Fruitvale

mIDDLE School

2008-2009 Campus Improvement Plan

Fruitvale Independent School District

Table of Contents

District Mission Statement………………………………………………………….3

No Child Left Behind Components………………………………………………4-6

District Site Based Improvement Team……………………………………………7

Needs Assessment………………………………………………………………….8

District Goals…………………………………………………………………………9

Fruitvale TAKS Results………………………………………………………..10-12

Goal 1, Curriculum & Instruction……………………………………………...13-19

Goal 2, Attendance……………………………………………………………..20-23

Goal 3, Technology Education………………………………………………...24-26

Goal 4, Staff Development…………………………………………………….27-31

Goal 5, Safe & Orderly Environment………………………………………….32-34

Goal 6, Parental Involvement………………………………………………….35-37

FRUITVALE ISD

MISSION STATEMENT

It is the Educational Directive of the Fruitvale Independent School District to provide a quality education for every child, preparing them to take their place as a responsible citizen in an ever changing future. Education extends far beyond the mere passing along of facts and figures, but rather it is the process by which factual knowledge is transformed into wisdom. It is this process to which Fruitvale ISD dedicates itself.

FRUITVALE Middle School

Improvement Plan

2008-2009

Fruitvale ISD is a Title I Schoolwide District. The expanded opportunities in Title I for schoolwide programs are designed to assist schools to raise the achievement of all children, but especially the poor, low-achieving, migrant, neglected, at risk of dropping out, and limited-English-proficient children.

Under Section 1114(b)(1), a schoolwide program must include the following 10 components, addressing the needs of all children:

1. A comprehensive needs assessment of the entire school that is based on information on the performance of children in relation to the State content (TEKS) and student performance standards (TAKS).

2. Schoolwide reform strategies that—

· Provide opportunities for all children to meet the State’s proficient and advanced levels of student performance.

· Use effective methods and instructional strategies that are based on scientifically based research that-

· strengthen the core academic program in the school;

· increase the amount and quality of learning time, such as providing extended school year, before-and after-school, and summer -school programs, and help provide an enriched and accelerated curriculum; and

· include strategies to meet the educational needs of historically under-served populations (mentioned above), including girls, and women.

· Address the needs of all children in the school, but particularly the needs of children of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include-

o Counseling, pupil services, and mentoring services;

o college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o The integration of vocational and technical education programs: and

Address how the campus will determine if such needs have been met; and

Are consistent with, and are designed to implement, the State and local improvement plans, if any.

3. Instruction by highly qualified teachers.

4. High-quality, ongoing professional development for teachers, principal, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

5. Strategies to attract high-quality highly qualified teachers to high need schools.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve the performance of individual students and the overall I instructional program.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration occurs between federal, state, and local services and programs, including programs under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

· To the extent the school determines it to be feasible using Part A funds, periodic training for teachers in how to identify difficulties and to provide assistance to individual students.

· For any student who has not met the standards, teacher-parent conferences.

The Campus plan shall also include the nine components that apply to School Improvement, Stage 1.

The plan shall –

1. incorporate scientifically based research strategies that strengthen the core academic program is schools

2. identify actions that have the greatest likelihood of improving the achievement of participating children in meeting the state’s student academic achievement standards

3. address the professional development needs of the instructional staff serving the agency by committing to spend not less than 10 percent of the Title 1, Part A funds for each fiscal year in which the agency is identified for improvement for professional development, excluding funds reserved for professional development under section 1119

4. include specific measurable achievement goals and targets for each of the groups of students identified in the disaggregated data consistent with adequate yearly progress

5. address the fundamental teaching and learning needs in the schools of that agency, and the specific academic problems of low-achieving students, including a determination of why the district’s prior plan failed to bring about increased student academic achievement

6. incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school year

7. specify the responsibilities of the SEA and the district under the plan, including specifying the technical assistance to be provided by the SEA and the districts responsibilities under 1120A

8. include strategies to promote effective parental involvement in the school

9. be implemented expeditiously, but not later than the beginning of the next school year after the school year in which the district was identified for improvement.

