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

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

**Cover Sheet**

Name of Principal [Mr. Douglas Luiten]{.underline}

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

Official School Name [Peninsula Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [2406 West Texas Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Moses Lake, WA]{.underline} \_\_\_\_\_\_[98837]{.underline}\_[-
2857]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 509 ) 766-2658]{.underline} Fax [( 509 ) 766-3950]{.underline}

Website/URL [www.moselakeschools.org]{.underline} Email
[dluiten@mlsd.wednet.edu]{.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. Steven
Chestnut\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Moses Lake School District]{.underline} Tel. [( 509 )
766-2650­­­­\_\_\_\_\_\_\_\_\_\_\_]{.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. Vicki
Groff]{.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: \_\_\_[8]{.underline}\_
Elementary schools

\_\_\_[3]{.underline}\_ Middle schools

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

\_\_\_[2]{.underline}\_ High schools

\_\_[13]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure: \_\_[\$6,837.41]{.underline}\_\_\_

Average State Per Pupil Expenditure: \_\_[\$7,224.85]{.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\. [15]{.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**       43        49                     **92**       **7**                             

  **1**       56        46                     **102**      **8**                             

  **2**       36        33                     **69**       **9**                             

  **3**       31        33                     **64**       **10**                            

  **4**       51        40                     **91**       **11**                            

  **5**       46        32                     **78**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   496
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [58]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[37]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[25]{.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 67
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 53
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        120
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    489
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .25
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    25.00
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[18]{.underline}\_\_%

\_\_\_[87]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[3]{.underline}\_\_\_\_

Specify languages:

Spanish - Ukraine - Russian

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[62]{.underline}\_\_\_%

\_\_[307]{.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:
\_\_\_[13]{.underline}\_\_\_%

\_\_\_[66]{.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.

\_\_[1]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[6]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[12]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_[20]{.underline}\_Speech or Language
Impairment

\_\_[5]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_[1]{.underline}\_Multiple Disabilities \_\_[1]{.underline}\_Visual
Impairment Including Blindness

[\_19\_]{.underline} Developmentally Delayed

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

Special resource teachers/specialists \_\_[4]{.underline}\_\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[24]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[8]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[58]{.underline}\_\_\_ \_\_\_[1]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_\_[23]{.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 5%          5%          6%          7%          6%

  Daily teacher attendance 6%          3%          6%          3%          3%

  Teacher turnover rate    3%          6%          6%          3%          3%

  Student dropout rate     NA          NA          NA          NA          NA

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

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

\(1\) Peninsula Elementary is a neighborhood school located in Moses
Lake, Washington. Our K-5 school currently has a population of 480
students, with 62 percent of those students on free and reduced lunch.
We serve a variety of students who are gifted, bilingual, special needs,
migrant and those who are like any other elementary student in small
town, America. Our students include 10 percent in special education, 44
percent are ethnic minorities of which 33 percent are
Migrant/ESL/Bilingual. To accommodate our migrant/bilingual students, we
have three bilingual support personnel in our ESL program as well as
additional staff members, who can provide translation when needed.

Peninsula is unique in that we have a high rate of free and reduced
lunch and ethnic minorities, but we also have high test scores. In fact,
the trend shows that as our poverty rate and minority count rises, so do
our test scores. Our uniqueness in this regard is due to the fact that
our teachers believe that *all* children can learn and we are committed
to that vision. Our staff continually challenges each student with high
expectations in order to prepare them to be responsible, productive,
lifelong learners. Our staff believes that the academic, social,
emotional, creative, and physical parts of the child are all important
facets. This belief led us to create a mission statement that focuses on
the whole child: "A community dedicated to preparing the whole child to
be a responsible, productive, lifelong learner"

Each staff member participates in leadership teams such as Learning
Improvement, Budget, Accelerated Reading, Technology, Safety, Library,
and the Sunshine team to develop staff involvement and to make decisions
concerning how to provide the best education possible for our students.
These teams reflect our distinct collaboration and leadership qualities
at Peninsula. Our school runs on a site-based decision making process
that supports and values high levels of shared decision-making for the
purpose of improving student learning. The leadership teams meet to
create Learning Improvement Days, staff development opportunities,
expenditures and resources needed to implement our student learning
goals.

