##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [David Christensen]{.underline}

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

Official School Name [Henry Wadsworth Longfellow Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address [345 S. Hall Street]{.underline}

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

[Mesa AZ 85204-2409]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 480 ) 472-6550]{.underline} Fax [( 480 ) 472-6599]{.underline}

Website/URL [www.mpsaz.org/longfellow]{.underline} E-mail
<dlchrist@mpsaz.org>

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.

[Signature on original being mailed]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Ms. Deborah Duvall]{.underline}

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

District Name [Mesa Unified School District]{.underline} Tel. [( 480 )
472-0200]{.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.

[Signature on original being mailed]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mrs. Cindi Hobbs

President/Chairperson

(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.

[Signature on original being mailed]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2003-2004 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 1998.

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: 59 Elementary schools

3 Middle schools

13 Junior high schools

9 High schools

> 7 Other (Alternative schools, Special education tuition, homebound,
> school for pregnant teenagers)

91 TOTAL

2\. District Per Pupil Expenditure: [\$6,830]{.underline}

Average State Per Pupil Expenditure: [\$5,956]{.underline} \* 2001-02
(latest figures not available)

**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.

[7]{.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**

  **K**       78        65                     **143**      **7**                             

  **1**       67        66                     **133**      **8**                             

  **2**       56        54                     **110**      **9**                             

  **3**       61        56                     **117**      **10**                            

  **4**       55        49                     **104**      **11**                            

  **5**       53        58                     **111**      **12**                            

  **6**       64        50                     **114**      Other                             

                                    **TOTAL                                                   832
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [11.7]{.underline} % White

the students in the school: [2.5]{.underline} % Black or African
American

[83.3]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[100%]{.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 515
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 263
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        778
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    764
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     1.0
              total in row (4)                   

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

8\. Limited English Proficient students in the school:
[56.5%]{.underline}

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

Number of languages represented: [7]{.underline}

Specify languages: English, Spanish, Arabic, Cambodian, Navajo, Other
non-Indian, Indian

9\. Students eligible for free/reduced-priced meals: [95.7
%]{.underline}

[731]{.underline} Total Number Students Who Qualify

> If this method does not produce 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[: 4.5%]{.underline}

[34]{.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 [1]{.underline} Orthopedic Impairment

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

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

\_\_\_\_Hearing Impairment [11]{.underline} Speech or Language
Impairment

\_\_\_\_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) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [29]{.underline}

Special resource teachers/specialists [9]{.underline} [3]{.underline}

Paraprofessionals \_\_\_\_\_\_ [20]{.underline}

> Support staff [7]{.underline} [6]{.underline}
>
> Total number [46]{.underline} [29]{.underline}

12\. Average school student-"classroom teacher" ratio:
[25.58]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 94.2        93.6        92.8        92.7        92.0

  Daily teacher attendance 94.1        91.0        92.4        90.0        88.5

  Teacher turnover rate    11%         16%         18%         17%         18%

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

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

Part III- Summary

Henry Wadsworth Longfellow Elementary School in Mesa, Arizona, is a
learning community that welcomes students from all walks of life. The
school is located in the largest school district in Arizona, with more
than 74,000 students. Longfellow, built in 1961, sits in an older area
of the city surrounded by single-family homes, apartments and small
businesses on a busy street.

Our mission at Longfellow Elementary School is to teach every child; to
create a positive learning atmosphere; to provide a quality education;
and to expect excellence from all. We've made great strides. In the most
recent scores, 82 percent of Longfellow students made expected progress
in math and 75 percent made expected progress in reading.

The school's student population is very transitory, with many students
in and out of enrollment status several times a year. Many of the
students ­--- 56.5 percent --- are Limited English Proficient and 95.7
percent of our population qualifies for free or reduced lunch.

The teachers, staff and community at Longfellow strive to serve the many
needs of the students by recognizing the whole learner. Students arrive
each day in crisp navy and white uniforms and head to the cafeteria to
begin the day with a nutritious breakfast. Vision and dentistry needs
are met on campus. The Mesa Education Foundation provides a lice
prevention program and free medication. The school's full-time counselor
delivers lessons on character, anger management and socialization to all
classes. She also meets weekly with small groups of students to improve
relationship skills. A child study team meets weekly to discuss
particular students in need.

With all this assistance, the students are able to focus on their main
job at school: To learn.

The academic day begins with the Standards Plus Instructional Focus. The
materials target important skills aligned with Arizona standards. These
mini lessons in math and reading are taught twice each day, in addition
to regular curriculum, to introduce, review and reinforce basic skills.
At the end of each week, students are assessed in Standards Plus. Test
scores are used to design future instruction and assign students extra
tutoring, either before or after school or on occasional Saturdays.

