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

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

**Cover Sheet**

Name of Principal [Mrs. Elizabeth Gonzales]{.underline}

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

Official School Name [Rufino Mendoza Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [1412 Denver]{.underline}

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

[Fort Worth Texas 76106- 9011]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(817) 740-5370]{.underline} Fax [(817 ) 740-5394]{.underline}

Website/URL [fortworthisd.org]{.underline} Email
[elgon@ftworth.isd.tenet.edu](mailto:elgon@ftoworth.isd.tenet.edu)

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Thomas S. Tocco]{.underline}

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

District Name [Fort Worth Independent School District]{.underline} Tel.
[(817) 871-2730]{.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 [Ms. Lynn Manny]{.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: [78]{.underline} Elementary
schools

[14]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

[13]{.underline} High schools

[115]{.underline} TOTAL

2\. District Per Pupil Expenditure: [4,890]{.underline}

Average State Per Pupil Expenditure: [4,929]{.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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[4]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **PK**      41        47                     **88**       **6**                             

  **K**       56        49                     **105**      **7**                             

  **1**       49        60                     **109**      **8**                             

  **2**       57        53                     **110**      **9**                             

  **3**       53        60                     **113**      **10**                            

  **4**       49        43                     **92**       **11**                            

  **5**       41        47                     **95**       **12**                            

                                    **TOTAL                                                   **712**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [2.5]{.underline} % White

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

[96.9]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year
[18.7]{.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 72
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 61
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        133
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    713
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1870
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    18.70
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[86.7]{.underline} %

[618 Total]{.underline} 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: [4.2 %]{.underline}

[32]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [22]{.underline} Specific Learning Disability

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

[1]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_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}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[42]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals [7]{.underline} \_

> Support staff [17]{.underline}
>
> Total number [\_ 69]{.underline}

12\. Student-"classroom teacher" ratio: [16.1]{.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 97.2%       96.9%       97.1%       97.2%       96.9%

  Daily teacher attendance 96.38       96.17       94.88       95.09       96.57

  Teacher turnover rate    7.1%        25%         24%         21%         24%

  Student dropout rate     \- - -      \- - -      \- - -      \- - -      \- - -

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

**[PART III ‑ SUMMARY]{.underline}**

Rufino Mendoza Elementary School is an 82 year old school serving some
700 Pre K -5^th^ grade students in an urban, dominantly Hispanic
neighborhood in Ft. Worth, Texas. The demographics of the neighborhood
are mirrored in the school: 96.9% of the students are Hispanic; 2.5% are
White, with fewer than 1% comprising other groups. The mobility rate of
students is 18.7%; families often return to Mexico and then come back to
Ft. Worth. The Limited English Speaking population is 56%, and 86.7% of
the students are classified as economically disadvantaged. Mendoza has
been a schoolwide Title I program school since 1995.

In fall 1998, a new principal, Ms. Irma Miller, was assigned to Mendoza.
She found an unattractive building plagued by high teacher turnover,
poor morale, low student expectations and achievement, no parent or
community involvement, and little focus. The school had a mission
statement -- to increase student's academic achievement and a positive
self-concept by improving instructional delivery; fostering professional
growth; improving student attendance and discipline, and encouraging
greater school-community interaction -- but it was being served by
inertia rather than implementation. Not surprisingly, that year the
school's academic performance scores fell in four of nine designated
areas as reported in the AEIS report; therefore, requiring an
instructional intervention plan for the school.

At this point the principal conducted a comprehensive needs assessment
of the entire school situation and reassessed the school's mission. She
established a new, clear, non-negotiable vision for Mendoza that
included 1) high expectations for all students; 2) improved leadership;
3) shared responsibility and collaboration; 4) improved communications
within the school community; 5) focused curriculum, instruction, and
assessments aligned with state standards and tests; 6) frequent, ongoing
monitoring of learning and teaching; focused professional development; a
positive, supportive, attractive learning environment with appropriate
recognition/rewards for accomplishment, and high levels of parent and
community involvement. The goal was set to move the school from low
performing to exemplary status within 3-4 years. Staff report that the
principal never wavered from this goal, and staff members who were
reluctant to commit to this vision left the school, replaced by those
who welcomed the challenge.

To implement this vision, the principal first established an
administrative team composed of herself, the assistant principal,
counselor, instructional specialist, and a newly created parent liaison
who met formally every Monday before school to plan and to assess the
school's needs and problems. Problems were defined, specific duties were
delegated, with a timeline, to individual members who were held
accountable and feedback was provided. As the vision and revised mission
of the school were shared with staff and parents, strong, committed
grade level chairpersons were appointed to meet with the instructional
specialist and principal while their students were with enrichment
teachers. Those teachers, in turn, met with their grade level peers and
brought ideas and/or issues for the chairpersons to discuss.
Increasingly, the vision and plan reflected input and commitment from
the entire faculty and staff.

To initiate community involvement, a leading city councilman and a
respected area businessman were appointed to the site-based decision
making team, which heretofore had no community members. The parent
liaison and principal then set up a comprehensive parent involvement
plan including home visits, adult education opportunities, a PTA,
volunteer opportunities, training in parenting and teaching, and a wide
variety of family learning and social activities.

In 2001 Mendoza Elementary was advanced to "recognized" status, and in
2002 it was raised to the coveted rank of "exemplary."

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

**Part IV 2. How the school uses assessment data to understand and
improve student performance.**

**Mendoza's Systemic Approach to the Instructional Use of Assessment
Data.**

Mendoza uses a variety of assessment instruments, including the
TAAS/TAKS criterion referenced test, TPRI primary reading inventory,
RTPE reading test for bilingual, Stanford 9, Aprenda, district and
campus benchmark tests, and teacher made mini-tests.

-   **Data are used to develop the Campus Educational Improvement
    Plan.**

-   **Data are used as an instructional resource for teachers.**

> Teachers participated in District provided professional development at
> least once a year on how to use the data correctly. Staff were taught
> how to work with test vocabulary, analyze student answers, and
> implement problem-solving strategies appropriate for specific problems
> and students.

-   **Data are used to determine campus curriculum strengths and
    weaknesses.**

> The instructional staff used State Information on items and the AEISIT
> report to:

1)  Identify objectives some, most, and all students did not pass or
    barely passed.

2)  Examine responses to determine common wrong answers and signs of
    guessing.

3)  Gain an overall picture of curriculum problems, establish
    priorities, determine timelines, prepare direct instruction and
    tutorial materials, and implement the program.

4)  Prepare reports for the administrative team, SBDM, parents, and
    staff.

-   **Data are used to monitor student progress and implementation of
    curriculum.**

> Based on data analysis, the principal, instructional specialist, and
> Title I teacher assign students to tutoring groups, visit classes with
> high failure rates, teach model lessons for struggling teachers, and
> initiate peer coaching. Individual student folders, regularly reviewed
> by the specialist and Title I teacher, provide a more informal form of
> assessment.

-   **Data are used to access educational resources and programs.**

> Based on data analysis, district resources are accessed. This led to
> inclusion in grants and special programs, direct personnel assistance,
> and enriched resources.

**Part IV 3. Communication of Student Performance to Parents, Students,
and the Community**

-   Parent newsletters.

-   Open House \-- Student work is displayed. The principal presented
    the school's overall academic performance and grade level results.

-   Grade level letters to parents and weekly planners.

