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

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

**Name of Principal**: [Mrs. Esther Winkelman]{.underline}

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

**Official School Name**: [Brookside Elementary School]{.underline}

**School Mailing Address**: [165 N. Satinwood Avenue]{.underline}

[Oak Park, CA 91377-1214]{.underline}

**Tel.** [( 818) 597-4200]{.underline} **Fax** [( 818)
889-0725]{.underline}

**Website/URL** [www.bes.opusd.k12.ca.us]{.underline} **Email**
[ewinkleman@opusd.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. Kenneth L. Moffett
(Interim)]{.underline}

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

**District Name** [Oak Park Unified School District]{.underline}
**Tel.** [( 818 ) 735-3200]{.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** [Mrs. Cindy Vinson]{.underline}

**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.

**Date**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

1\. Number of schools in the district: 3 Elementary schools

1 Middle schools

Junior high schools

2 High schools

6 TOTAL

2\. District Per Pupil Expenditure: \$4678

Average State Per Pupil Expenditure: \$6380

**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\. 3 Number of years the principal has been in her/his position at this
school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **K**       49        45                     **94**       **7**                             

  **1**       39        51                     **90**       **8**                             

  **2**       48        43                     **91**       **9**                             

  **3**       52        40                     **92**       **10**                            

  **4**       57        59                     **116**      **11**                            

  **5**       54        57                     **111**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   594
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 89% White

the students in the school: 0% Black or African American

3% Hispanic or Latino

8% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 5%

> (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 10
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        26
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    574
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .05
              total in row (4)                   

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

                                                 
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 4%

26 Total Number Limited English Proficient

Number of languages represented: 10

Specify languages:

Arabic, Farsi, French, Gujarati, Hebrew, Hindi, Korean, Mandarin,
Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals: 1%

9 Total Number Students Who Qualify

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

10\. Students receiving special education services 9%

56 Total Number of Students Served

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

2 Autism Orthopedic Impairment

Deafness 5 Other Health Impaired

Deaf-Blindness 21 Specific Learning Disability

Hearing Impairment 27 Speech or Language Impairment

1 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

Classroom teachers 27

Special resource teachers/specialists 4

Paraprofessionals 3

> Support staff 3 21
>
> Total number 34 24

12\. Student-"classroom teacher" ratio: 1:22

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

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

  Daily student attendance 97%         98%         97%                     

  Daily teacher attendance 99%         99%         99%                     

  Teacher turnover rate    6%          6%          17%                     

  Student dropout rate                                                     

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

**Teacher Turnover Rate**

Both student and teacher attendance rates are consistently high.
Children enjoy coming to school and know that their attendance is
important. At the end of the 1999-2000 school year, three teachers
decided not to return because of pregnancy. Also at the end of that
year, one teacher left to pursue a doctoral degree, and one teacher, who
was not a good match to our school, resigned. To help our teachers who
have young families, we have approved one job-sharing arrangement over
the last three years. In this way, we are able to keep quality high and
experienced teachers in the classroom.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

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

Brookside Elementary School is located in Oak Park, California. Oak Park
is a suburb in Ventura County, just West of Los Angeles' San Fernando
Valley. We are one of three elementary schools in Oak Park Unified
School District, which serves 3,700 students in grades pre-school-12. As
the most senior school in the district, Brookside Elementary has
provided a challenging and meaningful learning environment for the past
34 years.

The Brookside School community actively involves all children in
becoming passionate, innovative and culturally enriched life-long
learners. We provide a foundation for students to reach their full
potential through a comprehensive, rigorous, standards-aligned
curriculum that is enhanced by technology. Meaningful learning
opportunities empower children to be independent thinkers, problem
solvers and responsible citizens. This vision reflects our educational
structure and our commitment to guide curious kindergartners on their
journey to become confident fifth graders. Our vision is displayed in
our handbook, on our website, and shared regularly with every member of
the community. We believe and act on the fact that every child can and
will learn. Our vision, policies and practices are built on this
foundation, and we recognize that helping children achieve their maximum
potential requires the willingness and ability to adopt changes that
help us meet student needs and build on past accomplishments. Our goal
is to reach *every* child and teach not only academics, but also the
skills they need to become independent thinkers, creative problem
solvers, and socially responsible citizens.

We value and support individual differences by implementing innovative
and progressive teaching methods based on achievement data and multiple
assessments of student needs. All children engage in a comprehensive and
enriching educational program built upon clearly defined state and
district academic standards. We are committed to meeting the educational
and technological challenges of the 21^st^ century, where students
access multi-media for learning on a daily basis.

Brookside encourages and supports a high level of parent participation
and community ownership. We believe that this involvement signals to our
children that their education is important. Both the School Site Council
and PTA are dynamic, active, and empowered organizations that make
significant decisions and set goals for our future. The Site Council is
responsible for the school budgets, our Single Plan for School
Achievement, and establishing and upholding the goals and philosophy of
the school. The PTA promotes a positive and caring school climate and an
enhanced learning environment for our children.

Our site offers multiple services including a Learning Center,
After-School Literacy Institute, Special Day Class, Resource Specialist
Program, Speech-Language, EL, GATE, support from district psychologists,
an elementary counselor, and art and music instruction.

