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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal

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

Official School Name

(As it should appear in the official records)

School Mailing
Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code Number as Assigned by
State\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( )]{.underline} Fax [( )]{.underline}

Website/URL E-mail

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\*

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

District Name Tel. [( )]{.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

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Alternative High school

\_\_\_\_\_ Charter Schools

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**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
>
> \[ \] Rural

4\. 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 as of October 1, 2004 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**    16        10                     **26**       **7**                             

  **K**       35        22                     **57**       **8**                             

  **1**       23        27                     **50**       **9**                             

  **2**       18        29                     **47**       **10**                            

  **3**       15        22                     **37**       **11**                            

  **4**       29        26                     **55**       **12**                            

  **5**       19        18                     **37**       **Other**                         

  **6**       5         13                     **18**                                         

                                    **TOTAL                                                   **327**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [24]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[71]{.underline} % Hispanic or Latino

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

[3]{.underline} % 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 (2003-04):
\_\_\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      56
                            transferred ***to*** the    
                            school after October 1,     
                            2003 until the end of the   
                            year.                       

  **(2)**                   Number of students who      60
                            transferred ***from*** the  
                            school after October 1,     
                            2003 until the end of the   
                            year.                       

  **(3)**                   Subtotal of all transferred 116
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 324
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .36
                            by total in row (4)         

  **(6)**                   Amount in row (5)           36
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages: Spanish

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

Total number students who qualify: \_\_\_\_\_\_\_\_

> 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: \_\_\_\_\_\_\_\_%

\_\_\_\_\_\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

\_\_\_\_Emotional Disturbance

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

    **Number of Staff 2004-2005**

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

Administrator(s) \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio for 2004-05:
\_\_\_\_\_\_\_

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

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

  Daily student attendance   93%         93%         95%         94%         94%

  Daily teacher attendance   95%         95%         96%         93%         93%

  Teacher turnover rate      23%         20%         32%         28%         24%

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

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

**PART III -- SUMMARY**

The excitement in the air at ***Columbian Elementary*** is tangible.
School begins with morning announcements that include pertinent daily
information, and provide a reflection on the month's core virtue. Our
curriculum includes language arts with specific reading instruction,
math, science, social studies, health and physical education, computer
instruction, character education, and music. School days end with a wide
variety of extra-curricular activities including reading, writing,
science, physical activities, individual and small group tutoring as
well as building a significant relationship with a caring adult.

Columbian Elementary is a Title I Schoolwide site located in Pueblo,
Colorado. Founded in 1892, rebuilt in 1956, we have been serving the
Pueblo community for more than a century. Our mission and vision
statements say it best: ***"The mission of Columbian Elementary School
is to provide a quality education for all students. We commit to
educational excellence. Together we shall succeed and our efforts will
be reflected in every student."***

We take great pride in making all students and their families feel
welcome and valued at Columbian. Quantitative and qualitative feedback
indicates that we are meeting the needs of our school community. Ideas
are discussed at parent meetings, community meetings, and staff
meetings.

We serve 327 students in preschool through sixth. There are
approximately two classrooms per grade level with an average of 23
students in each class. The ethnic composition of the school is 71%
Hispanic, 24% White, 3% American Indian, and 2% Black. Ninety percent of
our students take advantage of our free and reduced price lunch program.

Our teachers give freely of their time and talent. In emergency
situations, the entire staff is galvanized to collect money, food, and
clothing or provide services to families in need. Teachers work with
students and meet with parents at lunch and before or after school hours
to ensure every child's needs are met. Staff members receive support
from each other and feel they are part of a team that is truly making a
difference in the lives of our children.

Columbian's success can be attributed to district and building
leadership, research-based instructional practices, professional
development, and an inclusive family environment. District 60, under the
leadership of Dr. Joyce Bales, has been the driving force of our
academic learning. Our district became the first public school district
to use a research-based approach, including intensive intervention, as
the basis of its reading program.

Our school principal, Mrs. Karen Ortiz, is an exceptional leader who is
known for her compassion and sensitivity. Her commitment to our children
is staunchly evident. She works to assure excellence for our school
community. Her ability and willingness to take risks and to be on the
cutting edge have created a climate at Columbian where the staff is also
encouraged to learn and attempt new ideas and strategies.