-   Newspaper prepared by students.

-   Individual student conferences by teachers after benchmark results.

-   Low performing students. The principal, as well as teachers and
    counselor, met with each child.

-   Grade level assemblies. At the beginning of the year the principal
    informed students of her goals and what was expected of them.

-   Monthly parent meetings. Parents can meet with teachers, discuss
    assessment results, and review their child's reading, writing, and
    math folders.

-   RPTE. Bilingual education teachers conduct conferences with both
    students and with parents about the results and progress toward the
    advanced level for exiting the bilingual program.

-   TPRI. Results for each administration is communicated as with other
    tests. Parents of students target for Reading Recovery come to
    school for a conference at least twice during the program.

-   The parent liaison makes home visits to parents whose children are
    not coming to school.

-   Student performance is a regular agenda item at SBDM meetings, which
    forms a conduit into the community.

**Part IV 4. Sharing Successes with Other Schools**

**District**

-   FWISD has regular meetings of administrators at which promising
    interventions might be shared; these can lead to partnerships and
    mentoring.

-   FWISD schools are organized into pyramids, and pyramid meetings of
    teachers, administrators, and offer an ideal format for
    collaboration and sharing.

-   Mendoza will adopt an "open door" policy for educators who want to
    visit and observe programs in action. This, too, can lead to
    mentoring and collaboration, which will benefit Mendoza as well as
    the visiting schools.

-   The Parent Liaison and Instructional Specialist will prepare a
    notebook sharing specific information about the parents morning
    program.

-   The Title I Math Coordinator will offer assistance to coordinators
    in other schools who are conducting Family Math Night initiatives
    for the first time.

-   Information on successful strategies and programs will be added to
    the FWISD website. The Internet also offers a powerful tool for
    individual sharing.

**Regional Service Center**

-   The region service center system in Texas provides many
    opportunities for sharing through presentations, training of center
    personnel to transmit information, and one-to-one collaboration.

**Conferences**

-   All members of the school community will pursue opportunities to
    make presentations at local, regional, state, and national
    conferences. The state Elementary School Principals' Conference is
    an excellent starting point.

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

**Part V 1. School Curriculum -- engaging students in significant
content with high standards**

Students in grades PreK -- 5 are served in Mendoza Elementary School.
The PreK program is organized into areas for language and mathematical
development, culture, and physical development. The kindergarten --
grade 5 program addresses essential learning areas of reading, writing,
oral language, mathematics, science, social studies, technology, art,
music, and physical education. Grade 5 includes thematic and cultural
units which emphasize social studies and science objectives. Because
over half the student population is limited English speaking, dual
language instruction in English and Spanish is common. To support this,
all teachers are certified in bilingual education or ESL, and to
maintain high standards, all have G/T certification.

The school's written curriculum, provided by the District, is aligned
with state required standards and district expectations for students;
academic achievement and developmental needs. The elementary program
places great emphasis on language arts and mathematics. Each of these
curriculum areas clearly articulates learning objectives, which support
the expectations, and ensures that all students have sufficient
opportunity to achieve. The district curriculum provides special
programs and materials for students who are not on grade level and also
includes materials for a 4-week extended year program offered in June to
selected students.

More advanced students are provided with a challenging program with a
special emphasis on science and health since the high school the
students will attend features a special interest program in medical
professions. A typical activity was a visit to the FW Museum of Science
and History where Mendoza students joined with students from Texas
Christian University to do exploration activities throughout the museum.
Similarly, medical students from the North Texas College of Osteopathic
Medicine visited Mendoza and spoke with students about medical
profession opportunities and the training necessary for these careers.
Further enrichment of the curriculum is provided by the after school
Sports Academy for students who have successfully remediated any
weaknesses. This includes one hour of academic enrichment and one hour
of sports, activities in the arts, or special interest groups.

Daily technology support for students in grades 3-5 is provided by a CCC
lab supporting content areas. Fourth graders have a mentoring program,
conducted by computer, using computers, materials, and volunteers
supplied by IBM. The Lightspan program uses Playstations to help with
math and reading skills. The program provides students with playstations
to use at home as well as a new CD each week, correlated with the
curriculum being taught in the classroom.

The school's library supports and is integrated into the school's
curriculum and instruction. Baskets of grade-level appropriate books are
placed by benches in halls and in other "gathering points" to encourage
reading by both children and parents. The Accelerated Reader program,
supported by a variety of rewards and incentives, has proved a strong
motivator for additional reading.

In all curriculum areas, teachers and administrators collaborate both
horizontally and vertically to ensure that learning is cohesive and
continuous. Weak areas are identified and changed or abandoned.
Successful materials and programs are shared, and constant assessment
ensures that students, and the school as a whole, meet their goals.

**Part V 2. Reading curriculum**

[Bilingual Program.]{.underline} Students served in the K-3 full
Bilingual program use the *Lectura* Scott Foresman to develop fluent
readers able to comprehend and respond to a variety of reading text.
This program is aligned with the reading program philosophy of FWISD,
has a direct correlation with the reading program used in regular
classrooms, and includes appropriate assessments of state standards to
measure progress at regular intervals. It provides authentic literature
in sequence from easiest to most difficult. Direct instruction in
phonics, comprehension, and vocabulary development is supported with
research projects, writing, and cross-curricular activities to extend
and connect ideas.

The [modified bilingual program, remedial program, and extended year
program]{.underline} use Corrective Reading. This program is also a
direct instruction model and emphasizes teaching decoding and
comprehension skills at the level appropriate for each student.
Corrective Reading was implemented in 1999 when assessment data
indicated how far behind students were and the necessity to provide both
a remedial and an on-grade-level curriculum. Its structure, repetition,
and assessments have proved beneficial.

[Open Court]{.underline} was chosen because it also is a research-based
approach to teaching reading. The program focuses on direct instruction
to the whole class, collaborative learning, small group, and individual
instruction when needed with an emphasis on phonics and comprehension.
Teachers like the assessments because they include observations, formal
assessments, pre- and post-tests, unit tests, comprehension assessment,
self-assessment, portfolio assessment, and family evaluation.

Advanced students use another Scott Foresman program, chosen because of
the emphasis on higher level reading, varied text, and higher order
questioning strategies, and correlated writing lessons in writing
process and grammatical editing.

**Part V 3. Other Curriculum Area: Mathematics**

The math program at Mendoza Elementary School includes Silver Burdett,
Ginn and Saxon Math; both supported by district curricula and offered to
students depending on their placement in the regular, ESL, or bilingual
programs. Highly successful at Mendoza has been the development of a
mathematics vocabulary and a spiraling approach that includes review and
reteaching of previously taught math concepts. Children feel successful
because they are continually using strategies they know to master a
variety of objectives within each lesson. The students at Mendoza
Elementary learn to enjoy math because it is taught in a hands-on manner
with manipulatives and active participation. The program also emphasizes
extensive problem solving, communication, and connections/applications
to "real world," everyday math situations, such as time, money, and the
calendar.

An important supplement to the basic curricula is Mountain Math, a math
board program which is used daily in 15 minute "mini-lessons." Each
grade has a math/language board that focuses on that grade level's
concepts. Mountain Math was chosen because it is an aid in reviewing
previously taught concepts, keeping concepts fresh in students' minds,
and helping them retain direct teaching from other programs. The
mini-lesson format also enables teachers to provide students with a
"think aloud" approach, an excellent learning method with good language
practice for students with limited command of English. Teachers report
that Mountain Math also serves as an effective assessment tool, allowing
them to readily detect problem areas and adjust the teaching process in
the ensuing class to help students better understand difficult concepts
and processes.