As part of a small community (population 12,981), Brookside is less than
two miles from any of the district's five other schools; students
benefit from this close-knit, supportive environment. Staff members play
key roles in our collaborative district structure. The campus fosters a
clean, safe environment and well-maintained grounds and facilities.
Gardens created to illustrate and enliven science, social studies, and
math standards weave through the campus. These outdoor learning centers
are planted by children and supported by parents. Field trips actively
engage students in the local culture and geography of Oak Park, the
urban experience of Los Angeles, the historic missions of Ventura and
Santa Barbara, and the natural wonders of the local Santa Monica
Mountains and Channel Islands National Park Areas.

As a staff we foster a caring process that ensures children's success as
they grow from enthusiastic kindergartners into knowledgeable and poised
fifth graders. We translate expertise, experience and passion into daily
actions to help our children grow and achieve. We welcome and are proud
of the responsibility of being a model school and wish to share our
methods so that all children may benefit from our successes.

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

**1.Describe the meaning of assessment results in such a way that
someone not intimately familiar with the tests can easily understand
them.**

The results included in the tables indicate that Brookside Elementary
School has consistently performed within the top 10% of schools in the
state of California. Even with this high baseline of achievement, our
data shows improvement as our program continually evolves and we learn
how to best meet the needs of our students.

The Stanford Achievement Test (SAT 9) was adopted in 1998 when the
Standardized Testing And Reporting system (STAR) was passed in
California. This program requires all public schools in California use
the SAT 9 to assess students annually in grades 2-11. The SAT 9 is a
nationally norm-referenced test. Scores are reported in national
percentile ranks (NPR). Our scores indicate consistently high student
performance in all areas, with scores in the 80-90+ percentile range
(50^th^ percentile represents 'average' or 'grade level' on this
measure). The California Standards Tests (CST) are a significant
component of STAR. The CST's are criterion-referenced tests for
language, writing, and mathematics. Results are based on the level of
achievement on identified state-adopted academic content standards,
rather than percentile rank comparisons of student performance. The
State Board of Education approved five performance levels for reporting
results of the California Standards Tests. The performance levels
designated are advanced, proficient, basic, below basic, and far below
basic. The State Board of Education has determined that only the
proficient and advanced levels of performance are acceptable toward
Annual Yearly Progress (AYP). In 2002, 79% and 70% of Brookside students
scored at the proficient or advanced level in language arts and
mathematics, respectively, compared to the statewide means of 30% and
35%. It is our aim to move all our students into these highest
performance levels.

The Academic Performance Index (API) is part of the STAR accountability
program in California. The API is based on both SAT 9 and CST scores and
weighted to place a greater emphasis on reading and mathematics. The API
report indicates the percent of students in five scoring bands
(quintiles). A school's API score increases when students move from
lower into higher quintiles. This means that the focus is on paying
particular attention to the needs of lower achieving students as well as
maintaining high levels of student achievement. The percentage of
students scoring at the proficient and advanced levels has increased
each year at Brookside. The state has set a score of 800 out of 1000 as
a goal for all schools. Scores above 800 have indicated that the school
is performing in the top 10% in the state. Our initial 1999 score was
855; our 2000 score was 887; 2001 was 897; and in 2002 we topped the 900
level with a 903. We feel that these scores are particularly significant
because they show that we have been providing appropriate support for
our academically at-risk students, and reflect our school\'s willingness
to affect institutional change to meet students\' needs.

Another measure of our continued achievement growth is evident through
the examination of the Similar Schools Ranking provided by the
California Department of Education. When compared to schools with
similar socio-economic status, demographics, and level of teacher
preparation, Brookside's score improved from a 5 in 2000, a 6 in 2001,
to a 9 in 2002 (with 10 being the highest possible score). We believe
this is due to the success of our intervention programs.

In addition to these standardized measures, which speak to our
accountability to state expectations and relative national percentile
ranks, we gather specific assessment data that provide teachers with an
overview of individual student's current abilities and needs and guide
teaching strategies. Thus we examine individual student performance on
the SAT9 and CST at the beginning of the year, and also use performance
on the DIBELS (Dynamic Indicators of Early Literacy Success, Part V,
Q2), SRI (Scholastic Reading Inventory) (Part V, Q2), SAM
(Standards-based Assessment in Mathematics) (Part V, Q3),
standards-based report cards, student portfolios, and other classroom
data to learn about our students and focus our teaching methods.

Although Brookside is a school with children from a variety of social
and economic backgrounds with cultural and ethnic diversity, no single
sub-group makes up 15% of the school population, therefore it is not
statistically valid to disaggregate the testing data for analysis under
state criteria. No groups have been excluded from our analyses of test
data.

**2. Show in one-half page, (approximately 200 words) how the school
uses assessment data to understand and improve student and school
performance.**

Frequent data assessment from multiple sources also guides our decisions
about curriculum modifications, staff development, unit design, school
policies, and student support programs in all areas. Linked directly to
student achievement, Brookside's Single Plan for Student Achievement is
based on needs that are apparent from the analysis of SAT9/CST scores,
report cards, district assessments in reading and mathematics, teacher
input and classroom data. In the development of the Student Achievement
Goals for our Single Plan, the School Site Council, and Instructional
Leadership Team carefully examine and analyze student data. For example,
after identifying students who were reading below grade level, one of
the goals in our Single Plan was to establish a Learning Center (Part V
Q4). Our specific aim is to improve these students' reading ability by
at least one grade level by the end of this school year.

