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

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

**Cover Sheet**

Name of Principal [Ms. Sherry Reynolds]{.underline}

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

Official School Name [Arlington Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1621 N. Webb Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Gastonia, NC]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[28052-0402]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(704 ) 866-6185 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Fax (704)
866-6074\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL[www.gaston.k12.nc.us/schools/arlington/index.htm Email:
sreynolds@gaston.k12.nc.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)

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

Name of Superintendent\_\_\_\_\_\_\_\_[Dr. Edwards
Sadler\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Gaston County T]{.underline}el. [( 704 )
866-6100]{.underline}

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

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

Name of School Board

President/Chairperson [Mrs. Jennifer Davis]{.underline}

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

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

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

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

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

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

1\. Number of schools in the district: \_[30]{.underline}\_\_ Elementary
schools

\_[12]{.underline}\_\_ Middle schools

\_\_[0]{.underline}\_\_ Junior high schools

\_[10]{.underline}\_\_ High schools

\_[52]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[5,682]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[6,309]{.underline}\_\_\_\_\_

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

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

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

4\. [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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       36        28                     **64**       **7**                             

  **1**       24        22                     **46**       **8**                             

  **2**       36        22                     **58**       **9**                             

  **3**       24        28                     **52**       **10**                            

  **4**       28        23                     **51**       **11**                            

  **5**       33        31                     **64**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   335
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [39]{.underline} % White

the students in the school: [55]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[61]{.underline}\_\_\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 100
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 119
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        219
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    361
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .61
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    61
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[5]{.underline}\_\_\_\_%

\_\_[17]{.underline}\_\_\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[92]{.underline}\_\_\_\_%

\_\_\_[332]{.underline}\_\_\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_[16.4]{.underline}\_\_\_\_\_%

\_\_[55]{.underline}\_\_\_\_Total Number of Students Served

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

\_[0]{.underline}\_\_Autism \_[0]{.underline}\_\_Orthopedic Impairment

\_[0]{.underline} \_Deafness \_[7]{.underline}\_\_Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_[21]{.underline}\_Specific
Learning Disability

\_[0]{.underline}\_\_Hearing Impairment \_[9]{.underline}\_\_Speech or
Language Impairment

\_[13]{.underline}\_Mental Retardation \_[0]{.underline}\_\_Traumatic
Brain Injury

\_[5]{.underline} \_Multiple Disabilities \_[0]{.underline}\_\_Visual
Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_[2]{.underline}\_\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_[17]{.underline}\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_[2]{.underline}\_\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

Paraprofessionals \_\_[19]{.underline}\_\_\_
\_\_[0]{.underline}\_\_\_\_\_

> Support staff \_\_[8]{.underline}\_\_\_\_
> \_\_[2]{.underline}\_\_\_\_\_
>
> Total number \_\_[48]{.underline}\_\_\_ \_\_[2]{.underline}\_\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_[18.1]{.underline}\_

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

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

  Daily student attendance [95.09]{.underline}   [94.92]{.underline}   [94.38]{.underline}               

  Daily teacher attendance [80%]{.underline}     [85%]{.underline}     [86%]{.underline}                 

  Teacher turnover rate    [21%]{.underline}     [18%]{.underline}     [17%]{.underline}                 

  Student dropout rate                                                                                   

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

Teacher Turnover rates' explanations:

2001-2002 due to allotment cuts

2000-2001 due to allotment cuts

1999-2000 due to allotment cuts

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

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Arlington Elementary School, Gastonia, North Carolina is located in an
economically challenged neighborhood in west Gastonia. An inviting
learning environment welcomes all who enter the 1922 school building
despite it's structural weaknesses. Arlington Elementary was among the
original fifteen schools in North Carolina to receive a state assistance
team in 1997-98 based on previously low student performance. The same
year, Sherry Reynolds became the principal and under her leadership
student achievement has skyrocketed. Sherry began an aggressive campaign
of monitoring each child individually and of collecting and analyzing
data on each child. Under Sherry's leadership, teachers are empowered to
use data and assessment results to drive instruction. When Sherry
assumed the principalship at Arlington Elementary, student achievement
was abysmal. In 1996-97, only 37% of students performed at or above
grade level. Because of her leadership, Arlington Elementary is now a
School of Distinction and is knocking on the door of becoming a School
of Excellence.

