##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

####### U.S. Department of Education

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Teresa Johnson]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address \_\_\_[6700 Eagle Street]{.underline}

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

[Ventura CA 93003-0599]{.underline}

City State Zip Code+4 (9 digits total)

County [Ventura]{.underline} School Code Number
[56-72652-6097034]{.underline}

Telephone [(805) 289-1734 X 1011]{.underline} Fax [(805)
289-9987]{.underline}

Website/URL [http://www.ventura.k12.ca.us/vusd/portola.htm]{.underline}
E-mail [tjohnson@vtusd.k12.ca.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent [Dr. Trudy Tuttle-Arriaga]{.underline}

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

District Name [Ventura Unified School District]{.underline} Tel. [(805)
641-5000 ext. 1013]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Debbie Golden

(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 I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [17]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[3]{.underline} High schools

[4]{.underline} Other (Alternative and Continuation High Schools)

[28]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,984.00]{.underline}

Average State Per Pupil Expenditure: [\$6,542.21]{.underline}

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

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

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

4\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  PreK        **20**    **28**                 **48**       7                                 

  K           **35**    **39**                 **74**       8                                 

  1           **52**    **38**                 **90**       9                                 

  2           **41**    **47**                 **88**       10                                

  3           **43**    **56**                 **99**       11                                

  4           **55**    **38**                 **93**       12                                

  5           **47**    **56**                 **103**      Other                             

  6                                                                                           

                                    TOTAL                                                     **595**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL                                                    
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [**48**]{.underline} % White

the students in the school: [**5**]{.underline} % Black or African
American

[**35**]{.underline} % Hispanic or Latino

[**11**]{.underline} % Asian/Pacific Islander\*

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

**100% Total**

\*Includes Multiple/No Response and Filipino

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

7\. Student turnover, or mobility rate, during the past year:
**[\_\_\_\_15]{.underline}** %

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  **37**
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           **47**
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   **84**
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of **547**
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  **.15**
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          **15**
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
**[\_\_\_\_9]{.underline}** %

[\_\_\_**48 **]{.underline}Total Number Limited English Proficient

Number of languages represented: **[\_\_14 \_\_]{.underline}**

Specify languages: **French, Spanish, Non-Eng., Russian, Arabic, Hindi,
Khmer, Armenian,**

#  Korean, Italian, Rumanian, Vietnamese, Gujarati and English

9\. Students eligible for free/reduced-priced meals:
**[\_\_\_40]{.underline}** % **\***

Total number students who qualify: **[\_\_155\_]{.underline}\***

> \* based on enrollment of students in Grades 2-5 in 2003-04 assessed
> by STAR
>
> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_\_**[7]{.underline}** %

**[39]{.underline}** Total Number of Students Served

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

[\_\_**0**\_]{.underline} Autism [\_\_**0**\_]{.underline}Orthopedic
Impairment

[\_\_**0**\_\_]{.underline}Deafness \_\_**[2]{.underline}**\_Other
Health Impaired

\_\_**[0]{.underline}**\_\_Deaf-Blindness
\_\_**[9]{.underline}**\_Specific Learning Disability

[\_\_**0**\_\_]{.underline}Emotional Disturbance
\_**[28]{.underline}**\_Speech or Language Impairment

[\_\_**0**\_]{.underline} Hearing Impairment
\_\_**[0]{.underline}**\_Traumatic Brain Injury

> \_\_**[0]{.underline}**\_Mental Retardation
> [\_\_**0**\_]{.underline}Visual Impairment Including Blindness

\_\_**[0]{.underline}** Multiple Disabilities **[0]{.underline}**
Emotional Disturbance

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

## Number of Staff

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

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

Classroom teachers [\_\_\_**23**\_\_]{.underline}
**[\_\_\_\_2\_\_\_]{.underline}**

Special resource teachers/specialists **[\_\_\_\_1\_\_]{.underline}**
[**\_\_\_ 3\_**]{.underline}

Paraprofessionals [**\_\_\_\_0**]{.underline}
[**\_\_\_\_5\_\_**]{.underline}

> Support staff **[\_\_\_\_6\_\_]{.underline}**
> [\_\_\_\_**7**\_\_\_]{.underline}
>
> Total number \_\_**[\_31\_\_]{.underline}**
> **[\_\_\_17\_\_\_]{.underline}**

12\. Average school student-"classroom teacher" ratio: **[Grades K-3 =
19 students]{.underline}**

**[Grades 4-5 = 34 students]{.underline}**

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

  -------------------------- ------------ ------------- ------------- ------------- -----------
                             2003-2004    2002-2003     2001-2002     2000-2001     1999-2000

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

  Daily teacher attendance   **97%**      **96%**       **98%**       **97%**       **97%**

  Teacher turnover rate      **\*\*5%**   **\*\*10%**   **\*\*12%**   **\*\*30%**   **3%**
  -------------------------- ------------ ------------- ------------- ------------- -----------

> \*\*Staffing allocations decreased by one teacher each year.

**PART III ‑ SUMMARY**

"Portola shines!" This is our school's motto, current status, and our
long-term vision. To assure the realization of the Portola Elementary
School vision, it is our collective mission to provide a
highly-effective standards-based, student-centered educational program,
which promotes equal access for each student in all academic, creative,
and social venues. Our strategies, which are integral to bringing our
vision to fruition, are diverse, yet focused on student achievement,
ongoing assessment, and the integration of its many-faceted data-based
results into the teaching/learning process. Our focus of
schoolwide-articulated best practices based on current educational
research strengthens student learning over time and is significantly
enhanced by explicit collaboration via frequent grade level and
cross-grade level cyclical inquiry. Clearly identified, measurable goals
are then scripted at the beginning of trimesters one, two and three for
each grade level, class, and individual non-proficient student, with
specific interventions designed to ensure that truly no child is left
behind.