The multiple assessment and accountability components of our
standards-based curriculum provide a rich database for teachers to
develop a meaningful profile of learning for each student. Through our
IDMS (Instructional Data Management System), teachers have web access to
a detailed report with re-configuration of the data to match current
classrooms each fall, an indicator of students' level of competency (far
below basic, below basic, basic, proficient, and advanced) in all areas
as provided by the multiple measures listed above. Our philosophy is
that multiple measures tap different types of skills and we also
recognize that children have different learning styles. These sources of
data allow the teacher to design instruction to assist all students in
meeting or exceeding performance standards.

Flexible and fluid grouping of children to build specific skills is an
effective strategy in helping students achieve mastery (Johnson,
Johnson, Slavin, and Reeves; 2000). Our teachers regularly re-group
students within grade levels based on student data. Grouping is arranged
to carefully tailor instruction to meet the needs and challenge of every
student. Teachers who are engaged in fluid grouping take frequent
"snapshots" of ability through pre-testing and post-testing. Our
improved test scores after our first year of fluid grouping indicates
that teaching each child at their own instructional level is one of our
most successful methodologies; children are neither overwhelmed nor
under-stimulated.

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

In order for assessment data to support learning, it is important for
parents to understand what different scores mean and how they can be
used to guide a child's individual school experience. Parents receive
standards-based report cards three times a year. The first two report
cards are discussed at conferences with the teacher. Students in grades
3-5 are a part of these conferences. We find that involving the students
in goal setting and progress reports is an important tool in fostering
student responsibility and "buy-in" as children who have a stake in
determining the course of their learning are more interested, involved,
and connected learners. The teacher explains the information presented
on the report card at the initial conference. This is used to help
formulate the child's educational goals for the year. At this time
teachers also use report card data to make concrete suggestions to
parents about how they can help their child at home. At the end of the
year, parents also receive the results of the STAR and a detailed
written explanation of how to interpret the scores. These scores are
also used the following year to formulate the child's goals.

Data about overall school performance (SAT 9, CST, Academic Performance
Index, interim assessments and report card summaries) are shared in
several forums. School-wide and district-wide results accompany
individual student reports. The principal leads an Assessment and
Accountability seminar each fall for parents and the community. During
this session, parents learn more about standardized tests and how the
scores can be used in conjunction with other assessment data (e.g.,
portfolio and report card) to understand and facilitate their child's
achievement. The Superintendent presents an annual assessment report to
the community each fall. The district Director of Curriculum and
Instruction writes a monthly column in all of the school newsletters
focusing on standards, assessment, and accountability.

**4. Describe in one-half page, how the school will share its successes
with other schools.**

As a model school we must continually refine existing programs and
develop new ones to meet the evolving needs of our learning community.
We also understand that we have an important role in communicating our
successful practices to other schools. We take delight in sharing our
special programs and regularly do so through presentations, writings,
conversations, and our website.

Our teachers and the principal frequently present information about our
school at conferences at the local, state, and national levels. For
example, every year our Kindergarten teachers present their work on
early childhood literacy at the California Kindergarten Conference. Our
standards-based school garden project was recently presented at the ASCD
(Association for Supervision and Curriculum Development) annual
conference.

Brookside has already served as a model of success for other schools.
Many innovations that began at Brookside are now being used across the
district. The idea of Learning Centers as support for literacy were
started at Brookside and have now been implemented district-wide. Our
principal presented a session describing our Learning Center model (Part
V, Q4) at the Association of California School Administrators annual
conference last fall. Our school and district are currently sharing this
model and responding to questions with the Alexandria City Public
Schools in Alexandria, Virginia.

Teachers, parents, and the principal at Brookside serve in leadership
roles and share their knowledge in many district-wide committees. These
committee roles include Curriculum Council, Mathematics, Literacy,
Special Education, and GATE.

The school website is another excellent source for interested schools to
access information about our successful programs and practices. Users
are linked to information about our innovative programs.
([www.bes.opusd.k12.ca.us](http://www.bes.opusd.k12.ca.us/)).

Administrators and teachers who wish to come and observe our methods are
always welcome to arrange a visit. Our practices are concrete and could
easily be translated into protocols for other districts.

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

**1. Describe in one page, the school's curriculum, including foreign
languages (foreign language instruction is an eligibility requirement
for middle school, junior high, and high schools), and show how all
students are engaged with significant content, based on high
standards.**

We view our curriculum as an interrelated series of experiences for
children based on district standards, which reflect the important goals
outlined in our vision statement. Basic skills are taught with the same
enthusiasm as the content areas in all grade levels, and are viewed as
the building blocks for all learning. Our instructional program provides
students with qualitatively differentiated curriculum experiences;
focusing on basic skills, higher level thinking, inquiry, problem
solving and creativity. Academic objectives clearly organize the
structure of learning. Interaction with the content areas allows
children to develop necessary life skills such as working as a team
member, using technology as a resource, interpreting data, reading with
a critical mind, and communicating clearly through writing.

