##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ x \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr.]{.underline} [Christopher Rafanelli]{.underline}

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

Official School Name [Liberty School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[170 Liberty School
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Petaluma]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[CA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[94952-1074\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_[Sonoma]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_[4970797-6051833]{.underline}\_\_\_\_\_\_\_

Telephone [( 707 ) 795-4380]{.underline} Fax [( 707 )
795-6468]{.underline}

Web site/URL [libertysd.org]{.underline} E-mail
[crafanelli@libertysd.org]{.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\* [Mr. Christopher Rafanelli]{.underline}

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

District Name [Liberty School District]{.underline} Tel. [( 707 )
795-4380]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Geraldine Johnston

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_\_\_ Middle schools

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

\_\_\_\_\_ High schools

\_\_\_ \_ Other

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

2\. District Per Pupil Expenditure:
\_\_\_[6,772]{.underline}\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[6,919]{.underline}\_\_\_\_\_\_

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       15        13                     **28**       **8**                             

  **1**       17        16                     **33**       **9**                             

  **2**       13        13                     **26**       **10**                            

  **3**       18        10                     **28**       **11**                            

  **4**       15        17                     **32**       **12**                            

  **5**       12        15                     **27**       **Other**                         

  **6**       11        14                     **25**                                         

                                    **TOTAL                                                   199
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87]{.underline} % White

the school: % Black or African American

[12]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_[.5]{.underline}\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

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

  **(4)**                   Total number of students in 204
                            the school as of October 1  

  **(5)**                   Total transferred students  .005
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school:
\_\_[12]{.underline}\_\_\_%

\_\_\_[24]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

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

Total number students who qualify: \_\_\_[18]{.underline}\_\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.
>
> 10\. Students receiving special education services:
> \_\_\_[6]{.underline}\_\_\_\_\_%

\_\_\_[12]{.underline}\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

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

\_\_\_\_Deaf-Blindness \_\_[7]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[4]{.underline}\_\_Speech or Language
Impairment

\_[1]{.underline}\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_[4]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[9]{.underline}\_\_\_\_ \_\_\_ \_\_\_\_\_

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

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[19]{.underline}\_\_

> Support staff \_\_ [2]{.underline}\_\_\_
> \_\_\_\_[8]{.underline}\_\_\_\_
>
> Total number \_\_\_[12]{.underline}\_\_
> \_\_\_\_[28]{.underline}\_\_\_\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[22:1]{.underline}\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  95%         94%         95%         95%         96%

  Daily teacher attendance  99%         99%         98%         97%         97%

  Teacher turnover rate     10%         0%          0%          0%          30%

  Student dropout rate      NA%         NA%         NA%         NA%         NA%
  (middle/high)                                                             

  Student drop-off rate     NA%         NA%         NA%         NA%         NA%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

*"You always know when a Liberty kid comes in. They stand out from the
rest."*

Jr. High School Teacher

Liberty School is nestled in the rural dairy ranching area of Petaluma,
fifty miles north of San Francisco. A community with deep roots, its
rolling hills still scattered with dairy ranches and poultry farms also
looks to the future with a technology-based business sector that is
growing and flourishing. Founded in 1857, Liberty School is amongst the
oldest schools in Sonoma County. As Liberty reaches its sesquicentennial
it remains the hub of the entire community, where families meet
neighbors and build relationships, requiring little urging to get
involved in the life of their school. The life of the school reflects
that feeling of warmth and family, from the first day when you pull up
to have your car door opened and be kindly greeted, through yearly
traditions such as the Veterans Day program honoring our local heroes,
the annual fourth grade overnight trip where students act as crew on the
tall ship Balclutha, the 6^th^ Grade Appreciation Day, where school
staff serve the 6^th^ graders ice cream sundaes and tell them how much
they appreciate and will miss them. These special events provide
important landmarks in the development of each student, lifting life at
Liberty above the bells and schedules, making it a thriving and unique
place to learn.