Arlington Elementary School's Mission is: 'Nurturing children to believe
they can do great things'. Sherry Reynolds believes all children are
entitled to learning from qualified and enthusiastic teachers. Arlington
teachers are masterful in transforming students from deficient
backgrounds to eager learners who love coming to school and who are
experiencing academic success. Sherry is an utterly determined force for
change who believes there are no educational limits to what her students
can achieve no matter what socio-economic and environmental limits they
may face. She uses data on student performance to drive her strategies,
and instructional practices are continuously adjusted to produce the
best learning results.

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

1.  North Carolina End-of- Grade Tests in Reading and Mathematics are
    administered each year in May to elementary students in grades 3-5.
    Results are printed in scale scores and achievement levels. North
    Carolina's EOG tests have four achievement levels of scores with
    each consisting of a range of scale scores. Achievement levels are
    I, II, III, and IV and the range of scale scores vary from grade to
    grade and also vary from reading to math. Students are expected to
    make a years worth of growth for a years worth of schooling. A
    schools expected growth as defined by North Carolina is based on a
    formula that calculates the amount of growth each individual makes
    in a school year and only students who are enrolled more than 91
    days count in the growth component. North Carolina's accountability
    model also includes a performance component. Performance is the
    percent of students who score at or above grade level which is
    achievement levels III and IV. All students who take the tests are
    included in the performance component of accountability. Refer to
    the chart on the next page for details on Arlington's scores for the
    last three years. You will notice the range of scale scores in math
    changed from the 100's series to the 200's series in 200-01. The
    change was necessary as the math test was re-normed that year.

2\. Sherry Reynolds, Arlington's principal, meets with teachers by grade
levels to analyze and discuss End-of -- Grade Tests results.
Specifically the 'Goal Summary Report' is used to determine the
strengths and weaknesses of the students and the teachers and to compare
Arlington students' performance to the states' performance. Together,
the principal and teachers analyze and discuss each of the state
standards as weighted on the tests. Based on the number of test
questions for each state standard, the principal and teachers prioritize
the curriculum and develop a pacing guide for instruction. Throughout
the school year, the principal frequently develops tests, using Test
Magic software program and teacher administer tests to determine student
mastery. Students who experience difficulty in mastering particular
skills are given the opportunity for re-teaching or focused
intervention.

3\. Individual student performance charts / graphs are made by the
princi0pal showing the achievement level of the student the previous
year, the current year, and the projected growth expectation as
calculated in ABC Tools for the upcoming year. Four copies of the charts
/ graphs are made and distributed as follows: principal, teacher,
student and parent. The principal uses the student achievement charts /
graphs every time she conducts a parent conference, regardless what
prompted the conference, the principal always relates the issue at hand
to how it impacts student learning and performance. Each classroom
teacher practices the same strategy when they conduct parent
conferences. Students keep their copy of the chart / graph in their desk
and when necessary teachers have students to refer to the chart / graph
to help keep things in perspective and help keep the students focused on
their academic success.

4\. Arlington Elementary School is fortunate to be able to share our
success with other schools. Because of such a success story, increasing
from 37% proficient to 89.4% proficient in just five years, Arlington's
principal and teams of teachers have made many presentations at the
local, state, and nation levels. Presentations consist of a step-by-step
process of how our school has been transformed. Our school has also been
open to groups of central office administrators, principals, assistant
principals, teachers and teacher assistants from many counties in North
Carolina, South Carolina, Georgia, and Louisiana to visit for one or two
days at a time. During visits, they observe the procedures of the entire
day, from the time the bus and car riders arrive in the mornings until
the last child leaves the campus in the afternoons. Visitors also
observe the delivery of instruction in all our classrooms. Ideally,
visitors go back to their schools and implement the strategies observed
at Arlington that have proven effective over the last six years.