After Standards Plus Instructional Focus Lessons, students dive into
reading instruction. Teachers utilize whole group, small group and
one-on-one instruction with the teacher or with instructional aides or
volunteer tutors. Instruction can also be individualized in the school's
computer lab.

Math, science, social studies, technology, the arts, and physical
education round out the students' school week.

Longfellow offers a variety of services to parents to create a whole
community of learning. A parent resource room is directed by a full-time
bilingual parent liaison who provides learning materials and support.
Parents are encouraged to volunteer in exchange for services, materials
or uniforms. Adult English classes are held on campus. Eighty percent of
our parents participated in the most recent teacher-parent conferences.

Our school is a work in progress where everyone pitches in to create a
nurturing environment. Longfellow is a place where students, teachers,
and support staff are valued and encouraged to do their very best.

Part IV- Success

Longfellow participates in a variety of standardized assessments.
Arizona requires the Arizona Instrument to Measure Standards (AIMS) for
grades 3 and 5, which measures students in reading, writing and math
based on state-set standards. We also use the Stanford Achievement Test
(Stanford 9), a nationally norm-referenced test. Mesa Public Schools
utilizes pre- and post- Criterion Reference Tests (CRTs) and quarterly
Standards Master Tests.

The major judge of a school's performance in Arizona is the AIMS.
Students are given one of four labels based on the AIMS score: falling
far below (FFB), approaching standards (A), meeting standards (Met) or
exceeding standards (Exceeded). Proficiency is based on those students
who meet or exceed standards.

Students in the 3^rd^ and 5^th^ grades have shown steady progress in
reading, writing and math during the past three years.

-   Math: In 2000-2001, 23 percent of the 3^rd^ graders achieved
    proficiency. In the 2001-2002 year, the number rose to 62 percent.
    Last year the number rose to 80 percent. We had similar success with
    the 5^th^ graders. In 2000-2001, 19 percent of the students reached
    proficiency. In 2001-2002, the number rose to 40 percent. And last
    school year, 53 percent of the students achieved proficiency.

-   Reading and writing: Only 40 percent of the 3^rd^ graders met
    proficiency in reading and 48 percent met proficiency in writing in
    2000-2001. That grew last year to 73 percent and 81 percent,
    respectively. The 5^th^ graders rose from 29 percent proficient in
    reading and 14 proficient in writing in 2000-2001 to 58 percent
    proficient in reading and 44 percent proficient in writing last
    year.

-   The school as a whole performed well above average compared to
    schools with similar demographics during the 2002-2003 school year,
    according to the state.

-   Special groups: Longfellow's large population of Limited English
    Proficient students also is achieving Arizona's standards. Last
    year, all of the 3^rd^ grade LEP students were either approaching or
    meeting and exceeding in AIMS math, reading and writing. The 5^th^
    graders are also making progress. Last year, 67 percent of the
    students tested in math were approaching standards, 11 percent were
    meeting standards and 22 percent were at FFB. In reading, 33 percent
    were approaching standards, 22 percent were meeting standards and 44
    percent were at FFB. We are addressing this with our highly
    motivating Read Naturally program that promotes fluency development
    and has been in place for a number of years.

Arizona uses the Stanford 9 exam to measure Adequate Yearly Progress by
school and grade levels in a format known as Measure of Academic
Progress. MAP includes only those students who were tested both years in
consecutive grade levels at the same school or who started the school
year in the same school in which they were tested the previous year. A
student achieves One Year's Growth if he or she remains in the same
Stanine or advances a Stanine from year to year. During the most recent
results 82 percent of Longfellow students made expected progress in math
and 75 percent of students made expected progress in reading.

In fact, 91 percent of the students who moved from 3^rd^ to 4^th^ grade
and 91 percent of the students who moved from 5^th^ to 6^th^ grade
achieved One Year's Growth in reading.

Assessment data use

Assessment data from the variety of testing tools is gathered,
disaggregated and distributed to grade level team members. Teams meet
regularly to determine which students would benefit from re-teaching,
maintenance or enrichment activities based on assessment performance
(teachers prioritize objectives --- weakest to strongest). Students are
grouped for differentiated instruction. Time is reserved for daily
tutorials where students receive intensive help in the areas of need.
Tutoring is also available before school, after school and on occasional
Saturdays.

In many grade levels, teachers rotate classrooms. One teacher
concentrates on a particular content area for students who may be
struggling. The teacher develops a mini-unit for a particular standard
that needs to be re-addressed and presents lessons from that unit to all
the students in that grade. We consider this to be our re-teaching
focus, during the spring semester, ­ prior to students graduating to the
next grade level.