The vision of Liberty School is clearly expressed in our mission
statement, which was developed and is reviewed annually through a
collaborative process involving staff, the Board of Trustees, parents
and community members. It states, "Each student will be successful in
school and will reach his or her highest potential as one individual in
a community of learners." Our mission statement emphasizes both academic
skills and character development as current research and practice have
shown both to be vital in the development of the whole child. This
statement is a living document utilized when setting goals, implementing
standards, and assessing progress. It is in the front of our Parent and
Student Information Handbook (Handbook) also translated into Spanish,
appears in our Single School Plan for Student Achievement (SSP), is
reviewed by our School Site Council (SSC) annually, is at the front of
the Board of Trustees binder and guides our annual goal setting session.
In addition, we make every effort to engage parents in helping students
reach the goals. At Back to School Night, teachers provide parents an
overview of what students should know, understand, and be able to
demonstrate at each grade level. A "parent friendly" state standards
pamphlet is distributed. Our high expectations are reinforced through
weekly "go-home" folders, phone calls, notes home, conferences, report
cards, weekly Wednesday Bulletins, and a monthly newsletter.

Our well regarded reputation in Sonoma County is due to a high level of
academic achievement in English-Language Arts (ELA) and Mathematics and
for providing students with a well-rounded standards-based education in
science, history-social science, physical education (PE), and visual and
performing arts. This reputation has led to our current interdistrict
transfer rate of 38%.

The high level of parent involvement adds the essential finishing touch
to our successful program at Liberty, as the whole community joins the
hardworking and dedicated staff to ensure our children are safe,
fulfilled and prepared for the future.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results:** In order to monitor student progress,
California created a new student accountability program. The
Standardized Testing and Reporting (STAR) Program was unveiled and
implemented in 1997. The Standardized Testing and Reporting Program was
designed to provide schools with data to measure students progress
towards attaining proficiency with the California Learning Standards.
Originally, the Stanford Achievement Test 9^th^ Edition (SAT 9) was used
to assess student performance in ELA and Mathematics in grade 2-11. In
recent years, California Standards Tests (CST) were created and
administered along with the SAT 9 yearly, to provide schools with
student achievement and accountability data. All school districts
receive annual individual student reports, school reports with grade
level data, and district summaries (http://star.cde.ca.gov).

Each school's performance on the STAR tests is summarized with an
Academic Performance Index (API) which is a score between 200-1,000.
Schools considered to be meeting state expectations should receive a
score of 800 or above. Liberty Elementary School prides itself on
exceeding the state expectations and receiving an API score of over 800
the first year the index was reported. Our API scores have remained well
above 800 in the years that followed (820- 925)
(<http://api.cde.ca.gov/reports.asp>).

At Liberty School, 77.2% of students scored at or above Proficient on
the Language Arts CST's. Similarly, 82% of Liberty School students are
considered Proficient or Advanced in Mathematics. We are very proud of
our English Language Learners (ELL) who have significantly outscored
other ELL students across California with a 62.5% Proficient or Advanced
score in Language Arts and an 81.2% Proficient or Advanced score in
Mathematics.

We examine the reports we receive from the state to determine where the
students score in the following categories; Far Below Basic, Below
Basic, Basic, Proficient, and Advanced in English Language Arts (grades
2-6), Mathematics (grade 2-6), Writing (4^th^) , and Science (5^th^).
The state of California would like all students to receive scores at the
Proficient or Advanced level in each area examined. We are proud that
most of our students are performing at Proficient or Advanced levels in
English Language Arts and Mathematics. Analyzing this information allows
us to develop and improve our curriculum to meet the needs of our entire
school population. As a result of further assessment and intervention,
we are able to provide each individual with the tools needed to allow
them to progress from Far Below, Basic and Basic levels to Proficient.

The Liberty Staff work as a close knit team always focused on "what is
best for the kids", working to create an educational program that not
only meets the needs of all students but also raises student levels of
accomplishment beyond expectations.

**2. Using Assessment Results:** Assessment greatly attributes to our
success and is an essential building block for student achievement. The
entire teaching staff meets at the beginning of each year to study the
results of the CST. We look closely at any gaps in our instruction
and/or curriculum and develop school wide goals to target any area that
needs extra support. Plans are developed for students who scored Basic,
Below Basic, or Far Below Basic in ELA or Mathematics. In addition,
teachers meet in primary and upper grade teams, three times a year to
evaluate individual grade level assessments and student progress. The
goals of these meetings are to gain a better understanding of student
needs, guide instructional planning, and provide individual teacher
support.