Based on these shared beliefs, high energy, and clear focus regarding
goals for student learning and social development, Portola does, indeed
shine! Moving from "low performing" statewide academic status in 1997 to
earning a 10 out of 10 in both Statewide and Similar Schools Academic
Performance Index Rankings in 2004, we truly are proud of our dynamic
classified and certificated staff, extremely supportive families and
Parent Teacher Association, and most importantly, our 595 exceptional
students, for whom the synergy created by our entire school community is
dedicated. Our diverse population consists of 40%
socioeconomically-disadvantaged students who come from families speaking
fifteen different native languages, and whose mobility rate ranges
annually from fifteen to twenty percent, have steadfastly demonstrated
that, given the opportunities to learn, they do, and at very significant
levels. Dr. Charles Weis, the Ventura County Superintendent of Schools,
in his press release for 2003-2004 Ventura County API rankings stated,
"In addition, we will help spread successful instructional practices
from schools that are closing the achievement gap and have all subgroups
scoring in the 800 (all subgroup scores are actually above 847) range,
such as Portola Elementary School...in the Ventura Unified School
District". Unequivocally, all children can and do learn at Portola.

Portola's campus is a safe, serene, inviting setting whose inhabitants
are engaging and orderly, both students and adults alike. There is a
strong sense of purpose and pride, with over twenty-seven percent of its
enrollees requesting inter- or intra-district transfers from other
schools in order to attend Portola. The school's layout is conducive to
learning, with grade level pods containing classrooms, covered outdoor
learning areas, bookrooms, teacher conference rooms, and restrooms for
each grade, all made possible by the largess of the citizens of Ventura,
who passed a school facilities bond for \$81,000,000 in 1997. From
1998-2000, Portola underwent a 98% modernization, with students in
attendance during most of this process. Just as the site and
surroundings improved, so did the levels of learning and academic
accolades for students and staff alike.

Success begets success, and as Portola's students and staff delved more
intensely into standards-based instruction and closing the achievement
gap for all students, so too did they focus on other factors relevant to
overall student success. The addition of a recognized conflict
resolution curriculum for grades K-5 in 1998 lead to the schoolwide
adoption of a common "I Care" language, which is integral in daily
conversations through today, the advent of a dynamic peer mediation
program with over 65 third through fifth graders annually trained to
assist on the playground, in classrooms and at assemblies, and with the
added academic bonus of very little time needed to resolve disputes or
address disciplinary issues. In 2001, Portola was selected as a National
Champion School for Kindness and Justice, and currently serves

as a model school for sites who elect to implement these programs.
Portola truly is a special place because of the intense vested interest
and caring demonstrated by each of its many members.

#### PART IV -- INDICATORS OF ACADEMIC SUCCESS 

**1. ANALYSES OF CALIFORNIA'S PERFORMANCE LEVELS AND PORTOLA'S**

**ASSESSMENT RESULTS**

Portola students and staff have, each year since 1998, demonstrated
their commitment to high levels of achievement and commitment to closing
the achievement gap for all students, regardless of their ethnic or
demographic status. Labeled a "low-performing school" in 1998, Portola's
ascent to top statewide and similar schools rankings, 10 and 10, in
2004, truly demonstrates its commitment to meeting and exceeding the
federal *No Child Left Behind* act, which requires all students to
perform at or above proficiency levels determined by each state's
standards-based assessments by 2014. To reach these goals in California
in English Language Arts (reading) and Mathematics, Portola's
numerically significant subgroups, scored the following Academic
Performance Indexes (API): Hispanic 854; Socioeconomically-disadvantaged
847; White 895; with All Students earning a growth API of 884, which was
later changed to the 876 due to Grade 3 CAT6 base adjustment for 2004.
The API indexes, which are based on the more-heavily weighted
criterion-referenced California Standards Tests (CST) in English
Language Arts and Math as well as the norm-referenced California
Achievement Test (CAT6), which measures achievement in reading, math,
spelling and social science, create California's Standardized Testing
and Reporting program (STAR), along with the School and District
Participation Rate, which consists of percentages of students assessed
in comparison with the total population. Portola's participation rate
for 2004 was 99.8%. All of these factors culminate in determining
Adequate Yearly Progress (AYP). In 2003 and 2004, Portola exceeded all
requirements for AYP.

Portola Elementary School's California Standards Tests for Grades 2-5
are highlighted in pages 17 through 23, for four years of English
Language Arts and Mathematics assessments from 2000-2004.

Of special interest are scores from STAR, which highlight Portola's
academic successes and have earned Portola a top 10% ranking of all
similar and statewide schools in California, in addition to its Title I
status in 2003-2004! Consistent growth, from a statewide ranking of 8 in
2002, to a 9 in 2003, and now a 10 for 2004, truly demonstrates the
commitment to academic excellence by students and staff at Portola.

1.  All significant Schoolwide Subgroups,
    Socioeconomically-Disadvantaged, Hispanic, and White, attained API
    Subgroup Scores over 847.

2.  CST Schoolwide Mathematics proficiency scores indicate that 51% of
    all students assessed are Advanced, with 33% Proficient, resulting
    in [84% of all students at mathematical mastery levels]{.underline}.
    Also of note is that 0% scored at the Far Below Basic level, 2%
    scored Below Basic and only 12% were Basic. In addition, 80% of
    Socioeconomically-disadvantaged Students scored at mastery levels,
    with 40% Advanced and 40% Proficient.

The [California Governor's Incentive and Performance Awards]{.underline}
acknowledge those schools that demonstrate significant improvement based
on several measures. Portola Elementary School qualified for these
awards in 1999, 2000, 2001, 2002, 2003, and 2004.

2\. **DATA-BASED STUDENT AND SCHOOL IMPROVEMENT EFFORTS AT PORTOLA**

Close collaboration among the Portola Elementary School staff ensures
that instructional programs are monitored, evaluated and improved on a
regular basis. Thorough cyclic examination of student assessment
results, state standards and item analyses, curriculum differentiation,
grade level, cross-grade level and whole school articulation, and needs
assessment surveys determine staff trainings and actions which increase
effectiveness of classroom instruction and intervention efforts.

In-depth analyses of STAR, VUSD ELA and Math Benchmarks, and specific
fluency components of Results Assessments are the foundation for daily,
unit, and yearlong instructional planning. Backward- mapping each
trimester, based on trimester assessment data, culminates in written
plans by grade level, class, and for each student who is not yet at
proficiency levels in ELA and/or Math. The advent of computerized
assessment tracking through VUSD's comprehensive Edusoft program has
proven to be an excellent tool in facilitating data usage, as well as
curriculum design, pacing and intervention efforts. Specific, targeted
interventions occur before, during school in both classrooms and
Learning Center, after school, on Saturdays, "banked" afternoons, and
during the summer. Portola teachers dedicate many hours above and beyond
the school day in providing these interventions.