Using assessment data from the previous year a teacher committee
structured our curriculum calendar to encompass all objectives and
provide additional time to cover areas where performance fell below
expectations. The curriculum maps -- distributed in three-ring binders
-- ensure teachers and students are covering all state standards in a
meaningful order, integrating skills whenever possible. We have found
this supports learning standards in a positive way.

Assessment data communicated

Longfellow begins each year with a "Meet the Teacher" event to introduce
students and parents to their new teachers with the intention of
building a close working relationship. Official conferences are
scheduled twice a year and additionally when needed. During these
meetings, parents are made aware of the goals the school has set as well
as student progress. Assessments and student work are demonstrated and
shared.

Families are also invited to participate in special events to highlight
curriculum and student achievements during Curriculum Night and
Celebrate Our School Night.

In an effort to further connect families to Longfellow, we maintain a
Parent Room, complete with a full-time, bilingual Parent Liaison who
works to promote family involvement and community participation.

When standardized test results are sent to the school, they are shared
with parents. The state creates a school report card once a year where
test scores, school demographics and our mission statement are presented
to the public. They are available on the Arizona Department of Education
Web site and on the district Web page. Scores are also available on the
GreatSchools.net Web site. Parents are made aware of these resources
through bilingual school newsletters. District and state standards are
either posted in classrooms or available to view from the teacher.
Students create academic growth charts based on pre- and post- scores.
This enables teachers, parents, and students to set and maintain goals.

Success shared

The Mesa School District strives to achieve excellence for all students.
With that in mind, teachers and administrators are encouraged to share
success stories. Principals meet monthly to discuss relevant issues and
share ideas. Upon completion of our curriculum guides, we presented them
to the district Assistant Superintendent of Curriculum. Our curriculum
map binders are available to anyone for viewing. A Basic Skills
Curriculum Specialist represents each elementary school within the
district. The Basic Skills Specialists gather weekly working together in
training, committees and sharing how to best accomplish school
curriculum goals. This specialist acts as a liaison between the
curriculum department, administrators and schools.

Part V- Curriculum

At Longfellow, we promote academic excellence for all students by
adopting programs that target individual differences. Although teachers
use a variety of strategies and techniques, all curriculum aligns to the
rigorous Arizona State Standards. Various disciplines are integrated
throughout the day. For example, during physical education students may
learn math skills. Music class may include a lesson on a reading
standard, etc. At Longfellow we are all in this together.

Our various assessments guide planning. Reading and math encompass a
majority of the school day, as they are also taught during science,
computers and library. In each discipline, the teachers and staff are
working to help students master specific goals.

Reading: We've adopted the Harcourt Trophies reading series that
strongly emphasizes five very important areas of instruction: phonemic
awareness, phonics, vocabulary, fluency, and text comprehension. Fontana
Standard's Plus lessons focus attention on specific reading skills.
Accelerated Reader is a computer program that encourages students to
read self-selected library books at their level. When our assessments
show students need support in phonemic awareness and phonics, we
supplement instruction with The Riggs Institute's Phonics program.
Students needing help developing fluency and comprehension participate
in Read Naturally.

Language Arts: Fontana Standard's Plus lessons promote the natural
connection between reading and language arts. The adopted
Houghton-Mifflin English series concentrates on grammar, the writing
process, research, and study strategies. Step-Up to Writing, Six Traits
Writing and journaling reinforce the fundamental skills of oral and
written language for our emergent writers. Students are taught how to
use rubrics to examine and enhance their writing. All of our language
arts programs work to develop ideas, organization, voice, word choice,
sentence fluency, conventions, and presentation.

Math: Our curriculum, based on the state standards, emphasizes math
skills such as numeration, place value, math operations, data analysis,
measurement, decimals, fractions, algebra, and geometry. Saxon Math
(grades 1-3) builds upon math skills so students are continually
practicing and using higher-level math concepts. Accelerated Math
(grades 3-6) reinforces skills students learn in math class. This
computerized program individualizes instruction per user. The
Foresman-Wesley math series (K, 4-6) and Mountain Math program are
designed to ensure students' abilities to become thoughtful problem
solvers.

Science: Our district-designed science kits focus on Arizona Standards
in science, health, safety and nutrition. Students learn about their
place in the world as it compares to animals, weather, space, and
physics. Hands-on studies include the creation of an aquatic world for
guppies, tracking the life cycles of butterflies and plants and
examination of student lunches for environmental impact. Strong emphasis
is put on Arizona's climate (how animals and humans acclimate) and how
humans should treat the desert in order to survive.

Social Studies: Students are exposed to ideas of their uniqueness,
citizenship and community. As students grow, they are introduced to
economics through a study of scarcity. They also learn safety rules for
walking, swimming, riding a bicycle and riding in a car. Older students
study Native Americans of Arizona and Mexico's history and culture.