Teachers have the option to supplement these basic programs with
commercial materials, with district and campus-developed benchmark
assessments and materials, with the family math program, and in the
summer, with the extended year curriculum. All of these have proved
successful.

**Part V 4. Instructional Methods**

Teachers use a variety of methods to meet students' different learning
styles and backgrounds. These include direct teaching; discovery;
hands-on learning with manipulatives and graphic organizers; drama and
role-playing. Formats include whole class, small groups, peer pairs, and
one-to-one. Field trips have been important at Mendoza both as
incentives and because students have limited experiences.

Training parents to join in the teaching process has been successful and
economical. Family math, reading, and writing nights are very popular,
and many parents do go home and review or reteach the evenings concepts
and skills.

Tutoring groups are kept as small as possible and are constituted and
reconstituted repeatedly based on the results of benchmark or
mini-tests. Tutoring is conducted by the Instructional Specialist,
teachers, retired teachers, and volunteers, generally using
District-prepared materials.

Technology is a great instructional aid for many students. As noted
before, Mendoza uses the CCC lab, the Lightspan program, and classroom
computer access to boost learning experiences.

Incentives and rewards have proved very important to motivating Mendoza
students. These have included hot dog parties, honor rolls, Saturday
field trips, and special opportunities for leadership. Perhaps the
greatest incentive is meaningful praise and respect gained from teachers
and parents.

**Part V 5. Professional Development Program**

Mendoza focused professional development on areas of high student need:

[Reading]{.underline}: In years 1 & 2 of the grant, each teacher had 80+
hours of training, with 60-70 hours in years 3 & 4. This training
occurred after school with food and stipends provided. The District
reading department supported this with regular on-campus assistance.

[Mathematics:]{.underline} Publishers provided training before school
opened and District personnel trained during subsequent professional
development days. Stipends were provided for Super Saturday Math
workshops.

[Writing]{.underline}: All 3^rd^ and 4^th^ grade teachers were trained
in 6 writing modules. An ongoing e-mail sharing among teachers from
different campuses has resulted.

[Curriculum and Instruction:]{.underline} Pyramid staff development
meetings provide both training and sharing. Areas of focus have included
best practices, curriculum, lesson/unit development, analyzing
assessments.

[Diversity Training]{.underline}: Initial training was conducted at the
District level, with follow-up on campus. Particular helpful was
training in how to better communicate with students' parents.

[Instructional Strategies]{.underline}: All teachers are certified in
ESL or bilingual education and have 60 hours of G/T training. A guest
speaker from the Rio Grande Valley trained teachers on improving the
learning of LEP students.

**[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^rd^ Mathematics]{.underline}\_ Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 -- 2002)**

**[Grade 3 Mathematics]{.underline} -- Tested in English**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          94%         82%         76%         42%         58%

  **Below Basic Level**      5 st. \--   12 st. --   16 st. --   40 st. --   21 st. --
                             6%          18%         24%         58%         42%

  **Basic Level**            53 st. --   49 st. --   29 st. --   19 st. --   19 st. --
                             69%         72%         43%         28%         38%

  **Proficient Level**       17 st. --   6 st. -- 9% 14 st. --   8 st. --    5 st. --
                             22%                     21%         12%         10%

  **Advanced Level**         2 st. -- 3% 1 st. -- 1  8 st. --    2 st. -- 3  5 st. --
                                         %           12%         %           10%

  **Number of students       77          68          67          69          50
  tested in English**                                                        

  **Percent of total         99%         100%        93%         95%         100%
  students tested**                                                          

  **Percent of students      1%          \-\-\-\--   7%          5%          \-\-\-\--
  excluded**[^1]                                                             

  **SUBGROUP SCORES**                                                        

  **1. Hispanic \-- number   75          66          65          66          47
  of students**                                                              

  **Total Passing**          95%         82%         75%         44          57%

  **Below Basic Level**      4 st. -- 5  12 st. --   16 st. --   37 st --    20 st. --
                             %           18%         25%         56%         43%

  **Basic Level**            52 st. --   48 st. --   28 st. --   19 st. --   18 st. --
                             69%         73%         43%         29%         38%

  **Proficient Level**       17 st. --   5 st. -- 8% 13 st. --   8 st. --    4 st. -- 9%
                             23%                     20%         12%         

  **Advanced Level**         2 st. -3%   1 st. -- 2% 8 st. --    2 st. -- 3  5 st. --
                                                     12%         %           11%

  **2. White \-- number of   2           2           2           2           1
  students**[^2]                                                             

  **Total Passing**          50%         100%        100%        0%          100%

  **Below Basic Level**      1 st. --    \-\-\-\--   \-\-\-\--   2 st.       \-\-\-\--
                             50%                                 --100%      

  **Basic Level**            1 st. --    1 st. --    1 st. --    \-\-\-\--   \-\-\-\--
                             50%         50%         50%                     

  **Proficient Level**       \-\-\-\--   1 st. --    1 st. --    \-\-\-\--   1 st.
                                         50%         50%                     --100%

  **Advanced Level**         \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--

  **3. Economic.             61          61          50          54          40
  Disadvantaged \-- \#                                                       
  students**                                                                 

  **Total Passing**          92%         84          78%         41%         55%

  **Below Basic Level**      5 st. -- 6  10 st. --   11 st. --   32 st. --   18 st. --
                             %           16%         22%         59%         45%

  **Basic Level**            41 st. --   44 st. --   22 st. --   15 st. --   14 st. --
                             67%         72%         44%         28%         35%

  **Proficient Level**       13 st. --   6 st. --    9 st. --    6 st. --    3 st. -- 8%
                             21%         10%         18%         11%         

  **Advanced Level**         2 st. \--   1 st. -- 2% 8 st. --    1 st. -- 2% 5 st. --
                             3%                      16%                     13%

  **STATE SCORES**                                                           

  **Total Passing**          87%         82%         92%         84%         78%

  **1.** **Hispanic          83%         78%         89%         80%         71%
  Passing**                                                                  

  **2. White Passing**       93%         90%         96%         91%         86%

  **3. Econom. Disadvantaged 81%         75%         88%         76%         68%
  Passing**                                                                  

  **Percent of students      97%         98%         90%         95%         90%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

**[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^rd^ Reading]{.underline} Test [Texas Assessment of Academic
Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 -- 2002)**

**[Grade 3 Reading]{.underline} -- Tested in English**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          86%         88%         89%         80%         66%

  **Below Basic Level**      10 st. --   8 st. --    7 st. --    14 st. --   17 st. --
                             14%         12%         11%         20%         34%

  **Basic Level**            22 st. --   22 st. --   22 st. --   22 st. --   13 st. --
                             30%         33%         33%         32%         26%

  **Proficient Level**       30 st. --   28 st. --   24 st. --   27 st. --   16 st. --
                             41%         42%         36%         39%         32%

  **Advanced Level**         12 st. --   9 st. --    13 st. --   6 st. -- 9% 4 st. -- 8%
                             16%         13%         20%                     