The School Site Council, consisting of classified and certificated
staff, and parents is the official governing body that meets regularly
to discuss programs and components that enhance the school's academic
performance, determine School Improvement Program funding allocations,
and approve the annual School Plan which outlines site AYP goals.
Services provided by categorical funds which assist underperforming
students meet standards are: from ELL and ELAC, paraeducators for
specific language-related frontloading instructional support,
intervention and coaching; from Title II, staff development and data
analyses for improved instruction and specific interventions; from Title
V, paraeducator time for the Learning Center, as an innovative model
program for reading and math intervention for non-proficient students;
and from GATE (Gifted and Talented Education), staff development in
differentiation in curricular design and implementation. In addition,
Portola has both an English Learners Advisory Council and a GATE
Advisory Council, with a parent member from each delegation who
represents the special needs of their respective groups formally on
School Site Council.

3\. **PORTOLA'S COMMUNICATION REGARDING SCHOOL SUCCESS**

Communications regarding Portola Elementary School's student performance
and assessment data are shared in a wide variety of ways, from VUSD
annual notices, individual CELDT, STAR and GATE reports of assessment
results, and televised Board of Trustees meetings to site newsletters,
SSC, ELAC, GATE and PTA meetings, to teacher memos and reward coupons
for significant achievements.

The State-mandated School Accountability Report Card formally reviews
all facets of STAR assessments in ELA, Math and now science, with
Academic Performance Indicators and Adequate Yearly Growth goals
attainment, along with demographic, attendance, safety, and health
curricula and cultural information. The School Plan, revised, reviewed,
and approved annually by School Site Council delineates academic growth,
growth goals, and funding allocations designated to address
collaboratively determined needs.

Portola's website is located within the VUSD website
(*www.ventura.k12.ca.us*). It contains information regarding STAR, the
school calendar including testing dates, upcoming events, teachers'
philosophies of learning, SARC, and other schoolwide information.
*Parent Connect* is an online service for parents, which allows them to
review student attendance, assessment results and classroom
information**.** Local newspapers also report on Portola's progress.

Informal calls and conferences, progress reports, formal twice-yearly
parent/teacher conferences, report cards, intervention, at-risk of
retention, and Learning Center agreements, and Accelerated Reader quiz
results are all components of frequent communications between parents,
students, and staff. Our staff maintains open-door policies, which
invite students and parents to discuss school success and concerns.

The many elements of Portola's schoolwide success which go hand in hand
-- attendance, safe and orderly campus, rapid improvement in academic
performance for all subgroups, "I-Care" language, and peer mediation
program, staff and parental dedication -- are reviewed at each formal
gathering -- Back-to-School Night, Open House, awards and cultural
assemblies, PTA, ELAC, GATE, SSC meetings -- as we continue to promote
and ensure our motto and our vision, "Portola shines!".

4\. **SHARING PORTOLA'S SUCCESSES**

Designated a Ventura County Exemplary School in 2003, Portola hosted a
week-long window for Ventura County schools to observe many of the best
practices we employ in action. Teacher teams to superintendents from
across Ventura County attended "Portola's Blueprint for Student
Success," which was held March 3-6, 2003. Highlights included our
elementary version of Lorraine Monroe's standards-based lesson design,
*The Blackboard Configuration*, math taught twice daily with both
Harcourt and Excel curricula, and our dynamic Learning Center.

Portola's Learning Center has served as a model for both identified and
non-identified students, with certificated and administrative observers
from VUSD and other schools across the county. The Learning Center,
whose activities are coordinated by our resource teacher who oversees
both the resource paraeducator and another part-time paraeducator who is
currently funded through a Title V--Innovative Program Grant, is a
critical component in determining Portola's success over time. Between
65-70 non-Special Education-identified at-risk students are serviced
individually and in small groups for both reading and mathematics
frontloading and intervention four days per week. The fifth day is
designed for assessing student progress and adjusting intervention
instruction accordingly. These services do not supplant, but are in
addition to the interventions employed by classroom teachers for these
students who fall in the Below Basic and Far Below Basic ranges.

Our most recent curriculum development project evolved from staff's
efforts to delineate grade-level expectations using the supplemental
writing program, *Step Up to Writing*. The first elementary school in
VUSD to contract with Sopris West SUTW staff development trainers, we
invited two other elementary schools to join us. (Our district then,
based on very positive responses from all three sites, subsequently
brought initial and advanced SUTW trainings for all elementary schools.)
Although the process was highly valued, the manual and accompanying
materials were not user-friendly, nor were the learning levels
articulated by grade level. Through grade level and cross-grade level
analyses, Portola teachers agreed on specific expectations for each
grade, K-5. Then, two of our teachers cross-referenced these
expectations with the Riverside County Office of Education correlation
between SUTW and Houghton Mifflin English Language Arts curriculum. The
manual was then dissected, with grade-level specific manuals and
materials created. The teachers then provided monthly grade level
inservicing, with initial modeling and subsequent coaching provided for
all classroom teachers. Upon sharing their adaptations with other VUSD
and Ventura County teachers we are now bombarded with requests for
trainings and visitations.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Portola's Curriculum**

Ventura Unified School District provides standards-based, state-adopted
core curricula for each of the content areas:

**English Language Arts:** Houghton Mifflin (HM)

*A Legacy of Literacy,* used K-5, consists of three core academic
components, reading, word work, and writing and language, and is
thematically-organized. Through a variety of texts, it promotes reading
comprehension, fluency, and vocabulary for students of all ability
levels in the reading component. In the word work component, spelling,
phonics and high-frequency words are addressed. In the third component,
writing and language, grammar, journal writing, and the writing process
are taught. (*Step Up to Writing* supplements this portion of the
writing curriculum.) Theme and summative assessments provide feedback
regarding reteaching for proficiency attainment as needed.

**Mathematics:** Harcourt Brace (HB)

The Harcourt Brace core curriculum is used by Portola teachers in Grades
K-5. It provides basic computation, in-depth problem solving, and
conceptual critical thinking learning opportunities, which are assessed
through frequent math fact tests, journals, and hands-on experiences.
Students at each grade level receive instruction, which incorporates the
five mathematical strands of algebra and functions, number sense,
geometry and measurement, statistics, data analysis and probability, and
mathematical reasoning, as defined by the California Mathematics Content
Standards. (*Excel Math* is also taught daily as supplemental
mathematics curriculum.)