At Peninsula Elementary, every child has adult advocates beginning in
kindergarten and continuing until the student leaves our school. The
principal, secretaries, paraprofessionals, teachers and custodians work
diligently to promote respect and responsibility in a safe, healthy and
stimulating learning environment. All students are greeted warmly in the
office by our bilingual secretary of 22 years. The principal's name and
face is well known as he greets students in their classrooms. Staff
turnover is low creating a stable environment for our students. Students
are frequently seen in the classrooms of their former teachers to talk
and reconnect reflecting that Peninsula is a caring school. To achieve
this advocacy, we start the beginning of each new school year with a
school handbook containing expected student behaviors and
responsibilities. Our staff continually teaches, reinforces and models
respectful, responsible behavior. Our 4^th^ and 5^th^ grade students
participate in Peacemakers, a leadership program to help with conflict
management on the playground. Staff members are encouraged to give
positive PAWS to students for outstanding behaviors such as
respectfulness, helpfulness, working hard on school work and leadership.
Our counselor gives classroom lessons on conflict management and
friendship skills, in addition to working with small groups in the areas
of anger management, dealing with divorce and separation, life changes
and friendship. Parents are frequent volunteers to our school and
classrooms. At our fall conferences, 93% of parents met with teachers to
discuss their child's progress, behavior and assessment. Community
members such as police officers (DARE), fire personnel, Big Bend
Community College students, Rotary Club, Kiwanis Club and the Boys and
Girls club maintain relationships with our students by presenting
programs, tutoring children, and providing services and goods. Peninsula
Elementary actively seeks out partnerships for the good of our children.

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

\(1\) (a) Third graders at Peninsula Elementary are assessed using the
**Iowa Tests of Basic Skills (ITBS)**. The Iowa Tests are standardized
norm-referenced achievement tests constructed specifically to gather
information that can be used to improve instruction. The **WASL
(Washington Assessment of Student Learning)** is the state test used to
assess fourth graders. The WASL assessment reflects what students know
and are able to do based on the state's Essential Academic Learning
Requirements (EALRs). These clear targets in the subject areas of
reading, writing, listening and mathematics represent the specific
academic skills and knowledge Washington state student are required to
meet in the classroom. The WASL Trend shows the performance of our
fourth grade students in meeting state standards beginning with
1999-2000. The accompanying table shows the percent of students meeting
the reading, writing, listening and mathematics.

\(b\) The students who were excluded from the testing program at
Peninsula Elementary school are English Second Language students who
have been in the United States for less than one year. The data shows
that the percentage of excluded students is less than 5 percent.

\(c\) Data was disaggregated by gender, ethnicity, bilingual/ESL and
special education. The results show:

-   Females have outperformed males in reading and writing. Females and
    males are comparable in the math and listening assessments. Our
    females and males have both made continual progress.

-   White children outperformed Hispanic students in all four areas on
    the WASL test. However, results also show that Hispanic students are
    making progress through the years.

-   On the third grade math ITBS, Hispanic students have made a dramatic
    improvement from 29 percent to 57 percent in four years.

-   On the third grade reading ITBS, Hispanic students have made a
    dramatic improvement from 19 percent to 57 percent in four years.

\(2\) Students' achievement levels are tracked frequently and
instruction is individualized based on these results. It is extremely
important to the Peninsula Elementary staff to frequently collect data
designed to improve student learning and measure instruction
effectiveness. Peninsula is currently concluding its school-wide
improvement study. This intensive process has allowed us to focus on
data, assessments and goals to improve instruction. In the fall and
spring, we assess students\' achievement levels in reading, mathematics
and writing. Students are assessed with several district and state
tests. A variety of assessments is utilized such as Washington Language
Proficiency Test; Northwest Assessment Association Reading and Math;
fall and spring writing prompts; and Kindergarten Reading/Math Readiness
assessments. Testing is fluid and flexible with continual change of
students who test in special programs or test out. At the beginning of
this year, our staff collaborated for two days to analyze test data and
to define our strengths, challenges and goals. We examined individual,
classroom, grade level and cross-grade-level data. We discussed
cross-grade-level strategies and alignment of instruction to ensure
continued success in reading, writing and math. This planning is
implemented in the classrooms where teachers and para-educators utilize
the results in their instruction.