  **Number of students       74          67          66          69          50
  tested in English**                                                        

  **Percent of total         95%         99%         92%         95%         96%
  students tested**                                                          

  **Percent of students      5%          1%          8%          5%          4%
  excluded**[^3]                                                             

  **SUBGROUP SCORES**                                                        

  **1. Hispanic \-- number   72          65          64          67          47
  of students**                                                              

  **Total Passing**          88%         88%         89%         81%         64%

  **Below Basic Level**      9 st. --    8 st. --    7 st. --    13 st --    17 st. --
                             13%         12%         11%         19%         36%

  **Basic Level**            22 st. --   22 st. --   22 st. --   21 st. --   11 st. --
                             31%         34%         34%         31%         23%

  **Proficient Level**       29 st. --   26 st. --   23 st. --   27 st. --   15 st. --
                             41%         40%         36%         40%         32%

  **Advanced Level**         12 st. \--  9 st. --    12 st. --   6 st. -- 9% 4 st. -- 9%
                             17%         14%         19%                     

  **2. White \-- number of   2           2           2           2           1
  students**[^4]                                                             

  **Total Passing**          50%         100%        100%        50%         100%

  **Below Basic Level**      \-\-\-\--   \-\-\-\--   \-\-\-\--   1 st. --    \-\-\-\--
                                                                 50%         

  **Basic Level**            \-\-\-\--   \-\-\-\--   \-\-\-\--   1 st. --    \-\-\-\--
                                                                 50%         

  **Proficient Level**       1 st. --    2 st.       1 st. --    \-\-\-\--   1 st.
                             50%         --100%      50%                     \--100%

  **Advanced Level**         \-\-\-\--   \-\-\-\--   1 st. --    \-\-\-\--   \-\-\-\--
                                                     50%                     

  **3. Economic.             62          60          49          54          40
  Disadvantaged \-- \#                                                       
  students**                                                                 

  **Total Passing**          88%         88%         88%         78%         65%

  **Below Basic Level**      7 st. --    7 st. --    6 st. --    12 st. --   14 st. --
                             11%         12%         10%         22%         28%

  **Basic Level**            20 st. --   17 st. --   16 st. --   16 st. --   11 st. --
                             32%         28%         33%         30%         28%

  **Proficient Level**       24 st. --   27 st. --   18 st. --   23 st. --   12 st. --
                             39%         54%         37%         43%         30%

  **Advanced Level**         9 st. - 14% 9 st. --    9 st. --    3 st. -- 6% 3 st. -- 8%
                                         15%         18%                     

  **STATE SCORES**                                                           

  **Total Passing**          87%         86%         87%         88%         83%

  **1.** **Hispanic          83%         82%         83%         84%         81%
  Passing**                                                                  

  **2. White Passing**       94%         93%         93%         93%         92%

  **3. Econom. Disadvantaged 81%         80%         81%         81%         79%
  Passing**                                                                  

  **Percent of students      97%         98%         92%         89%         90%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

**[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^rd^ Reading Spanish]{.underline} Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 -- 2002)**

**[Grade 3 Reading]{.underline} -- Tested in Spanish**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          91%         95%         100%        75%         66%

  **Below Basic Level**      3 st. \--   1 st. -- 5  \-\-\-\--   5 st. --    17 st. --
                             9%          %                       25%         34%

  **Basic Level**            12 st. --   9 st. --    6 st. --    8 st. --    23 st. --
                             36%         45%         26%         16%         46%

  **Proficient Level**       11 st. --   4 st. --    6 st. -- %  4 st. -- 8% 8 st. --
                             33%         20%                                 16%

  **Advanced Level**         7 st. --    6 st. --    11 st. --   3 st. -- 6  2 st. -- 4%
                             21%         30%         48%         %           

  **Number of students       33          20          23          20          50
  tested in Spanish**                                                        

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

  **Percent of students      0%          0%          0%          0%          0%
  excluded**[^5]                                                             

  **STATE SCORES**                                                           

  **Total Passing**          77%         76%         76%         74%         64%

  **Percent of students      94%         91%         90%         83%         92%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

Texas does not prepare summary scores for populations with fewer than 5
students. Mendoza tested only third grade Spanish at this level. Because
all students testing in Spanish were Hispanic and this population was
overwhelmingly economically disadvantaged, there are no subgroups.

**[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^rd^ Math Spanish]{.underline} Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 --2002)**

**[Grade 3 Mathematics]{.underline} -Tested in Spanish**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          97%         85%         83%         70%         52%

  **Below Basic Level**      1 st. \--   3 st. --    4 st. --    6 st. --    24 st. --
                             3%          15%         17%         30%         48%

  **Basic Level**            19 st. --   11 st. --   11 st. --   8 st. --    11 st. --
                             58%         55%         48%         40%         22%

  **Proficient Level**       11 st. --   5 st. --    6 st. --    4 st. --    14 st. --
                             33%         25%         26%         20%         28%

  **Advanced Level**         2 st. -- 6% 1 st. -- 5% 2 st. -- 9% 2 st. --    1 st. -- 2%
                                                                 10%         

  **Number of students       33          20          23          20          50
  tested in Spanish**                                                        

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

  **Percent of students      0%          0%          0%          0%          0%
  excluded**[^6]                                                             

  **STATE SCORES**                                                           

  **Total Passing**          87%         83%         75%         74%         65%

  **Percent of students      94%         91%         90%         83%         92%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

Texas does not prepare summary scores for populations with fewer than 5
students. Mendoza tested only third grade Spanish at this level. Because
all students testing in Spanish were Hispanic and this population was
overwhelmingly economically disadvantaged, there are no subgroups.

**[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 [4^th^ Grade Mathematics]{.underline} Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994--2002)**

**[Grade 4 Mathematics]{.underline} -- Tested in English**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          99%         95%         80%         60%         62%

  **Below Basic Level**      1 st. \-- 1 5 st. -- 5  19 st. --   34 st. --   33 st. --
                             %           %           20%         40%         39%

  **Basic Level**            44 st. --   57 st. --   31 st. --   17 st. --   28 st. --
                             54%         62%         33%         20%         33%

  **Proficient Level**       27 st. --   22 st. --   25 st. --   25 st. --   21 st. --
                             33%         24%         27%         29%         25%

  **Advanced Level**         9 st. --    8 st. -- 9% 18 st. --   10 st. --   2 st. -- 2%
                             11%                     19%         12%         

  **Number of students       81          92          93          86          84
  tested in English**                                                        

  **Percent of total         95%         97%         89%         84%         96%
  students tested**                                                          

  **Percent of students      5%          3%          11%         16%         4 %
  excluded**[^7]                                                             

  **SUBGROUP SCORES**                                                        

  **1. Hispanic \-- number   79          89          90          84          81
  of students**                                                              

  **Total Passing**          99%         96%         80%         61%         60%

  **Below Basic Level**      1 st. -- 1  4 st. -- 4  18 st. --   33 st --    33 st. --
                             %           %           20%         39%         41%

  **Basic Level**            43 st. --   56 st. --   29 st. --   17 st. --   27 st. --
                             54%         63%         32%         20%         33%

  **Proficient Level**       26 st. --   21st. --    25 st. --   24 st. --   19 st. --
                             33%         24%         28%         29%         58%

  **Advanced Level**         9 st. --    8 st. -- 9% 18 st. --   10 st. --   2 st. -- 2%
                             11%                     20%         12%         

