade, our low-income
students drastically improved from 48% meeting or exceeding the standard
to 82% in 2005. Our African American fifth grade students have made
progress moving from 50% meeting or exceeding the standard in 2001 to
73% meeting or exceeding the standard in 2005. North Georgetown's fifth
grade Hispanic students went from 45% to 83% meeting or exceeding
standards over that same five- year period.

**2. Using Assessment Results:**

Assessment data is the catalyst for problem solving and decision-making
at North Georgetown Elementary School. "Data Day" is a school-wide
in-service event, which compels our staff to examine the evidence of
student progress. In June, the staff spends a whole day analyzing the
DSTP data. These results are compared to teacher assessments and report
card grades. Professional reflection focuses on the following: Are the
students learning and making progress? What are the strengths and
weaknesses of our students? What are the instructional needs for
individual students and groups of students? What does the disaggregated
data tell us? Are we meeting the instructional needs of all student
populations? Are the teacher assessments and report card grades aligned
with the DSTP data and state standards? The purpose of "data day" is to
identify school-wide goals that focus on reading, writing, and math
instruction as well as to align assessments and grading practices with
the content standards. Grade levels articulate expectations regarding
student learning and performance in reading, writing, and math. Goals
are generated for staff development to enhance instruction. Needs that
have been identified include text-based writing, extended responses in
math and reading, and guided reading. In-service opportunities have been
offered to address these concerns. Plans have been developed to expand
grade level and school-wide reading opportunities. A school-wide
program, called Scholastic Reading Counts, provides extra reading
support for all students. After-school reading and math programs focus
on identified weaknesses and provide additional instruction. Data
collection and analysis are continued more informally at regular
Professional Learning Community (PLC) meetings as teachers examine
students' daily progress. Theme tests, math unit assessments, and
writing assessments are benchmarks to determine the direction of
instruction. This data is shared at PLC meetings and quarterly Promotion
and Review meetings. Other more formal measures of student progress are
used to look for trends and to determine the degree to which students
are meeting or exceeding the standards. These assessments include Star
Reading, Computer Curriculum Corporation tutorials, and the LAS (ELL
students). Data is disaggregated and analyzed with consideration of
needs for students, curriculum, instructional strategies, teacher
support, and instructional time.

**3. Communicating Assessment Results:**

North Georgetown Elementary communicates student performance, including
assessment data, to parents, students, and the community in a variety of
ways. Student progress is shared through progress reports, report cards,
and parent-teacher conferences. The Delaware Student Testing Program
(DSTP) state, district, and school results are published in several
newspapers. Student performance data is presented during public sessions
of both the state and local school boards of education. DSTP results are
shared with both parents and students through letters and formal
reports. Parents are encouraged to contact school personnel with
questions. Additionally, the school presents achievement data to parents
at open houses, Parent-Teacher Organization (PTO) meetings, family math
and literacy nights, and during parent-teacher-student conferences.
School staff shares results at community meetings. The North Georgetown
School Profile is annually distributed to parents and is available to
the community. The district's monthly newsletter provides testing
results and performance information, as does the district's website. The
North Georgetown Elementary School Improvement Committee, which is
comprised of parents, community members, and staff, uses data as it
plans how to allocate funds for the succeeding year. Classroom teachers
keep parents informed of progress through nightly homework and
communication folders, weekly progress sheets with teacher comments,
phone calls, and conferences. Formal communications involve progress
reports and report cards. Teachers communicate with students through
individual student conferences and through the use of scoring rubrics
that detail the students' strengths and weaknesses. In addition, the
principal and assistant principal schedule conferences with students to
share information about their academic progress.

**4. Sharing Success:**

North Georgetown Elementary shares its successes with other Indian River
schools through the networking system that currently exists within the
district. Principals, assistant principals, and reading specialists meet
with their peers on a regular basis. Frequent agenda topics include
"best practice" instruction, student performance results, and
achievement gap data. In essence, student performance and strategies for
its enhancement are at the heart of Indian River School District's
(IRSD) primary goal, which is "All students will meet or exceed the
state standards." Additionally, staff members are willing to conduct
professional development sessions in our district schools and at schools
around the state. This is current practice as our teachers conduct
presentations on such topics as math and social studies instruction,
Dimensions of Learning, and Learning-Focused Strategies for closing the
achievement gap. We will continue our practice of providing in-service
training to share the strategies that we have found to be successful
with our students. Our monthly faculty meetings are devoted to the
sharing of lessons that promote student learning through best
instructional practices. Teachers meet weekly to work on the development
of lessons and the common assessments to measure student progress. They
share what works and what does not work. This collaboration encourages a
team approach to student learning. Additionally, teachers are given the
opportunity for long-range planning by having a half a day once a month
for curriculum mapping.

One of our major success stories has been the reorganization of our
school. From 1996 through 2004, North Georgetown Elementary consisted of
grades three, four, and five. Kindergarten, first grade, and second
grade students attended another elementary school in our community. This
configuration caused the two schools to have large numbers of students
at each grade level. During the 2004-2005 school year, the Indian River
School District implemented a three-year reorganization plan for our
school. We began by adding second grade. During the 2005-2006 school
year we have added first grade. Kindergarten will be added during the
2006-2007 school year. The number of students at each grade level is now
being spread out between the two "community" schools. Traditionally,
there have been approximately 150 students at each grade level. The
benefits of this reorganization were presented at faculty meetings,
community gatherings, and at the district school board meetings to
generate support for this plan prior to its implementation. Those
benefits included the following:

-   Georgetown would have two K-5 "community" schools.

-   Students would attend one school for six years, similar to other
    elementary schools in the district.

-   There would be better communication and planning among grade level
    teachers.

-   Students and parents would no longer have to "start over" at a new
    school in third grade.

-   The principal and staff would have a better opportunity to know the
    students and parents.

-   Older students would be able to work as mentors in the lower grades.

These benefits have had a major influence on the success of our
students. Collaborative planning has become a much more manageable task
and has led to a team approach to student learning. It is now much
easier to identify individual students' needs.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

North Georgetown Elementary's curriculum has been designed to reflect
Delaware's rigorous content area standards. At its core is a balanced
literacy program published by Houghton Mifflin (HM). Students experience
worldwide adventures via the authentic literary selections while
strengthening their comprehension skills, practicing decoding and
textural analysis strategies, expanding vocabulary, and increasing
fluency. Since reading and writing are naturally integrated, students
hone their text-based writing skills in relation to the narrative,
informational, or technical texts included in their anthologies.
Additionally, the students respond to "stand alone" writing prompts
related to numerous topics and concepts. In order to enrich their
students' learning experiences, North Georgetown's staff members have
improved their instructional skills through participation in the
Delaware Reading Project, Delaware Social Studies Project, and the
implementation of 6+1 Writing Traits. To ensure that all students are
meeting the standards in reading, supplemental reading programs such as
Soar to Success, Early Success, Earobics, Scholastic Reading Counts, and
Horizons are available.