As well as meeting the State Standards, each grade level has its own set
of "Liberty Standards" to be met by students. Liberty student progress
is continually being monitored through the use of various ELA
assessments including Houghton Mifflin Reading Assessment, SRA Skill
books, Benchmark Reading Books and accompanying Literacy Skills Tests,
STAR Reading Assessments, and Accelerated Reader Program quizzes. In
math, we monitor our student achievement through the use of multiple
grade level assessments, implementing intervention when necessary. Four
to six assessments are used per grade level including chapter tests,
Edusoft-created tests, Accelerated Math tests (ACM), STAR math, and
Standards Based Assessments in Math (SAM). Although a major focus is on
ELA and Mathematics we also teach to standards and assess for progress
in science, social studies, PE, health, visual and performing arts, and
English Language Development (ELD).

All assessment results are recorded on a Multiple Measures spreadsheet
each year which is passed on to the next grade level teacher, along with
writing samples and the CST results. This allows teachers the ability to
identify students that need help meeting standards. Appropriate
interventions are set into action based on the continual monitoring of
the assessments. Classroom teachers, the principal, and the Resource
Specialist Program (RSP) teacher work closely together to examine at
risk students and evaluate how each is progressing to reach expectations
and standards. One year of growth is expected in all areas. However,
classroom routines and curriculum are modified to best suit the needs of
ELL, special needs, and low social-economic students. The progress of
these students is carefully monitored weekly.

All Liberty School students receive an outstanding education that is
aligned with the state standards in all academic areas.

**3. Communicating Assessment Results:** Liberty School prides itself on
providing regular, clear communication to parents, students, and our
community. Liberty communicates student performance, including
assessment data, in several ways. Student classroom assessment results
are communicated to parents, in their primary language, through
conferences, report cards, weekly go home folders and reports, phone
calls, and notes home. Before each school year begins, student
assessment results on the California State Standards Tests are mailed
home to each family with a letter from the Principal that explains the
report. School wide results are also available through our School
Accountability Report Card and SSP which are posted on our website,
available in the office and explained in our parent monthly newsletter.
The Principal at Liberty School writes a detailed monthly newsletter
which is sent home to all Liberty families and community. Each issue
contains information on standards, assessment, and accountability, as
well as advice to parents on ways to help their child succeed.

Within the first several weeks of school, Back to School Night is held.
At this time, academic and social expectations, including standards and
homework, are communicated to the parents. Grade level standards are
distributed and discussed. Teachers contact any parents unavailable to
attend Back to School Night to review the information provided.

Our standards-based report cards clearly outline individual standards at
each grade level. Each year, this report card is updated to ensure the
clearest communication between school and home. Prepared each trimester,
it informs parents whether their child is exceeding, meeting,
progressing towards, or not meeting standards in all academic areas. In
addition, it reports on the social development and work ethic of each
student. Parent teacher conferences at the end of the first trimester
provide additional time to discuss the standards-based report card with
parents. During each conference teachers share in-depth details of each
assessment and how each child is progressing towards the standards. To
ensure constant communication, teachers provide each student with weekly
progress reports. Any concerns from the teacher are explained clearly on
the weekly report and are followed up with a phone call or meeting if
needed.

Liberty School communicates overall assessment results of our students
by sending out our School Accountability Report Card (SARC) during the
school year. The SARC includes essential information such as student
performance on the California Standards Test, No Child Left Behind
expectations, and school budget data. Performance standards and current
assessment results are discussed through formal meetings. These meetings
include staff meetings, School Site Council, Liberty School Foundation,
and Liberty School Board of Trustees.

**4. Sharing Success:** At Liberty School we understand the importance
of sharing our success with other schools. We regularly collaborate with
schools throughout our county and beyond. Some of the ways we share our
knowledge with others include collective data management through
Houghton Mifflin's Edusoft pilot program, in-service trainings and
shadow days for teachers and administrators, joint 6^th^ grade camp with
our sister schools, technology curriculum support with other schools and
facilitation of county and area intervention training. Our after-school
primary reading intervention program is highly regarded throughout
Sonoma County. Representatives from the Sonoma County Office of
Education and numerous schools have observed and implemented many of the
strategies used in this very successful program. Recently, we shared our
math intervention ideas with another school that was struggling with
raising student achievement.