Fruitvale middle School

Site Based Campus Improvement Team

Bill Boyd, Superintendent

Susan McCann, Business Manager

Rebecca Bain, Curriculum Director

Shely Boyd, District Counselor

Christie Powell, Parent Representative

Cristi Morgan, Business Representative

JR High/High School

Matt Tyner, Principal

Shely Boyd, Counselor

Mark Parkerson, Teacher

Julie Goodson, Teacher

Rebecca Tuerk, Teacher

Terri Hagood, Teacher

Debbie Sheppard, Teacher

Melissa Houser, Non-Teaching Professional

Comprehensive Needs Assessment

2008-2009

The following information sources provided the data for our comprehensive needs assessment. An in-depth review and disaggregation of data led to the development of the goals, objectives, and strategies included in this Plan of Action:

Texas Assessment of Knowledge and Skills (TAKS)

TAKS Benchmarks (COMPASS)

Longitudinal AEIS Data

AYP District Data Results

PBMAS District Analysis Data

Reading Proficiency Test in English (RPTE)

Reading Fluency Assessment (DIBELS)

Program Evaluations

Staff Development Needs Survey

Paraprofessional Training

Parent Surveys

Texas Primary Reading Inventory

Number of certified staff

Attendance Reports/Data

Dropout Rate, Graduation/Completion Rate

SSI Requirements

Needs Assessment Committees

Curriculum & Instruction	Attendance	Technology	Staff Development	Safe/Orderly Environment	Parental Involvement
Julie Goodson	Matt Tyner	Debbie Sheppard	Shely Boyd	Shely Boyd	Shely Boyd
Terrie Hagood	Terrie Hagood	Terrie Hagood	Matt Tyner	Matt Tyner	Matt Tyner
Melissa Houser	Melissa Houser	Melissa Houser	Debbie Sheppard	Debbie Sheppard	Terri Hagood
Mark Parkerson	Julie Goodson	Julie Goodson	Mark Parkerson	Mark Parkerson	Melissa Houser

2008-2009 dISTRICT GOALS for Fruitvale ISD:

Goal #1: Academic performance by Fruitvale Middle School students will continue to improve to meet or exceed state standards in all areas reported on AEIS.

Goal #2: School attendance by Fruitvale Middle School students will continue to improve and exceed 97% attendance.

Goal #3: Fruitvale Middle School will comply with new state standards regarding technology.

Goal #4: Fruitvale Middle School will promote high quality, ongoing professional staff development and strategies to maintain highly qualified teachers.

Goal #5: Fruitvale Middle School will employ strategies to create a safe and orderly environment for all students.

Goal #6: Fruitvale Middle School will promote strategies to strengthen parental and community involvement.

All performance goals identified in the NCLB legislature have been adopted by the district and are reflected in this Plan of Action.