Furthermore, the National Science Foundation (NSF)-researched Math
Trailblazers program (Kendall Hunt) has been implemented in all first
through fifth grade classrooms. Emphasizing conceptual-learning rather
than the memorization of algorithms or the mastery of computational
skills, the Math Trailblazers curriculum has dramatically changed math
instruction at North Georgetown Elementary. To better meet students'
math needs as well as to transition to more interactive, experiential
methods of teaching, the staff has participated in Math Club
professional development sessions, where grade level peers prepare for
upcoming units, discuss strategies for student success, and explore
effective assessments of what students know and are able to do
mathematically. Math lead teachers also provide demonstration lessons
for their peers. Assessments are closely aligned with the state content
standards, and the math curriculum requires students to reflect and
analyze data and explain their answers as they must do on the state
assessment.

Indian River partners with other districts in the state's Science
Coalition. All of the district teachers have been trained to use
Smithsonian Project science kits, which enable students to experience
hands-on science so that they can meet the state's science standards.
Included in their science curriculum is the opportunity to explore
nature in the district's Outdoor Education Center at Ingram Pond. Again,
since Delaware's science standards stress conceptual knowledge rather
than isolated fact memorization, North Georgetown's students learn
science by doing, discussing, drawing conclusions, and writing about
their observations, experiences, and analyses.

District staff use Houghton Mifflin's [We the People]{.underline}
textbook as the foundation for the social studies curriculum, which is
supplemented with various materials and activities. Since Delaware's
high stakes accountability focuses on students' reading achievement,
teachers use the opportunity to integrate the geography, civics,
history, and economics standards through their reading materials. The
district has invested in social studies-linked "trade books" for
students' instructional and recreational reading. A North Georgetown
Elementary team is currently working with district peers and University
of Delaware personnel to design thematic units and standards-based
performance assessments as a part of the Delaware Social Studies
Project. The interwoven features underlining all curricular activities
and materials are the emphasis on conceptual understanding, problem
solving, justification of answers, evaluative thinking, multiple
perspectives, and generalization to new situations.

In addition to regular instruction in the standards-linked core content
areas, the students at North Georgetown engage in physical education,
art, vocal and instrumental music, computer-assisted instruction,
writing, library, and guidance on a weekly basis. Students who need
additional learning opportunities are served by Title I reading
teachers, a Title I reading specialist, Title I paraprofessionals, a
computer teacher for individualized CCC math and reading instruction,
and special education teachers and paraprofessionals.

**2. Reading:**

Using Delaware English Language Arts (ELA) content standards, Houghton
Mifflin's "Invitations to Literacy" was adopted as the foundation of our
district's reading program. This reading program uses a systematic and
spiraling approach that integrates the ELA standards of reading,
writing, viewing, speaking, and listening. North Georgetown students
experience a balanced reading approach incorporating whole class and
small flexible group instruction. On-going assessment through the use of
fluency checks, sight word recognition surveys, and comprehension
measures allow staff to adjust and differentiate instruction and
materials to meet each child's needs. The purchase of Houghton Mifflin
guided readers has enabled the students to become strategic readers
while being engaged with material on their own instructional levels.
Supplemental programs such as Horizons, Early Success and Soar to
Success are provided for students needing additional support. Houghton
Mifflin theme tests are aligned directly with the Delaware Reading
Standards. Rubrics have been written to reflect Delaware's expectations.
In an effort to facilitate experiences with literary, informative, and
technical genre, North Georgetown's staff provides many different types
of material across content areas. These include informative trade books,
newspapers, and research documents, which correlate to the ELA
standards. Grants have provided classroom libraries to allow for a rich,
varied assortment of books. Reading incentive programs encourage
personal reading. Other students, non-teaching staff, and community
leaders are invited to read aloud to encourage the enjoyment of reading
for all of our students.

**3. Mathematics, Science, Art, Etc.:**

The staff at North Georgetown strives to provide opportunities for all
students to reach their full potential. One area of concern is the
ability to consistently monitor individual student progress and to
accommodate individual students with specifically needed instruction in
the required content areas. Professional Learning Communities (PLC) were
introduced to address this concern. The identification of what
individual students need to learn and how to best facilitate that
learning are the focus of the PLC. Teachers are able to meet every week
to compare results of student assessments and revise instruction. Each
PLC consists of all teachers within a specific grade level. Through the
use of team leaders, each grade level is able to facilitate action plans
for curriculum, instruction, and assessment. Within the PLC, teachers
are able to collaboratively measure individual student achievement,
revise assessment measures to align with state standards, and reorganize
students' instructional grouping, thus allowing for individual
differences in acquisition of knowledge. The PLC is able to discuss
teaching strategies resulting in adaptation of those methods that
increase student achievement. Instructional strategies are shared with
the entire staff allowing other grades to benefit from the shared
knowledge that impacts all students. A cross-grade level PLC meets
monthly to review overall student achievement and recommend needed
in-services. North Georgetown has an after-school reading/math
intervention program to further assist those students who need
additional instruction. A mentoring program is available to students
requiring alternative support. Bridges, our extended year program,
provides students an additional 20 days of instruction in the summer.
The collaborative efforts of our staff to consistently monitor
assessment, modify instruction, and provide appropriate flexible
grouping have resulted in continued improvement in demonstrated academic
ability.

**4. Instructional Methods:**

The Indian River School District, through a grant from the University of
Delaware, created a leadership cluster that has provided professional
development for building administrators to become more effective
instructional leaders. This grant has enabled us to be exposed to best
practices through the presentations of instructional leaders such as Max
Thompson, Robert Marzano, Larry Lazotte, Rick and Becky DuFour, and John
Brown. Lead teachers have also participated in this training, allowing
them to become catalysts for the development of Professional Learning
Communities focused on student learning and achievement.

North Georgetown's teachers have infused the principles of Dimensions of
Learning and Learning-Focused Strategies in their daily interactions
with students. These principles are the basis for exemplary schools and
serve as the framework for teachers. Knowing how children become
strategic learners guides their educational plan. Classroom instruction
utilizes critical thinking strategies such as compare/contrast,
cause/effect, classify/categorize, analogies/metaphors, and summarizing.
Teachers promote independence through the use of reciprocal teaching
allowing the student to emulate and model techniques of predicting,
clarifying, self-questioning, and summarizing. Content instruction
encompasses these strategies that most impact student achievement. The
acronym RARE (**R**ephrase the question, **A**nswer the question,
**R**easons for answer, **E**xplanation for the answer) is used to
refine student's ability to answer questions effectively by using
supporting information from the text and by providing explanations to
incorporate the text information into the answer. Additionally, graphic
organizers are utilized to enable students to organize their
information. Flexible grouping provides for different levels of
instruction and achievement. The learning-focused strategies lesson plan
format, EATS (**E**ssential question, **A**ctivating strategies,
**T**eaching strategies, **S**ummarizing), is utilized in all
classrooms. This format allows teachers to organize information and
strategies into lessons by providing focused instruction, guided and
independent practice, and assessment. The key questions that guide our
classroom instruction are as follows: What is it we expect students to
learn? How do we know if they have learned it? How do we respond when
they don't learn? How do we respond when they have learned? By analyzing
high-performing schools, the Learning-Focused Strategies framework
connects exemplary teaching strategies to teacher planning and
instruction. These connections accommodate and enhance the diverse
skills, abilities, and cultural backgrounds of all students. The
initiatives of the Indian River School District have allowed our
teachers to convert research into active learning techniques.
Consequently, the focus at North Georgetown has changed from teaching to
learning.