We are an integral part of the Petaluma Small Schools Consortium which
has united to explore best strategies for student achievement and
success. Our principal participates in several county-wide collaborative
groups that review best practices with 26 others school districts.
Liberty School has been commended for our high academic achievement in
Sonoma County newspaper and television stories. As professional
educators, we welcome any opportunity to share best teaching practices
and curriculum with other schools and districts.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** All Liberty School students receive an outstanding
education that is aligned with the California state standards in all
academic areas. State approved curriculum materials have been adopted by
our district and are being utilized effectively in grades K-6.
Instruction is driven by these standards-aligned materials, as well as
by current research and best teaching practices.

Reading/Language Arts**:** Liberty School utilizes the Houghton Mifflin
reading program in order to ensure that all students are receiving
balanced and comprehensive instruction in language arts and reading. In
addition to this core curriculum, Liberty staff use research-based
supplemental materials and practices to support all of our students in
meeting the rigorous standards. Teachers collaborate to set expectations
for curriculum delivery based on student needs and school benchmarks.
They also develop and/or adapt assessments for measuring student
progress toward the standards.

Mathematics: All grade levels at Liberty School use state and district
adopted materials. To best meet student needs, different math programs
are instituted. For grades K-3 the Houghton Mifflin math program is used
to establish foundation math concepts. Saxon Math is used in grades 4-6
because it is better able to differentiate instruction at each grade
level, allowing us to both support struggling students and challenge
those more capable. These curricula offer lessons in all key content
areas such as basic computation, critical thinking, and problem solving
strategies.

Social Science**:** Liberty uses the Houghton Mifflin reading program as
the primary student social science text for grades K-3, as it integrates
social science concepts and standards within the curriculum. In
addition, field trips are scheduled that align to the curriculum in
order to further strengthen student understanding of topics presented in
class. Teachers supplement social science with map skills, geography
studies, current events, and local/state history with the standards as
the goal. In grades 4-6 McGraw Hill is the adopted curriculum as it
provides students with practice reading expository text and ideas for
required projects. To bring history to life, supplemental field trips
are used. These curricula provide a foundation for students to meet
California state academic standards and to face an increasingly
interdependent society.

Science**:** The science program at Liberty School is taught by
specialized instructors in conjunction with classroom teachers. The
curriculum emphasizes direct instruction and a hands-on learning
approach utilizing the Full Option Science System (FOSS), Harcourt Brace
Science and supplemental materials to meet state standards. At each
grade level students are provided opportunities to hypothesize and prove
their results through exercises, experiments, graphing, charts, maps,
data analysis, projects, and oral presentations. In addition field
trips, school assemblies, and classroom speakers provide real-world
experiences to further strengthen student understanding.

Art**:** All students at Liberty School are provided numerous
opportunities to express themselves through visual and performing arts
which are integrated within all subject areas. On a weekly basis,
students in grades K-3 receive teacher-guided instruction while students
in grades 4-6 receive exposure to art history and opportunities to
create unique forms of art with an art specialist. A music instructor
teaches each class songs, reading music, rhythm, harmony, melody, and
history. Throughout the school year, band, chorus, and drama students
showcase their abilities with presentations for the school, parents, and
the community.

Physical Education**:** Classroom teachers, in conjunction with a PE
specialist for upper grades, provide regular instruction in physical
education using the California Department of Education Physical
Education Framework. Students are encouraged through the physical
education program to keep their bodies fit and strong. Fifth grade
students take the California Physical Fitness Test and 67% of our
students met standards in 2006 as compared to 25% statewide. Health
Education begins in kindergarten and continues through 6^th^ grade. In
2006, Liberty School developed and implemented a School Wellness Policy
that emphasizes healthy food choices for daily living and school
celebrations.

**2. Reading Curriculum:** The reading curriculum adopted by Liberty
School comes from the state approved lists for materials and was
previewed by a community of parents, teachers, specialists, and
administrators before purchasing. We have adopted Houghton Mifflin to
support our reading program. Combined with Liberty's own standards in
reading excellence, this K-6 program offers all children the opportunity
to master all grade-level standards through a systematic, explicit, and
direct teaching approach that introduces new skills and concepts in both
language arts and reading comprehension. At the primary grade levels,
students are taught a sequentially planned curriculum that includes
sight words, sound units, phonemic awareness, and word families. This
curriculum ensures that students meet reading readiness, fluency, and
comprehension standards by the end of third grade. In addition to the
state adopted text, intermediate teachers utilize Read Naturally,
Accelerated Reader, and AR Literacy Tests to support achievement
throughout the curriculum focusing on reading comprehension and fluency
in all subjects.