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

1.  Our school follows the North Carolina Standard Course of Study for
    each grade level. Content areas included in North Carolina's
    Standard Course of Study for elementary school are: (1)English /
    Language Arts which includes reading (cognition, interpretation,
    critical stance, and connections), spelling, and writing, (2)
    Mathematics which includes number sense, numeration, numerical
    operations, spatial sense, measurement, geometry, patterns,
    relationships, functions, data, probability and statistics, (3)
    Science, (4) Social Studies, (5)Healthful Living, (6)
    Computer/Technology, (7) Art, (8) Music, and (9) Physical Education
    and English/Second Language. State level tested content areas in
    North Carolina elementary schools are reading, writing, and
    mathematics. At Arlington Elementary, curriculum content areas are
    prioritized with much emphasis on the tested areas. Frequent
    assessments are administered to continually check on students'
    academic progress and mastery of skills in the tested content areas.

2.  Arlington Elementary School implements a balanced literacy reading
    program that includes the following components: (1) guided
    reading, (2) shared reading, (3) self-selected reading, (4)
    vocabulary / word building, and (5) writing. At Arlington, guided
    reading is taught in small groups of 5 to 7 students per group. An
    odd number of students per group works best so when students are
    buddy reading the teacher can listen to an individual read and can
    conference with the individual to enhance and help improve
    comprehension skills. Guided reading is taught at the students'
    instructional level. Teachers at Arlington do an outstanding job of
    starting with students where they are and moving them forward at a
    steady pace. Shared reading is taught on grade level with much
    participation from the teacher, teacher assistant, and also the
    students. Self-selected reading is for pleasure. During
    self-selected reading, students may read at the level of their
    proficiency for understanding and comprehension without help from
    the teacher. The balanced literacy approach to reading is a
    countywide initiative in which our school participates. This
    approach has proven to be effective for the population of students.

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3.  Our school's mission is to nurture children to believe they can do
    great things. Our students have been most successful in mathematics
    because our teachers and teacher assistants have given them many
    opportunities to experience success in learning mathematics,
    promoting the children to believe in themselves. Over the last six
    years it has been amazing to observe the students at Arlington and
    to celebrate their successes. All that most students need is a taste
    of success and then you cannot hold them back. Students at Arlington
    are eager to come to school and eager to learn. Students have a
    reason to want to do well academically at our school. Students are
    recognized with certificates, bookmarks, pencils, stickers,
    trophies, and tee shirts for their academic successes. Mathematics
    instruction consist of teachers modeling and demonstrating how to
    solve problems and then students are given the opportunity to model
    and demonstrate what they have learned. Modeling and demonstrations
    are presented by teachers and students using manipulatives, overhead
    projectors, power point presentations, and projects. Teachers at
    Arlington are masters at delivering mathematics instruction in such
    a way that learning for the students is fun and interesting. Our
    students truly believe in themselves and they think they are the
    best students in North Carolina.

4\. Flexible grouping in grades 1-5, small group instruction, teacher
assistants in all classroom, and grade level as well as vertical or
cross grade level planning are methods used at Arlington to help improve
student learning. By placing students in flexible groups, teachers can
effectively deliver instruction to **all** students because they are all
within the same range of ability. Therefore, no one gets overlooked, the
pace of teaching is not too fast or too slow, every child participates
because he can and there are no discipline problems. Small group
instruction is more effective for Arlington's students than whole group
instruction. In a small group setting, the teacher can easily monitor
each student's participation and can effectively keep all students on
task and engaged in productive work.. By rearranging resources, our
school provides a teacher assistant for all classrooms. With two adults
in the room at all times, a high rate of student time-on-task is
present. Teacher assistants at Arlington are provided staff development
and are expected to be engaged, working directly with children at all
times during the instructional day. Two adults in every classrooms at
all times, working with the students has have a positive impact on
student improvement at Arlington. Our master schedule is set up to
provide all teachers with a three hour block of planning time one day
each week. During that time, teachers are required to plan as a grade
level for a minimum of one hour and the remainder of the time is for
individual planning. However, several times each quarter, cross grade
level planning occurs during some of that time. Cross grade level
planning keeps teachers up to date on what students are learning in the
grade below and above their grade and helps the teachers better prepare
their students for promoting to the next grade.