Fruitvale ISD

TAKS Results

Fruitvale ISD TAKS Spring 2008

CURRICULUM

INSTRUCTION

FRUITVALE middle school

campus Improvement Plan

2008-2009

CAMPUS GOAL No. 1: Academic performance by Fruitvale Middle School students will continue to improve to meet or exceed state standards in all areas reported on AEIS.
STRATEGY FOR GOAL: To encourage a higher performance standard in all areas of academic skills 6^th through 8^th grades.
SUMMATIVE EVALUATION: Improved percentage of students passing all required portions of TAKS and any other required alternative testing.
STRATEGY	PERSON(S)	RESOURCE	TIMELINE		FORMATIVE
ACTIVITIES/INITIATIVES	RESPONSIBLE	ALLOCATION			EVALUATION
A. Provide a challenging differentiated curriculum for identified students to reinforce skills needed for commended performance of Gifted/Talented students to achieve academic recognition on the TAKS. (swc 2a,8) Field trips Academic projects · Participation in STEM activities (robotics, science fairs…) · Participation in UIL Provide students who perform unsuccessfully on TAKS Reading/Math Performance, Sp.Ed. sub group, district wide with targeted TAKS tutorials during the 2008-09 school year. (swc 2,8,9) (SIP 2,4,6) TAKS Classes Study Island, online tutorial Advisory C. Provide identified students with appropriate instruction and curriculum by the student intervention team and determine why the student failed to meet state standards. (swc 2) (SIP 5) Use SWATT and TIER II Methods D. Provide Sp. Ed. Students with appropriate modified instruction and curriculum as determined by the ARD committee in the least restrictive environment to ensure students meet or exceed AYP standards. (CAP) (swc 2c) (SIP 2,4,5) E. Provide a variety of learning opportunities to increase student success among identified 504, Dyslexia, Special Ed, ESL, Economically Disadvantaged and At-Risk students. (swc 2c,d, 9) Inclusion Tutorials TAKS Class Intervention F. Utilize Title I school-wide Computer Labs for individual needs. (swc 2,9) A+ TIP laptop carts STEM laptop carts Credit Recovery: Odyssey Study Island G. Utilize cross-curriculum and vertical team meetings to share TAKS strategies and opportunities to analyze test data to identify student weaknesses. (swc 1,8,9) COMPASS H. Use TAKS format on Benchmark tests to help develop and administer custom benchmarks. (swc 1,2,8) I. Incorporate computer software programs into the curriculum to emphasize TAKS objectives. These programs will be accessible in all reading and math classrooms throughout the district. (swc 2) J. Use Accelerated Reader Program to expand reading skills. (Grades 6-8) (swc 2b,9) K. Identify all student reading levels and skill deficits using the STAR assessment program. (swc 2b,9) L. Provide Reading class to all 6^th and 7^th grade students. Also, a reading class will be offered to 8^th students as an elective to address the needs of students at risk. (swc 2,3,9) (SIP 2,5) M. Personal Graduation Program: Analysis of AEIS data to improve student performance and create records and individual plans for students who did not pass a portion of TAKS. (SIP 2,4) (swc 2c,d,8) N. Utilize ethnic subpopulation report to identify student needs. (swc 1, 2c,d,8,9) O. Disaggregate TAKS data to identify difficulties and provide staff development training based on scientifically based research strategies to strengthen core academic subjects. (swc 1) (SIP 1,2,3) Establish: · Best Practices · Interventions Q. PBMAS: Implement performance goals identified in CIP. (swc 1,2,9) · Student Intervention Teams · SWATT Manual Implementation · Continued Staff Development COMPASS ”Closing the Gap” * ARD Decision Making * TAKS Benchmarks Utilize Tier II Resources (SIP 2,3,4,5) R. Review current CATE program. (swc 2, 10) Additional CATE courses *Credit Recovery:Odyessy Software S. Review Optional Extended Year Program (OEYP). (swc 1,9) T. Utilize services and training provided by the Region VII Service Center. (swc 4) U. Ensure successful transition from Elem to Middle and Middle to HS. Who are advancing to next level. (swc 2,7) · 8^th Grade Information Night · Transition Days	Teachers Principals Teachers Principals Diagnostician Teachers Principal Teachers Resource Teacher Principal Principals Teachers Teachers Principal Curriculum Director Elementary Principal Secondary Principal All Teachers Principals Teachers Curriculum Director Counselor Curriculum Director Principals Counselor Teachers Teachers Principals All Teachers Librarian Instructional Aides Principal Counselor Principals Teachers Curriculum Director Principal Teachers Superintendent Curriculum Director Principals Superintendent Curriculum Director Principals CIP Team SSA Personnel Region VII ESC Superintendent Curriculum Director HS Principal Region VII contact Superintendent Curriculum Director Principals Superintendent Curriculum Director All Staff Principal	TAKS specifications. G/T Funding T-STEM grant State Comp. Funds $19,476 .5 FTE Title Funds Sp. Ed. Funds VZ Sp.Ed. Co-op Title Funds SP. Ed. Funds ESL Funds Compensatory Funds $19,476 .5 FTE TitleI Funds Grant Funds ESC Contract Title Funds TAG-TEKS Assessment Generator Computer Programs already in place. Local Funds Awards for reading incentives Accelerated STAR program/software COMPASS / PGP Software-Region VII ESC COMPASS TPRI/Tejas Lee Region VII ESC Region VII ESC Title 1 State Schoolwide Initiative Training Materials Local Funds Special Ed funds CATE Funds OEYP Funds ARI/AMI Funds Contract with service center Local Funds		Monitor at 3-6 week progress period Monitor at 3-6 week progress period January – May Six weeks marking period Monitor each 3-6 weeks progress period Monitor monthly, annually Each six weeks August October January May October January March Each six weeks Each Six Weeks/ELM Each six weeks Monitor each six weeks August November February May August January May August May September October January May November March June August-June August 2006	Results on Practice TAKS and related materials TAKS Scores will meet state standards Improvement on Benchmarks Lesson Plans Modification logs, grades, Benchmarks, TAKS testing results Improved Benchmark scores Documentation of student mastery level on six-week grade reports. Utilize SWATT Interventions Teachers monitor student performance periodically and evaluate student progress. Benchmark results Modification logs Parent Surveys Documentation of student mastery level on grade reports. TAKS Results Odyssey Reports Chart individual student growth in Benchmarks and Six Weeks Reports Benchmark Testing will indicate TEKS/TAKS objectives to be targeted that will increase student performance on TAKS test Improved test scores on TAKS Increase in number of books read Improvement in six weeks grades and benchmarks Test scores on TAKS Reading. Reports indicating student increased reading levels Improved Benchmarks and TAKS scores Students will pass all portions of TAKS Student improvement on TAKS and Benchmarks Attendance records at curriculum meetings, requisitions for materials, completed SWATT Manual, TEA phone conferences, Improved Benchmarks, increase in the number of special ed students taking SDAA II on grade level and increase in special ed student taking TAKS. Proposal for implementation of updated program for 06-07. Decrease in student retention Parent Survey Number of staff members attending training 70% of Kindergarten students passing Readiness Decrease retention at 6^th and 9^th Grades