**Science:** Harcourt Brace Science

Students in Grades K-5 study earth, life, physical sciences, and the
scientific method using the Harcourt Brace Science curriculum adoption.
At Portola, teachers determined essential state-aligned science
standards to be taught at each grade level in sequentially preparing all
students for proficiency as determined by CST assessments in Grade 5.

**Social Science:** McGraw-Hill Social Science

*The Framework for California Schools* is the guide for social studies
K-5 curriculum implementation at Portola Elementary School, with McGraw
Hill Social Studies as our adopted series, which supports our schoolwide
goal of imbedding a strong system of beliefs, culture, history, rights
and civic responsibilities.

**Art:**

Artistic endeavors are highly valued at Portola as well, from the
creation of yearlong portfolios in kindergarten classes to replications
of the masters by students in the third and fourth grades with a spring
artwalk as the culminating activity. From classroom lessons on seasonal
topics, to polished dance performances sponsored by PTA, to visits from
the Ventura Symphony, Music Van, and former Portola middle and high
school band and orchestra performers, to our annual "It's a Family
Affair" talent show, we take pride in providing top-quality
opportunities, which enable each child exposure to a wide variety of new
learning experiences.

2\. **Portola's Reading Curriculum**

*A Legacy of Literacy*, published by Houghton Mifflin, adopted by
California, and approved by VUSD is the core reading series used at
Portola in Grades K-5. It provides a plethora of standards-based
materials for every conceivable special needs group, including ELL,
at-risk, and GATE students. With 13 of 24 teachers and principal
completing a week-long AB466 (HM) training last summer (and several
others slated for both initial and advanced training in Summer, 2005) we
have full buy-in for utilizing all HM components and maintaining the
required pacing as well.

"Semper fi" -- fidelity to the core has become our slogan! In order to
facilitate the demands of full implementation and the collaboration for
full staff-inclusion, our biweekly one-and-one-half hour staff meetings
have evolved into weekly 45 minute staff development meetings, with most
administrative details addressed in daily bulletins, memos and e-mails.
We focus on pacing, give both theme and summative assessments, with the
resultant collective data regarding student competency attainment and
item analyses, reviewing and reteaching, and further instructional
planning by grade level, all facilitated by our new data-tracking
software system, Edusoft. Universal access groups and intervention
extensions beyond the core are also used to meet specific student needs.
Read Naturally, Merrill, and Accelerated Reader are used extensively as
supplements to HM as well. Homework is directly aligned to reinforce
daily instruction.

Portola's staff has used and continues to use rigorous diagnostic and
trimester benchmark reading assessments for fluency, decoding,
comprehension, spelling, and word attack skills in conjunction with both
theme (not district-required) and district-required summative
assessments. They are dedicated to providing reading instruction for
assessed needs and providing interventions specific to each at-risk
student's deficit areas.

3.  **Portola's Mathematics Curriculum**

Mathematics is taught twice daily by all teachers at Portola Elementary
School, with two separate and distinct approaches. Both are
standards-based, and both employ frequent assessments. One is VUSD
adopted and California approved. One is supplemental.

Harcourt Math, the VUSD and California Department of Education adopted
curriculum, is research-and standards-based. Its focus is computational,
rigorous in its approach to problem-solving, and balanced with
conceptual understanding strategies. The five mathematical strands of
algebra and functions, number sense (1&2), geometry and measurement,
statistics, data analysis and probability, and mathematical reasoning
are taught and frequently assessed at all K-5 grade levels. The core
curriculum is supported by differentiated methodologies for GATE and
advanced, ELL, and at-risk students.

Excel Math is taught fully as a supplemental program utilized in Grades
1-5 for four years prior to our current HB adoption. Its components
include direct instruction, guided practice, and daily homework sheets
which allow for self-checking. Grade level computational skills spiral
throughout the curriculum, with new skills constantly added. Portola
experienced dramatic gains in 1999 after just one year of its
implementation, with incremental growth over time, especially for our
then-underachieving significant subgroups
(socioeconomically-disadvantaged (40%) and Hispanic (34%) populations).
Our total school, SED, and Hispanic populations now score, on the
California Standards Tests in Mathematics, above the 84^th^ percentile
and are second only in VUSD to the elementary math magnet!

We clearly have demonstrated that with focused instruction, a variety of
learning modalities, and targeted intervention, all Portola students can
and do learn at high levels, with a negligible gap in subgroup
proficiency attainment. Further, the immense, collective esteem and
accompanying empowerment which is generated by our students ongoing
mathematical success serves as a motivator as we strive to continue to
narrow the ELA/Math achievement gap (approximately 25 points school
wide). Our goal is that, with the same teachers, student population and
incredible work ethic we can and will attain the same ELA proficiency
levels in time.

4.  **Instructional Best Practices At Portola**

Improvement over time in closing subgroup achievement gaps *and*
attaining the highest similar schools and statewide API rankings (10)
has evolved at Portola through the cyclical inquiry method. By examining
CST, CAT6 and VUSD Bench-mark assessment data school wide and at all
grade levels we determine our highest needs, focus on research-based
best practices in those areas, and then search and find inservices by
nationally-recognized educational leaders in those areas on which we
chose to expand our skills. Keeping our focus field narrow, we began
with mathematics, discovered Excel, supplemented our core curriculum
without supplanting it, and discovered that the mathematical double-dose
*works*! The combination of Harcourt and Excel, taught separately,
fully, and daily, is a proven success, with over 84% of our students in
Grades 2-5, as measured by CST, attaining proficiency or advanced
mastery levels.

Other initiatives sparked by our staff's profound dedication to lifelong
learning and embracing of staff development opportunities include *The
Backboard Configuration*, which enhances time-on-task, standards
statements for each lesson, aim of lesson, and lesson design, *Step Up
to Writing* processes and goals by grade level, Peace Works conflict
resolution curriculum and "*I-Care*" language which contribute to our
safe and orderly school climate and culture of caring which is greatly
enhanced by the modeling of peer mediators, trimester backward-mapping
for instruction and intervention by grade level, class, and for
individual at-risk students, and higher level critical thinking skills
emphases through flip-charts and "Marzano 9" practices.