Our curriculum is based on district-developed standards aligned with,
and in many cases, more rigorous than state standards. Teachers,
administrators, board members, and parents serve on district committees
to ensure that standards are articulated among grade levels K-12. Our
curriculum provides a thematic, meaning-centered, integrated, hands-on
experience and was designed to meet the needs of children at all levels.
In this way we are most likely to inspire students to become competent,
confident life-long learners who contribute to society.

Reading instruction is a priority throughout the school and school day
and is extended through the exploration of literature, history/social
science and science lessons. Students learn to distinguish between
narrative text and informational text with emphasis on comprehension
strategies and content vocabulary. Research supports that the more
non-fiction writing students do, the higher student achievement (Reeves
2002). In language arts, lessons are built on *daily* reading and
writing across the curriculum. At each grade level, students write for
different purposes and audiences using a variety of genres specific to
grade level standards. The reading program meets the requirements of
*Reading First* and NCLB (Part V, Q2).

Our math program provides thought-provoking, standards-based lessons for
all grade levels. Students analyze theories, solve problems, define
terms and procedures and work with data both individually and in
cooperative learning groups. The current program integrates
manipulatives and concepts with computation-based activities. This
variety of approaches to concepts ensures skill development and abstract
problem solving so that all students become mathematically literate. For
example, second graders learning about the concept of regrouping, have
experiences with base-ten blocks and also learn to cross-out and carry
on paper, moving from the concrete to the conceptual.

The science program has recently been re-aligned and expanded based on
new state and national standards. There is an emphasis on learning
scientific content and applying the scientific method in the life,
earth, and physical sciences each year. For example, third grade
students use the scientific method to solve a complex problem related to
the ecosystem and water pollution. Assessment and achievement merge as
students observe, conduct experiments, test the pH level of water
samples, investigate problem/cause relationships and analyze data.
Students write a persuasive letter based on findings. This unit typifies
Brookside's integration of math, language arts and science standards as
well as assessment that is embedded, ongoing and varied.

In history/social science, the standards-based program emphasizes
citizenship, the development of democratic values, a comprehensive study
of history, and geographic literacy. Walking into a 4^th^ grade
classroom is like stepping onto the Oregon Trail. At Brookside we
believe the classroom extends beyond the campus into the community.
Students regularly interact with experts in a variety of professions to
see real world applications and explore career possibilities. We believe
educating the whole child includes the arts and character education.
Some examples include: Artist-In-Residence, music specialist program,
BANANAS (Buddies Are Nice And Never Act Superior), and Kids with
Character. Instructional technology has merged with curriculum at
Brookside as an integral part of 21^st^ century reality and school
expectations. Technology is a seamless learning resource accessed
routinely by children and is reflected in Oak Park's K-12 technology
standards, which are instructed, assessed, and included on the report
card at every grade level.

**2. (Elementary Schools) Describe in one-half page, the school's
reading curriculum, including a description of why the school chose this
particular approach to reading**.

Our core reading program is Houghton-Mifflin's, A Legacy of Literacy.
This program was selected because it is based on a model that utilizes
known successful strategies on teaching children how to read. Research
that supports these methodologies includes The National Reading Panel
(2000) and the Learning First Alliance -- Every Child Reading (1998).
The program is also based on the California State Standards in Reading
and Language Arts and is one of only two programs determined by the
State Board of Education to meet these standards. Our core reading
program provides students with strong foundations in the following
areas: Oral Language, Knowledge of Letter Names, Phonological/Phonemic
Awareness, Concepts of Print, Phonics/Sequential Decoding, Analogy,
Context, Instant Word Recognition, Fluency, Comprehension, Vocabulary,
Writing, Spelling, Grammar. In addition to the materials, teachers are
receiving staff development on how to properly implement the program and
are learning more about recent research in the teaching of reading (Part
V, Q4).

Regular assessment of students is essential to any successful reading
program. Instruction is guided and adjusted based on information gained
from thorough assessment of student performance. In Oak Park our reading
assessment plan has several components: First, students are assessed
regularly from tests from the *Legacy of Literacy* core reading program.
Second, children in grades K-3 take the DIBELS. The DIBELS assesses
three areas of early literacy: Phonological Awareness, Alphabetic
Principle, and Fluency with Connected Text. The test is given one-on-one
with each child, three times a year on a prescribed timeline. Teachers
use the results of this assessment to provide focused intervention
(e.g., a child might be given extra assistance with phonemic
segmentation). Finally, the SRI (Scholastic Reading Inventory), a
computer-based reading *comprehension* assessment is administered to
students in grades 1-12 in our district. The SRI provides teachers,
parents, and students with information about reading comprehension
levels. It informs us of Lexile levels that help with the selection of
appropriate leveled text based on students' stated interests, so that
the student is challenged and interested and continues to make growth in
reading. Our school and classroom libraries are 'Lexiled' to assist
students in finding appropriate challenging and engaging books. The
students take the SRI three times a year on the computer. The software
"remembers" the student and tracks their progress throughout the year.
The most important aspect of these assessments is the individualized
data that is provided to teachers and parents. The SRI results are an
important piece of data for teachers in formulating our much loved "book
clubs," which are fluid reading discussion groups (with leveled books)
led by parent volunteers.