ATTENDANCE

FRUITVALE middle school

Campus Improvement Plan

2008-2009

CAMPUS GOAL No 2: During the 2008-09 school year, Fruitvale Middle School attendance will increase to 97%.
STRATEGY FOR GOAL: Improve student attendance at all grade levels campus wide.
SUMMATIVE EVALUATION: Results of student attendance at the end of year 2008-2009 will indicate improved student performance in areas such as dropout, increased completion rate, and improved TAKS scores.
STRATEGY	PERSON(S)	RESOURCE	TIMELINE		FORMATIVE
ACTIVITIES/ACTIONS	RESPONSIBLE	ALLOCATION			EVALUATION
A. Continue attendance improvement programs at each campus · Certificate of recognition from principal which includes perfect, great, and most improved · Offer rewards and incentives B. Procedures: On the second consecutive absence the school will contact the parent inquiring about the student. Principal Warning Letter-3 unexcused/10 excused Superintendent Letter-5 unexcused/15 excused (swc 2) C. Host periodic attendance contests between grade levels. (swc 2) D. Work cooperatively with the Justice of the Peace to address compulsory attendance requirements. (swc 2) E. Review and update legal and local policies concerning attendance. (swc 2, 6) F. Encourage attendance by providing alternative setting in AEP for students who violate the Student Code of Conduct. (swc 2) G. Decrease dropout rate through increased attendance. (swc 2) H.Promote parent awareness of the importance of maintaining daily attendance. I. Attendance Software: RSCCC to aide in consistent and accurate record keeping. J. Students will have the opportunity to be exempt from semester and final exams if they meet requirements including attendance.	Principals Superintendent Secretary Principal Counselor Teachers Secretary Principals Teachers Superintendent Principal Secretary Superintendent Principals District Committees Principal Principals Counselor Secretary Principals Counselor Secretaries PEIMS Coordinator Principals Principals Teachers Secretaries	Local Funds Letters Awards Telephone Log Local Funds Local Funds Incentives and Supplies Attendance Records Posters, Banners, Bulletin Boards Local Funds Attendance Records, County Court System, Parents Local Funds Compensatory Funds $4,800 Student Handbook Newsletter		Yearly Daily January May Daily August January May Monitor monthly Monitor Quarterly Monitor Monthly Monitor daily Monitor each semester	Daily Attendance Records, Early Checkout Records, Response to Incentives Documentation records kept of contact to parents & Guardians. Attendance Summary Reports by grade levels, classes and students. Documentation kept of compulsory attendance letters sent to parents. Completion of attendance of handbook Number of students participating Number of students targeted Improved attendance rates Attendance Reports Attendance Reports