**5. Professional Development:**

Professional development activities are determined by school and
district goals. Our staff development plan addresses school, grade
level, and personal goals as they apply to student learning. The School
Improvement Team considers the school's needs and makes sure that the
necessary resources are allocated to achieve them. Professional
development activities are planned to ensure that teachers are engaged
in improving instructional practices, strengthening curriculum, and
broadening content knowledge. We have been focused on meeting individual
student needs and closing the achievement gap in our diverse classrooms.

The Dimensions of Learning model has been a focus for the past decade.
During the last two years, North Georgetown has focused on Dimension 3,
extending and refining knowledge. This Dimension of Learning encourages
teachers to design and implement instructional activities and tasks that
require more rigorous thinking than what is needed for the initial
acquisition and integration of knowledge. Teachers have shared academic
learning activities related to Dimension 3 that have included comparing,
contrasting, classifying, analyzing, abstracting, constructing support,
error analysis, induction, and deduction. Teacher observations and
evaluations have focused on these strategies.

The Learning-Focused Strategies framework has been implemented to
provide a toolbox of instructional methods to enhance student learning.
'Exemplary practices' are shared during faculty and grade-level
meetings. Several teachers have been trained to provide assistance for
implementing these strategies.

In an effort to allow for different rates of student achievement, a
flexible grouping / guided reading in-service was provided. As a result,
flexible groups allow teachers to reteach or extend lessons to small
groups of students depending on their demonstrated needs. Model lessons
were also presented to support flexible grouping in the classroom. Math
Club, Smithsonian science kit training, and district wide in-service
through the Delaware Reading and Social Studies Projects continue to be
offered to the staff.

**PART VII - ASSESSMENT RESULTS**

**[Delaware State Testing Program - A Criterion-Referenced
Assessment]{.underline}**

This overview applies to: Table 1a Reading Grade 3 page 15

Table 1b Reading Grade 5 page 16

Table 1c Math Grade 3 page 17

Table 1d Math Grade 5 page 18

Table 1e Writing Grade 3 page 19

Table 1f Writing Grade 5 page 20

Grade: [3 & 5]{.underline} (end of standards cluster years) Test:
[Delaware State Testing Program]{.underline}

Edition/publication year: [1996]{.underline} Publisher: [Harcourt
Educational Measurement Systems]{.underline}

What groups were excluded from testing? [0]{.underline} Why, and how
were they assessed? [All student populations are assessed at North
Georgetown Elementary. Every effort is made to ensure all students take
the assessment. Absent students must make up the assessment the
following week. Schools automatically receive scores of 0 for students
who do not participate in the assessment.]{.underline}

The DSTP Student Performance levels and cut scores were established by
Delaware educators and community members from around the state. These
cut-scores were approved by the State Board of Education in September
1999.

There are five performance levels in reading, writing, and mathematics.
The following describe each level:

  ------------- -------------------------- -------------------------------
  **DSTP                                   
  Student                                  
  Performance                              
  Levels**                                 

  **Level**     **Category**               **Description**

  5             Distinguished              Excellent Performance

  4             Exceeds the Standard       Very Good Performance

  3             Meets the Standard         Good Performance

  2             Below the Standard         Needs Improvement

  1             Well Below the Standard    Needs Significant Improvement
  ------------- -------------------------- -------------------------------

The cut scores for the DSTP appear in the tables at the bottom of each
content area and grade level chart. The number indicated represents the
lowest possible score a student can earn and still be within that
particular performance level.

Up until the present school year, the DSTP involved five separate days
of assessment. Two days were for reading, two days for math, and one day
for writing. For the 2005-2006 school year, DSTP testing will stretch
out over six days and include a second day for writing. The test takes
approximately two and one-half hours each day.

**North Georgetown Elementary Table 1a**

**Delaware State Testing Program- Reading -Grade 3**

Criterion-Referenced Testing developed by state with Harcourt Education
Measurement Systems

  ----------------------- ----------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month           March       March       March       March       March       March

  READING SCORES NGES GR                                                              
  3                                                                                   

  Total                                                                               

  \% At Exceeds (Perf.                31%         33%         22%         25%         15%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                88%         87%         72%         80%         70%
  (Perf. Level 3)                                                                     

  \% At Below State                   12%         13%         28%         20%         30%
  Standards (1 & 2)                                                                   

  Number of Students                  68          147         192         146         170
  Tested                                                                              

  Percent of total                    100%        100%        100%        100%        100%
  students tested                                                                     

  Number of students                  0           0           0           0           0
  excluded                                                                            

  Percentage of students              0%          0%          0%          0%          0%
  excluded                                                                            

  SUBGROUP SCORES                                                                     

  1.Low income \# in                  38          72          101         75          74
  population                                                                          

  \% At Exceeds (Perf.                24%         21%         13%         12%         4%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                90%         86%         66%         75%         62%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             10%         14%         35%         25%         38%
  & 2)                                                                                

  Low income mean scaled              447         438         424         426         415
  score                                                                               

  2\. Not Low income \#               30          75          91          71          96
  in population                                                                       

  \% At Exceeds (Perf.                40%         45%         32%         38%         24%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                87%         88%         79%         84%         77%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             13%         12%         21%         16%         23%
  & 2)                                                                                

  Not Low Income mean                 453         438         445         453         436
  scaled score                                                                        

  3.African American \#               14          26          45          50          51
  in population                                                                       

  \% At Exceeds (Perf.                7%          27%         9%          12%         6%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                71%         81%         60%         70%         53%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             29%         19%         40%         30%         47%
  & 2)                                                                                

  African American Mean               438         438         421         424         411
  Scaled Score                                                                        

  4 .Hispanic \# in                   20          33          43          18          18
  population                                                                          

  \% At Exceeds (Perf.                25%         24%         18%         22%         0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                95%         79%         67%         83%         72%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             5%          21%         33%         17%         28%
  & 2)                                                                                

  Hispanic Mean Scaled                451         438         427         438         428
  Score                                                                               