There are many support structures and intervention strategies used to
improve student performance. These include after school tutoring for
students in grades K-3, small group language instruction for English
Language Learners, small group and 1:1 tutoring by classroom aides,
cross-age tutors, before/after school tutoring/homework clubs and
assistance in the RSP through our site-based program.

Our multimedia library and computer lab resources support our
curriculum, and are managed by well-trained staff and volunteers. Within
the library there is a wide variety of fiction, non-fiction, and
reference materials, spanning reading levels pre-K to 12^th^ grade. Over
4,000 books are clearly labeled for easy access to support our
Accelerated Reader Program (ACR). ACR is a computer-based program used
schoolwide to help students monitor, evaluate, and adjust personal
reading levels. Additionally, it provides immediate comprehension and
literacy skill feedback to the student and teacher.

This overall reading/language arts program has proven extremely
effective in developing avid, confident readers who continue to meet and
exceed district and state standards.

**3. Additional Curriculum Area; (Mathematics):** Liberty School has
adopted two state approved textbooks for its mathematics curriculum. The
programs were chosen after careful examination by a committee of
parents, teachers, and administrators to ensure that they met all state
standards and provided a variety of learning activities for all
students. These programs incorporate vocabulary development as well as
computation and critical thinking skills. In addition, each student in
grades 1-6 is responsible for mastering a certain number of math facts
per minute. Math skills are assessed through daily math fact tests,
journals, projects, standards-based assessments (SAM, textbook tests)
and teacher observation.

Using the Houghton Mifflin tests and numerous supplemental materials at
the primary grade levels, the curriculum emphasizes basic math concepts
and vocabulary that includes counting, money, time, addition,
subtraction, measurement and graphing. This basic foundation ensures
math success and confidence in the intermediate grades. Students in
grades 4-6 use Saxon Math in conjunction with Accelerated Math. ACM is a
computer-based program that challenges students as they work
independently on specific math objectives correlated to skills and
standards on which they are working in their regular math program.
Advancement occurs as objectives are mastered or more practice and
assessment takes place. Over 100,000 ACM problems were worked in the
2005-2006 school year. Combining both programs allows students to be
challenged and tracked at their achievement level and acquaints them
with higher-level mathematics.

A variety of programs are used to improve student performance. There is
small group math vocabulary instruction for English Language Learners,
small group and 1:1 tutoring by classroom aides, after school
tutoring/homework club, and assistance in RSP through our site-based
program.

Liberty's math curriculum ensures that students meet district and state
standards, become mathematically empowered, and transition smoothly to
more complex mathematics.

**4. Instructional Methods:** The teachers at Liberty School utilize a
wide variety of research-based instructional methods and techniques to
ensure the success of all students. Teachers provide diverse learning
opportunities by differentiating instructional groups: students in total
class, small group, and individual instruction. Liberty emphasizes
direct teaching of skills and basic concepts with teachers modeling and
providing students numerous opportunities to practice. Frequent and
authentic assessment allows teachers to place students into flexible
groups for the instruction of core curriculum.

Teamwork is a major component of Liberty's teaching methodology. Primary
and intermediate grade level teams collaborate to develop structured,
consistent, and sequential core curriculum instructional strategies.

With each curriculum assessment, teachers determine a proficiency level
for each student and develop appropriate plans for interventions or
additional challenges as necessary. Students who are struggling to meet
academic standards are supported in numerous ways. These students
receive individual and small group instruction with classroom aides,
peer tutors, parent volunteers, or a school-based coordinated program if
they do not qualify for Special Education services. For students with an
IEP, the RSP teacher works closely with the classroom teacher to ensure
access to and success with the regular classroom curriculum. Classroom
routines and curriculum are modified to best suit the needs of Students
with Disabilities (SWD) and Full Inclusion students. English Language
Learners are instructed using the core curriculum with Specifically
Designed Academic Instruction in English (SDAIE) as needed. When
necessary, cross-grade instruction/curriculum modification is
implemented until a student gains sufficient skills to achieve success
at grade level. English Language Learners also receive daily English
language development through a standards-aligned skill development
program including regular and effective instruction in speaking and
listening skills.