TECHNOLOGY EDUCATION

FRUITVALE middle school

Campus Improvement Plan

2008-2009

CAMPUS GOAL No 3: Fruitvale Middle School will more fully integrate Technology into the instructional program. STRATEGY FOR GOAL: Encourage teachers and students to incorporate technology into every subject’s curriculum.
PERFORMANCE OBJECTIVE: Expand the technology plan to provide continued services and assistance to meet the needs of all students.
SUMMATIVE EVALUATION: Improved student performance on TAKS through integration of technology in the classroom.
STRATEGY	PERSON(S)	RESOURCE	TIMELINE		FORMATIVE
ACTIVITIES/ACTIONS	RESPONSIBLE	ALLOCATION			EVALUATION

A. Provide teachers and staff continuous technology training. (swc 2, 4) B. Utilize computer labs at each campus to enable students and teachers accessibility to technology. (swc 2, 4) C. Integrate technology into core courses. (swc 2) D. New staff training in all areas of DMAC-COMPASS to assess student performance on AEIS for all student populations including performance measures for special needs population. (swc 1,2,4) E.Support cross-curriculum training between CATE and core content teachers. (swc 2,10) F. Upgrade and maintain computers/technology in the district. Provide projector screens for all classrooms Elmos Graphing Calculators H.S. Laptop Cart G. Provide prompt and adequate technological support for staff members as well as training. H.Continue the use of networked automated E-mail system to communicate with district employees, parents, and the community. (swc 2,6) I. Evaluate instructional software for all campuses used for acceleration and tutorial of students at-risk. (swc 2,8) J. Provide grant writing opportunities for teachers to receive money for technology.	Technology Coor. Principals Principal Counselor Teachers Principals Teachers Technology Staff Curriculum Director Principals Teachers Para-Professionals Region VII contact Curriculum Director Principal Superintendent Technology Staff Technology Staff Superintendent Technology Staff Curriculum Director Principals Teachers Curriculum Director Principals Teachers	Title Computer Lab Local Funds Region VII ESC Curriculum Director Local Funds TIP Grant REAP Grant Technology Allotment		August January April Each Six Weeks Each Six Weeks October January May January May October January May October January March January May August Daily, as needed Monitor Daily Throughout the year	Teacher surveys Improvement on TAKS score Completion of installation of labs. Improvement on TAKS scores Lesson plans Academic Products Student improvement on Benchmarks with specific targeted TEKS objectives Increased student performance Increased number of teachers utilizing tech Improved student performance Staff surveys Increase in staff communication by e-mail Number of participants Evaluate money and technology that was given to the school.