Through active recruitment and due to the socioeconomic needs of our
school population (40% free and reduced lunch), Portola was selected to
house a Jumpstart Program for three and four year-olds in the fall of
2002. Fifty students daily are prepared with preschool and socialization
skills, which immensely enhance their kindergarten experiences. In
addition, Portola's kindergarten teachers researched and visited
extended-day kindergarten programs in our area, and came easily to the
conclusion that the additional hours of instruction could only benefit
their students' skills mastery. Though planning time significantly
increased, as did their minutes daily with students, they elected to
expand their program in the fall of 2004. Assessments to date show that
only a few students are not at benchmark mastery levels, in comparison
to over half of all kindergarteners at this point in previous years.
Top-quality training in K-5 conflict resolution skills became available
to Portola in 1998 as a pilot school for The Peace Works Foundation.
Motivating presenters inserviced all teachers in both their curriculum
and the "I Care" program, which is our universal language for discussing
issues, resolving conflicts, and monitoring behaviors. A peer mediation
program for students in Grades 3-5 provides training twice yearly for
over 65 students who assist in classes, at assemblies, and on our
playground. It provides the gold standard of behavior, with many
students of varying academic abilities selected for this honor. Our safe
and orderly campus is due in large part to the curricular components of
our conflict resolution program.

Articulated K-5 best practices include focus, word and math walls,
universal access groups, posted grade level standards (in kid-friendly
language) and report cards, frontloading for ELL and at-risk students.
And always at the core of improving student learning -- interventions --
before, during, after school, on Saturdays, in the summer, and on banked
days!

5.  **THE IMPACT OF PORTOLA'S STAFF DEVELOPMENT PROGRAM IN RELATION TO
    STUDENT ACHIEVEMENT**

The cornerstone of Portola's rapid improvement lies in its classified
and certificated staffs' dedication in constantly researching new best
practices, sharing their discoveries, and the assimilating schoolwide
articulation regarding leveled delivery systems, methodologies, and
curricula. Three major movements, *The Blackboard Configuration* from
Lorraine Monroe, *Classroom Instruction that Works,* by Robert Marzano,
Debra Pickering and Jane Pollock, and *Step Up to Writing* from Sopris
West, have become ongoing parts of daily instruction at Portola due to
in-house staff development and ongoing product-based discussions during
staff meetings. The effects of these three movements have had a profound
impact on our professional development and students' academic growth
over time.

The Ventura County Superintendent of Schools Office (VCSSO) presents
inservices annually by nationally recognized educational leaders
(Reeves, Wiggins, McTighe, Marzano, Pickering, Schmoker, to name only a
few). Over the last five years teachers and the principal have attended
most of these presentations, in grade level and cross-grade level teams,
or individually based on interest in topics. Other weeklong trainings
attended by large numbers of our staff include the Governor's Reading
and Mathematics programs, Understanding by Design, and AB466 (Houghton
Mifflin). VUSD provided mathematics, writing, ELL, Edusoft, GATE,
frontloading and English Language arts inservices. Portola's principal
has also attended ACSA's Principal, Curriculum and Instruction,
Personnel, and Superintendent Academies. Information from these
activities is consistently shared, and is a valued part of our school
culture. Ten of twenty-four teachers at Portola this year formed a
cluster and embarked on their masters degrees in education, with special
emphases on either reading or curriculum development.

Time is always an issue in regard to planning, collaborating, analyzing
data, sharing, and for improving instruction. Portola's teachers
recognized this need six years ago, and now vote yearly to maintain
"banked" time four days weekly in order to have one extended block of
time for planning, with students then following a minimum day schedule.
This extraordinary commitment to lifelong learning by Portola's staff
has served as a stanchion on which its growth and achievements are
founded, and with their continued dead-eye focus, will ensure attainment
of their vision.

Shine on, Portola, shine!

### 

### PART VII - ASSESSMENT RESULTS

###### California Standards Tests

**Subject: [Mathematics]{.underline} Grade: [2]{.underline}**

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

  Testing month                                   Apr./May    Apr./May    Apr./May    Apr./May

  **SCHOOL SCORES \***                                                                

  \% At or Above Far Below Basic                  100%        99%         100%        100%

  \% At or Above Below Basic                      100%        99%         100%        97%

  \% At or Above Basic                            97%         96%         95%         81%

  \% At or Above Proficient                       **88%**     **85%**     **79%**     **49%**

  \% At Advanced                                  **52%**     **54%**     **48%**     **13%**

  Number of students tested                       98          96          95          96

  Percent of total students tested                99.8%       99.9%       99.9%       99.9%

                                                                                      

  **SUBGROUP SCORES**                                                                 

  1\.                                                                                 
  [Socioeconomically-Disadvantaged]{.underline}                                       

  \% At or Above Far Below Basic                  100%        100%        100%        99%

  \% At or Above Below Basic                      100%        100%        100%        94%

  \% At or Above Basic                            93%         98%         97%         78%

  \% At or Above Proficient                       **82%**     **86%**     **70%**     **46%**

  \% At Advanced                                  **39%**     **55%**     **43%**     **5%**

  Number of students tested                       44          42          30          37

                                                                                      

  2\. [Hispanic]{.underline}                                                          

  \% At or Above Far Below Basic                  100%        100%        101%        100%

  \% At or Above Below Basic Proficient           100%        100%        101%        100%

  \% At or Above Basic                            92%         97%         92%         81%

  \% At or Above Proficient                       **81%**     **84%**     **76%**     **42%**

  \% At Advanced                                  **42%**     **52%**     **38%**     **3%**

  Number of students tested                       36          31          32          36

                                                                                      

  3\. [White]{.underline}                                                             

  \% At or Above Far Below Basic                  100%        100%        100%        100%

  \% At or Above Below Basic Proficient           100%        100%        100%        98%

  \% At or Above Basic                            100%        98%         96%         82%

  \% At or Above Proficient                       **94%**     **87%**     **81%**     **53%**

  \% At Advanced                                  **63%**     **56%**     **55%**     **16%**

  Number of students tested                       49          54          53          49
  ----------------------------------------------- ----------- ----------- ----------- -----------

\*All data is from the California Department of Education, with the
range of participation from 98-101%.