5\. Professional development at Arlington is planned based on areas of
weaknesses at our school and is always unique to our needs. Sherry
Reynolds, the principal, always finds the best consultants available to
lead our staff in work sessions that address our weaknesses. At the
beginning of the school year, a consultant from Cumberland County
conducted a workshop for our staff, on our campus on Higher Order
Thinking Skills. It was evident based on EOG scores from the previous
years that our teachers needed some help in how to teach Higher Order
Thinking Skills. Our principal took the levels of thinking question
stems from that workshop to a local print shop and had each level
printed on poster size paper for every teacher in our school. Each month
a poster is displayed in each classroom, beginning with knowledge level
the first month and adding the other levels, until the highest thinking
level of question stems were in all classrooms by February. The
principal and assistant principal expect to hear teachers asking higher
level questions as they teach reading and also expect to hear students
asking the same high level questions when working in groups or with
partners. Our principal also hired a consultant from Oregon to teach a
two- week institute on Best Practices in Mathematics. The first week
consisted of thirty hours of instruction that was provided during the
instructional day and the second week consisted of job embedded
practices as the consultant taught math lessons in every classroom in
our school. She taught the lesson that the teachers had planned, using
best practices and demonstrating strategies she had taught teachers the
week before. Our professional development always has a positive impact
on improving student achievement because it is designed

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_[3, 4, 5]{.underline}\_\_\_ Test\_[NC End-of-Grade
Test]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_[2000]{.underline}\_\_ Publisher [NC
Department of Public Instruction]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_[ESL students were\_\_\_\_\_\_]{.underline}

[Excluded. Prior to 2002-03, ESL students were exempted from state
testing. \_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_[1]{.underline}\_\_\_\_\_ Percent
excluded\_\_[.02]{.underline}\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

**Grade 3 Reading**

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

  Testing month                                                   May         May         May         May         May

  SCHOOL SCORES                                                                                                   

  Total                                                           80.4        69.8        68.1        45.8        49

  At or Above Basic                                               80.4        69.8        68.1        45.8        49

  At or Above Proficient                                          80.4        69.8        68.1        45.8        49

  At Advanced                                                     80.4        69.8        68.1        45.8        49

  Number of students tested                                       46          63          69          72          88

  Percent of total students tested                                100         100         100         100         100

  Number of students excluded                                     0           0           0           0           0

  Percent of students excluded                                    0           0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_[Black]{.underline}\_\_\_\_\_\_\_ (specify subgroup)                                                    

  At or Above Basic                                               86.7        65.7        65.6        44.7        45.1

  At or Above Proficient                                          86.7        65.7        65.6        44.7        45.1

  At Advanced                                                     86.7        65.7        65.6        44.7        45.1

  2.\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  At or Above Basic                                               83.3        73.9        70.5        46.9        52.9

  At or Above Proficient                                          83.3        73.9        70.5        46.9        52.9

  At Advanced                                                     83.3        73.9        70.5        46.9        52.9

  3.\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                      
  subgroup)                                                                                                       

  At or Above Basic                                               33.3        66.7        100         100         100

  At or Above Proficient                                          33.3        66.7        100         100         100

  At Advanced                                                     33.3        66.7        100         100         100

  STATE SCORES                                                                                                    

  Total                                                           79.8        \*          \*          \*          \*

  At or Above Basic                                                                                               

  State Mean Score                                                                                                

  At or Above Proficient                                                                                          

  State Mean Score                                                                                                

  At Advanced                                                                                                     

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

\*Not available at my building

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

**Grade 3 Math**

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

  Testing month                                                   May         May         May         May         May

  SCHOOL SCORES                                                                                                   

  Total                                                           89.8        77          61.5        40.8        42.2