  **2. White \-- number of   2           2           3           1           2
  students**[^8]                                                             

  **Total Passing**          100%        50%         67%         100%        100%

  **Below Basic Level**      1 st. --    1 st. --    1 st. --    \-\-\-\--   \-\-\-\--
                             50%         50%         33%                     

  **Basic Level**            1 st. --    \-\-\-\--   2 st. --    \-\-\-\--   1 st. --
                             50%                     67%                     50%

  **Proficient Level**       \-\-\-\--   1 st. --    \-\-\-\--   1 st. --    1 st. --
                                         50%                     100%        50%

  **Advanced Level**         \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--

  **3. Economic.             66          74          75          69          67
  Disadvantaged \-- \#                                                       
  students**                                                                 

  **Total Passing**          98%         95%         71%         57%         58%

  **Below Basic Level**      1 st. -- 2  4 st. -- 5  17 st. --   30 st. --   29 st. --
                             %           %           23%         43%         43%

  **Basic Level**            32 st. --   45 st. --   24 st. --   13 st. --   22 st. --
                             48%         61%         32%         19%         33%

  **Proficient Level**       26 st. --   16 st. --   18 st. --   19 st. --   14 st. --
                             39%         22%         24%         28%         21%

  **Advanced Level**         9 st. \--   8 st. --    16 st. --   10 st. --   2 st. -- 3%
                             14%         11%         21%         14%         

  **STATE SCORES**                                                           

  **Total Passing**          94%         91%         87%         87%         82%

  **1.** **Hispanic          92%         82%         83%         84%         77%
  Passing**                                                                  

  **2. White Passing**       97%         89%         93%         93%         88%

  **3. Econom. Disadvantaged 91%         87%         80%         81%         74%
  Passing**                                                                  

  **Percent of students      96%         96%         89%         97%         89%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

**[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 [4^th^ Grade Reading]{.underline} Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 -- 2002)**

**[Grade 4 Reading]{.underline} -- Tested in English**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          93%         91%         76%         56%         71%

  **Below Basic Level**      6 st. \--   8 st. -- 9% 23 st. --   38 st. --   25 st. --
                             8%                      24%         44%         30%

  **Basic Level**            23 st. --   11 st. --   20 st. --   21 st. --   32 st. --
                             29%         12%         21%         24%         39%

  **Proficient Level**       22 st. --   34 st. --   28 st. --   20 st. --   18 st. --
                             28%         38%         30%         23%         22%

  **Advanced Level**         29 st. --   36 st. --   23 st. --   8 st. -- 9% 8 st. --
                             36%         40%         24%                     10%

  **Number of students       80          89          94          87          83
  tested in English**                                                        

  **Percent of total         96%         96%         93%         86%         96%
  students tested**                                                          

  **Percent of students      4%          4%          7%          14%         4%
  excluded**[^9]                                                             

  **SUBGROUP SCORES**                                                        

  **1. Hispanic \-- number   78          87          91          85          80
  of students**                                                              

  **Total Passing**          92%         92%         76%         56%         71%

  **Below Basic Level**      6 st. -- 8% 7 st. -- 8% 22 st. --   37 st --    24 st. --
                                                     24%         44%         30%

  **Basic Level**            23 st. --   11 st. --   20 st. --   21 st. --   31 st. --
                             29%         13%         22%         25%         39%

  **Proficient Level**       21 st. --   34 st. --   27 st. --   19 st. --   17 st. --
                             27%         39%         30%         22%         21%

  **Advanced Level**         28 st. \--  35 st. --   22 st. --   8 st. -- 9% 8 st. -- 10
                             36%         40%         24%                     %

  **2. White \-- number of   2           2           3           1           2
  students**[^10]                                                            

  **Total Passing**          100%        50%         67%         100%        50%

  **Below Basic Level**      \-\-\-\--   1 st. --    1 st. --    \-\-\-\--   1 st. --
                                         50%         33%                     50%

  **Basic Level**            \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--

  **Proficient Level**       1 st. --    \-\-\-\--   1 st. --    1 st.       1 st. --
                             50%                     33%         --100%      50%

  **Advanced Level**         1 st. --    1 st. --    1 st. --    \-\-\-\--   \-\-\-\--
                             50%         50%         33%                     

  **3. Economic.             65          71          76          69          67
  Disadvantaged \-- \#                                                       
  students**                                                                 

  **Total Passing**          92%         92%         72%         54%         68%

  **Below Basic Level**      5 st. -- 8% 6 st. -- 8% 21 st. --   32 st. --   22 st. --
                                                     28%         46%         33%

  **Basic Level**            17 st. --   11 st. --   16 st. --   21 st. --   26 st. --
                             26%         15%         21%         30%         39%

  **Proficient Level**       19 st. --   25 st. --   21 st. --   16 st. --   12 st. --
                             29%         35%         28%         23%         18%

  **Advanced Level**         24 st. \--  29 st. --   18 st. --   7 st. --    7 st. --
                             37%         41%         24%         10%         10%

  **STATE SCORES**                                                           

  **Total Passing**          92%         90%         89%         88%         86%

  **1.** **Hispanic          86%         87%         85%         84%         81%
  Passing**                                                                  

  **2. White Passing**       96%         95%         95%         94%         92%

  **3. Econom. Disadvantaged 88%         85%         84%         82%         79%
  Passing**                                                                  

  **Percent of students      96%         96%         89%         87%         89%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

**[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 [5^th^ Grade Mathematics]{.underline} Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 -- 2002)**

**[Grade 5 Mathematics]{.underline} -- Tested in English**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          97%         94%         89%         69%         74

  **Below Basic Level**      3 st. \--   5 st. -- 6% 9 st. --    29 st. --   20 st. --
                             3%                      11%         31%         24%

  **Basic Level**            24 st. --   31 st. --   23 st. --   31 st. --   24 st. --
                             28%         39%         28%         33%         29%

  **Proficient Level**       46 st. --   25 st. --   23 st. --   31st. --    30 st. --
                             53%         32%         28%         33%         37%

  **Advanced Level**         14 st. --   18 st. --   28 st. --   2 st. -- 2% 8 st. --
                             16%         23%         34%                     10%

  **Number of students       87          79          83          93          82
  tested in English**                                                        

  **Percent of total         99%         98%         87%         85%         95%
  students tested**                                                          

  **Percent of students      1%          2%          13%         15%         5%
  excluded**[^11]                                                            

  **SUBGROUP SCORES**                                                        

  **1. Hispanic \-- number   84          78          82          90          81
  of students**                                                              

  **Total Passing**          96%         95%         89%         64%         75%

  **Below Basic Level**      3 st. -- 4% 4 st. -- 5% 9 st. --    28 st --    20 st. --
                                                     11%         31%         25%

  **Basic Level**            24 st. --   31 st. --   23 st. --   30 st. --   23 st. --
                             29%         40%         28%         33%         28%

  **Proficient Level**       45 st. --   25 st. --   22 st. --   30 st. --   30 st. --
                             54%         32%         27%         33%         37%

  **Advanced Level**         12 st. --   18 st. --   28 st. --   2 st. -- 2% 8 st. --
                             14%         23%         34%                     10%

  **2. White \-- number of   3           0           1           2           1
  students**[^12]                                                            

  **Total Passing**          100%        \-\-\-\--   100%        100%        100%

  **Below Basic Level**      \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--

  **Basic Level**            \-\-\-\--   \-\-\-\--   \-\-\-\--   1 st. --    1 st. --
                                                                 50%         100%