California Standards Tests

**Subject: [English Language Arts]{.underline}** **Grade:
[2]{.underline}**

+----------------------------------+--------+--------+--------+--------+
|                                  | 200    | 200    | 200    | 200    |
|                                  | 3-2004 | 2-2003 | 1-2002 | 0-2001 |
+----------------------------------+--------+--------+--------+--------+
| Testing month                    | Ap     | Ap     | Ap     | Ap     |
|                                  | r./May | r./May | r./May | r./May |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES \***             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 100%   | 98%    | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 99%    | 99%    | 97%    | 94%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 85%    | 89%    | 92%    | 68%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *57%** | *51%** | *56%** | *33%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | *      |
|                                  | *24%** | *20%** | *24%** | *10%** |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 98     | 96     | 94     | 94     |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 99.8%  | 99.9%  | 99.9%  | 99.9%  |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| #  SUBGROUP SCORES               |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\.                              |        |        |        |        |
| [Socioeconomi                    |        |        |        |        |
| cally-Disadvantaged]{.underline} |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 100%   | 100%   | 100%   | 89%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 75%    | 86%    | 87%    | 64%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *41%** | *50%** | *44%** | *22%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | **0%** |
|                                  | *16%** | *24%** | *17%** |        |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 44     | 42     | 30     | 36     |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 2\. [Hispanic]{.underline}       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 100%   | 99%    | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 100%   | 100%   | 99%    | 94%    |
| Proficient                       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 75%    | 87%    | 93%    | 69%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *47%** | *42%** | *45%** | *26%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | **0%** |
|                                  | *14%** | *13%** | *13%** |        |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 3\. [White]{.underline}          |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 99%    | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 100%   | 97%    | 98%    | 96%    |
| Proficient                       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 94%    | 86%    | 92%    | 73%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *73%** | *55%** | *60%** | *38%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | *      |
|                                  | *37%** | *22%** | *32%** | *15%** |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 49     | 54     | 53     | 48     |
+----------------------------------+--------+--------+--------+--------+

\*All data is from the California Department of Education, with the
range of participation from 98-101%.

California Standards Tests

**Subject: [Mathematics]{.underline} Grade: [3]{.underline}**

+------------------------------+---------+---------+---------+--------+
|                              | 20      | 20      | 20      | 200    |
|                              | 03-2004 | 02-2003 | 01-2002 | 0-2001 |
+------------------------------+---------+---------+---------+--------+
| Testing month                | A       | A       | A       | Ap     |
|                              | pr./May | pr./May | pr./May | r./May |
+------------------------------+---------+---------+---------+--------+
| **SCHOOL SCORES \***         |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Far Below     | 100%    | 100%    | 99%     | 100%   |
| Basic                        |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Below Basic   | 100%    | 100%    | 97%     | 100%   |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Basic         | 96%     | 94%     | 85%     | 87%    |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Proficient    | **81%** | **84%** | **61%** | *      |
|                              |         |         |         | *68%** |
+------------------------------+---------+---------+---------+--------+
| \% At Advanced               | **58%** | **51%** | **15%** | *      |
|                              |         |         |         | *16%** |
+------------------------------+---------+---------+---------+--------+
| Number of students tested    | 92      | 100     | 99      | 88     |
+------------------------------+---------+---------+---------+--------+
| Percent of total students    | 99.8%   | 99.9%   | 99.9%   | 99.9%  |
| tested                       |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
|                              |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| #  SUBGROUP SCORES           |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| 1\.                          |         |         |         |        |
| [Socioeconomicall            |         |         |         |        |
| y-Disadvantaged]{.underline} |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Far Below     | 101%    | 99%     | 101%    | 100%   |
| Basic                        |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Below Basic   | 101%    | 99%     | 96%     | 100%   |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Basic         | 92%     | 90%     | 80%     | 77%    |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Proficient    | **83%** | **75%** | **57%** | *      |
|                              |         |         |         | *54%** |
+------------------------------+---------+---------+---------+--------+
| \% At Advanced               | **59%** | **33%** | **16%** | *      |
|                              |         |         |         | *13%** |
+------------------------------+---------+---------+---------+--------+
| Number of students tested    | 34      | 33      | 44      | 39     |
+------------------------------+---------+---------+---------+--------+
|                              |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| 2\. [Hispanic]{.underline}   |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Far Below     | 101%    | 99%     | 100%    | 99%    |
| Basic                        |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Below Basic   | 101%    | 99%     | 100%    | 99%    |
| Proficient                   |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Basic         | 92%     | 93%     | 85%     | 78%    |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Proficient    | **83%** | **84%** | **59%** | *      |
|                              |         |         |         | *53%** |
+------------------------------+---------+---------+---------+--------+
| \% At Advanced               | **63%** | **42%** | **9%**  | **7%** |
+------------------------------+---------+---------+---------+--------+
| Number of students tested    | 35      | 33      | 34      | 28     |
+------------------------------+---------+---------+---------+--------+
|                              |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| 3\. [White]{.underline}      |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Far Below     | 99%     | 99%     | 101%    | 99%    |
| Basic                        |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Below Basic   | 99%     | 99%     | 101%    | 99%    |
| Proficient                   |         |         |         |        |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Basic         | 97%     | 92%     | 87%     | 95%    |
+------------------------------+---------+---------+---------+--------+
| \% At or Above Proficient    | **76%** | **85%** | **67%** | *      |
|                              |         |         |         | *81%** |
+------------------------------+---------+---------+---------+--------+
| \% At Advanced               | **55%** | **57%** | **16%** | *      |
|                              |         |         |         | *22%** |
+------------------------------+---------+---------+---------+--------+
| Number of students tested    | 47      | 54      | 51      | 49     |
+------------------------------+---------+---------+---------+--------+

\*All data is from the California Department of Education, with the
range of participation from 98-101%.