STAFF DEVELOPMENT

FRUITVALE middle school

campus Improvement Plan

2008-2009

CAMPUS GOAL No 4: Fruitvale Middle School will promote high quality, ongoing professional staff development and strategies to maintain high quality teachers. STRATEGY FOR GOAL: Provide quality staff development for teachers, principals, paraprofessionals, parents, and other staff.
PERFORMANCE OBJECTIVE: Provide on-going staff development that will ensure 70% of students in each student group will meet or exceed expectations in the Texas Assessment of Knowledge and Skills.
SUMMATIVE EVALUATION: Improved scores on TAKS Math, Reading, Science, and Social Studies.
STRATEGY	PERSON(S)	RESOURCE	TIMELINE	FORMATIVE
ACTIVITIES/ACTIONS	RESPONSIBLE	ALLOCATION			EVALUATION
A. Provide staff development opportunities for all staff members. · Texas Behavior Support Initiative · Confidentiality B. Provide staff development that helps to enhance technological knowledge and abilities for teachers. (swc 2) C. GT training and updates for staff members. Cluster trainings Local (swc 2) D. Each campus will be given annual staff development sessions relevant to the use of technology in classroom instruction and use of available technological resources. (swc 4) E. Continue teaming to establish vertical alignment and TEKS/TAKS correlation. (swc 1,2,8) F.Provide staff development training to support effective programs/strategies: · Modifications in the classroom · Dyslexia · ESL · Title 1 · Diversity/Differentiation (swc 2,4,8) G.Increase the percentage of highly qualified teachers in core academic areas. (swc 3) I. Strive to provide incentives to attract and keep highly qualified teachers. (swc 5) Provide lunch to employees at no cost Increase pay above state scale Participate in job fairs Post jobs at Region VII website Provide a stipend for teachers holding a master’s degree J. Administer needs assessment survey to determine staff development. (swc 4) K. Provide mentor training for teachers serving as mentors. (swc4) L. Provide updates and full training for new teachers on all components of COMPASS: TEKS Score PGP TAG State Assessment M. CPR Training and updates for designated staff. N. Provide professional development to work with parents as equal partners. (swc 4) (SIP 8) O. CPI Training and updates for designated staff. P. Provide time at the beginning of each six weeks for departmental meetings. Q. Provide time after each benchmarking for data analysis.	Curriculum Director Principals Counselor Curriculum Director Principals Counselor Teachers Curriculum Director Teachers Principals Technology Staff Curriculum Director Principals Curriculum Director Principals Curriculum Director Special Ed Teachers Principal Counselor SSA Superintendent Curriculum Director Principals Superintendent Curriculum Director Curriculum Director Principals Curriculum Director Principals Counselor Curriculum Director Nurse Superintendent Curriculum Director Counselor Principals Superintendent Curriculum Director Curriculum Director Principal Department Heads Curriculum Director Principal	Region VII ESC Region VII ESC Region VII ESC Region VII ESC Region VII T Title 1, Statewide School Support Initiative VZ Co. Coop Consultant Region VII ESC	January April May August October January August January May September January May October January April May August October January February April Monitor monthly August – May May Each school year October January August October January May October March Each Six Weeks		Teacher Participation Decreased number of discipline referrals Teacher Participation Service Record from ESC Attendance log Agendas Attendance logs Improved student performance Attendance logs Improved student performance Increased performance of students taking TAKS Increased number of highly qualified staff Completed analysis report Evaluation of mentors at the end of school year Number of participants Improved student performance on benchmarks Participation Log Increase in parent participation Participation Log Participation Log Participation Log

safe

ORDERLY ENVIRONMENT

FRUITVALE middle school

CAMPUS Improvement Plan

2008-2009

CAMPUS GOAL NO. 5: Fruitvale Middle School will employ strategies to provide a safe, secure and orderly environment at school and at school-sponsored events for staff, students, parents and patrons of Fruitvale ISD.
STRATEGY FOR GOAL: Develop prevention programs that provide for a safe and orderly environment.
SUMMATIVE EVALUATION: Parents and students will be aware of the safe environment and there will be a decreased number of violent incidents reported on each campus.
STRATEGY	PERSON(S)	RESOURCE	TIMELINE	FORMATIVE
ACTIVITIES/ACTIONS	RESPONSIBLE	ALLOCATION		EVALUATION
A. Review Emergency Response Plan: HACCP Shelter in Place Severe Weather Building Evacuation Site Evacuation Telephone Logs Student lists Site Off site Bus Drill (swc 10)

	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11
	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met
Reading/ELA
State Average	89	85		94
Fruitvale-All Students	95	77		83
African American
Hispanic
White	95			82
Economically Dis.	91			70


Math
State Average
Fruitvale-All Students
African American
Hispanic
White
Economically Dis.



Writing
State Average
Fruitvale-All Students
African American
Hispanic
White
Economically Dis.


	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Grade 9	Grade 10	Grade 11
	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met	#tested%met

Science
State Average
Fruitvale-All Students
African American
Hispanic
White
Economically Dis.



Social Studies
State Average
Fruitvale-All Students
African American
Hispanic
White
Economically Dis.