Columbian Elementary has created an inclusive family environment. Staff
members work together to strengthen the home-school connection. Parent
workshops provide ideas and techniques for families to help their
children with reading, language arts, mathematic, and homework. Parents
volunteer in the classrooms, lend a hand in the media center, and assist
with the decision-making process by serving on the Title I Schoolwide
Planning Committee. Open House is attended by 97% of the families, and
parent conferences are held with 100% of the parents participating.

The teachers and staff at Columbian Elementary School strive to help
students overcome social stigmas and historically low expectations. We
encourage students to "Reach for the Stars." Our character education
program develops responsibility in our students and learning community.
Students perform acts of virtue every day, and every student can
identify the Columbian Thunderbolts SPARKs -- **S**elf control,
**P**ositive interaction with others, **A**ppropriate social behaviors,
**R**espectful speech, **K**eep safe boundaries.

Columbian Elementary is an exciting school, which offers
quality-learning experiences in an atmosphere of cooperation and
commitment to excellence. The success of our programs is evident in the
remarkable gains made in student achievement on state assessments from
2002-03 to 2003-04: 3^rd^ grade reading -- 14 percentage point gain;
4^th^ grade reading -- 24 percentage point gain; 5^th^ grade reading --
17 percentage point gain; and 5^th^ grade math -- 20 percentage point
gain (See pages 13-16). In every instance, we made greater gains than
the state.

Our cooperative effort is our greatest strength as we learn and grow
together in a community where everyone values children, education, and
the pursuit of excellence. Our partnership is a clear basis for our
success and the quality of work achieved by students as they "Reach for
the Stars".

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

**Meaning of Assessment Results**

The Colorado Student Assessment Program (CSAP) is a standards referenced
assessment, which reports student results in relation to Colorado's
content area standards. These standards are expectations specifying what
students should know at particular points in their education. As a
result, CSAP provides a series of snapshots of student achievement and
program effectiveness in reading, writing, and mathematics. The Colorado
Student Assessment Program reports four performance levels for all state
assessments: *Unsatisfactory, Partially Proficient, Proficient, and
Advanced Proficient.* These performance levels are reported at state,
district, school, and subgroup levels. The state assessment program does
not report results for any subgroup containing less than 16 students.
Seventy-six percent of Columbian's students are considered minority
students; therefore disaggregated results reports by ethnicity reflect
only Hispanic students.

Much of Columbian's success in reading and math can be attributed to
district and building leadership, data-driven instructional practices,
intensive intervention, and professional development. Research-based
instructional practices aligned to the Colorado Model Content Standards
are at the heart of Columbian's approach. Our curriculum, which
undergoes constant assessment and revision at the district and building
level, provides a storehouse of resources and enrichment activities that
drive instruction.

In analyzing disaggregated data, we are proud to highlight 2003-04 as a
year that showed a significant increase in achievement when compared
with the previous year. The following data for students *"Proficient and
Advanced Proficient"* demonstrate those increases: 3^rd^ grade reading
69% in 2002-03 to 83% in 2003-04, 4^th^ grade reading 63% in 2002-03 to
87% in 2003-04, 5^th^ grade reading 57% in 2002-03 to 74% in 2003-04,
and fifth grade mathematics 47% in 2002-03 to 67% in 2003-04 (See pages
13-16).

Columbian's Hispanic students rated "*Proficient or Advanced
Proficient"* significantly exceed the state average for 2003-04 as
illustrated by the following scores: 3^rd^ grade reading -- Columbian
91%, state 54%; 4^th^ grade reading -- Columbian 89%, state 40%; 5^th^
grade reading -- Columbian 69%, state 47%; and 5^th^ grade math --
Columbian 61%, state 37%.

While we are very proud of our students who scored "*Proficient and
Advanced Proficient"*, there is another category of students who also
worked diligently to progress in reading during 2003-04. Of Fifty-one
3^rd^ grade students and forty-eight 4^th^ grade students tested in
reading, none scored in the "*Unsatisfactory*" category. Forty-six 5^th^
grade students were assessed, and only one student scored in the
"*Unsatisfactory*" category.