California Standards Tests

**Subject: [English Language Arts]{.underline} Grade: [3]{.underline}**

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

  Testing month                                   Apr./May    Apr./May    Apr./May    Apr./May

  **SCHOOL SCORES\***                                                                 

  \% At or Above Far Below Basic                  100%        101%        100%        100%

  \% At or Above Below Basic                      96%         99%         91%         97%

  \% At or Above Basic                            86%         90%         83%         77%

  \% At or Above Proficient                       **50%**     **57%**     **50%**     **47%**

  \% At Advanced                                  **21%**     **20%**     **10%**     **7%**

  Number of students tested                       92          101         98          87

  Percent of total students tested                99.8%       99.9%       99.9%       99.9%

                                                                                      

  **SUBGROUP SCORES**                                                                 

  1\.                                                                                 
  [Socioeconomically-Disadvantaged]{.underline}                                       

  \% At or Above Far Below Basic                  100%        100%        100%        99%

  \% At or Above Below Basic                      94%         97%         89%         94%

  \% At or Above Basic                            82%         82%         82%         60%

  \% At or Above Proficient                       **41%**     **44%**     **42%**     **31%**

  \% At Advanced                                  **15%**     **6%**      **2%**      **5%**

  Number of students tested                       34          34          43          38

                                                                                      

  2\. [Hispanic]{.underline}                                                          

  \% At or Above Far Below Basic                  100%        99%         100%        100%

  \% At or Above Below Basic Proficient           97%         96%         94%         93%

  \% At or Above Basic                            91%         84%         85%         68%

  \% At or Above Proficient                       **45%**     **45%**     **44%**     **36%**

  \% At Advanced                                  **11%**     **9%**      **3%**      **4%**

  Number of students tested                       35          33          34          28

                                                                                      

  3\. [White]{.underline}                                                             

  \% At or Above Far Below Basic                  101%        99%         100%        100%

  \% At or Above Below Basic Proficient           97%         99%         92%         98%

  \% At or Above Basic                            82%         92%         82%         85%

  \% At or Above Proficient                       **54%**     **63%**     **56%**     **60%**

  \% At Advanced                                  **26%**     **25%**     **14%**     **10%**

  Number of students tested                       47          55          50          48
  ----------------------------------------------- ----------- ----------- ----------- -----------

\*All data is from the California Department of Education, with the
range of participation from 98-101%

California Standards Tests

**Subject: [Mathematics]{.underline} Grade: [4]{.underline}**

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

  Testing month                                   Apr./May    Apr./May    Apr./May    Apr./May

  **SCHOOL SCORES \***                                                                

  \% At or Above Far Below Basic                  100%        100%        101%        101%

  \% At or Above Below Basic                      100%        100%        101%        98%

  \% At or Above Basic                            100%        96%         96%         90%

  \% At or Above Proficient                       **91%**     **85%**     **84%**     **72%**

  \% At Advanced                                  **59%**     **49%**     **36%**     **36%**

  Number of students tested                       101         98          84          90

  Percent of total students tested                99.8%       99.9%       99.9%       99.9%

                                                                                      

  **SUBGROUP SCORES**                                                                 

  1\.                                                                                 
  [Socioeconomically-Disadvantaged]{.underline}                                       

  \% At or Above Far Below Basic                  101%        101%        100%        101%

  \% At or Above Below Basic                      101%        101%        100%        92%

  \% At or Above Basic                            101%        101%        94%         70%

  \% At or Above Proficient                       **83%**     **88%**     **85%**     **57%**

  \% At Advanced                                  **38%**     **45%**     **21%**     **19%**

  Number of students tested                       40          40          33          32

                                                                                      

  2\. [Hispanic]{.underline}                                                          

  \% At or Above Far Below Basic                  100%        100%        100%        100%

  \% At or Above Below Basic Proficient           100%        100%        100%        96%

  \% At or Above Basic                            100%        94%         92%         82%

  \% At or Above Proficient                       **88%**     **86%**     **84%**     **64%**

  \% At Advanced                                  **52%**     **42%**     **24%**     **18%**

  Number of students tested                       33          36          25          28

                                                                                      

  3\. [White]{.underline}                                                             

  \% At or Above Far Below Basic                  101%        100%        100%        100%

  \% At or Above Below Basic Proficient           101%        100%        100%        96%

  \% At or Above Basic                            101%        98%         96%         92%

  \% At or Above Proficient                       **95%**     **82%**     **82%**     **72%**

  \% At Advanced                                  **67%**     **52%**     **44%**     **39%**

  Number of students tested                       54          44          50          51
  ----------------------------------------------- ----------- ----------- ----------- -----------

\*All data is from the California Department of Education, with the
range of participation from 98-101%.

California Standards Tests

**Subject: [English Language Arts]{.underline} Grade: [4]{.underline}**

+------------------------------+---------+--------+---------+--------+
|                              | 20      | 200    | 20      | 200    |
|                              | 03-2004 | 2-2003 | 01-2002 | 0-2001 |
+------------------------------+---------+--------+---------+--------+
| Testing month                | A       | Ap     | A       | Ap     |
|                              | pr./May | r./May | pr./May | r./May |
+------------------------------+---------+--------+---------+--------+
| **SCHOOL SCORES \***         |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Far Below     | 101%    | 101%   | 100%    | 99%    |
| Basic                        |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Below Basic   | 100%    | 99%    | 99%     | 98%    |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Basic         | 95%     | 94%    | 92%     | 85%    |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Proficient    | **72%** | *      | **64%** | *      |
|                              |         | *58%** |         | *49%** |
+------------------------------+---------+--------+---------+--------+
| \% At Advanced               | **40%** | *      | **27%** | *      |
|                              |         | *30%** |         | *21%** |
+------------------------------+---------+--------+---------+--------+
| Number of students tested    | 101     | 98     | 82      | 89     |
+------------------------------+---------+--------+---------+--------+
| Percent of total students    | 99.8%   | 99.9%  | 99.9%   | 99.9%  |
| tested                       |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
|                              |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| #  SUBGROUP SCORES           |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| 1\.                          |         |        |         |        |
| [Socioeconomicall            |         |        |         |        |
| y-Disadvantaged]{.underline} |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Far Below     | 101%    | 101%   | 100%    | 101%   |
| Basic                        |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Below Basic   | 98%     | 101%   | 97%     | 98%    |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Basic         | 88%     | 101%   | 91%     | 76%    |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Proficient    | **58%** | *      | **53%** | *      |
|                              |         | *58%** |         | *35%** |
+------------------------------+---------+--------+---------+--------+
| \% At Advanced               | **23%** | *      | **25%** | *      |
|                              |         | *28%** |         | *13%** |
+------------------------------+---------+--------+---------+--------+
| Number of students tested    | 40      | 40     | 32      | 32     |
+------------------------------+---------+--------+---------+--------+
|                              |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| 2\. [Hispanic]{.underline}   |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Far Below     | 99%     | 101%   | 100%    | 100%   |
| Basic                        |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Below Basic   | 99%     | 95%    | 96%     | 100%   |
| Proficient                   |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Basic         | 93%     | 92%    | 92%     | 75%    |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Proficient    | **69%** | *      | **56%** | *      |
|                              |         | *61%** |         | *36%** |
+------------------------------+---------+--------+---------+--------+
| \% At Advanced               | **33%** | *      | **32%** | **7%** |
|                              |         | *17%** |         |        |
+------------------------------+---------+--------+---------+--------+
| Number of students tested    | 33      | 36     | 25      | 28     |
+------------------------------+---------+--------+---------+--------+
|                              |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| 3\. [White]{.underline}      |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Far Below     | 100%    | 100%   | 100%    | 100%   |
| Basic                        |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Below Basic   | 100%    | 100%   | 100%    | 100%   |
| Proficient                   |         |        |         |        |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Basic         | 96%     | 95%    | 90%     | 90%    |
+------------------------------+---------+--------+---------+--------+
| \% At or Above Proficient    | **74%** | *      | **69%** | *      |
|                              |         | *59%** |         | *54%** |
+------------------------------+---------+--------+---------+--------+
| \% At Advanced               | **44%** | *      | **27%** | *      |
|                              |         | *39%** |         | *28%** |
+------------------------------+---------+--------+---------+--------+
| Number of students tested    | 54      | 44     | 48      | 50     |
+------------------------------+---------+--------+---------+--------+