Arts: We believe that arts education helps develop a more disciplined
educational environment. Students attend music once a week. Band and
orchestra are offered for intermediate students. An arts specialist
meets bimonthly with grades 4-6. Third-graders travel to see "Peter and
the Wolf," performed by the Mesa Symphony, each year. The district
Creative Arts Department provides plays as well as a traveling classroom
where imagination and technology are highlighted. These are experiences
most of our students would not receive outside of school.

Reading

Reading is a top priority at Longfellow. For more than half of our
students, English is a second language. Through daily reinforcement, we
strive to help the students make strides in their reading to further
their academic success. We believe in using a variety of teaching models
to aid in this endeavor. Students are exposed to group studies,
one-on-one instruction, partner reading, literature studies, and peer
tutoring.

Longfellow uses the Harcourt Trophies Reading series, which is a
scientifically based reading instruction program. We use Accelerated
Reader (AR), Reading Renaissance Power Lessons, The Riggs Phonetic
program, and Read Naturally along with integrated teaching strategies to
support our reading series.

We put strong emphasis on five very important areas of reading
instruction: **phonemic awareness, phonics, vocabulary, fluency, and
text comprehension.**

[Phonemic awareness]{.underline}, (The Riggs Phonetic and district START
phonics program) is the understanding that spoken words are made of
individual sounds. This has a strong correlation to later reading
achievement.

[Phonics]{.underline} instruction helps our students learn the
relationships between written letters and spoken sounds. This is
important for decoding and spelling.

[Reading fluency]{.underline} (Read Naturally, grades 2-6) is the
ability to read quickly and accurately. Our reading program helps
students learn to recognize words automatically, group words into
meaningful chunks, read with expression and use strategies to identify
unknown words.

Exposure to a variety of texts and the building of a large
[Vocabulary]{.underline} helps our students have success in reading.

[Text comprehension]{.underline} (literature study groups, small groups,
AR, Read Naturally, peer tutoring, partner reading, and before and after
school tutoring by the teachers) is the process of taking the message of
the written text along with the student's prior knowledge to construct
meaning. We provide our students with direct instruction, modeling,
guidance and much practice until they are comfortable using different
strategies to construct meaning.

Reading aloud to students is an effective way for our teachers to
introduce students to a variety of wonderful literature. This helps
their motivation, comprehension, vocabulary, fluency, as well as promote
a love of literature. Our students read aloud to each other as well as
in grade level reading groups and buddy reading, where an older student
is paired with a younger student.

We supplement reading with literature studies where students explore
chapter books. Students have assigned library time once a week. They
learn the importance of reading and have the opportunity to practice
research skills. Students can also go to the library during recess or
lunch and before or after school, as well as during holiday breaks when
the main school is closed.

Additional curriculum

Our school's mission is to help each student reach his or her fullest
potential. At Longfellow, we want our students to have a firm foundation
in basic skills. Besides reading and math, we have put an emphasis on
writing. Our Step-Up to Writing program presents students with a
color-coded template for learning writing organization. Students learn
where the topic, facts and details, and concluding sentence are located
in a paragraph. The Standards Plus Language Arts lessons incorporate
writing. Students learn the Six Traits of Writing: voice, word choice,
ideas, organization, sentence fluency, and conventions. Our students
were once hesitant to write. We continue to work diligently to promote
positive learning experiences. We offer students real world writing
experience to demonstrate the value of writing. They write letters,
recipes and directions, and fill out forms. Teachers present writing
prompts where students are given a character, setting and problem, and
then told to create their own stories. Classes participate in pen pal
programs where they write letters to students in the same level at
another school. The district sponsors a writing contest and twice a year
administers a writing sample assessment to monitor student growth. Each
grade level presents a different genre of writing, such as writing a
friendly letter, a formal business letter, a personal narrative, or
reporting. Writing can often be integrated into other components of
learning such as math, music or physical education.

Instructional methods

At Longfellow, we have a student population in constant transition. In
the classroom, faces may change from one day to the next. There are many
needs to be addressed. With the large population of English learners and
constant flux of students, teachers at Longfellow use a variety of
teaching methods to teach and re-teach basic skills. Our teachers use a
cyclical approach to meet this need.

Whole group instruction: Teachers present lessons and give one-on-one
attention when needed.

Differentiated instruction: We use flexible grouping as needed. A
teacher can pull aside a small group of students for additional
instruction on a math or reading skill. The teacher can review and
reteach the steps while other kids may be working ahead or creating
their own math or reading comprehension questions.

Individualized instruction: When a specific area needs to be addressed
with a student, a teacher works with them to remediate and improve
understanding.