Liberty uses its small size to its advantage, supporting
standards-aligned curriculum. Teachers collaborate frequently, students
are personally known and actively supported by all staff as they
progress through the grades, and the principal is knowledgeable of and
has direct contact with all students and staff.

**5. Professional Development:** Professional development is a high
priority, with staff given opportunities to attend workshops to further
individual development and work collaboratively with peers to support
and enhance the learning environment. The principal and Board encourage
professional development for all certificated and classified staff based
on the needs of our students. The principal oversees all professional
development courses and workshops, and offers guidance based on the
needs of our students as well as teachers' individual needs and
interests. As a result of the professional development teachers have
received while working at Liberty, all teachers have been deemed "Highly
Qualified Teachers" based on the No Child Left Behind (NCLB) Act and
have met CLAD certification requirements. New teachers participate in
the two-year Beginning Teacher Support and Assessment program and are
mentored by on-site veteran teachers and overseen by the principal. Each
year one Buy Back Day is devoted to reviewing multiple grade-level
assessments and state test results from the previous year. Subsequently,
a collaborative discussion takes place to formulate school-wide goals
for staff development that focus on student achievement. Targeted areas
are those in which students have not reached proficiency on the state
tests, or have not met standards from the grade-level multiple
assessments. The principal researches and presents information on
workshops and seminars available to address the areas generated from
this session for both classified and certificated staff which my be
funded by the Professional Development Block Grants. Teachers and the
administrator enrich their own professional development by pursuing
additional degrees, taking courses that support personal goals and
academic interests, and attending workshops that enhance Liberty's
curriculum. The RSP teacher regularly attends workshops and meetings to
meet the changing curriculum and guidelines of the Special Education
Program. The information gathered at these meetings is shared with the
administrator and teachers so everyone is apprised of the changes and
laws under the Individual Disability Education Act. Aides are trained in
classroom and state adopted core curriculum through workshops and by
classroom teachers.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject [Language Arts]{.underline} Grade [2]{.underline} Test
[CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     76          73          88

  \% Advanced                                   21          29          42

  Number of students tested                     29          34          26

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Language Arts]{.underline} Grade [3]{.underline} Test
[CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     72          92          76

  \% Advanced                                   36          50          28

  Number of students tested                     33          26          25

  Percent of total students tested              100         100         96

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Language Arts]{.underline} Grade [4]{.underline} Test
[CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     78          85          73

  \% Advanced                                   67          52          33

  Number of students tested                     27          27          30

  Percent of total students tested              100         100         97

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Language Arts]{.underline} Grade [5]{.underline} Test
[CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     84          80          74

  \% Advanced                                   42          50          44

  Number of students tested                     26          30          27

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Language Arts]{.underline} Grade [6]{.underline} Test
[CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     76          71          56

  \% Advanced                                   43          30          16

  Number of students tested                     30          27          25

  Percent of total students tested              100         100         96

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Math]{.underline} Grade [2]{.underline} Test [CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     76          79          88

  \% Advanced                                   48          50          58

  Number of students tested                     29          34          26

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Math]{.underline} Grade [3]{.underline} Test [CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     85          96          92

  \% Advanced                                   61          81          67

  Number of students tested                     33          26          30

  Percent of total students tested              100         100         96

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Math]{.underline} Grade [4]{.underline} Test [CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     78          86          70

  \% Advanced                                   52          67          20

  Number of students tested                     27          27          30

  Percent of total students tested              100         100         97

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Math]{.underline} Grade [5]{.underline} Test [CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     84          87          74

  \% Advanced                                   69          67          33

  Number of students tested                     26          30          27

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------

Subject [Math]{.underline} Grade [6]{.underline} Test [CST]{.underline}

Edition/Publication Year [2003-2006]{.underline} Publisher
[ETS]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month                                 May         May         May

  **SCHOOL SCORES**                                                     

  \% At or above Proficient                     87          89          52

  \% Advanced                                   40          52          24

  Number of students tested                     30          27          25

  Percent of total students tested              100         100         96

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  **SUBGROUP SCORES**                                                   

  No Reportable Subgroups                                               
  --------------------------------------------- ----------- ----------- -----------