  At or Above Basic                                               89.8        77          61.5        40.8        42.2

  At or Above Proficient                                          89.8        77          61.5        40.8        42.2

  At Advanced                                                     89.8        77          61.5        40.8        42.2

  Number of students tested                                       49          63          69          72          88

  Percent of total students tested                                100         100         100         100         100

  Number of students excluded                                     0           0           0           0           0

  Percent of students excluded                                    0           0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                                       

  At or Above Basic                                               90.3        71.4        59.4        31.6        37.3

  At or Above Proficient                                          90.3        71.4        59.4        31.6        37.3

  At Advanced                                                     90.3        71.4        59.4        31.6        37.3

  2.\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  At or Above Basic                                               100         82.6        63.6        50.0        47.1

  At or Above Proficient                                          100         82.6        63.6        50.0        47.1

  At Advanced                                                     100         82.6        63.3        50.0        47.1

  3.\_\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                      
  subgroup)                                                                                                       

  At or Above Basic                                               66.7        100         100         0           100

  At or Above Proficient                                          66.7        100         100         0           100

  At Advanced                                                     66.7        100         100         0           100

  STATE SCORES                                                                                                    

  Total                                                           77.3        \*          \*          \*          \*

  At or Above Basic                                                                                               

  State Mean Score                                                                                                

  At or Above Proficient                                                                                          

  State Mean Score                                                                                                

  At Advanced                                                                                                     

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

\* Not available at my building.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

**Grade 4 Reading**

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

  Testing month                                                   May         May         May         May         May

  SCHOOL SCORES                                                                                                   

  Total                                                           78.7        78.5        39.4        41.9        38.5

  At or Above Basic                                               78.7        78.5        39.4        41.9        38.5

  At or Above Proficient                                          78.7        78.5        39.4        41.9        38.5

  At Advanced                                                     78.7        78.5        39.4        41.9        38.5

  Number of students tested                                       47          67          70          79          72

  Percent of total students tested                                99.8        100         100         100         100

  Number of students excluded                                     1           0           0           0           0

  Percent of students excluded                                    .02         0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                                       

  At or Above Basic                                               65.4        73.7        31.0        37.0        35.1

  At or Above Proficient                                          65.4        73.7        31.0        37.0        35.1

  At Advanced                                                     65.4        73.7        31.0        37.0        35.1

  2.\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  At or Above Basic                                               93.8        83.3        47.8        46.9        41.9

  At or Above Proficient                                          93.8        83.3        47.8        46.9        41.9

  At Advanced                                                     93.8        83.3        47.8        46.9        41.9

  3.\_\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                                       

  At or Above Basic                                               100         0           100         100         0

  At or Above Proficient                                          100         0           100         100         0

  At Advanced                                                     100         0           100         100         0

  STATE SCORES                                                                                                    

  Total                                                           77.1        \*          \*          \*          \*

  At or Above Basic                                                                                               

  State Mean Score                                                                                                

  At or Above Proficient                                                                                          

  State Mean Score                                                                                                

  At Advanced                                                                                                     

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

\* Not available at my building

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

**Grade 4 Math**

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

  Testing month                                                   May         May         May         May         May

  SCHOOL SCORES                                                                                                   

  Total                                                           93.5        97.4        66.6        58.0        65.5

  At or Above Basic                                               93.5        97.4        66.6        58.0        65.5

  At or Above Proficient                                          93.5        97.4        66.6        58.0        65.5

  At Advanced                                                     93.5        97.4        66.6        58.0        65.5

  Number of students tested                                       43          67          70          79          72

  Percent of total students tested                                99.8        100         100         100         100

  Number of students excluded                                     1           0           0           0           0

  Percent of students excluded                                    .02         0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                                       

  At or Above Basic                                               88          94.9        54.8        56.5        56.8

  At or Above Proficient                                          88          94.9        54.8        56.5        56.8

  At Advanced                                                     88          94.9        54.8        56.5        56.8

  2.\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  At or Above Basic                                               100         94.9        78.3        59.4        74.2