  5\. White \# in                     33          85          101         77          99
  population                                                                          

  \% At Exceeds (Perf.                43%         40%         28%         33%         22%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                91%         92%         79%         84%         79%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             9%          8%          21%         16%         21%
  & 2)                                                                                

  White Mean Scaled Score             454         456         443         450         435

  STATE SCORES                                                                        

  Total                                                                               

  \% At Exceeds (Perf.                31%         32%         30%         29%         23%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                84%         82%         80%         80%         74%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             16%         18%         21%         21%         26%
  & 2)                                                                                

  State Mean Scaled Score             446         447         442         441         435

  School Mean Scaled                  450         448         434         439         427
  Score                                                                               
  ----------------------- ----------- ----------- ----------- ----------- ----------- -----------

+-----------+-------------+-------------+-------------+-------------+
| **Cut     |             |             |             |             |
| Scores-   |             |             |             |             |
| DSTP**    |             |             |             |             |
| **Reading |             |             |             |             |
| Grade 3** |             |             |             |             |
| (lowest   |             |             |             |             |
| scaled    |             |             |             |             |
| score a   |             |             |             |             |
| student   |             |             |             |             |
| can earn  |             |             |             |             |
| and still |             |             |             |             |
| be within |             |             |             |             |
| the       |             |             |             |             |
| indicated |             |             |             |             |
| pe        |             |             |             |             |
| rformance |             |             |             |             |
| level)    |             |             |             |             |
+-----------+-------------+-------------+-------------+-------------+
| ## Grade  | **Below**   | **Meets**   | **Exceeds** | **Dist      |
|           |             |             |             | inguished** |
+-----------+-------------+-------------+-------------+-------------+
| 3         | 387         | 411         | 465         | 482         |
+-----------+-------------+-------------+-------------+-------------+

**North Georgetown Elementary** **Table 1b**

**Delaware State Testing Program- Reading -Grade 5**

Criterion-Referenced Testing developed by state with Harcourt Education
Measurement Systems

  ---------------------- ----------- ----------- ----------- ----------- ----------- -----------
                         2005-2006   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month          March       March       March       March       March       March

  READING SCORES --NGES                                                              
  Gr. 5                                                                              

  Total                                                                              

  \% At Exceeds (Perf.               21%         27%         22%         23%         16%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               92%         97%         90%         80%         72%
  (Perf. Level 3)                                                                    

  \% At Below Standard               8%          3%          20%         20%         28%
  (1 & 2)                                                                            

  Number of Students                 169         93          165         157         139
  Tested                                                                             

  Percent of total                   100%        100%        100%        100%        100%
  students tested                                                                    

  Number of students                 0           0           0           0           0
  excluded                                                                           

  Percentage of students             0%          0%          0%          0%          0%
  excluded                                                                           

  SUBGROUP SCORES                                                                    

  1.Low income                       86          70          74          83          61

  \% At Exceeds (Perf.               15%         16%         8%          13%         13%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               90%         93%         70%         72%         64%
  (Perf. Level 3)                                                                    

  \% At Below Standard               10%         7%          30%         28%         36%
  (1 & 2)                                                                            

  Low income mean scaled             485         482         467         468         463
  score                                                                              

  2.Not low income                   83          68          91          74          78

  \% At Exceeds (Perf.               28%         38%         33%         34%         19%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               94%         100%        87%         88%         79%
  (Perf. Level 3)                                                                    

  \% At Below Standard               6%          0%          13%         12%         21%
  (1 & 2)                                                                            

  Not low income mean                491         502         491         490         481
  scaled score                                                                       

  3.African American                 36          36          48          51          38

  \% At Exceeds (Perf.               9%          14%         11%         11%         16%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               92%         92%         69%         70%         63%
  (Perf. Level 3)                                                                    

  \% At Below Standard               8%          8%          31%         30%         37%
  (1 & 2)                                                                            

  African American mean              483         484         467         463         462
  scaled score                                                                       

  4.Hispanic                         36          19          27          16          10

  \% At Exceeds (Perf.               20%         16%         8%          6%          0%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               92%         100%        90%         81%         50%
  (Perf. Level 3)                                                                    

  \% At Below Standard               8%          0%          11%         19%         50%
  (1 & 2)                                                                            

  Hispanic mean scaled               485         485         476         477         441
  score                                                                              

  5.White                            96          82          87          90          91

  \% At Exceeds (Perf.               27%         35%         31%         32%         19%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               92%         97%         82%         84%         79%
  (Perf. Level 3)                                                                    

  \% At Below Standard               8%          3%          18%         16%         21%
  (1 & 2)                                                                            

  White mean scaled                  491         497         487         487         481
  score                                                                              

  STATE SCORES                                                                       

  Total                                                                              

  \% At Exceeds (Perf.               24%         23%         23%         22%         18%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               85%         84%         78%         78%         67%
  (Perf. Level 3)                                                                    

  \% At Below Standard               15%         16%         22%         22%         33%
  (1 & 2)                                                                            

  State Mean Scaled                  485         483         480         478         469
  School                                                                             

  School Mean Scaled                 488         492         480         478         473
  Score                                                                              
  ---------------------- ----------- ----------- ----------- ----------- ----------- -----------

+-----------+-------------+-------------+-------------+-------------+
| **Cut     |             |             |             |             |
| Scores-   |             |             |             |             |
| DSTP**    |             |             |             |             |
| **Reading |             |             |             |             |
| Grade 5** |             |             |             |             |
| (lowest   |             |             |             |             |
| scaled    |             |             |             |             |
| score a   |             |             |             |             |
| student   |             |             |             |             |
| can earn  |             |             |             |             |
| and still |             |             |             |             |
| be within |             |             |             |             |
| the       |             |             |             |             |
| indicated |             |             |             |             |
| pe        |             |             |             |             |
| rformance |             |             |             |             |
| level)    |             |             |             |             |
+-----------+-------------+-------------+-------------+-------------+
| ## Grade  | **Below**   | **Meets**   | **Exceeds** | **Dist      |
|           |             |             |             | inguished** |
+-----------+-------------+-------------+-------------+-------------+
| 5         | 427         | 451         | 508         | 529         |
+-----------+-------------+-------------+-------------+-------------+

**North Georgetown Elementary Table 1c**

**Delaware State Testing Program-** **Math Grade 3**

Criterion-Referenced Testing developed by state with Harcourt Education
Measurement Systems

  ---------------------- ----------- ----------- ----------- ----------- ----------- -----------
                         2005-2006   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month          March       March       March       March       March       March

  MATH SCORES --NGES Gr.                                                             
  3                                                                                  

  Total                                                                              

  \% At Exceeds (Perf.               23%         29%         23%         18%         23%
  Levels 4 &5)                                                                       

  \% At or Above Meets               87%         84%         74%         78%         82%
  (Perf. Level 3)                                                                    