Columbian is one of five District 60 schools recognized for making the
greatest gains in 3^rd^ and 4^th^ grade reading since the initial year
of state testing. Reading scores for Columbian's students *"Proficient
and Advanced Proficient"* have soared. Third grade scores increased from
49% in 1997-98 to 83% in 2003-04, fourth grade increased from 21% in
1996-97 to 87% in 2003-04. Furthermore, we are one of five District 60
schools to make the greatest gains in 4^th^ grade writing -- 15% in
1996-97 to 72% in 2003-04. Columbian Elementary School is the ***only***
school in District 60 to excel in all three categories.

Columbian Elementary School is a "Schoolwide" Title I school with a
consistently high percentage of students eligible for free or reduced
price meals -- 88% in 2003-04 and 90% in 2004-05. For this reason,
assessment results are typically not reported by socio-economic status;
however, when student performance on all assessments (reading, writing,
and mathematics) for all grade levels is combined as a single school
composite score, the percentage of Columbian students rated "*Proficient
or Advanced Proficient"* significantly exceeds the state average for the
socio-economic cohort of similar schools. Columbian's CSAP school
composite (69%) is thirty-seven percentage points higher that the state
cohort (32%). Moreover, when comparing students rated "*Proficient or
Advanced Proficient"* in reading and math, Columbian's "*Economically
Disadvantaged"* subgroup is significantly higher than the "*Free and
Reduced Lunch"* subgroup at the state level: 3^rd^ grade reading --
Columbian 84%, state 59%; 4^th^ grade reading -- Columbian 86%, state
42%; 5^th^ grade reading -- Columbian 74%, state 49%; and 5^th^ grade
math -- Columbian 67%, state 38%

*Source: Colorado Department of Education,*
<http://www.cde.state.co.us/>

**Using Assessment to Understand and Improve Student/School
Performance**

We strive to meet the diverse learning needs of all students. The
decisions involving both understanding and improving our students' and
our schools' performance is driven by data. We continuously evaluate our
strengths and areas in need of attention. Our goal is to refine the
processes involved in the implementation of standards, assessment, and
instructional delivery. At Columbian Elementary, programs are designed
to address the needs of all students, especially the historically
underserved population.

All evaluative data is utilized to ascertain and prioritize the best
available educational strategies for students. Results from the Colorado
Student Assessment Program tests, the District Quarterly Achievement
Report, Lindamood-Bell assessments, Accelerated Reader reports,
SuccessMaker Math Lab reports, grades, informal reading & math
inventories, Individual Learning Plans (math and reading), and teachers'
anecdotal records are reviewed by both vertical and horizontal teams of
teachers to evaluate progress, build on strengths, and eliminate
weaknesses.

With tools to assess student learning and mastery, we make placement
decisions and provide targeted instruction to help each student succeed.
Staff, students, and parents work together to identify student needs and
formulate plans to meet those needs. This is done through the use of
grade level meetings, student/teacher conferencing, assessing a body of
evidence, teacher observation, student self-assessment, and goal
setting.

Faculty members also work to ensure that all assessments align with our
district curriculum objectives, as well as Colorado's model content
standards. Our goal is to make certain that our curricula meet the
highest standards possible, basing modifications to our instructional
program on student achievement. When progress is slow or gaps between
student groups are noted, our review is extensive and examined for
indicators of needed improvement. Possible solutions are discussed and
agreed upon in order to help students and teachers improve performance.

Our careful, continuous consideration of data is viewed as a positive
task that assists us in improving instruction and ultimately enhances
the learning process. The latest Colorado School Accountability Report,
in which Columbian is rated "High", up from an "Average" rating last
year, confirms improvement in student and school performance.

**Communicating student performance**

Communication with parents and the community is achieved in a large
variety of venues. We regularly communicate assessment results with
parents, students, and the community. Columbian staff members conduct
home visits, initiate phone calls, send notes home, and encourage
parents to spend time at school. Quarterly newsletters address specific
activities for parents and family involvement. The newsletters also
provide parents with testing schedule updates and notices of upcoming
school events.

We have established a comprehensive plan that identifies the needs and
concerns of students and parents. We conduct a school orientation during
our Open House in the fall and as families register throughout the year.
Through the Teacher Support Team, School Improvement Team, classroom
teachers, resource teachers, and our Project Respect Community Advocate,
student needs are identified throughout the year and services are
initiated.