Computerized instruction: In our computer lab, students are exposed to a
variety of programs. Accelerated Reader and Accelerated Math first test
students to determine their knowledge level then presents lessons and
assessment based on their skills. As students improve, the programs
present more difficult tasks, but continually brings back previous areas
for review. Our younger students use the Let's Go program to expose them
to vocabulary and reading.

Standards Plus Focus Lessons: These twice a day mini lessons provide us
with quick assessment to give an overall picture of student performance
based on Arizona Standards.

Based on assessment, we also provide tutorials, re-teaching and
enrichment throughout the school day as well as during intersessions.

Professional development

-   Teachers meet weekly to assess instruction and design new ways to
    deliver curriculum. Collegial feedback is solicited and appreciated.
    Two support teachers are assigned to help improve instruction,
    curriculum alignment and student assessment.

-   Teacher training is essential to the success of our school. Teacher
    training is held monthly and instructional techniques for improving
    reading, writing and math are always available. We seek to find the
    best ways of teaching our students as well as finding positive and
    instructive methods of feedback to them. Knowing the progress of
    each student on state standards is imperative for teachers to design
    appropriate instruction.

-   During the past two years, the administration has brought in a
    teaching expert to take the staff through training on the 8 Step
    Process. The 8 Step Process is Texas-based teaching program that
    raises the awareness level of the importance and validity of testing
    data. The information gleaned from the training was used to close
    the achievement gap between students through instructional timeline,
    instructional focus, assessment, tutorials, enrichment, maintenance
    and monitoring. In addition, consultants are brought in throughout
    the year to review this training.

-   A team was sent to Fontana, Calif., for Instructional
    Focus/Standards Plus, which is a hallmark of our learning day. Here,
    students focus on important skills aligned to State Standards.

-   Since our school has a high level of poverty, we use the concepts
    taught by Ruby Payne that help teachers understand what their
    students are going through.

-   Many of our teachers either have English as a Second Language
    endorsement or are working to obtain a provisional endorsement. The
    district provides additional incentives, as well as in-district
    classes, to help reach that goal.

# 

# 

# Third Grade AIMS Reading

In 2003, the percent proficient (meeting and exceeding the standards)
went down slightly at the state level. Longfellow experienced a decline
as well. The silver lining is that Longfellow is showing an overall
increase over the past three years.

# Third Grade AIMS Math

For the past three years, the percentage of students at the state level
scoring proficient (meeting or exceeding the standards) has increased
slightly. In 2003, Longfellow scores overall, as well as scores for the
two reported ethnic groups, exceeded the state's percentages for
proficiency.

# Fifth Grade AIMS Reading

For the past three years the percentage of students at the state level
scoring proficient (meeting or exceeding the standards) has remained
fairly consistent, with a slight decrease for 2003. Overall,
Longfellow's pattern has been similar, with an increase in 2002.
Hispanic students (the predominant ethnic group) have shown an increase
each year. At the state level, the percentage of students in the *falls
far below* category has shown little improvement; however, Longfellow's
overall student population as well as Longfellow's Hispanic students
have decreased the percentage of students in this level each year.

# Fifth Grade AIMS Math

For the past three years the percentage of students at the state level
scoring proficient (meeting or exceeding the standards) has increased
slightly. Longfellow has also show slight increases. Where Longfellow
has outdistanced the state is the decline in the percentage of students
who *fall far below* the standard. The state percentages have changed
only slightly, while Longfellow has shown great improvement overall as
well as for the two predominant ethnic groups.

Arizona's Instrument to Measure Standards (AIMS)

The AIMS test is administered each spring to all students in grades 3
and 5 at the elementary level. AIMS is intended to measure students'
proficiency on the Arizona Academic Standards in reading, mathematics
and writing. Results for reading and mathematics have been reported
based on the percentage of students at each of the following four
performance levels:

**Falls Far Below the Standard:**

This level denotes insufficient evidence of the prerequisite skills to
approach meeting the standards. Students who perform at this level have
serious gaps in knowledge and skills. They, in all likelihood, require a
considerable amount of additional work and remediation in the basic
skills that are prerequisite to the challenging work expected at the
current grade level.

**Approaches the Standard:**

This level denotes partial understanding of the knowledge and
application of the skills that are fundamental for proficient work.
Students who approach the standard demonstrate competency in the
prerequisites necessary to begin working on the challenging content
required of the student who meets the standards, but do not demonstrate
full understanding of that challenging content.

**Meets the Standard:**

This level denotes demonstration of solid academic performance on
challenging subject matter reflected by the content standards. This
includes subject-matter knowledge, application of such knowledge to real
world situations, and content-relevant analytical skills. Students who
perform at this level are well prepared to begin work on even more
challenging material that is required for the next grade level.
*Attainment of at least this level is the goal for all students.*

**Exceeds the Standard:**

This level denotes demonstration of superior academic performance
evidenced by achievement substantially beyond the goal for all students.