  \% At Below Standard               13%         16%         26%         22%         18%
  (1 & 2)                                                                            

  Number of Students                 78          168         194         147         170
  Tested                                                                             

  Percent of total                   100%        100%        100%        100%        100%
  students tested                                                                    

  Number of students                 0           0           0           0           0
  excluded                                                                           

  Percentage of students             0%          0%          0%          0%          0%
  excluded                                                                           

  SUBGROUP SCORES                                                                    

  1\. Low income                     45          90          103         76          74

  \% At Exceeds (Perf.               16%         21%         12%         4%          16%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               89%         80%         65%         70%         73%
  (Perf. Level 3)                                                                    

  \% At Below Standard               11%         20%         35%         30%         27%
  (1 & 2)                                                                            

  Low income mean scaled             436         436         421         420         421
  score                                                                              

  2\. Not Low Income                 33          78          91          71          96

  \% At Exceeds (Perf.               33%         37%         35%         32%         30%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               85%         87%         82%         86%         90%
  (Perf. Level 3)                                                                    

  \% At Below Standard               15%         13%         18%         14%         10%
  (1 & 2)                                                                            

  Not low income mean                450         454         447         443         440
  scaled score                                                                       

  3.African American                 16          34          46          51          51

  \% At Exceeds (Perf.               6%          21%         6%          2%          12%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               69%         71%         65%         67%         71%
  (Perf. Level 3)                                                                    

  \% At Below Standard               31%         29%         35%         33%         29%
  (1 & 2)                                                                            

  African American mean              420         427         415         414         418
  scaled score                                                                       

  4.Hispanic                         23          39          44          18          18

  \% At Exceeds (Perf.               22%         22%         18%         0%          33%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               83%         81%         61%         89%         94%
  (Perf. Level 3)                                                                    

  \% At Below Standard               17%         18%         39%         11%         6%
  (1 & 2)                                                                            

  Hispanic mean scaled               440         440         424         428         441
  score                                                                              

  5.White                            38          92          101         77          99

  \% At Exceeds (Perf.               29%         34%         32%         33%         28%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               97%         88%         82%         82%         86%
  (Perf. Level 3)                                                                    

  \% At Below Standard               3%          12%         18%         18%         14%
  (1 & 2)                                                                            

  White mean scaled                  451         452         446         443         437
  score                                                                              

  STATE SCORES                                                                       

  Total                                                                              

  \% At Exceeds (Perf.               29%         30%         25%         26%         22%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               79%         78%         74%         72%         71%
  (Perf. Level 3)                                                                    

  \% At Below Standard               21%         22%         26%         28%         29%
  (1 & 2)                                                                            

  State Mean Scaled                  441         439         435         434         430
  Score                                                                              

  School Mean Scaled                 442         444         433         431         432
  Score                                                                              
  ---------------------- ----------- ----------- ----------- ----------- ----------- -----------

+-----------+-------------+-------------+-------------+-------------+
| **Cut     |             |             |             |             |
| Scores-   |             |             |             |             |
| DSTP Math |             |             |             |             |
| Grade 3** |             |             |             |             |
| (lowest   |             |             |             |             |
| scaled    |             |             |             |             |
| score a   |             |             |             |             |
| student   |             |             |             |             |
| can earn  |             |             |             |             |
| and still |             |             |             |             |
| be within |             |             |             |             |
| the       |             |             |             |             |
| indicated |             |             |             |             |
| pe        |             |             |             |             |
| rformance |             |             |             |             |
| level)    |             |             |             |             |
+-----------+-------------+-------------+-------------+-------------+
| ##        | **Below**   | **Meets**   | **Exceeds** | **Dist      |
|           |             |             |             | inguished** |
+-----------+-------------+-------------+-------------+-------------+
| 3         | 382         | 407         | 464         | 499         |
+-----------+-------------+-------------+-------------+-------------+

North Georgetown Elementary Table 1d

**Delaware State Testing Program- -Math-Grade 5**

Criterion-Referenced Testing developed by state with Harcourt Education
Measurement Systems

  ---------------------- ----------- ----------- ----------- ----------- ----------- -----------
                         2005-2006   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month          March       March       March       March       March       March

  MATH SCORES- NGES Gr.                                                              
  5                                                                                  

  Total                                                                              

  \% At Exceeds (Perf.               24%         23%         21%         18%         12%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               85%         92%         74%         69%         65%
  (Perf. Level 3)                                                                    

  \% At Below Standard               15%         8%          26%         31%         35%
  (1 & 2)                                                                            

  Number of Students                 192         156         167         159         140
  Tested                                                                             

  Percent of total                   100%        100%        100%        100%        100%
  students tested                                                                    

  Number of students                 0           0           0           0           0
  excluded                                                                           

  Percentage of students             0%          0%          0%          0%          0%
  excluded                                                                           

  SUBGROUP SCORES                                                                    

  1\. Low income                     104         84          75          85          62

  \% At Exceeds (Perf.               15%         14%         15%         8%          6%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               82%         90%         64%         62%         48%
  (Perf. Level 3)                                                                    

  \% At Below Standard               18%         10%         36%         38%         52%
  (1 & 2)                                                                            

  Low income mean scaled             473         477         461         453         448
  score                                                                              

  2\. Not Low Income                 88          72          92          74          78

  \% At Exceeds (Perf.               34%         33%         28%         29%         16%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               89%         93%         83%         76%         78%
  (Perf. Level 3)                                                                    

  \% At Below Standard               11%         7%          17%         24%         22%
  (1 & 2)                                                                            

  Not low income mean                487         490         481         476         470
  scaled score                                                                       

  3.African American                 48          43          48          53          38

  \% At Exceeds (Perf.               6%          7%          13%         10%         3%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               73%         81%         65%         55%         50%
  (Perf. Level 3)                                                                    

  \% At Below Standard               27%         19%         35%         45%         50%
  (1 & 2)                                                                            

  African American mean              464         471         459         448         444
  scaled score                                                                       

  4 .Hispanic                        41          20          27          16          11

  \% At Exceeds (Perf.               20%         25%         11%         6%          0%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               83%         100%        74%         75%         45%
  (Perf. Level 3)                                                                    

  \% At Below Standard               17%         0%          26%         25%         55%
  (1 & 2)                                                                            

  Hispanic mean scaled               476         487         469         461         438
  score                                                                              

  5 White                            101         92          89          90          91

  \% At Exceeds (Perf.               34%         30%         28%         25%         18%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               91%         95%         79%         76%         74%
  (Perf. Level 3)                                                                    

  \% At Below Standard               9%          5%          21%         24%         26%
  (1 & 2)                                                                            

  White mean scaled                  488         487         478         474         469
  score                                                                              