  At or Above Proficient                                          100         94.9        78.3        59.4        74.2

  At Advanced                                                     100         94.9        78.3        59.4        74.2

  3.\_\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                                       

  At or Above Basic                                               100         0           50          100         100

  At or Above Proficient                                          100         0           50          100         100

  At Advanced                                                     100         0           50          100         100

  STATE SCORES                                                                                                    

  Total                                                           88.9        \*          \*          \*          \*

  At or Above Basic                                                                                               

  State Mean Score                                                                                                

  At or Above Proficient                                                                                          

  State Mean Score                                                                                                

  At Advanced                                                                                                     

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(d) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

\*Not available at my building.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

**Grade 5 Reading**

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

  Testing month                                                   May         May         May         May         May

  SCHOOL SCORES                                                                                                   

  Total                                                           92.6        86.9        64.7        55.7        73.8

  At or Above Basic                                               92.6        86.9        64.7        55.7        73.8

  At or Above Proficient                                          92.6        86.9        64.7        55.7        73.8

  At Advanced                                                     92.6        86.9        64.7        55.7        73.8

  Number of students tested                                       54          38          73          67          60

  Percent of total students tested                                100         100         100         100         100

  Number of students excluded                                     0           0           0           0           0

  Percent of students excluded                                    0           0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                                       

  At or Above Basic                                               89.3        85.7        60.5        50.5        96.7

  At or Above Proficient                                          89.3        85.7        60.5        50.5        96.7

  At Advanced                                                     89.3        85.7        60.5        50.5        96.7

  2.\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  At or Above Basic                                               100         88.2        69.0        61.3        47.1

  At or Above Proficient                                          100         88.2        69.0        61.3        47.1

  At Advanced                                                     100         88.2        69.0        61.3        47.1

  3.\_\_\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                                       

  At or Above Basic                                               0           N/A         100         50          N/A

  At or Above Proficient                                          0           N/A         100         50          N/A

  At Advanced                                                     0           N/A         100         50          N/A

  STATE SCORES                                                                                                    

  Total                                                           84.5        \*          \*          \*          \*

  At or Above Basic                                                                                               

  State Mean Score                                                                                                

  At or Above Proficient                                                                                          

  State Mean Score                                                                                                

  At Advanced                                                                                                     

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(e) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

\* Not available at my building

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
Mathematics

**Grade 5 Math**

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

  Testing month                                                   May         May         May         May         May

  SCHOOL SCORES                                                                                                   

  Total                                                           94.4        97.6        76.5        84.2        46.9

  At or Above Basic                                               94.4        97.6        76.5        84.2        46.9

  At or Above Proficient                                          94.4        97.6        76.5        84.2        46.9

  At Advanced                                                     94.4        97.6        76.5        84.2        46.9

  Number of students tested                                       54          38          73          67          60

  Percent of total students tested                                100         100         100         100         100

  Number of students excluded                                     0           0           0           0           0

  Percent of students excluded                                    0           0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                                       

  At or Above Basic                                               93.1        95.2        76.3        86.3        46.7

  At or Above Proficient                                          93.1        95.2        76.3        86.3        46.7

  At Advanced                                                     93.1        95.2        76.3        86.3        46.7

  2.\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  At or Above Basic                                               95.5        100         76.7        87.1        47.1

  At or Above Proficient                                          95.5        100         76.7        87.1        47.1

  At Advanced                                                     95.5        100         76.7        87.1        47.1

  3.\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                    
  subgroup)                                                                                                       

  At or Above Basic                                               100         N/A         100         50          N/A

  At or Above Proficient                                          100         N/A         100         50          N/A

  At Advanced                                                     100         N/A         100         50          N/A

  STATE SCORES                                                                                                    

  Total                                                           88.4        \*          \*          \*          \*

  At or Above Basic                                                                                               

  State Mean Score                                                                                                

  At or Above Proficient                                                                                          

  State Mean Score                                                                                                

  At Advanced                                                                                                     

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(f) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

\* Not available at my building