State Board Approved Performance Levels

## Grades K-12 

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **2** Test: **Stanford 9 Mathematics**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 114**

Number of students who took the test **(2002-03):** **106**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       63          59          39                      

  Number of Students Tested        106         130         61                      

  Percent of total students tested 93          92          \*57                    

  Number of students excluded      8           12          46                      

  Percent of students excluded     7           8           \*43                    

  SUBGROUP SCORES                                                                  

  1\. White                        74          48          35                      

  Number of students tested        11          24          24                      

  2\. Hispanic                     61          59          42                      

  Number of students tested        90          102         32                      

  3\. Title I                      52          67          43                      

  Number of students tested        58          78          55                      

  4\. English Learner Program      63          49          32                      

  Number of students tested        76          51          20                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **2** Test: **Stanford 9 Reading**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 114**

Number of students who took the test **(2002-03):** **102**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       46          39          47                      

  Number of Students Tested        102         103         59                      

  Percent of total students tested 89          73          \*55                    

  Number of students excluded      12          39          48                      

  Percent of students excluded     11          27          \*45                    

  SUBGROUP SCORES                                                                  

  1\. White                        67          39          40                      

  Number of students tested        11          25          22                      

  2\. Hispanic                     42          38          48                      

  Number of students tested        86          95          32                      

  3\. Title I                      31          29          49                      

  Number of students tested        56          72          56                      

  4\. English Learner Program      40          23          49                      

  Number of students tested        73          43          17                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **3** Test: **Stanford 9 Mathematics**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 127**

Number of students who took the test **(2002-03):** **109**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       58          45          31                      

  Number of Students Tested        109         94          50                      

  Percent of total students tested 87          95          \*47                    

  Number of students excluded      18          5           56                      

  Percent of students excluded     13          5           \*53                    

  SUBGROUP SCORES                                                                  

  1\. White                        78          48          45                      

  Number of students tested        13          20          12                      

  2\. Hispanic                     56          43          37                      

  Number of students tested        91          71          20                      

  3\. Title I                      44          37          26                      

  Number of students tested        78          56          35                      

  4\. English Learner Program      54          26          38                      

  Number of students tested        75          29          8                       
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **3** Test: **Stanford 9 Reading**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 127**

Number of students who took the test **(2002-03):** **107**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       28          30          28                      

  Number of Students Tested        107         96          50                      

  Percent of total students tested 84          97          \*47                    

  Number of students excluded      20          3           56                      

  Percent of students excluded     16          3           \*53                    

  SUBGROUP SCORES                                                                  

  1\. White                        46          47          36                      

  Number of students tested        15          19          16                      

  2\. Hispanic                     26          26          32                      

  Number of students tested        90          74          18                      

  3\. Title I                      18          20          28                      

  Number of students tested        76          58          33                      

  4\. English Learner Program      23          10          29                      

  Number of students tested        75          30          9                       
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **4** Test: **Stanford 9 Mathematics**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 97**

Number of students who took the test **(2002-03):** **91**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       57          35          48                      

  Number of Students Tested        94          115         70                      

  Percent of total students tested 96          97          \*68                    

  Number of students excluded      6           4           33                      

  Percent of students excluded     6           3           \*32                    

  SUBGROUP SCORES                                                                  

  1\. White                        59          43          59                      

  Number of students tested        11          19          20                      

  2\. Hispanic                     56          35          48                      

  Number of students tested        78          88          36                      

  3\. Title I                      42          26          50                      

  Number of students tested        58          64          62                      

  4\. English Learner Program      46          25          39                      

  Number of students tested        53          55          22                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **4** Test: **Stanford 9 Reading**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 97**

Number of students who took the test **(2002-03):** **94**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       39          26          33                      

  Number of Students Tested        94          109         62                      

  Percent of total students tested 97          92          \*60                    

  Number of students excluded      3           10          41                      

  Percent of students excluded     3           8           \*40                    

  SUBGROUP SCORES                                                                  

  1\. White                        44          46          53                      

  Number of students tested        11          19          16                      

  2\. Hispanic                     38          23          29                      

  Number of students tested        81          82          34                      

  3\. Title I                      28          17          33                      

  Number of students tested        60          63          60                      

  4\. English Learner Program      28          13          21                      

  Number of students tested        56          50          16                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **5** Test: **Stanford 9 Mathematics**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 110**

Number of students who took the test **(2002-03):** **103**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       55          42          43                      