  STATE SCORES                                                                       

  Total                                                                              

  \% At Exceeds (Perf.               24%         20%         18%         17%         14%
  Levels 4 & 5)                                                                      

  \% At or Above Meets               77%         75%         71%         67%         62%
  (Perf. Level 3)                                                                    

  \% At Below Standard               23%         25%         29%         33%         38%
  (1 & 2)                                                                            

  State Mean Scaled                  476         473         468         466         460
  Score                                                                              

  School Mean Scaled                 479         483         472         464         460
  Score                                                                              
  ---------------------- ----------- ----------- ----------- ----------- ----------- -----------

+-----------+-------------+-------------+-------------+-------------+
| **Cut     |             |             |             |             |
| Scores-   |             |             |             |             |
| DSTP Math |             |             |             |             |
| Grade 5** |             |             |             |             |
| (lowest   |             |             |             |             |
| scaled    |             |             |             |             |
| score a   |             |             |             |             |
| student   |             |             |             |             |
| can earn  |             |             |             |             |
| and still |             |             |             |             |
| be within |             |             |             |             |
| the       |             |             |             |             |
| indicated |             |             |             |             |
| pe        |             |             |             |             |
| rformance |             |             |             |             |
| level)    |             |             |             |             |
+-----------+-------------+-------------+-------------+-------------+
| ## Grade  | **Below**   | **Meets**   | **Exceeds** | **Dist      |
|           |             |             |             | inguished** |
+-----------+-------------+-------------+-------------+-------------+
| 5         | 424         | 449         | 503         | 525         |
+-----------+-------------+-------------+-------------+-------------+

North Georgetown Elementary Table 1e

**Delaware State Testing Program- Writing-Grade 3**

**Criterion-Referenced Testing developed by state with Harcourt
Education Measurement Systems**

  ----------------------- ----------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month           March       March       March       March       March       March

  WRITING SCORES --NGES                                                               
  Gr. 3                                                                               

  Total                                                                               

  \% At Exceeds (Perf.                0%          2%          0%          0%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                72%         60%         30%         46%         23%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             27%         40%         70%         54%         77%
  & 2)                                                                                

  Number of Students                  78          168         193         147         170
  Tested                                                                              

  Percent of total                    100%        100%        100%        100%        100%
  students tested                                                                     

  Number of students                  0           0           0           0           0
  excluded                                                                            

  Percentage of students              0%          0%          0%          0%          0%
  excluded                                                                            

  SUBGROUP SCORES                                                                     

  1.Low income                        45          90          102         76          74

  \% At Exceeds (Perf.                0%          2%          0%          0%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                73%         54%         25%         39%         18%
  (Perf. Level 3)                                                                     

  \% At or Below Standard             27%         46%         75%         61%         82%
  (1 & 2)                                                                             

  Low income mean                     7           6           5           6           5

  2.Not Low Income                    33          78          91          71          96

  \% At Exceeds (Perf.                3%          0%          0%          2%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                73%         65%         35%         54%         27%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             27%         35%         65%         46%         73%
  & 2)                                                                                

  Not low income mean                 7           7           6           7           6
  scaled score                                                                        

  3.African American \#               16          34          46          51          51
  in population                                                                       

  \% At Exceeds (Perf.                0%          3%          0%          0%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                63%         50%         26%         37%         18%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             37%         50%         74%         63%         82%
  & 2)                                                                                

  African American mean               7           6           5           6           5
  scaled score                                                                        

  4.Hispanic \# in                    23          39          43          18          18
  population                                                                          

  \% At Exceeds (Perf.                0%          3%          3%          0%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                78%         62%         26%         56%         33%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             22%         38%         74%         44%         67%
  & 2)                                                                                

  Hispanic mean scaled                7           6           5           7           6
  score                                                                               

  5.White \# in                       38          92          101         77          99
  population                                                                          

  \% At Exceeds (Perf.                3%          0%          0%          1%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                74%         62%         34%         49%         23%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             26%         38%         66%         51%         77%
  & 2)                                                                                

  White mean scaled score             7           7           6           7           6

  STATE SCORES                                                                        

  Total                                                                               

  \% At Exceeds (Perf.                3%          1%          1%          2%          1%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                70%         52%         39%         46%         33%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             31%         48%         61%         54%         67%
  & 2)                                                                                

  State Mean Scaled Score             7           6           6           6           6

  School Mean Scaled                  7           6           5           6           6
  Score                                                                               
  ----------------------- ----------- ----------- ----------- ----------- ----------- -----------

+-----------+-------------+-------------+-------------+-------------+
| **Cut     |             |             |             |             |
| Scores-   |             |             |             |             |
| DSTP**    |             |             |             |             |
| **Writing |             |             |             |             |
| Grade 3** |             |             |             |             |
| (lowest   |             |             |             |             |
| scaled    |             |             |             |             |
| score a   |             |             |             |             |
| student   |             |             |             |             |
| can earn  |             |             |             |             |
| and still |             |             |             |             |
| be within |             |             |             |             |
| the       |             |             |             |             |
| indicated |             |             |             |             |
| pe        |             |             |             |             |
| rformance |             |             |             |             |
| level)    |             |             |             |             |
+-----------+-------------+-------------+-------------+-------------+
| ## Grade  | **Below**   | **Meets**   | **Exceeds** | **Dist      |
|           |             |             |             | inguished** |
+-----------+-------------+-------------+-------------+-------------+
| 3         | 5           | 7           | 11          | 13          |
+-----------+-------------+-------------+-------------+-------------+

**North Georgetown Elementary Table 1f**

**Delaware State Testing Program-Writing -Grade 5**

Criterion-Referenced Testing developed by state with Harcourt Education
Measurement Systems

  ----------------------- ----------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month           March       March       March       March       March       March

  WRITING SCORES- NGES                                                                
  Gr. 5                                                                               

  Total                                                                               

  \% At Exceeds (Perf.                4%          5%          4%          3%          2%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                55%         62%         64%         36%         48%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             45%         38%         36%         54%         52%
  & 2)                                                                                

  Number of Students                  191         156         166         159         74
  Tested                                                                              

  Percent of total                    100%        100%        100%        100%        100%
  students tested                                                                     

  Number of students                  0           0           0           0           0
  excluded                                                                            

  Percentage of students              0%          0%          0%          0%          0%
  excluded                                                                            

  SUBGROUP SCORES                                                                     

  1\. Low income                      103         84          75          85          62

  \% At Exceeds (Perf.                3%          2%          1%          6%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                54%         57%         53%         38%         40%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             46%         43%         47%         62%         60%
  & 2)                                                                                

  Low income mean scaled              7           7           7           7           7
  score                                                                               

  2\. Not Low Income                  88          72          91          74          78

  \% At Exceeds (Perf.                4%          8%          6%          21%         5%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                56%         68%         73%         55%         55%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             44%         32%         27%         45%         45%
  & 2)                                                                                