Parents receive annual individualized student reports for the Colorado
Student Assessment Program. Report cards are distributed quarterly at
parent-teacher conferences. Conferences are scheduled during the day and
in the evening to accommodate parents' schedules. The principal,
teachers, and our Project Respect Community Advocate make home visits to
discuss the progress of students. Progress reports are also sent to all
parents of children not at mastery level. Those students not at grade
level are placed on an Individual Learning Plan (reading and/or math)
and monitored closely.

Colorado Student Assessment Program test results, the Colorado School
Accountability Report, and the annual Report to the Public are published
in the *Pueblo Chieftain* and *The Communicator*, a District 60
newsletter. Reports are available to the community through the school
office. Our Web site contains the school mission statement, assessment
data, partnerships, community initiatives, curriculum, and contact
information.

**Sharing Success with Other Schools**

Columbian's staff members welcome opportunities to share successful
strategies and practices. Our teachers share with colleagues throughout
the district and across the state. Our aim is to help teachers, schools,
and districts in their implementation of best practices.

In order to influence the learning opportunities for all students, staff
members have made consistent efforts to share successful practices with
other educators by serving as trainers, presenters, and educational
leaders in a variety of capacities. Examples include: the Leadership
Team who was invited to present at Colorado's first Reading Summit, a
teacher who is a trainer for writing, and teachers who have presented at
District 60's professional development days.

Faculty members also share research-based practices with student
interns. Students from Colorado State University-Pueblo elect to
complete observation hours and student teach in Columbian's classrooms,
noting unique strategies and techniques to share in university classes.

We receive numerous compliments on the teaching strategies, the
cooperation between the students, and the caring atmosphere of our
school. Superintendent Bales has encouraged principals within our
district to visit our school to observe effective teachers and
administrators in action. Most visitors are eager to return to their
schools and emulate what they observed.

Sharing is a way of life for Columbian's students and staff. Staff
members continually search for ways to help every child succeed. We will
continue to share our successes with other schools via our school
newsletter, phone calls, e-mail, and our Web site, where data as well as
best practices will be posted. Providing teachers with ideas for
effective learning activities and replying to specific questions will be
done on a continuing basis. We believe that through open communication
and cooperative efforts with colleagues, we forge and foster the vital
links between districts that characterize today's successful schools.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum**

High expectations are held for all students including our Special
Education and Limited English Proficient students. Columbian provides a
comprehensive and challenging curriculum that fosters effective
communication, creativity, critical thinking, and problem solving. A
transition has taken place from a traditional curriculum of rote
memorization to a more active, process-oriented approach to learning.
Reading, writing, and mathematics are not taught in isolation but are
integrated throughout our entire curriculum. Our curricula include:

> **[Reading]{.underline} - *Lindamood-Bell Learning Processes, McMillan
> McGraw-Hill, Accelerated Reader***, and ***Early Literacy STAR***
> (K-2): A model literacy program which enables students to become
> proficient in the selection, comprehension, and application of
> literature, enabling learners to participate in multidisciplinary
> learning. Our multisensory model uses whole group, small group and
> individualized instruction, early intervention, and flexible guided
> reading groups.
>
> **[Writing]{.underline} - *Writing Alive***: Students use writing as a
> means of clarifying thinking. This process involves prewriting,
> drafting, feedback, revising, peer editing, individual editing, final
> drafting, and evaluating.
>
> **[Math]{.underline} - *Glencoe, Scott Foresman-Addison Wesley, ***and
> ***Success Maker Lab***: Our math curriculum is based on the National
> Council of Teachers of Mathematics standards. Students experience
> mathematics in the context of authentic situations. They learn to
> value math, become confident, and reason mathematically. Hands-on
> activities, math manipulatives, inquiry-based lessons, active problem
> solving, and courseware applications are effectively used in
> instruction.
>
> **[Science]{.underline} - *FOSS Kits***, and ***Holt Reinhart
> Winston***: Columbian has a hands-on science program, which integrates
> reading, writing, and math. Students explore life, earth, and physical
> sciences. Using National Science Teachers Association Standards, our
> full time science teacher uses inquiry-based lessons to encourage
> students to do creative problem solving.
>
> **[Social Studies]{.underline} - *Macmillan McGraw-Hill, Prentice
> Hall***, and ***A Rendezvous with Colorado History***: Our social
> studies offering is based on Colorado Social Studies Standards, which
> includes American heritage, people in societies, world interactions,
> decision making and resources, democratic processes, and citizenship
> rights and responsibilities.
>
> **[Technology]{.underline}: -** Technology is not taught in isolation
> but is integrated throughout our entire curriculum. We have two
> computer labs with one dedicated to writing and research and the other
> dedicated to our ***SuccessMaker*** mathematics courseware. Our media
> specialist has written a research manual used with older students.
> Columbian was one of 151 elementary, middle and high schools
> nationwide to receive an HP Technology for Teaching Grant valued at
> more than \$35,000.00.
>
> **[Character Education]{.underline} -** Columbian received a grant
> from U. S. Department of Education Safe and Drug Free Schools. Boston
> University and the LINK Institute collaborated in organizing the
> program by providing training, assisting in the implementation of the
> ***Core Virtues Program***, and monitoring data. Core Virtues is a
> literacy-based character education program. This three-year program
> instills in our children a virtue each month. Before we can teach
> academic content, we need to teach diligence, responsibility, respect,
> gratitude, charity, faithfulness, courage, and hope.
>
> **[The Arts]{.underline} --** Students experience a wide range of art
> forms. Teachers provide students with many opportunities by
> integrating art into reading and writing activities. Music is
> interrelated with art and other curriculum. Columbian has cultivated a
> working partnership with the cultural and performing arts community by
> providing students with the opportunity to attend the Pueblo Symphony.
> In doing so, students broaden their cultural knowledge.
>
> **[Health and Physical Education]{.underline} --** We strive to have a
> balanced approach to the education of the whole child. Our
> after-school fitness program was cited by Dr. David Satcher, founding
> chair of ***Action For Healthy Kids***, as an innovative physical
> activity program in Colorado. Our physical education teacher has been
> honored by the Colorado Association of Health, Physical Education,
> Recreation, and Dance (CoAHPERD) as an outstanding teacher. We are a
> participant in Colorado's Healthy Schools Initiative and have
> instituted many of their recommendations to increase student and staff
> wellness.

**Reading Curriculum**

Curriculum goals with specific learning outcomes have been established
district-wide for reading at every grade level. To achieve these goals,
teachers and reading specialists use a variety of formal and informal
assessments. Teachers work together to monitor student progress with
regard to established benchmarks and to provide early intervention for
students in need. End-of-year assessments demonstrate gains made in
yearly progress. The instructional design of our reading program ensures
the time, duration, and instructional delivery necessary for student
success. Our Reading Program consists of three tiers:

> **[Core]{.underline}** -- Our Core Reading Program provides the base
> (basal) for literacy and is designed to enable 80% or more of students
> to attain Colorado Basic Literacy Act reading goals. ***The
> McGraw-Hill Reading*** adoption addresses the five components of
> reading in a systematic and explicit manner. The program is designed
> with 90 minutes of protected time and includes the use of leveled
> readers. Integration of the ***Lindamood-Bell Learning Processes***
> into the Core Reading Program provides students with additional
> ***Scientifically Based Reading Research*** strategies and support.
>
> **[Supplemental]{.underline}** -- This tier is often considered to be
> a 2^nd^ daily reading lesson for students who are not making adequate
> progress. Programs and materials are designed to support the Core
> Program by addressing specific skill areas such as phonemic awareness
> or reading fluency. Instruction is differentiated and group movement
> is fluid and flexible. The ***McGraw-Hill Intervention*** ***Kits***
> and specific ***Scientifically Based Reading Research*** strategies
> are used in small group instruction. Additional support, 20-30 minutes
> daily based on the needs of students, is provided through the
> ***Scientifically Based Reading Research*** strategies identified in
> the ***Individual Learning Plan Manual***. ***Accelerated Reader*** is
> reading management courseware. It provides teachers with an effective
> way to monitor reading practice.
>
> **[Intensive Intervention]{.underline}** -- The programs and materials
> in this tier provides intensive support for students performing below
> grade level. District 60 has adopted the ***Lindamood-Bell Learning
> Processes***, which prescribes an additional 60 minutes in addition to
> 30 minutes of classroom instruction daily based on student needs.