  Number of Students Tested        103         92          62                      

  Percent of total students tested 94          96          \*65                    

  Number of students excluded      7           4           34                      

  Percent of students excluded     6           4           \*35                    

  SUBGROUP SCORES                                                                  

  1\. White                        66          62          51                      

  Number of students tested        12          15          11                      

  2\. Hispanic                     53          38          41                      

  Number of students tested        84          64          37                      

  3\. Title I                      46          32          44                      

  Number of students tested        73          62          53                      

  4\. English Learner Program      49          22          37                      

  Number of students tested        66          34          10                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **5** Test: **Stanford 9 Reading**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 110**

Number of students who took the test **(2002-03):** **94**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       30          28          31                      

  Number of Students Tested        94          86          55                      

  Percent of total students tested 85          90          \*57                    

  Number of students excluded      16          10          41                      

  Percent of students excluded     15          10          \*43                    

  SUBGROUP SCORES                                                                  

  1\. White                        47          59          44                      

  Number of students tested        13          15          11                      

  2\. Hispanic                     27          21          26                      

  Number of students tested        75          61          31                      

  3\. Title I                      21          20          33                      

  Number of students tested        67          56          47                      

  4\. English Learner Program      22          10          21                      

  Number of students tested        60          33          10                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **6** Test: **Stanford 9 Mathematics**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 76**

Number of students who took the test **(2002-03):** **71**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       64          69          45                      

  Number of Students Tested        71          78          57                      

  Percent of total students tested 93          93          \*70                    

  Number of students excluded      5           6           25                      

  Percent of students excluded     7           7           \*30                    

  SUBGROUP SCORES                                                                  

  1\. White                        76          86          63                      

  Number of students tested        11          13          15                      

  2\. Hispanic                     34          63          38                      

  Number of students tested        54          60          36                      

  3\. Title I                      59          62          45                      

  Number of students tested        52          53          56                      

  4\. English Learner Program      60          52          31                      

  Number of students tested        40          38          14                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade: **6** Test: **Stanford 9 Reading**

Edition/publication year: **1995** Publisher: **Harcourt**

Number of students in the grade in which the test was administered
**(2002-03): 76**

Number of students who took the test **(2002-03):** **70**

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                    March       March       April                   

  SCHOOL SCORES                                                                    

  Mean Score                       41          44          35                      

  Number of students tested        70          73          56                      

  Percent of total students tested 92          87          \*68                    

  Number of students excluded      6           11          26                      

  Percent of students excluded     8           13          \*32                    

  SUBGROUP SCORES                                                                  

  1\. White                        76          74          64                      

  Number of students tested        11          13          13                      

  2\. Hispanic                     34          36          26                      

  Number of students tested        54          55          37                      

  3\. Title I                      33          30          35                      

  Number of students tested        52          49          56                      

  4\. English Learner Program      32          25          19                      

  Number of students tested        40          33          13                      
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\*English Language Learners in their first three years of programming
were excluded from testing.

# Stanford Achievement Test

Arizona students are administered the Stanford 9 Achievement test each
spring in grades 2-9. The Stanford 9 is a norm-referenced test (NRT)
that compares each student's achievement to the achievement of a
representative national sample of public school students of the same age
and grade (norming group) at a particular point in time (norming year).
The *Stanford Achievement Test, Ninth Edition* (*Stanford 9)* was normed
in 1995; and, therefore, reports test results in comparison to
nationwide student achievement in 1995.

# English Language Learners

During the 2000-01 school year, students learning English that were in
their first three years of an English Learner Program could be excluded
from taking the Stanford 9; therefore, the percentage of total
enrollment is significantly lower than in 2001-02 and 2002-03. In
addition, since English Learner Program was one of the subgroups
reported, the difference in the number of students tested from 2000-01
to 2001-02 is different. Since most English Learner Program students did
not test in 2000-01, the lower percentile scores in 2001-02 can be
explained by the inclusion of scores from all English Learner Program
students. In many cases, reading percentile scores were more affected by
the inclusion of scores from English Learner Program students. What is
important to notice, is the increase in scores for this particular
subgroup at all grade levels and in both subject areas from 2001-02 to
2002-03.

Subgroup (Hispanic)

For the Hispanic population at Longfellow, from 2001-02 to 2002-03,
percentile scores improved in all subject areas with the exception of
6^th^ grade reading, where there was a slight decline. Since the
Hispanic population comprises the majority of students at Longfellow,
this increase is important to note. From 2000-01 to 2001-02, the
percentile scores from this subgroup declined at some grade levels and
in some subjects. This might be explained by the fact that many of these
students are also in an English Learner Program and were therefore
excluded from testing in 2000-01.

Subgroup (Title 1)

Students receiving Title I services are showing improvement from 2001-02
to 2002-03 in most subject areas and grades. This is important to note
because of the slight decline from 2000-01 to 2001-02 .