  Not low income mean                 7           8           8           8           8
  scaled score                                                                        

  3\. African American                48          43          48          53          38

  \% At Exceeds (Perf.                2%          3%          4%          10%         0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                52%         56%         62%         40%         45%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             48%         44%         38%         60%         55%
  & 2)                                                                                

  African American mean               7           7           7           7           7
  scale score                                                                         

  4\. Hispanic                        40          20          27          16          11

  \% At Exceeds (Perf.                8%          10%         7%          6%          0%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                63%         90%         59%         50%         45%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             37%         10%         41%         50%         55%
  & 2)                                                                                

  Hispanic mean scaled                8           8           7           7           7
  score                                                                               

  5\. White                           101         92          88          90          91

  \% At Exceeds (Perf.                2%          6%          2%          17%         5%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                53%         60%         65%         49%         51%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             47%         40%         35%         51%         49%
  & 2)                                                                                

  White mean scaled score             7           8           7           8           7

  STATE SCORES                                                                        

  Total                                                                               

  \% At Exceeds (Perf.                4%          4%          4%          8%          4%
  Levels 4 & 5)                                                                       

  \% At or Above Meets                56%         60%         60%         49%         51%
  (Perf. Level 3)                                                                     

  \% At Below Standard (1             44%         40%         40%         51%         49%
  & 2)                                                                                

  State Mean Scaled Score             7           7           7           7           7

  School Mean Scaled                  7           8           7           7           7
  Score                                                                               
  ----------------------- ----------- ----------- ----------- ----------- ----------- -----------

+-----------+-------------+-------------+-------------+-------------+
| **Cut     |             |             |             |             |
| Scores-   |             |             |             |             |
| DSTP**    |             |             |             |             |
| **Writing |             |             |             |             |
| Grade 5** |             |             |             |             |
| (lowest   |             |             |             |             |
| scaled    |             |             |             |             |
| score a   |             |             |             |             |
| student   |             |             |             |             |
| can earn  |             |             |             |             |
| and still |             |             |             |             |
| be within |             |             |             |             |
| the       |             |             |             |             |
| indicated |             |             |             |             |
| pe        |             |             |             |             |
| rformance |             |             |             |             |
| level)    |             |             |             |             |
+-----------+-------------+-------------+-------------+-------------+
| ## Grade  | **Below**   | **Meets**   | **Exceeds** | **Dist      |
|           |             |             |             | inguished** |
+-----------+-------------+-------------+-------------+-------------+
| 5         | 6           | 8           | 11          | 13          |
+-----------+-------------+-------------+-------------+-------------+

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

This overview applies to: Table 2a Reading Grade 3 NCEs page 21

Table 2b Reading Grade 3 Scaled Scores page 22

Table 2c Reading Grade 3 Percentiles page 23

Table 2d Math Grade 3 NCEs page 24

Table 2e Math Grade 3 Scaled Scores page 25

Table 2f Math Grade 3 Percentiles page 26

**[Table 2a]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement Systems]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean NCE Score                | 62   | 59   | 60   | 58   | 57   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 147  | 192  | 146  | 170  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 61   | 54   | 55   | 53   | 53   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 72   | 101  | 75   | 74   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 62   | 64   | 64   | 64   | 60   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 30   | 75   | 91   | 71   | 96   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 57   | 54   | 55   | 53   | 48   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 14   | 26   | 45   | 50   | 51   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 61   | 54   | 55   | 55   | 52   |
+---------------------------------+------+------+------+------+------+
| > Number of Students tested     | 20   | 33   | 43   | 18   | 18   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 64   | 63   | 63   | 62   | 63   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 85   | 101  | 77   | 99   |
+---------------------------------+------+------+------+------+------+
| #  STATE MEAN NCE               | 62   | 60   | 59   | 59   | 57   |
+---------------------------------+------+------+------+------+------+

**[Table 2b]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement Systems]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Scaled Score             | 450  | 448  | 434  | 439  | 427  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 147  | 192  | 146  | 170  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 447  | 438  | 424  | 426  | 415  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 72   | 101  | 75   | 74   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 453  | 458  | 445  | 453  | 436  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 30   | 75   | 91   | 71   | 96   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 434  | 438  | 421  | 424  | 411  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 14   | 26   | 45   | 50   | 51   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 451  | 438  | 427  | 439  | 428  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 20   | 33   | 43   | 18   | 18   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 454  | 456  | 443  | 450  | 435  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 85   | 101  | 77   | 99   |
+---------------------------------+------+------+------+------+------+
| #  STATE SCALED SCORE           | 446  | 447  | 442  | 441  | 435  |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**  21.06       21.06       21.06       21.06       21.06
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[Table 2c]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement Systems]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Percentile Score         | 71   | 66   | 67   | 66   | 64   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 147  | 192  | 146  | 170  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 70   | 58   | 60   | 55   | 55   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 72   | 101  | 75   | 74   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 72   | 74   | 74   | 74   | 69   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 30   | 75   | 91   | 71   | 96   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 60   | 57   | 59   | 55   | 47   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 14   | 26   | 45   | 50   | 51   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 69   | 57   | 59   | 58   | 53   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 20   | 33   | 43   | 18   | 18   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 74   | 73   | 74   | 72   | 73   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 85   | 101  | 77   | 99   |
+---------------------------------+------+------+------+------+------+
| #  STATE PERCENTILE SCORE       | 72   | 69   | 67   | 66   | 64   |
+---------------------------------+------+------+------+------+------+

**[Table 2d]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean NCE Score                | 62   | 69   | 67   | 64   | 68   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 78   | 168  | 194  | 147  | 170  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 59   | 66   | 62   | 60   | 66   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 45   | 90   | 103  | 76   | 74   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 67   | 73   | 72   | 69   | 69   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 78   | 91   | 71   | 96   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 53   | 64   | 60   | 59   | 53   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 16   | 34   | 46   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 60   | 67   | 61   | 59   | 72   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 23   | 39   | 44   | 18   | 18   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 67   | 71   | 72   | 69   | 66   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 92   | 101  | 77   | 91   |
+---------------------------------+------+------+------+------+------+
| **STATE MEAN NCE SCORE**        | 62   | 66   | 64   | 63   | 61   |
+---------------------------------+------+------+------+------+------+