**Math Curriculum**

Pueblo School District 60 has established curriculum goals with specific
benchmarks for math at all grade levels. ***Scott-Foresman-Addison
Wesley*** (K-6), ***SuccessMaker Math Lab*** (K-6), and ***Glencoe***
(6^th^ grade) provide the foundation for our math curriculum. Our
program is based on the most up-to-date research in effective
mathematics instruction and assessment as reflected by the National
Council of Teachers of Mathematics Curriculum and Evaluation Standards.
It actively involves students as they learn and communicate about
mathematics.

Our math program involves all students in a combination of whole class,
small team, and individualized activities. It emphasizes critical
thinking skills, the use of manipulatives in concept development and
problem solving skills. Our program further attempts to stress the
development of quantitative thinking and the understanding of
mathematical relationships. Teachers foster in students a positive
mental attitude toward mathematics, making math meaningful and
enjoyable. The fundamental strands of the math curriculum focus upon the
following: number sense, operations and computation, geometry and
measurement, patterns and relationships, probability and statistics, and
problem solving.

Columbian's program reflects a balance between the development of
mathematics concepts and the introduction and maintenance of mathematics
skills explored through real-world and process-type problem solving
experiences. Problem solving and reasoning is the fundamental theme of
instruction. Students experience mathematics in the context of authentic
situations. They learn to value math, become confident, and reason
mathematically. Hands-on activities, math manipulatives, inquiry-based
lessons, and active problem solving are effectively used in instruction.
Our math courseware is directly tied to the curriculum and is
extensively used. ***Touch Math*** and ***Math Steps*** are programs
used to support the course of study and excite students about math.

Our vision is to provide students with a set of mathematics basics that
enable them to compute fluently and to solve problems creatively and
resourcefully. We believe in a future in which all students have access
to rigorous, high-quality mathematics instruction. Our curriculum is
mathematically rich, providing students with opportunities to learn
important mathematical concepts with understanding.

**Instructional Methods to Improve Student Learning**

Developing thoughtful and independent learners is our primary goal. Our
program is dedicated to providing learning materials and instructional
strategies to empower students to achieve this goal. Staff members are
always researching ways to improve the school in order to obtain the
highest rate of student achievement. This philosophy is the catalyst
that drives our school-wide improvement effort. Teachers align district
core curriculum outcomes with instructional materials and weekly
instructional plans.

Our instructional program is rich in hands-on experiences. By utilizing
a variety of instructional approaches: multisensory learning, learning
centers, computer instruction, individualized instruction, cooperative
learning groups, peer tutoring, reading circles, student centered
writing workshops, journal writing and a research-based model for
reading, teachers expect all of our children to become proficient in all
subjects. Hands-on, inquiry based experiences are the norm for all
students in our math and science classes. Technology is integrated into
classroom instruction at all levels. Curriculum integration,
scientifically based research practices, intensive intervention, and
flexible grouping provide meaningful instruction to all students.

Teachers continuously monitor student progress. If a student experiences
difficulty, our Teacher Support Team process ensures that there is
appropriate intervention. Efforts to support our students are not
limited to those who need extra help to be successful. Teachers design
learning experiences that are rigorous and academically challenging for
all students. To meet the needs of high ability students, the teachers
provide plentiful opportunities for challenging activities with a focus
on creative ideas.

A principal who is a strong instructional leader, collaboration between
specialists and classroom teachers, the use of cross-grade level peer
tutors, an infusion of multicultural materials, parent education
programs, and the services of our Project Respect Community Advocate
have assisted us in our quest to ensure *no child is left behind*.

**Professional Development**

Columbian's greatest asset is its faculty and staff's strong support for
each other. Teachers at Columbian have informally mentored new teachers
in a warm and nurturing atmosphere. Veteran teachers are paired with
first-year and less experienced teachers. They provide support to ensure
quality instruction and to suggest effective classroom strategies. The
administration ensures common time for planning and close proximity of
classrooms**.**

The culture of Columbian School promotes professional growth for the
improvement of student achievement. As a faculty, we analyze various
student assessments, teacher evaluation tools, and schoolwide programs
to guide our educational pursuits. Formally and informally, teachers
critique their students' performance as well as their own.

In addition to the schoolwide discussions of data, the principal meets
both with grade level teams and individual teachers to discuss how to
better meet the needs of students. Information obtained from those
meetings, along with data from formal and informal observations, is used
to develop individual professional development plans. Some of these
plans deal with strengthening an individual teacher's ability to "reach"
his/her students. Other plans focus on adding new skills or obtaining
certification in a specific area such as English Language Learners.