STATE CRITERION-REFERENCED TESTS

Third Grade AIMS Mathematics

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 1    | 1    |
|                               | 002- | 001- | 000- | 999- | 998- |
|                               | 2003 | 2002 | 2001 | 2000 | 1999 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | May  |      |      |
|                               | pril | pril |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SCHOOL SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 93   | 86   | 67   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 71   | 55   | 19   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 35   | 18   | 6    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 115  | 98   | 100  |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 91   | 95   | 94   |      |      |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students excluded   | 12   | 5    | 6    |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students excluded  | 7    | 5    | 6    |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| SUBGROUP SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. White                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 94   | 95   | 72   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 27   | 70   | 28   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 53   | 30   | 22   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 15   | 20   | 18   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 2\. Hispanic                  |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 90   | 83   | 63   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 65   | 36   | 20   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 30   | 50   | 3    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 100  | 76   | 70   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # STATE SCORES                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 87   | 87   | 85   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 60   | 59   | 57   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 26   | 25   | 23   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| State Mean Score              | 514  | 512  | 510  |      |      |
+-------------------------------+------+------+------+------+------+

STATE CRITERION-REFERENCED TESTS

Third Grade AIMS Reading

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 1    | 1    |
|                               | 002- | 001- | 000- | 999- | 998- |
|                               | 2003 | 2002 | 2001 | 2000 | 1999 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | May  |      |      |
|                               | pril | pril |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SCHOOL SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 86   | 82   | 70   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 55   | 61   | 38   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 11   | 14   | 6    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 119  | 97   | 99   |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 94   | 94   | 93   |      |      |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students excluded   | 8    | 6    | 7    |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students excluded  | 6    | 6    | 7    |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| SUBGROUP SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. White                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 86   | 91   | 87   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 66   | 86   | 52   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 6    | 24   | 17   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 15   | 22   | 17   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 2\. Hispanic                  |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 87   | 80   | 67   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 53   | 54   | 33   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 12   | 12   | 3    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 100  | 74   | 70   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # STATE SCORES                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 87   | 87   | 89   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 68   | 69   | 71   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 17   | 26   | 27   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| State Mean Score              | 516  | 519  | 521  |      |      |
+-------------------------------+------+------+------+------+------+

STATE CRITERION-REFERENCED TESTS

Fifth Grade AIMS Mathematics

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 1    | 1    |
|                               | 002- | 001- | 000- | 999- | 998- |
|                               | 2003 | 2002 | 2001 | 2000 | 1999 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | May  |      |      |
|                               | pril | pril |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SCHOOL SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 85   | 81   | 56   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 36   | 30   | 20   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 23   | 17   | 1    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 105  | 90   | 78   |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 96   | 96   | 83   |      |      |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students excluded   | 4    | 4    | 17   |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students excluded  | 4    | 4    | 17   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| SUBGROUP SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. White                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 100  | 100  | 71   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 63   | 62   | 38   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 45   | 31   | 5    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 11   | 13   | 21   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 2\. Hispanic                  |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 83   | 75   | 53   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 32   | 26   | 15   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 18   | 14   | 0    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 87   | 65   | 48   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # STATE SCORES                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 85   | 83   | 84   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 46   | 43   | 41   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 34   | 32   | 29   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| State Mean Score              | 494  | 490  | 487  |      |      |
+-------------------------------+------+------+------+------+------+

STATE CRITERION-REFERENCED TESTS

Fifth Grade AIMS Reading

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 1    | 1    |
|                               | 002- | 001- | 000- | 999- | 998- |
|                               | 2003 | 2002 | 2001 | 2000 | 1999 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | May  |      |      |
|                               | pril | pril |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SCHOOL SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 71   | 64   | 51   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 37   | 37   | 29   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 2    | 9    | 1    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 105  | 90   | 79   |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 96   | 96   | 83   |      |      |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students excluded   | 4    | 4    | 16   |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students excluded  | 4    | 4    | 17   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| SUBGROUP SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. White                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 73   | 86   | 64   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 55   | 72   | 50   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 0    | 29   | 5    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 11   | 14   | 22   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 2\. Hispanic                  |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 69   | 56   | 45   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 32   | 31   | 18   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 2    | 6    | 0    |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 87   | 65   | 49   |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # STATE SCORES                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Falls Far      | 100  | 100  | 100  |      |      |
| Below Standards               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Approaches     | 77   | 75   | 79   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Meets          | 53   | 55   | 55   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Exceeds        | 10   | 14   | 14   |      |      |
| Standards                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| State Mean Score              | 503  | 502  | 503  |      |      |
+-------------------------------+------+------+------+------+------+