  **Proficient Level**       1 st. --    \-\-\-\--   1 st.       1 st. --    \-\-\-\--
                             33%                     --100%      50%         

  **Advanced Level**         2 st. --    \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--
                             67%                                             

  **3. Economic.             70          64          70          70          72
  Disadvantaged \-- \#                                                       
  students**                                                                 

  **Total Passing**          96%         94%         91%         64%         76%

  **Below Basic Level**      3 st. -- 4% 4 st. -- 6% 6 st. -- 9% 25 st. --   17 st. --
                                                                 36%         24%

  **Basic Level**            17 st. --   22 st. --   23 st. --   22 st. --   23 st. --
                             24%         34%         33%         31%         32%

  **Proficient Level**       38 st. --   22 st. --   22 st. --   21 st. --   30 st. --
                             45%         34%         31%         30%         42%

  **Advanced Level**         12 st. --   16 st. --   24 st. --   2 st. -- 3% 8 st. --
                             14%         25%         34%                     11%

  **STATE SCORES**                                                           

  **Total Passing**          96%         94%         92%         90%         85%

  **1.** **Hispanic          95%         93%         89%         87%         82%
  Passing**                                                                  

  **2. White Passing**       98%         97%         96%         95%         91%

  **3. Econom. Disadvantaged 94%         91%         88%         84%         79%
  Passing**                                                                  

  **Percent of students      97%         97%         90%         88%         90%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

**[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 [5^th^ Grade Reading]{.underline} Test [Texas Assessment of
Academic Skills]{.underline}

Edition/publication year [Updated yearly]{.underline} Publisher [Texas
Education Agency]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education and LEP students were eligible to be exempted by ARD
and LPAC committees. Exempted students took an appropriate test in their
native language (Spanish) or took an appropriate alternative
test.]{.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.

**Vertical Record of State Criterion-Referenced Test**

**TAAS -- Texas Assessment of Academic Skills (1994 -- 2002)**

**[Grade 5 Reading]{.underline} -- Tested in English**

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

  **Testing month**          5 / 02      5 / 01      5 / 00      5 / 99      5 / 98

  **SCHOOL SCORES**                                                          

  **Total Passing**          94%         89%         78%         57%         60%

  **Below Basic Level**      5 st. \-- 6 9 st. --    18 st. --   40 st. --   33 st. --
                             %           11%         23%         43%         40%

  **Basic Level**            24 st. --   15 st. --   24 st. --   21 st. --   29 st. --
                             28%         19%         30%         23%         35%

  **Proficient Level**       38 st. --   31 st. --   19 st. --   25 st. --   16 st. --
                             45%         39%         24%         27%         20%

  **Advanced Level**         18 st. --   24 st. --   19 st. --   6 st. -- 7  4 st. -- 5%
                             21%         30%         24%         %           

  **Number of students       85          79          80          92          82
  tested in English**                                                        

  **Percent of total         97%         98%         84%         84%         94%
  students tested**                                                          

  **Percent of students      3%          2%          16%         16%         6%
  excluded**[^13]                                                            

  **SUBGROUP SCORES**                                                        

  **1. Hispanic \-- number   82          78          80          90          81
  of students**                                                              

  **Total Passing**          94%         90%         78%         56%         60%

  **Below Basic Level**      5 st. -- 6  8 st. --    18 st. --   40 st --    32 st. --
                             %           10%         23%         44%         41%

  **Basic Level**            24 st. --   15 st. --   24 st. --   20 st. --   28 st. --
                             29%         19%         30%         22%         35%

  **Proficient Level**       37 st. --   31 st. --   19 st. --   24 st. --   16 st. --
                             45%         40%         24%         27%         20%

  **Advanced Level**         16 st. --   24 st. --   19 st. --   6 st. -- 7  4 st. -- 5%
                             20%         31%         24%         %           

  **2. White \-- number of   3           0           0           2           1
  students**[^14]                                                            

  **Total Passing**          100%        \-\-\-\--   \-\-\-\--   100%        100%

  **Below Basic Level**      \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--

  **Basic Level**            \-\-\-\--   \-\-\-\--   \-\-\-\--   1 st. --    1 st.
                                                                 50%         --100%

  **Proficient Level**       1 st. --    \-\-\-\--   \-\-\-\--   1 st. --    \-\-\-\--
                             33%                                 50%         

  **Advanced Level**         2 st. --    \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--
                             67%                                             

  **3. Economic.             69          64          69          70          72
  Disadvantaged \-- \#                                                       
  students**                                                                 

  **Total Passing**          93%         88%         77%         50%         62%

  **Below Basic Level**      5 st. -- 7  8 st. --    16 st. --   35 st. --   28 st. --
                             %           13%         23%         50%         38%

  **Basic Level**            19 st. --   11 st. --   22 st. --   16 st. --   26 st. --
                             28%         17%         32%         23%         36%

  **Proficient Level**       30 st. --   24 st. --   17 st. --   11 st. --   15 st. --
                             43%         38%         25%         16%         21%

  **Advanced Level**         15 st. \--  21 st. --   14 st. --   4 st. -- 6% 3 st. -- 4%
                             22%         33%         20%                     

  **STATE SCORES**                                                           

  **Total Passing**          92%         90%         87%         86%         85%

  **1.** **Hispanic          90%         86%         82%         79%         79%
  Passing**                                                                  

  **2. White Passing**       96%         95%         94%         93%         91%

  **3. Econom. Disadvantaged 88%         84%         81%         78%         77%
  Passing**                                                                  

  **Percent of students      97%         97%         90%         88%         90%
  tested**                                                                   
  -------------------------- ----------- ----------- ----------- ----------- -----------

**Note:** When we queried Belinda Flores, Texas contact person for this
program, we were told that Texas had neither established categories like
Basic, Proficient, and Advanced nor equated TAAS scores with a
nationally normed test. To make these scores more comprehensible we have
established these guidelines:

[Basic:]{.underline} meeting the "cut" score for passing (varies yearly)

[Proficient]{.underline}: a score of 85% or better (a solid "B"
performance) -- may round up or down one percent

[Advanced]{.underline}: 95% or better (TAAS "Academic Achievement") --
may round up or down one percent

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3^rd^ Grade-Reading]{.underline} Test [Metropolitan Achievement
Test Version 7]{.underline}

Edition/publication year [1992]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[and LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles_X\_\_\_

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

  Testing month                                                                                                                        September               September

  **SCHOOL SCORES**                                                                                                                                            

  Total Score                                                                           ***Percentile***      ***Rank***               31                      37

  Number of students tested                                                                                                            88                      51

  Percent of total students tested                                                                                                     80%                     44%

  Number of students excluded                                                                                                          22                      65

  Percent of students excluded                                                                                                         20%                     56%

  SUBGROUP SCORES                                                                                                                                              

  1[.Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                  ***NCE***                                      39.4 (84                42.9 (48    
  subgroup)                                                                                                                students)               students)   

  2 (specify subgroup)                                                                                                                                         

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    
  ---------------------------------------------------------- -- ----------- ----------- ------------------ -- ------------ ----------- ----------- ----------- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3^rd^ Grade-Math]{.underline} Test [Metropolitan Achievement Test
Version 7]{.underline}

Edition/publication year [1992]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[and LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