**[Table 2e]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Scaled Score             | 442  | 444  | 433  | 431  | 432  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 78   | 168  | 194  | 147  | 170  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 436  | 436  | 421  | 420  | 421  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 45   | 90   | 103  | 76   | 74   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 450  | 454  | 447  | 443  | 440  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 78   | 91   | 71   | 96   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 420  | 427  | 415  | 414  | 418  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 16   | 34   | 46   | 51   | 53   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 440  | 440  | 425  | 428  | 441  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 23   | 39   | 44   | 18   | 18   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 451  | 452  | 446  | 443  | 437  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 92   | 101  | 77   | 91   |
+---------------------------------+------+------+------+------+------+
| #  STATE SCALED SCORE           | 441  | 439  | 435  | 434  | 430  |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**  21.06       21.06       21.06       21.06       21.06
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[Table 2f]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Percentile Score         | 72   | 82   | 79   | 75   | 80   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 78   | 168  | 194  | 147  | 170  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 66   | 77   | 71   | 68   | 77   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 45   | 90   | 103  | 76   | 74   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 78   | 86   | 85   | 81   | 81   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 33   | 78   | 91   | 71   | 96   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 56   | 75   | 69   | 66   | 70   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 16   | 34   | 46   | 51   | 53   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 68   | 79   | 71   | 66   | 84   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 23   | 39   | 44   | 18   | 18   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 79   | 84   | 85   | 82   | 83   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 38   | 92   | 101  | 77   | 91   |
+---------------------------------+------+------+------+------+------+
| # STATE PERCENTILE SCORE        | 71   | 77   | 74   | 73   | 70   |
+---------------------------------+------+------+------+------+------+

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

This overview applies to: Table 3a Reading Grade 5 NCEs page 27

Table 3b Reading Grade 5 Scaled Scores page 28

Table 3c Reading Grade 5 Percentiles page 29

Table 3d Math Grade 5 NCEs page 30

Table 3e Math Grade 5 Scaled Scores page 31

Table 3f Math Grade 5 Percentiles page 32

**[Table 3a]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean NCE Score                | 68   | 57   | 54   | 54   | 57   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 163  | 127  | 137  | 125  | 118  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 65   | 51   | 49   | 48   | 54   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 86   | 70   | 74   | 83   | 61   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 71   | 63   | 58   | 58   | 59   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 83   | 68   | 91   | 74   | 78   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 62   | 53   | 48   | 47   | 51   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 36   | 48   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 65   | 49   | 51   | 45   | 42   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 19   | 27   | 16   | 10   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 71   | 62   | 58   | 58   | 60   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 96   | 82   | 87   | 90   | 91   |
+---------------------------------+------+------+------+------+------+
| **STATE MEAN NCE SCORE**        | 65   | 56   | 55   | 55   | 54   |
+---------------------------------+------+------+------+------+------+

**[Table 3b]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Scaled Score             | 488  | 492  | 480  | 478  | 473  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 192  | 156  | 167  | 159  | 140  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 485  | 482  | 467  | 468  | 463  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 86   | 70   | 74   | 83   | 61   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 491  | 502  | 490  | 490  | 481  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 83   | 68   | 91   | 74   | 78   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 483  | 484  | 467  | 463  | 462  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 36   | 48   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 485  | 485  | 476  | 477  | 445  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 19   | 27   | 16   | 10   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 491  | 497  | 487  | 487  | 481  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 96   | 82   | 87   | 90   | 91   |
+---------------------------------+------+------+------+------+------+
| #  STATE SCALED SCORE           | 485  | 483  | 480  | 478  | 469  |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**  21.06       21.06       21.06       21.06       21.06
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[Table 3c]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Percentile Score         | 80   | 63   | 58   | 56   | 63   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 192  | 156  | 167  | 159  | 140  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 76   | 52   | 48   | 46   | 57   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 86   | 70   | 74   | 83   | 61   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 84   | 74   | 64   | 65   | 67   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 83   | 68   | 91   | 74   | 78   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 72   | 56   | 45   | 44   | 52   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 36   | 48   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 76   | 47   | 52   | 41   | 37   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 19   | 27   | 16   | 10   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 84   | 71   | 64   | 65   | 68   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 96   | 82   | 87   | 90   | 91   |
+---------------------------------+------+------+------+------+------+
| #  STATE PERCENTILE SCORE       | 71   | 74   | 70   | 68   | 64   |
+---------------------------------+------+------+------+------+------+

**[Table 3d]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean NCE Score                | 62   | 69   | 66   | 63   | 62   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 192  | 156  | 167  | 159  | 140  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 65   | 51   | 49   | 48   | 54   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 86   | 70   | 74   | 83   | 61   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 71   | 63   | 58   | 58   | 59   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 83   | 68   | 91   | 74   | 78   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 62   | 53   | 48   | 47   | 51   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 36   | 48   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 65   | 49   | 51   | 45   | 47   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 19   | 27   | 16   | 11   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 71   | 62   | 58   | 58   | 60   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 96   | 82   | 87   | 90   | 91   |
+---------------------------------+------+------+------+------+------+
| **STATE MEAN NCE SCORE**        | 65   | 56   | 55   | 55   | 54   |
+---------------------------------+------+------+------+------+------+

**[Table 3e]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Scaled Score             | 479  | 483  | 472  | 464  | 460  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 192  | 156  | 167  | 159  | 140  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 473  | 477  | 461  | 453  | 448  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 86   | 70   | 74   | 83   | 61   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 487  | 490  | 481  | 476  | 470  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 83   | 68   | 91   | 74   | 78   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 464  | 471  | 459  | 448  | 444  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 36   | 48   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 476  | 487  | 469  | 461  | 437  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 19   | 27   | 16   | 11   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 488  | 487  | 478  | 474  | 459  |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 96   | 82   | 87   | 90   | 91   |
+---------------------------------+------+------+------+------+------+
| #  STATE SCALED SCORE           | 476  | 473  | 468  | 466  | 460  |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**  21.06       21.06       21.06       21.06       21.06
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[Table 3f]{.underline}**

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

Edition/Publication Year [1996 (SAT-9) / 2003 (SAT- 10)]{.underline}

Publisher [Harcourt Educational Measurement]{.underline}

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Mean Percentile Score         | 72   | 82   | 78   | 73   | 71   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 192  | 156  | 167  | 159  | 140  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Low Income                | 67   | 78   | 71   | 67   | 60   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 86   | 70   | 74   | 83   | 61   |
+---------------------------------+------+------+------+------+------+
| > 2\. Not Low Income            | 77   | 85   | 81   | 79   | 79   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 83   | 68   | 91   | 74   | 78   |
+---------------------------------+------+------+------+------+------+
| > 3\. African American          | 63   | 71   | 64   | 63   | 55   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 36   | 48   | 51   | 38   |
+---------------------------------+------+------+------+------+------+
| > 4\. Hispanic                  | 66   | 81   | 76   | 62   | 44   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 36   | 19   | 27   | 16   | 11   |
+---------------------------------+------+------+------+------+------+
| > 5\. White                     | 78   | 86   | 83   | 80   | 78   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 96   | 82   | 87   | 90   | 91   |
+---------------------------------+------+------+------+------+------+
| #  STATE PERCENTILE SCORE       | 71   | 74   | 70   | 68   | 64   |
+---------------------------------+------+------+------+------+------+