\(3\) Peninsula recognizes the important role that families,
partnerships and the community play in supporting learning. The school
has implemented strategies that are effective in involving parents from
all segments of the community in supporting their children's education.
During our school improvement study, a committee of staff, parents, and
community members identified goals by focusing on achievement data as
well as student and parent opinion surveys. Peninsula's learning and
behavioral expectations are communicated to parents and explained in
both English and Spanish. Teachers and special program personnel
communicate student performance on a daily, weekly or bi-weekly basis.
Two-way communication with parents via telephone, email and in person is
a key to our ongoing assessment. Our quarterly report cards not only
reflect a child\'s grades, but also how he or she is performing to meet
the grade level expectations. NWEA math and reading scores are
documented on report cards in the fall and spring. State standardized
tests (WASL & ITBS) performance scores are sent to parents. High
expectations are communicated and implemented in our classrooms through
our instruction, individual programs, and parent involvement. At our
fall conferences, 93% of parents met with teachers to discuss their
child's progress, behavior and assessment. Peninsula Elementary
frequently communicates students' performance through newsletters and
newspaper stories.

\(4\) Peninsula Elementary has developed an environment that encourages
teachers, administrators and school staff to work together as members of
a professional community, supporting each other in the improvement of
student learning. We have shared our successes with other schools in our
district, region and state. For example, the fourth grade teaching team
visited a Moses Lake charter school to discuss successful writing
strategies employed by teachers at Peninsula. Also, our staff has shared
Peninsula's vision, school-improvement plan, teamwork, and specific
curriculum techniques with a team from Richland, Washington. We plan to
take an active role in communicating and sharing successful strategies
to others through personal visits, the OSPI website and in writing. In
the event we win this award, outreach efforts will include visitations
by staff from other schools; shared information through professional
development sessions; presentations made at professional meetings;
maintenance of a website with information concerning successful programs
and practices; and contributions through writing. Our staff is a group
of quality, proactive leaders who seize opportunities to learn, grow and
develop as professionals.

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

\(1\) Teachers and education professionals must build a foundation of
basic skills in reading, writing, communication and mathematics. Our job
is to ensure students master these basic skills as the tools to success
in later learning, life, and work. At Peninsula, our staff and parents
believe high expectations are the keys to student success and have
therefore become the foundation of our educational philosophy. A rich
curriculum in each subject is taught at Peninsula Elementary. We believe
that schools must keep up with a changing world. For a good education
today, students now need to learn the core subjects and how to apply
what they learn in practical ways for everyday life.

Peninsula's curriculum is designed to ensure that students reach high
levels of achievement as well as to meet the school's goals and
objectives. The overall curriculum is chosen and implemented in order to
meet goals and to achieve personal and intellectual growth, citizenship
and preparation for successive grade levels. The Washington State
Essential Learning Requirements (EALR's) provide specific, grade-level
benchmarks to guide teaching and learning at each grade level. Skills
and strategies of the EALR's have been integrated into the academic
standards for reading, writing, communication, mathematics, science,
social studies, arts and health and fitness. Peninsula Elementary
learning teams offer all students the opportunity to be engaged with
significant content and essential cross-content skills and be fully
prepared for the next level of schooling. The following comprehensive
and well-designed curriculum includes:

-   Reading - Scholastic, Read Well, Read Naturally, Edmark

-   Math - Harcourt-Brace, Investigations

-   Social Studies - a progressive curriculum that builds on each year

-   Science - Silver Burdett Ginn Discovery Works

-   Writing - Six-Trait, Power Writing, Four Square

-   Music, Art, Physical Education

-   Computer Lab - Compass Learning

-   Hampton Brown for ELL

Our instruction is focused on learning strategies that include
action-inquiry, in-depth learning and performance assessment. Our
curriculum is knowledge based and designed to meet the needs of various
groups of students. Content areas are integrated and contain some unique
and effective features which include writing in all subject area;
presentations using PowerPoint and technology; vocabulary development;
and comprehension thinking skills and strategies. Upon researching best
practices, Peninsula is using the following programs to help students:
home reading, Read Naturally, Accelerated Reader, Reading Renaissance,
Edmark, Sustained Silent Reading, Power Reader, Power Writing, Writing
to Standards, and math journaling. In addition, specific programs at
Peninsula continue to promote academic and personal growth, and
citizenship development:

-   "Peninsula Power Packets" for incoming Kindergarteners

-   Special Education with individualized education programs

-   "Rockers", parent reading tutors & Big Bend Community College Tutors

-   Before and after school reading programs and Summer Library Reading

-   4^th^ Grade School Newspaper Club (Wiz Kids)

-   ESL/Migrant pull-out programs and summer school

-   Student/Teacher/Parent compacts

-   NOVA -- gifted & talented enrichment program

-   In-class Title and LAP services

-   Science Fair/Writer's Fair

[]{.mark}

The goals and objectives of the curriculum are matched to the schools
mission statement: "A community dedicated to preparing the whole child
to be a responsible, productive, lifelong learner."

\(2\) Peninsula selected Scholastic Reading as our comprehensive reading
curriculum. This program provides a developmental continuity of
strategies and skills from Kindergarten through fifth grade with
assessment an integral part of instruction. It is based on reading
research and is aligned with the state EALRS. An emphasis on application
of reading, thinking and problem-solving skills is provided in an
integrated format. Reading instruction is integrated across the
curriculum to give purpose and create authentic learning for our
students. Our reading curriculum provides daily opportunities for
students to read in a variety of contexts. These include whole-group,
small-group, peer tutoring, 1:1 tutoring, and independent reading.
Through the Scholastic curriculum, our students are also able to access
a variety of genres. Students are given opportunities to respond to
reading in various ways: discussions, journal writing, drama, and
projects. Comprehension strategies are used before, during, and after
reading in literature and content reading. This is achieved through
discussions, questioning, inferring and synthesizing activities. The
variety of multilingual literature offers real-life connections and
contextual links for our diverse student population. We meet individual
needs by utilizing support programs such as Read Naturally, Read Well,
Edmark, Accelerated Reader and technology projects. Parents are also
involved in reading strategy instruction through our parent involvement
program, Partners in Print. We believe all students can achieve high
standards by defining high expectations, clear standards and continuous
evaluation.

\(3\) At Peninsula Elementary, we believe that "Every Child is a
Writer." Writing is one of Peninsulas core subjects in which we expect
our students to master. We believe that progress toward mastery can be
obtained by providing a structured procedure in all grade levels. For
example, grades K through 5 use Power Writing, transition words,
elaboration techniques and Six-Trait writing. Instruction in writing is
integrated throughout the curriculum of reading, communication, science,
social studies and math as much as possible in order that teacher may
maximize their instructional time. In addition, there is strong
continuity with our writing instruction in that we build year to year on
strategies and techniques using the same vocabulary. Furthermore,
teachers participate in professional development workshops focused on
writing to improve and coordinate our instructional methods. Grade
levels have met to share successes and challenges in writing. In
addition, fourth grade teachers analyze released anchor papers in order
to better understand the expectations for the Writing Strand of the
WASL. These expectations are communicated to our students and their
parents. Finally, additional extra-curricular activities emphasize our
focus on writing such as The Writer's Fair, Newspaper Club, Techie
Writer's Club, and song-writing sessions.

\(4\) At Peninsula, we encourage a wide variety of teaching methods to
address the multiple needs of our students. From kindergarten through
fifth grade you will find classrooms actively involved in direct
instruction, peer tutoring, manipulative driven activities, role
modeling, small group, whole group, project based and collaborative
learning. Based upon best practice, teachers choose which strategy will
best suit each lesson daily. At any given time, teachers could be
observed giving whole class instruction, then breaking the students into
small groups to complete the assignment. Peer tutoring is seen daily
when our fourth and fifth grade students visit lower grade classrooms to
assist them in reading Accelerated Reader books. Para-educators tutor
below grade level students in reading 1:1 for 15 minutes in addition to
their regular reading instruction. Manipulatives and role modeling are
widely used methods of extra reinforcement. Project- based learning is
shown each year in our annual Writers Fair and Science Fair.
Collaborative learning is used by every teacher not only to reinforce
the relationships between student learning and cooperation, but to
prepare our students to become lifelong learners in a society.