\*All data is from the California Department of Education, with the
range of participation from 98-101%.

California Standards Tests

**Subject: [Mathematics]{.underline}** **Grade: [5]{.underline}**

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

  Testing month                                   Apr./May    Apr./May    Apr./May    Apr./May

  **SCHOOL SCORES \***                                                                

  \% At or Above Far Below Basic                  100%        100%        100%        100%

  \% At or Above Below Basic                      99%         99%         99%         95%

  \% At or Above Basic                            97%         94%         86%         82%

  \% At or Above Proficient                       **79%**     **68%**     **61%**     **36%**

  \% At Advanced                                  **35%**     **20%**     **12%**     **3%**

  Number of students tested                       97          87          92          98

  Percent of total students tested                99.8%       99.9%       99.9%       99.9%

                                                                                      

  **SUBGROUP SCORES**                                                                 

  1\.                                                                                 
  [Socioeconomically-Disadvantaged]{.underline}                                       

  \% At or Above Far Below Basic                  100%        100%        100%        100%

  \% At or Above Below Basic                      100%        98%         100%        90%

  \% At or Above Basic                            98%         93%         70%         84%

  \% At or Above Proficient                       **79%**     **62%**     **43%**     **26%**

  \% At Advanced                                  **32%**     **24%**     **13%**     **0%**

  Number of students tested                       47          42          30          31

                                                                                      

  2\. [Hispanic]{.underline}                                                          

  \% At or Above Far Below Basic                  100%        99%         101%        100%

  \% At or Above Below Basic Proficient           100%        99%         97%         90%

  \% At or Above Basic                            97%         96%         75%         73%

  \% At or Above Proficient                       **75%**     **62%**     **56%**     **33%**

  \% At Advanced                                  **24%**     **14%**     **4%**      **3%**

  Number of students tested                       37          29          27          30

                                                                                      

  3\. [White]{.underline}                                                             

  \% At or Above Far Below Basic                  99%         100%        100%        100%

  \% At or Above Below Basic Proficient           99%         98%         100%        96%

  \% At or Above Basic                            97%         92%         91%         87%

  \% At or Above Proficient                       **80%**     **70%**     **63%**     **37%**

  \% At Advanced                                  **41%**     **22%**     **15%**     **4%**

  Number of students tested                       41          50          54          54
  ----------------------------------------------- ----------- ----------- ----------- -----------

\*All data is from the California Department of Education, with the
range of participation from 98-101%.

California Standards Tests

**Subject: [English Language Arts]{.underline} Grade: [5 ]{.underline}**

+----------------------------------+--------+--------+--------+--------+
|                                  | 200    | 200    | 200    | 200    |
|                                  | 3-2004 | 2-2003 | 1-2002 | 0-2001 |
+----------------------------------+--------+--------+--------+--------+
| Testing month                    | Ap     | Ap     | Ap     | Ap     |
|                                  | r./May | r./May | r./May | r./May |
+----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES \***             |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 101%   | 99%    | 99%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 97%    | 100%   | 96%    | 94%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 91%    | 91%    | 86%    | 79%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *63%** | *53%** | *47%** | *32%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | **9%** |
|                                  | *30%** | *13%** | *17%** |        |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 97     | 88     | 92     | 97     |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 99.8%  | 99.9%  | 99.9%  | 99.9%  |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| #  SUBGROUP SCORES               |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 1\.                              |        |        |        |        |
| [Socioeconomi                    |        |        |        |        |
| cally-Disadvantaged]{.underline} |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 96%    | 100%   | 90%    | 97%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 92%    | 90%    | 80%    | 70%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *62%** | *45%** | *37%** | *17%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | **0%** |
|                                  | *28%** | *14%** | *10%** |        |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 47     | 42     | 30     | 30     |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 2\. [Hispanic]{.underline}       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 99%    | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 97%    | 99%    | 96%    | 93%    |
| Proficient                       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 92%    | 92%    | 81%    | 69%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *60%** | *44%** | *29%** | *17%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | **10** | **7%** | **0%** |
|                                  | *22%** |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 37     | 29     | 27     | 29     |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| 3\. [White]{.underline}          |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Far Below Basic   | 100%   | 100%   | 100%   | 100%   |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Below Basic       | 98%    | 98%    | 98%    | 96%    |
| Proficient                       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Basic             | 91%    | 88%    | 92%    | 85%    |
+----------------------------------+--------+--------+--------+--------+
| \% At or Above Proficient        | *      | *      | *      | *      |
|                                  | *76%** | *57%** | *53%** | *41%** |
+----------------------------------+--------+--------+--------+--------+
| \% At Advanced                   | *      | *      | *      | *      |
|                                  | *37%** | *16%** | *22%** | *15%** |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 41     | 51     | 54     | 54     |
+----------------------------------+--------+--------+--------+--------+

\*All data is from the California Department of Education, with the
range of participation from 98-101%.