**3.Describe in one-half page, one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

Our math program provides thought-provoking units and standards-based
lessons for all grade levels, including the instructional resources,
[Investigations]{.underline} and [Math Coach]{.underline}. The program
also has been developed to provide stimulating and relevant experiences
for all students focused on conceptual understanding, problem solving,
and skill fluency. Standards reflect the rigorous California model.
Students question, hypothesize, write, discuss, and learn to think
mathematically. This program is supported with computation-based
activities that ensure fluency in skills and competent problem solving
so that all students achieve district standards in mathematics. Students
are assessed throughout the year with the SAM (Standards-based
Assessment in Mathematics). This tool provides teachers with useful data
related to student mastery of standards, and once again, allows teachers
to fill in "academic gaps" for individual students if needed.

As mentioned earlier, the fluid grouping model is a very effective
method of teaching math skills. Based on this model, grade level teams
use SAM data and pre- and post- classroom assessments to group and
re-group students to address individual learning needs for each math
unit and to provide extensions or remediations where appropriate. For
example, grouping models based on these assessments create smaller and
more individualized learning environments with a trained
paraprofessional for our neediest students. This model ensures that all
students receive instruction at their level and are appropriately
challenged. The success of this model is supported by increased student
achievement and is reflected in their improved self-esteem and
enthusiasm for learning.

**4. Describe in one-half page, the different instructional methods the
school uses to improve student learning.**

*Children come first*. Each child is valued as an individual whose
unique qualities contribute to the collective achievement of a learning
community. In recognition of the diverse needs of students, we deliver
an instructional program, both within and beyond the school day, which
is meaningful, engaging and ensures the success of every child. Classes
are regularly regrouped for strategic instruction to provide the
necessary support or challenge that fosters individual growth.

The single most important function of our school is to ensure that ALL
of our students become successful readers, read at or above grade level
by the end of grade three, and maintain continued growth in reading. We
place students in existing intervention programs when our assessments
indicate that they are performing below expectancies. The district is
committed to 'differentiated' instruction for all students ensuring that
they are taught to read at their instructional level. As a result, we
are implementing the **Learning Center** model at our schools. Students
who require intervention in reading receive support from Literacy
Specialists in the Learning Center and in classrooms. Our Literacy
Specialists include the Resource Specialist teacher and highly qualified
paraprofessionals who are trained in reading intervention methods. In
the Learning Center and in our After-School Literacy Institute, our
reading intervention program, *Read Naturally*, focuses on phonemic
awareness and fluency. This program combines three powerful strategies
for improving fluency: teacher modeling, repeated reading, and progress
monitoring. We are also using the *SRA Specific Skills Series,* which
focuses on reading comprehension skills. Struggling readers have a safe,
structured, and highly motivating opportunity to engage in reading on a
daily basis. Our assessment data indicates that these programs and
strategies are highly successful, as students acquire fluency and meet
grade level standards, and "graduate" out of the intervention programs.
Our special education program serves students in Resource and Special
Class, and Speech Language. All students are fully included with the
support of an instructional assistant within the classroom as needed.
The Special Education staff, work with classroom teachers to ensure that
the individualized programs are integrated with daily curriculum. Highly
qualified paraprofessionals and CLAD certified teachers support our
English Learners within the classroom and in the Learning Center.

**5. Describe in one-half page, the school's professional development
program and its impact on improving student achievement.**

Just as we provide the foundation for students to reach their full
potential, we realize that teachers need support to realize their
maximum abilities. Teachers are life-long learners committed to
continuous improvement through professional growth. Professional
development seminars, in-service, teamwork, collaboration, and time to
plan all assist teachers in developing the tools they need to expand
their knowledge and skills that support our students. Linked directly to
student achievement, Brookside's staff development plan is based on
needs emerging from the analysis of SAT9 scores, report cards, district
assessments, teacher input, and classroom data.

The district has a comprehensive staff development plan that is
differentiated to meet the professional needs of all staff. Research
tells us that the quality of our reading program is directly linked to
the level of training that teachers have in this area (National Reading
Panel, 1999). We provide extensive opportunities in this area for all of
our teachers. As we implemented a new reading program this year, *A
Legacy of Literacy*, teachers began training last spring with grade
level sessions provided by the publisher, Houghton-Mifflin. Teachers
were also able to self-select summer staff development sessions funded
by the district. We opened the school year with a session by researcher,
Dr. Kevin Feldman, *Differentiating Instruction to Improve Literacy.*
Teachers also were trained this year on our reading assessments, the
DIBELS (Part 5, Q2), and the SRI (Part 5, Q2). Teachers and
paraprofessionals who are part of the Learning Centers and After-School
Literacy Institutes also received specialized training. Two of our
teachers participated in the 8-session, UCLA Early Literacy Institute
this year. This fall, teachers attended either *Teaching Kids with
Learning Difficulties in the Regular Classroom* or *Teaching Gifted Kids
in the Regular Classroom.* Professional development is integral to our
educational philosophy. Teachers welcome opportunities to learn and
voluntarily attend conferences and workshops. Teachers share their
experiences with their grade level colleagues at site and district
meetings, so that all may benefit.