Professional development for staff is a critical part of our program.
Our school culture supports the concept of life-long learners.
Professional development activities include a variety of learning
experiences, new roles for teachers, active participation of all staff
members, administrative support, and built-in evaluation. Professional
development initiatives are based on the needs of the staff as whole,
specific grade level needs, individual teacher needs, and student needs.
District workshops are offered throughout the year for teachers and
paraprofessionals. We also facilitate professional development
activities at the building level.

Columbian Elementary School is committed to providing a rigorous,
inspiring, and nurturing professional development program that is
continually evolving to develop well-rounded individuals who embrace
learning for life and who are prepared to meet the challenges of the
future.

# Colorado Student Assessment Program Tests

**Columbian Elementary School, 3^rd^ Grade Reading**

+--------------------------------+------+------+------+------+------+
|                                | *    | *    | *    | *    | *    |
|                                | *200 | *200 | *200 | *200 | *199 |
|                                | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** | 02** | 01** | 00** |
+--------------------------------+------+------+------+------+------+
| **Testing month**              | *    | *    | *    | *    | *    |
|                                | *Apr | *Apr | *Apr | *Apr | *Apr |
|                                | il** | il** | il** | il** | il** |
+--------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 100% | 88%  | 97%  | 90%  | 92%  |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 83%  | 69%  | 76%  | 53%  | 72%  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 2%   | 7%   | 3%   | 3%   | 2%   |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 51   | 44   | 44   | 62   | 51   |
+--------------------------------+------+------+------+------+------+
| > Percent of Total Students    | 100% | 100% | 100% | 100% | 100% |
| > Tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students           | 3    | 2    | 6    | 0    | 1    |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of Students          | 6%   | 5%   | 14%  | 0%   | 2%   |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **1. Economically              |      |      |      |      |      |
| Disadvantaged**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 100% | 86%  | \    | N/R  | N/R  |
| > Above Partially Proficient   |      |      | *N/R |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 84%  | 62%  | N/R  | N/R  | N/R  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 2%   | 0%   | N/R  | N/R  | N/R  |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 45   | 29   | N/R  | N/R  | N/R  |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **2. Hispanic**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 100% | 86%  | 96%  | 93%  | 86%  |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 91%  | 68%  | 71%  | 56%  | 66%  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 3%   | 4%   | 0%   | 5%   | 3%   |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 33   | 28   | 28   | 43   | 29   |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **STATE SCORES**               |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 92%  | 93%  | 91%  | 92%  | 91%  |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 74%  | 74%  | 72%  | 72%  | 69%  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 8%   | 10%  | 11%  | 10%  | 7%   |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

\*N/R indicates Not Reported

# Colorado Student Assessment Program Tests

**Columbian Elementary School, 4^th^ Grade Reading**

+--------------------------------+------+------+------+------+------+
|                                | *    | *    | *    | *    | *    |
|                                | *200 | *200 | *200 | *200 | *199 |
|                                | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** | 02** | 01** | 00** |
+--------------------------------+------+------+------+------+------+
| **Testing month**              | *    | *    | *    | *    | *    |
|                                | *Apr | *Apr | *Apr | *Apr | *Apr |
|                                | il** | il** | il** | il** | il** |
+--------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 100% | 94%  | 88%  | 84%  | 87%  |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 87%  | 63%  | 49%  | 44%  | 44%  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 9%   | 0%   | 2%   | 0%   | 0%   |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 48   | 51   | 58   | 55   | 64   |
+--------------------------------+------+------+------+------+------+
| > Percent of Total Students    | 100% | 100% | 100% | 100% | 100% |
| > Tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students           | 2    | 3    | 1    | 0    | 0    |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of Students          | 4%   | 6%   | 2%   | 0%   | 0%   |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **1. Economically              |      |      |      |      |      |
| Disadvantaged**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 100% | 92%  | \    | N/R  | N/R  |
| > Above Partially Proficient   |      |      | *N/R |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 86%  | 58%  | N/R  | N/R  | N/R  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 10%  | 0%   | N/R  | N/R  | N/R  |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 42   | 38   | N/R  | N/R  | N/R  |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **2. Hispanic**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 100% | 92%  | 90%  | 83%  | 82%  |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 89%  | 56%  | 50%  | 47%  | 40%  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 7%   | 0%   | 3%   | 0%   | 0%   |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 27   | 36   | 40   | 30   | 45   |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **STATE SCORES**               |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 89%  | 88%  | 87%  | 87%  | 92%  |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 63%  | 63%  | 61%  | 63%  | 62%  |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 5%   | 7%   | 6%   | 7%   | 9%   |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