\(5\) Professional development at Peninsula is an ongoing process
dedicated to improving student learning. We have formed
staff-development teams to set clear and measurable goals connected to
our students' needs. Continual staff development is a crucial component
of improving instruction by linking effective teaching methods to
student needs. Professional growth and development, both inside and
outside the school walls, is continuous and thoughtfully planned, based
on student and faculty needs. One staff meeting each month is set aside
for curriculum improvement. Staff members who are involved in district
reading, math, and writing committees share new ideas of best practice
for achieving state and district essential learnings. Grade level
meetings are also held once a month to share ideas and reflect on
effective teaching practices. Some of the professional development our
staff takes part in are NWEA score interpretation training, WASL
inservices, Read Well training, Read Naturally training, Reading
Renaissance, para-educator training, Kindergarten conference, English
Language Learners, Teacher Leadership Project, technology training, NCCE
technology conference, Math Investigations, and Power Writing.
Additionally, beginning teachers are paired with experienced mentor
teachers for support and encouragement to attain optimum student
achievement. Through the guidance of staff developments, Peninsula
teachers are dedicated to improving the lifelong learning of the whole
child.

**Washington Assessment of Student Learning**

**Reading Test**

Grade [­­­4]{.underline} Edition/publication year Publisher [Riverside
Publishing Co.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_[Only students who have come new to the United States or Moses Lake
since the beginning of the year and are in an English speaking classroom
for the first time are excluded from
testing.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

This section contains the percentage of students who met the standard on
the Reading WASL (Washington Assessment of Student Learning). Students
scoring at Level 3 and Level 4 have met the standard and so we reported
the percentage of students at each level for the school scores. For the
Hispanic and Free Lunch category, we reported the percentage of students
who met the WASL standard.

  ----------------------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
  **READING WASL**                                                                    2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                       April       April       April       April       April

  SCHOOL SCORES                                                                                                                       

  Total                                                                               73          73          86                      

  Percent who met standard                                                            63.5        41.6        44.2        47.5        41.9

  %At Level 3                                                                         50          36.4        39.5        30.5        36.5

  %At Level 4                                                                         13.5        5.2         4.7         8.0         5.4

  Percent of total students tested                                                    99.6        94.8        98.7        96.6        98.6

  Percent of students excluded                                                        0           0           0           0           0

  Percent of students not tested                                                      .4          5.2         1.3         3.4         1.4

  SUBGROUP SCORES                                                                                                                     

  1.\_\_\_\_**[Ethnicity]{.underline}\_[(Hispanic)]{.underline}**\_\_\_\_\_\_\_\_\_                                                   
  (specify subgroup)                                                                                                                  

  \% who met the standards                                                            50          24          24                      

  2.\_\_\_**[Free & Reduced Price Lunch]{.underline}** (specify subgroup)                                                             

  \% who met the standards                                                            41.3        27          28.7                    
  ----------------------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

**Washington Assessment of Student Learning**

**Math Test**

Grade [­­­4]{.underline} Edition/publication year Publisher [Riverside
Publishing Co.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_\_[Only students who have come new to the United States or Moses Lake
since the beginning of the year and are in an English speaking classroom
for the first time are excluded from
testing.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

This section contains the percentage of students who met the standard on
the Math WASL (Washington Assessment of Student Learning). Students
scoring at Level 3 and Level 4 have met the standard and so we reported
the percentage of students at each level for the school scores. For the
Hispanic and Free Lunch category, we reported the percentage of students
who met the WASL standard.