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

**[STANFORD ACHIEVEMENT TEST/READING --GRADE 2]{.underline}**

**Grade** 2 **Test** -- Stanford Achievement Test/Reading

**Edition/publication year** 9^th^ Edition **Publisher** -- Harcourt
Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  Testing month                                 May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   78             82             74                            

  Number of students tested                     87             102            95                            

  Percent of total students tested              98%            96%            98%                           

  Number of students excluded                   2              4              2                             

  Percent of students excluded                  2%             4%             2%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/READING -- GRADE 3]{.underline}**

**Grade** 3 **Test** Stanford Achievement Test/Reading

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   82             79             86                            

  Number of students tested                     108            100            73                            

  Percent of total students tested              97%            95%            96%                           

  Number of students excluded                   3              5              3                             

  Percent of students excluded                  3%             5%             4%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/READING -- GRADE 4]{.underline}**

**Grade** 4 **Test** Stanford Achievement Test/Reading

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   82             86             82                            

  Number of students tested                     108            80             116                           

  Percent of total students tested              97%            96%            99%                           

  Number of students excluded                   3              3              1                             

  Percent of students excluded                  3%             4%             1%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANDFORD ACHIEVEMENT TEST/READING -- GRADE 5]{.underline}**

**Grade** 5 **Test** Stanford Achievement Test/Reading

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   85             81             80                            

  Number of students tested                     85             119            103                           

  Percent of total students tested              94%            94%            98%                           

  Number of students excluded                   5              7              2                             

  Percent of students excluded                  6%             6%             2%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/LANGUAGE-- GRADE 2]{.underline}**

**Grade** 2 **Test** Language -- Stanford Achievement Test/Language Arts

**Edition/publication year** 9th Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   87             87             83                            

  Number of students tested                     88             102            95                            

  Percent of total students tested              99%            96%            98%                           

  Number of students excluded                   1              4              2                             

  Percent of students excluded                  1%             4%             2%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/LANGUAGE -- GRADE 3]{.underline}**

**Grade** 3 **Test** Language Stanford Achievement Test/Language

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   82             87             90                            

  Number of students tested                     107            100            73                            

  Percent of total students tested              97%            95%            96%                           

  Number of students excluded                   4              5              3                             

  Percent of students excluded                  3%             5%             4%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/LANGUAGE -- GRADE 4]{.underline}**

**Grade** 4 **Test** Stanford Achievement Test / Language Arts

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   83             85             82                            

  Number of students tested                     107            80             116                           

  Percent of total students tested              96%            96%            99%                           

  Number of students excluded                   4              3              1                             

  Percent of students excluded                  4%             4%             1%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/LANGUAGE -- GRADE 5]{.underline}**

**Grade** 5 **Test** Stanford Achievement Test/Language

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  Testing month                                 May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   91             87             87                            

  Number of students tested                     86             122            104                           

  Percent of total students tested              95%            97%            99%                           

  Number of students excluded                   4              4              1                             

  Percent of students excluded                  5%             3%             1%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/MATH -- GRADE 2]{.underline}**

**Grade** 2 **Test** Stanford Achievement Test / Math

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   86             89             82                            

  Number of students tested                     88             103            96                            

  Percent of total students tested              99%            97%            99%                           

  Number of students excluded                   1              3              1                             

  Percent of students excluded                  1%             3%             1%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/MATH -- GRADE 3]{.underline}**

**Grade** 3 **Test** Stanford Achievement Test/Math

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   86             84             88                            

  Number of students tested                     107            105            73                            

  Percent of total students tested              97%            95%            96%                           

  Number of students excluded                   4              5              3                             

  Percent of students excluded                  3%             5%             4%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/MATH --GRADE 4]{.underline}**

**Grade** 4 **Test** Stanford Achievement Test/Math

**Edition/publication year 9^th^** Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   83             82             76                            

  Number of students tested                     108            79             117                           

  Percent of total students tested              97%            95%            100%                          

  Number of students excluded                   3              4              0                             

  Percent of students excluded                  3%             5%             0                             

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**[STANFORD ACHIEVEMENT TEST/MATH -- GRADE 5]{.underline}**

**Grade** 5 **Test** Stanford Achievement Test/Math

**Edition/publication year** 9^th^ Edition **Publisher** Harcourt Brace

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

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

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

  **Testing month**                             May            May            May                           

  **SCHOOL SCORES**                                                                                         

  Total Score                                   90             87             83                            

  Number of students tested                     85             122            104                           

  Percent of total students tested              94%            97%            99%                           

  Number of students excluded                   5              4              1                             

  Percent of students excluded                  6%             3%             1%                            

  SUBGROUP SCORES                                                                                           

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                  
  (specify subgroup)                                                                                        

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

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

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

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

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

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

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

**STATE CRITERION-REFERENCED TESTS**

**[CALIFORNIA STANDARDS TEST/LANGUAGE ARTS -- GRADE 2]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 2 **Test** California Standards Test/Language Arts

**Edition/publication y**ear 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded** **Percent excluded**

2000 -- 1 2000 -- 1%

2001 -- 4 2001 -- 4%

2002 -- 2 2002 -- 2%

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

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

The California Standards Test are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced,
proficient, basic, below basic, and far below basic.