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

  Testing month                                                                                                        September               September

  **SCHOOL SCORES**                                                                                                                            

  Total Score                                                           ***Percentile***      ***Rank***               23                      39

  Number of students tested                                                                                            89                      51

  Percent of total students tested                                                                                     80%                     44%

  Number of students excluded                                                                                          21                      65

  Percent of students excluded                                                                                         20%                     56%

  SUBGROUP SCORES                                                                                                                              

  1[.Hispanic]{.underline} (specify                         ***NCE***                                      34.5 (85                44.9 (48    
  subgroup)                                                                                                students)               students)   

  2 (specify subgroup)                                                                                                                         

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           
  ------------------------------------------ -- ----------- ----------- ------------------ -- ------------ ----------- ----------- ----------- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [4^th^ Grade-Reading]{.underline} Test [Metropolitan Achievement
Test Version 7]{.underline}

Edition/publication year [1992]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[and LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

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

  Testing month                                                                                                                        September               September

  **SCHOOL SCORES**                                                                                                                                            

  Total Score                                                                           ***Percentile***      ***Rank***               22                      32

  Number of students tested                                                                                                            103                     64

  Percent of total students tested                                                                                                     99%                     60%

  Number of students excluded                                                                                                          1                       42

  Percent of students excluded                                                                                                         1%                      37%

  SUBGROUP SCORES                                                                                                                                              

  1[.Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                  ***NCE***                                      34.0 (100               40.9 (60    
  subgroup)                                                                                                                students)               students)   

  2\. (specify subgroup)                                                                                                                                       

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    
  ---------------------------------------------------------- -- ----------- ----------- ------------------ -- ------------ ----------- ----------- ----------- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [4th Grade-Math]{.underline} Test [Metropolitan Achievement Test
Version 7]{.underline}

Edition/publication year [1992]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[and LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

Scores are reported here as (check one): NCEs\_\_\_X\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_

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

  Testing month                                                                                                        September               September

  **SCHOOL SCORES**                                                                                                                            

  Total Score                                                           ***Percentile***      ***Rank***               29                      44

  Number of students tested                                                                                            102                     64

  Percent of total students tested                                                                                     98%                     60%

  Number of students excluded                                                                                          2                       42

  Percent of students excluded                                                                                         2%                      37%

  SUBGROUP SCORES                                                                                                                              

  1[.Hispanic]{.underline} (specify                         ***NCE***                                      38.5 (99                47.4 (60    
  subgroup)                                                                                                students)               students)   

  2\. (specify subgroup)                                                                                                                       

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           
  ------------------------------------------ -- ----------- ----------- ------------------ -- ------------ ----------- ----------- ----------- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5th Grade-Reading]{.underline} Test [Metropolitan Achievement
Test Version 7]{.underline}

Edition/publication year [1992]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[and LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

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

  Testing month                                                                                                                        September               September

  **SCHOOL SCORES**                                                                                                                                            

  Total Score                                                                           ***Percentile***      ***Rank***               29                      36

  Number of students tested                                                                                                            101                     79

  Percent of total students tested                                                                                                     96%                     69%

  Number of students excluded                                                                                                          5                       35

  Percent of students excluded                                                                                                         4%                      31%

  SUBGROUP SCORES                                                                                                                                              

  1[.Hispanic]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_(specify                  ***NCE***                                      98.2 (97                42.4 (77    
  subgroup)                                                                                                                students)               students)   

  2 (specify subgroup)                                                                                                                                         

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                                                                            
  subgroup)                                                                                                                                                    
  ---------------------------------------------------------- -- ----------- ----------- ------------------ -- ------------ ----------- ----------- ----------- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5th Grade-Math]{.underline} Test [Metropolitan Achievement Test
Version 7]{.underline}

Edition/publication year [1992]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[and LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

Scores are reported here as (check one): NCEs\_\_X\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

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

  Testing month                                                                                                        September               September

  **SCHOOL SCORES**                                                                                                                            

  Total Score                                                           ***Percentile***      ***Rank***               33                      54

  Number of students tested                                                                                            91                      79

  Percent of total students tested                                                                                     86%                     69%

  Number of students excluded                                                                                          15                      35

  Percent of students excluded                                                                                         14%                     31%

  SUBGROUP SCORES                                                                                                                              

  1[.Hispanic]{.underline} (specify                         ***NCE***                                      40.8 (\*87              51.9 (77    
  subgroup)                                                                                                students)               students)   

  2 (specify subgroup)                                                                                                                         

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                     
  (specify subgroup)                                                                                                                           
  ------------------------------------------ -- ----------- ----------- ------------------ -- ------------ ----------- ----------- ----------- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3^rd^ Grade Reading]{.underline} Test [Stanford 9; Form
S]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[And LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

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

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

  Testing month                                     September          September               September                                     

  **SCHOOL SCORES**                                                                                                                          

  Total Score                                       49                 49                      39                      ***Percentile***      ***Rank***

  Number of students tested                         73                 70                      76                                            

  Percent of total students tested                  65%                74%                     78%                                           

  Number of students excluded                       40                 25                      22                                            

  Percent of students excluded                      35%                20%                     22%                                           

  SUBGROUP SCORES                                                                                                                            

  1[.Hispanic]{.underline} (specify          51.1               50.1               48.7 (61                ***NCE***                         
  subgroup)                                                                        students)                                                 

  2\. (specify subgroup)                                                                                                                     

  3[.]{.underline} (specify subgroup)                                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                   
  (specify subgroup)                                                                                                                         

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                   
  (specify subgroup)                                                                                                                         
  ------------------------------------------ ------ ----------- ------ ----------- ----------- ----------- ----------- ------------------ -- ------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3^rd^ Grade Math]{.underline} Test [Stanford 9; Form
S]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[And LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

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

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

  Testing month                                     September          September               September                                     

  **SCHOOL SCORES**                                                                                                                          

  Total Score                                       41                 50                      42                      ***Percentile***      ***Rank***

  Number of students tested                         77                 69                      76                                            

  Percent of total students tested                  68%                73%                     78%                                           

  Number of students excluded                       36                 26                      22                                            

  Percent of students excluded                      32%                27%                     22%                                           

  SUBGROUP SCORES                                                                                                                            

  1[.Hispanic]{.underline} (specify          45.8               50.5               43.2 (66                ***NCE***                         
  subgroup)                                                                        students)                                                 

  2\. (specify subgroup)                                                                                                                     

  3[.]{.underline} (specify subgroup)                                                                                                        

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                   
  (specify subgroup)                                                                                                                         

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                   
  (specify subgroup)                                                                                                                         
  ------------------------------------------ ------ ----------- ------ ----------- ----------- ----------- ----------- ------------------ -- ------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [4th Grade Reading]{.underline} Test [Stanford 9; Form
S]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[And LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

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

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

  Testing month                                          September               September               September                                     

  **SCHOOL SCORES**                                                                                                                                    

  Total Score                                            38                      32                      18                      ***Percentile***      ***Rank***

  Number of students tested                              83                      89                      104                                           

  Percent of total students tested                       90%                     +5%                     100%                                          

  Number of students excluded                            9                       6                       0                                             

  Percent of students excluded                           10%                     6%                      100%                                          

  SUBGROUP SCORES                                                                                                                                      

  1[.Hispanic]{.underline} (specify          43.4 (85                39.5 (83                30.5 (81                ***NCE***                         
  subgroup)                                  students)               students)               students)                                                 