  --------------------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
  **MATH WASL**                                                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                     April       April       April       April       April

  SCHOOL SCORES                                                                                                                     

  Total                                                                             73          73          86                      

  Percent who met standard                                                          59.5        32.9        24.4        18.2        17.6

  %At Level 3                                                                       40.5        21.1        19.8        10.2        14.3

  %At Level 4                                                                       18.9        11.8        4.7         8.0         2.7

  Percent of total students tested                                                  98.6        98.7        97.7        98.9        98.6

  Percent of students exempted                                                      1.4         1.3         2.3         1.1         1.4

  Percent of students not tested                                                    0           0           0           0           0

  SUBGROUP SCORES                                                                                                                   

  1.\_\_\_\_\_\_**[Ethnicity]{.underline}**\_[(Hispanic)]{.underline}\_\_\_\_\_\_                                                   
  (specify subgroup)                                                                                                                

  \% who met the standards                                                          46          21          8                       

  2.\_\_\_\_\_\_**[Free & Reduced Price Lunch]{.underline}**\_(specify subgroup)                                                    

  \% who met the standards                                                          38.6        21          15.9                    

  **STATE SCORES**                                                                                                                  

  \% who met the standards                                                          51.7        43.4        41.7                    

  \% At Level 3                                                                     26.9        23.1        22.4                    

  \% At Level 4                                                                     24.8        20.3        19.3                    
  --------------------------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

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

Grade\_\_\_\_[3]{.underline}\_\_\_ Test\_\_\_\_\_[Iowa Test of Basic
Skills]{.underline} \_[- Math]{.underline}\_\_\_\_\_\_\_\_\_

Edition/publication year\_[1996]{.underline}\_\_\_ Publisher
\_[Riverside Publishing Co.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_[Only students who have come new to the United States or Moses Lake
since the beginning of the year and are in an English speaking classroom
for the first time are excluded from
testing.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------------------------- ------ ----------- ---- ----------- ------ ----------- ------ -----------
  **MATH**                                                  2001-2002        2000-2001          1999-2000          1998-1999

  Testing month                                             March            March              March              March

  **SCHOOL SCORES**                                                                                                

  Total Score                                               64               64                 54                 46

  Number of students tested                                 85               67                 72                 80

  Percent of total students tested                          97               96                 94                 95

  Number of students excluded                                                                                      

  Percent of students excluded                              3%               4%                 6%                 5%

  SUBGROUP SCORES                                                                                                  

  1.\_\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_\_\_   57                 52               40                 28     
  (specify subgroup)                                                                                               

  2.\_\_\_\_[Free & Reduced Lunch]{.underline}       41.6               40               35.1               29.9   
  (specify subgroup)                                                                                               
  -------------------------------------------------- ------ ----------- ---- ----------- ------ ----------- ------ -----------

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

Grade\_\_\_\_[3]{.underline}\_\_\_ Test\_\_\_\_\_[Iowa Test of Basic
Skills]{.underline} \_[- Reading]{.underline} \_\_\_\_\_

Edition/publication year\_[1996\_]{.underline}\_\_\_ Publisher
\_\_\_[Riverside Publishing Co.]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_[Only students who have come new to the United States or Moses
Lake since the beginning of the year and are in an English speaking
classroom for the first time are excluded from testing]{.underline}

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

  ------------------------------------------------ ------ ----------- ---- ----------- ------ ----------- ---- -----------
  **READING**                                             2001-2002        2000-2001          1999-2000        1998-1999

  Testing month                                           March            March              March            March

  **SCHOOL SCORES**                                                                                            

  Total Score                                             69               60                 47               40

  Number of students tested                               84               68                 73               81

  Percent of total students tested                        95               97                 95               96

  Number of students excluded                                                                                  

  Percent of students excluded                            5                3                  5                4

  SUBGROUP SCORES                                                                                              

  1.\_\_\_\_[Hispanic]{.underline}\_\_\_\_\_\_\_   57                 48               19                 19   
  (specify subgroup)                                                                                           

  2.\_\_\_\_[Free & Reduced Lunch]{.underline}     44.8               39               30.6               26   
  \_\_\_ (specify subgroup)                                                                                    
  ------------------------------------------------ ------ ----------- ---- ----------- ------ ----------- ---- -----------