**[CALIFORNIA STANDARDS TEST/LANGUAGE ARTS -- GRADE 2]{.underline}**

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

  Testing month                                          May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      92%         97%         54%                     

  At or Above Proficient                                 72%         77%         0                       

  At Advanced                                            31%         39%         0                       

  Number of students tested                              87          102         96                      

  Percent of total students tested                       98%         96%         99%                     

  Number of students excluded                            2           4           1                       

  Percent of students excluded                           2%          4 %         1%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      61%         59%         29%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 32%         30%         0                       

  State Mean Score                                                                                       

  At Advanced                                            10%         9%          0                       

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

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

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

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

**[CALIFORNIA STANDARDS TEST/ LANGUAGE ARTS -- GRADE 3]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 3 **Test** California Standards Test/Language Arts

**Edition/publication year** 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded Percent excluded**

2000 -- 1 2000 \-- 1%

2001 -- 4 2001 -- 4%

2002 -- 6 2002 -- 5%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced,
proficient, basic, below basic, and far below basic.

**[CALIFORNIA STANDARDS TEST/LANGUAGE ARTS --GRADE 3]{.underline}**

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

  Testing month                                          May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      97%         94%         72%                     

  At or Above Proficient                                 81%         68%         0                       

  At Advanced                                            40%         34%         0                       

  Number of students tested                              105         100         75                      

  Percent of total students tested                       95%         96%         99%                     

  Number of students excluded                            6           4           1                       

  Percent of students excluded                           5%          4%          1%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      59%         59%         29%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 30%         30%         0                       

  State Mean Score                                                                                       

  At Advanced                                            9%          9%          0                       

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

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

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

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

**[CALIFORNIA STANDARDS TEST/LANGUAGE ARTS -- GRADE 4]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 4 **Test** California Standards Test/Language Arts

**Edition/publication year** 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded Percent excluded**

2000 -- 0 2000 -- 0

2001 -- 4 2001 -- 5%

2002 -- 4 2002 -- 4%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced ,
proficient, basic, below basic and far below basic

**[CALIFORNIA STANDARDS TEST/LANGUAGE ARTS -- GRADE 4]{.underline}**

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

  Testing month                                          May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      98%         96%         28%                     

  At or Above Proficient                                 78%         85%         0                       

  At Advanced                                            38%         39%         0                       

  Number of students tested                              108         80          118                     

  Percent of total students tested                       96%         95%         100%                    

  Number of students excluded                            4           4           0                       

  Percent of students excluded                           4%          5%          0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      68%         68%         37%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 31%         31%         0                       

  State Mean Score                                                                                       

  At Advanced                                            8%          8%          0                       

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

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

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

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

**[CALIFORNIA STANDARDS TEST/WRITING ASSESSMENT -- GRADE
4]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 4 **Test** California Standards Test/Writing Assessment

**Edition/publication year** 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded** **Percent excluded**

2001 -- 6 2001 -- 7%

2002 -- 4 2002 -- 4%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced ,
proficient, basic, below basic and far below basic

**[CALIFORNIA STANDARDS TEST/WRITING ASSESSMENT -- GRADE
4]{.underline}**

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

  Testing month                                          March       March                               

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      88%         98%                                 

  At or Above Proficient                                 41%         58%                                 

  At Advanced                                            0%          4%                                  

  Number of students tested                              108         78                                  

  Percent of total students tested                       96%         93%                                 

  Number of students excluded                            4           6                                   

  Percent of students excluded                           4%          7%                                  

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  State Mean Score                                                                                       

  At or Above Proficient                                                                                 

  State Mean Score                                                                                       

  At Advanced                                                                                            

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

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

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

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

**[CALIFORNIA STANDARDS TEST/ LANGUAGE ARTS -- GRADE 5]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 5 **Test** California Standards Test/Language Arts

**Edition/publication y**ear 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded Percent excluded**

2000 -- 1 2000 -- 1%

2001 -- 10 2001 -- 8%

2002 -- 5 2002 -- 6%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced,
proficient, basic, below basic, and far below basic.

**[CALIFORNIA STANDARDS TEST/LANGUAGE ARTS -- GRADE 5]{.underline}**

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

  Testing month -                                        May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      99%         97%         42%                     

  At or Above Proficient                                 83%         76%         0                       

  At Advanced                                            39%         31%         0                       

  Number of students tested                              85          119         104                     

  Percent of total students tested                       94%         92%         99%                     

  Number of students excluded                            5           10          1                       

  Percent of students excluded                           6%          8%          1%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      66%         66%         38%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 28%         28%         0                       

  State Mean Score                                                                                       

  At Advanced                                            7%          7%          0                       

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

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

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

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

**[CALIFORNIA STANDARDS TEST/MATH -- GRADE 2]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 2 **Test** California Standards Test/Math

**Edition/publication year** 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded** **Percent excluded**

2000 -- 1 2000 -- 1%

2001 -- 3 2001 -- 3%

2002 -- 2 2002 -- 2%

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

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

The California Standards Test are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced,
proficient, basic, below basic, and far below basic.