  2\. (specify subgroup)                                                                                                                               

  3[.]{.underline} (specify subgroup)                                                                                                                  

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   
  ------------------------------------------ ----------- ----------- ----------- ----------- ----------- ----------- ----------- ------------------ -- ------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [4th Grade Math]{.underline} Test [Stanford 9; Form S]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[And LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

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

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

  Testing month                                          September               September               September                                     

  **SCHOOL SCORES**                                                                                                                                    

  Total Score                                            57                      49                      21                      ***Percentile***      ***Rank***

  Number of students tested                              85                      93                      105                                           

  Percent of total students tested                       93%                     98%                     100%                                          

  Number of students excluded                            7                       2                       0                                             

  Percent of students excluded                           7%                      2%                      0%                                            

  SUBGROUP SCORES                                                                                                                                      

  1[.Hispanic]{.underline} (specify          53.6 (85                49.1 (83                33.0 (87                ***NCE***                         
  subgroup)                                  students)               students)               students)                                                 

  2\. (specify subgroup)                                                                                                                               

  3[.]{.underline} (specify subgroup)                                                                                                                  

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   
  ------------------------------------------ ----------- ----------- ----------- ----------- ----------- ----------- ----------- ------------------ -- ------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5^th^ Grade Reading]{.underline} Test [Stanford 9; Form
S]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[LEP students were eligible to be excluded by ARD and LPAC committees.
Those students exempted were not assessed;]{.underline}

[no appropriate measurement instrument was available.]{.underline}

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

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

  Testing month                                          September               September               September                                     

  **SCHOOL SCORES**                                                                                                                                    

  Total Score                                            34                      34                      18                      ***Percentile***      ***Rank***

  Number of students tested                              87                      57                      77                                            

  Percent of total students tested                       92%                     5%                      84%                                           

  Number of students excluded                            8                       33                      15                                            

  Percent of students excluded                           8%                      36%                     16%                                           

  SUBGROUP SCORES                                                                                                                                      

  1[.Hispanic]{.underline} (specify          41.3 (87                41.3 (57                31.5 (62                ***NCE***                         
  subgroup)                                  students)               students)               students)                                                 

  2\. (specify subgroup)                                                                                                                               

  3[.]{.underline} (specify subgroup)                                                                                                                  

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   
  ------------------------------------------ ----------- ----------- ----------- ----------- ----------- ----------- ----------- ------------------ -- ------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\*1 teacher did not administer both parts of the reading test.

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5th Grade Math]{.underline} Test [Stanford 9; Form S]{.underline}

Edition/publication year [1995]{.underline} Publisher [Harcourt
Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[And LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

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

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

  Testing month                                          September               September               September                                     

  **SCHOOL SCORES**                                                                                                                                    

  Total Score                                            46                      34                      23                      ***Percentile***      ***Ran)***

  Number of students tested                              89                      81                      90                                            

  Percent of total students tested                       94%                     90%                     98%                                           

  Number of students excluded                            6                       9                       2                                             

  Percent of students excluded                           6%                      10%                     2%                                            

  SUBGROUP SCORES                                                                                                                                      

  1[.Hispanic]{.underline} (specify          47.7 (89                41.4 (81                37.7 (70                ***NCE***                         
  subgroup)                                  students)               students)               students)                                                 

  2\. (specify subgroup)                                                                                                                               

  3[.]{.underline} (specify subgroup)                                                                                                                  

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                                             
  (specify subgroup)                                                                                                                                   
  ------------------------------------------ ----------- ----------- ----------- ----------- ----------- ----------- ----------- ------------------ -- ------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3rd Grade Reading]{.underline} Test [Aprenda 2]{.underline}

Edition/publication year Publisher [Harcourt Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education]{.underline}

[And LEP students were eligible to be exempted by ARD and LPAC
committees. Those students exempted were not assessed; no appropriate
measurement instrument was available for use.]{.underline}

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

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

  Testing month                                     September          September               September                        ***Not
                                                                                                                                Administered***

  **SCHOOL SCORES**                                                                                                             

  Total Score                                       81                 82                      85             74                ***Percentile
                                                                                                                                Rank***

  Number of students tested                         33                 16                      22             21                

  Percent of total students tested                  71%                17%                     22%            19%               

  Number of students excluded\*                     80                 79                      76             89                

  Percent of students excluded\*                    71%                83%                     78%            81%               

  SUBGROUP SCORES                                                                                                               

  1[.Hispanic]{.underline} (specify          43.4               39.5               30.5 (81                               NCE   
  subgroup)                                                                        students)                                    

  2 (specify subgroup)                                                                                                          

  3[.]{.underline} (specify subgroup)                                                                                           

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                      
  (specify subgroup)                                                                                                            
  ------------------------------------------ ------ ----------- ------ ----------- ----------- ----------- -- ----------- ----- -----------------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

\* This number also includes students who took the English normal
reference Stanford 9/Math 7 and

not Aprenda.

**[DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3^rd^ Grade Math]{.underline} Test [Aprenda 2]{.underline}

Edition/publication year Publisher [Harcourt Brace]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

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

**\*Fort Worth ISD does not administer Aprenda 2 Math to Grade 3
students enrolled in the Bilingual Education Program.**

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

  Testing month                                                                                             

  **SCHOOL SCORES**                                                                                         

  Total Score                                                                                               

  Number of students tested                                                                                 

  Percent of total students tested                                                                          

  Number of students excluded                                                                               

  Percent of students excluded                                                                              

  SUBGROUP SCORES                                                                                           

  1[.Hispanic]{.underline} (specify                                                                         
  subgroup)                                                                                                 

  2 (specify subgroup)                                                                                      

  3[.]{.underline} (specify subgroup)                                                                       

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        
  ------------------------------------------ -- ----------- -- ----------- -- ----------- -- ----------- -- -----------

**Harcourt Brace does not prepare summary scores for populations with
fewer than 5 students. Mendoza tested only third grade Spanish at this
level. Because all students testing in Spanish were Hispanic and this
population was overwhelmingly economically disadvantaged, there are no
subgroups.**

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

[^1]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^2]: Even though Texas does not provide grade-level group scores for
    any population with fewer than 5 students, we have included white
    students because of the concern with ethnic gaps.

[^3]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^4]: Even though Texas does not provide grade-level group scores for
    any population with fewer than 5 members, we have included white
    students because of the concern with ethnic gaps.

[^5]:

[^6]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^7]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^8]: Even though Texas does not provide grade-level group scores for
    any population with fewer than 5 students, we have included white
    students because of the concern with ethnic gaps.

[^9]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^10]: Even though Texas does not provide grade-level group scores for
    any population with fewer than 5 members, we have included white
    students because of the concern with ethnic gaps.

[^11]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^12]: Even though Texas does not provide grade-level group scores for
    any population with fewer than 5 students, we have included white
    students because of the concern with ethnic gaps.

[^13]: Students may be excluded because of absence, because they are
    recent immigrants, because they are taking the test in Spanish
    (usually only in 3^rd^ at Mendoza), because they are taking the
    Special Ed. Alternative test (SDAA), because their ARD committee
    considers testing inappropriate, because of illness after starting
    the test, etc.

[^14]: Even though Texas does not provide grade-level group scores for
    any population with fewer than 5 members, we have included white
    students because of the concern with ethnic gaps.