\*N/R indicates Not Reported

# Colorado Student Assessment Program Tests

**Columbian Elementary School, 5^th^ Grade Reading**

+--------------------------------+------+------+------+------+------+
|                                | *    | *    | *    | *    | *    |
|                                | *200 | *200 | *200 | *200 | *199 |
|                                | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** | 02** | 01** | 00** |
+--------------------------------+------+------+------+------+------+
| **Testing month**              | *    | *    | *    | *    |      |
|                                | *Apr | *Apr | *Apr | *Apr |      |
|                                | il** | il** | il** | il** |      |
+--------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 95%  | 92%  | 88%  | 89%  |      |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 74%  | 57%  | 51%  | 61%  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 2%   | 0%   | 5%   | 2%   |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 46   | 61   | 43   | 57   |      |
+--------------------------------+------+------+------+------+------+
| > Percent of Total Students    | 100% | 100% | 100% | 100% |      |
| > Tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students           | 3    | 1    | 0    | 0    |      |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of Students          | 7%   | 2%   | 0%   | 0%   |      |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **1. Economically              |      |      |      |      |      |
| Disadvantaged**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 95%  | 92%  | \    | N/R  |      |
| > Above Partially Proficient   |      |      | *N/R |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 74%  | 56%  | N/R  | N/R  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 3%   | 0%   | N/R  | N/R  |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 39   | 50   | N/R  | N/R  |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **2. Hispanic**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 94%  | 93%  | 92%  | 90%  |      |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 69%  | 60%  | 48%  | 55%  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 3%   | 0%   | 8%   | 0%   |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 36   | 42   | 25   | 40   |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **STATE SCORES**               |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 89%  | 87%  | 86%  | 88%  |      |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 69%  | 66%  | 63%  | 64%  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 9%   | 8%   | 7%   | 8%   |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

\*N/R indicates Not Reported

# Colorado Student Assessment Program Tests

**Columbian Elementary School, 5^th^ Grade Math**

+--------------------------------+------+------+------+------+------+
|                                | *    | *    | *    | *    | *    |
|                                | *200 | *200 | *200 | *200 | *199 |
|                                | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                | 04** | 03** | 02** | 01** | 00** |
+--------------------------------+------+------+------+------+------+
| **Testing month**              | **M  | **M  | **M  | **M  |      |
|                                | ay** | ay** | ay** | ay** |      |
+--------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 98%  | 97%  | 93%  | 95%  |      |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 67%  | 47%  | 60%  | 66%  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 28%  | 14%  | 14%  | 21%  |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 46   | 59   | 43   | 58   |      |
+--------------------------------+------+------+------+------+------+
| > Percent of Total Students    | 100% | 100% | 100% | 100% |      |
| > Tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students           | 3    | 1    | 0    | 0    |      |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of Students          | 7%   | 2%   | 0%   | 0%   |      |
| > Alternatively Assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **1. Economically              |      |      |      |      |      |
| Disadvantaged**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 97%  | 98%  | \    | N/R  |      |
| > Above Partially Proficient   |      |      | *N/R |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 67%  | 44%  | N/R  | N/R  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 28%  | 10%  | N/R  | N/R  |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 39   | 50   | N/R  | N/R  |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **2. Hispanic**                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 97%  | 95%  | 96%  | 97%  |      |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 61%  | 43%  | 65%  | 59%  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 19%  | 18%  | 12%  | 18%  |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of Students Tested    | 36   | 40   | 26   | 39   |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| **STATE SCORES**               |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 89%  | 86%  | 86%  | 86%  |      |
| > Above Partially Proficient   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at or | 59%  | 56%  | 55%  | 51%  |      |
| > Above Proficient             |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percentage of Students at    | 22%  | 20%  | 20%  | 13%  |      |
| > Advanced Proficient          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

\*N/R indicates Not Reported