**[CALIFORNIA STANDARDS TEST/MATH -- GRADE 2]{.underline}**

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

  Testing month                                          May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      92%         97%         47%                     

  At or Above Proficient                                 72%         89%         14%                     

  At Advanced                                            31%         49%         3%                      

  Number of students tested                              87          103         96                      

  Percent of total students tested                       98%         97%         99%                     

  Number of students excluded                            2           3           1                       

  Percent of students excluded                           2%          3%          1%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      67%         67%         59%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 40%         40%         30%                     

  State Mean Score                                                                                       

  At Advanced                                            13%         13%         7%                      

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

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

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

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

**[CALIFORNIA STANDARDS TEST/ MATH -- GRADE 3]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 3 **Test** California Standards Test/Math

**Edition/publication year** 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded Percent excluded**

2000 -- 1 2000 -- 1%

2001 -- 1 2001 -- 1%

2002 -- 4 2002 -- 2%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well

students achieve identified state-adopted academic content standards,
not how student results compare with results of other students taking
the same tests. The State Board of Education approved five performance
levels for reporting results of the California Standards Tests. The
performance levels designated are advanced, proficient, basic, below
basic, and far below basic.

**[CALIFORNIA STANDARDS TEST/MATH --GRADE 3]{.underline}**

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

  Testing month                                          May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      92%         93%         44%                     

  At or Above Proficient                                 72%         67%         30%                     

  At Advanced                                            36%         19%         17%                     

  Number of students tested                              107         103         75                      

  Percent of total students tested                       96%         99%         99%                     

  Number of students excluded                            4           1           1                       

  Percent of students excluded                           4%          1%          1%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      66%         66%         67%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 38%         38%         40%                     

  State Mean Score                                                                                       

  At Advanced                                            11%         11%         13%                     

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

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

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

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

**[CALIFORNIA STANDARDS TEST/MATH -- GRADE 4]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 4 **Test** California Standards Test/Math

**Edition/publication year** 2002 **Publisher** California Department of
Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded Percent excluded**

2000 -- 0 2000 -- 0

2001 -- 3 2001 -- 4%

2002 -- 4 2002 -- 4%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced ,
proficient, basic, below basic and far below basic.

**[CALIFORNIA STANDARDS TEST/MATH --GRADE 4]{.underline}**

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

  Testing month                                          May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      88%         90%         38%                     

  At or Above Proficient                                 67%         68%         20%                     

  At Advanced                                            29%         33%         5%                      

  Number of students tested                              108         81          118                     

  Percent of total students tested                       96%         96%         100%                    

  Number of students excluded                            4           3           0                       

  Percent of students excluded                           4%          4%          0                       

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      51%         51%         61%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 32%         32%         32%                     

  State Mean Score                                                                                       

  At Advanced                                            11%         11%         11%                     

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

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

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

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

**[CALIFORNIA STANDARDS TEST/ MATH -- GRADE 5]{.underline}**

**The Data Display Table is illustrated on the following page.**

**Grade** 5 **Test** California Standards Test/Math

**Edition/publication year** 2000, 2001, 2002 **Publisher** California
Department of Education

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

According to the STAR program, EL students who were in the United States
for less than one year were exempt from testing. Children in Special
Education (Resource Specialist Program or Special Day Class) could also
be excluded if it was an agreement stated in the IEP. Based on the
California Education Code, parents also have a right to exclude their
child from testing and must submit a written request in order to do so.

EL students are assessed annually with CELDT (California English
Language Development Test), which is published by McGraw-Hill. This test
is administered one-on-one. Special education students are assessed
quarterly to determine progress in meeting IEP goals. Assessments
include those administered in our Learning Center and Literacy
Institute.

**Number excluded Percent excluded**

2000 -- 1 2000 -- 1%

2001 -- 4 2001 -- 4%

2002 -- 4 2002 -- 4%

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

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

The California Standards Tests are criterion-referenced tests. Results
are based on how well students achieve identified state-adopted academic
content standards, not how student results compare with results of other
students taking the same tests. The State Board of Education approved
five performance levels for reporting results of the California
Standards Tests. The performance levels designated are advanced,
proficient, basic, below basic, and far below basic.

**[CALIFORNIA STANDARDS TEST/MATH -- GRADE 5]{.underline}**

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

  Testing month -                                        May         May         May                     

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      97%         92%         45%                     

  At or Above Proficient                                 69%         68%         14%                     

  At Advanced                                            28%         24%         3%                      

  Number of students tested                              86          125         104                     

  Percent of total students tested                       96%         95%         99%                     

  Number of students excluded                            4           4           1                       

  Percent of students excluded                           4%          5%          1%                      

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

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

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                      59%         59%         59%                     

  State Mean Score                                                                                       

  At or Above Proficient                                 30%         30%         30%                     

  State Mean Score                                                                                       

  At Advanced                                            7%          7%          7%                      

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

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

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

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