**REVISED 3/15/2005**

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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_[]{.underline}\_
Middle \_\_ High \_\_ K-12

Name of Principal [Mrs. Marie Puryear]{.underline}

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

Official School Name [Casper Classical Academy]{.underline}

(As it should appear in the official records)

School Mailing Address \_[970 ½ North Glenn
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_

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

\_[Casper]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Wyoming]{.underline}\_\_\_\_\_\_\_\_\_\_[82601-1635]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_[Natrona
County]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_[1301038]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 307 )261-6181]{.underline} Fax [( 307
)261-6184]{.underline}

Website/URL [www.casperclassicalacademy.org]{.underline} E-mail
<marie_puryear@ncsd.k12.wy.us>

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Jim Lowham]{.underline}

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

District Name [Natrona County School District #1]{.underline} Tel.
[(307)577-0222\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 Mr. Ken Daraie

(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**

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: \_[27]{.underline}\_\_ Elementary
schools

\_\_[5]{.underline}\_\_ Middle schools

\_\_[2]{.underline}\_ Junior high schools

\_\_[4]{.underline}\_\_ High schools

\_\_[0]{.underline}\_\_ Other

\_\_[38]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$7,531]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$8,651]{.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
>
> \[ \] Rural

4\. [2 ½]{.underline} Number of years the principal has been in her/his
position at this school.

[5]{.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**       15        24          39

  **K**                                                     **8**       13        24          37

  **1**                                                     **9**       16        10          26

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   102
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[0]{.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:
\_\_\_[10]{.underline}\_\_\_\_\_%

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

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

  **(2)**   Number of students who transferred           11
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   11
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 115
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .095
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          9.5
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_

Specify languages: N/A

9\. Students eligible for free/reduced-priced meals:
[\_\_\_23\_\_\_\_\_%]{.underline}

Total number students who qualify: \_\_\_[27]{.underline}\_\_\_\_\_

10\. Students receiving special education services:
\_\_\_[2]{.underline}\_\_\_\_%

\_\_\_[2]{.underline}\_\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_[2]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_\_\_\_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) \_\_[0]{.underline}\_\_\_\_
\_\_[1]{.underline}\_\_\_\_\_

Classroom teachers \_\_[4]{.underline}\_\_\_\_\_
\_\_[8]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_[0]{.underline}\_\_\_\_
\_\_[1]{.underline}\_\_\_\_\_

Paraprofessionals \_\_[0]{.underline}\_\_\_\_
\_\_[3]{.underline}\_\_\_\_\_

> Support staff \_\_[1]{.underline}\_\_\_\_\_
> \_\_[5]{.underline}\_\_\_\_\_
>
> Total number \_\_[5]{.underline}\_\_\_\_ \_\_[18\_]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[15:1]{.underline}\_\_\_

13\.

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

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

  Daily teacher attendance  94%         96%         94%         93%         94%

  Teacher turnover rate     23%         15%         25%         50%         0%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

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

Please note that our high teacher turnover rate is related directly to
our itinerant teachers who teach one period a day at CCA, and teach the
rest of their schedule at one or more schools. The core teachers, for
the most part, have been at CCA for the duration. At the beginning of
the 2000-2001 school year, our school separated from Fort Caspar Academy
and moved to our own building.

**PART III ‑ SUMMARY**

Casper Classical Academy seeks to teach every learner to reach his or
her academic potential

and to ultimately become a responsible citizen. Our program offers a
rigorous, academically advanced

and integrated humanities curriculum with an emphasis on character
education which includes:

-   A common core of knowledge, including:

    -   Logic

    -   Latin

    -   Rhetoric (Political Discourse)

    -   Technology (project-oriented and standards-based)

    -   Literature (the Classics)

-   Emphasis on Western Civilization

-   The Trivium (Grammar/Logical-Dialectic/Rhetorical)

-   Character education (including life and study skills)

**Student success relies upon a solid partnership among parents, staff,
and students**.

Casper Classical Academy's mission was developed with staff, parent, and
student input. Our belief is that we are preparing students for success
in the adult world by providing them with the skills, knowledge, and
work ethic needed to communicate intellectually and effectively.

Casper Classical Academy (CCA) serves 102 Students in the 7^th^, 8^th^,
and 9^th^ grades in Casper, Wyoming. Casper is an urban community of
nearly 50,000 located in Wyoming's central plateau near Casper Mountain.
CCA is part of the Natrona County School District #1, which consists of
27 elementary schools, 3 rural schools, 5 junior highs, 2 middle
schools, and 4 high schools. NCSD #1 is a school of choice district,
which encourages entrepreneurial schools with diverse programs and
curriculums. Because we are a school of choice, any student can enroll.
However, students who have the support of their family, who already have
a strong language arts foundation, and who are motivated to learn find
the greatest levels of success at Casper Classical Academy.

Casper Classical Academy is currently located next to the district's
Central Services Facility. The school stemmed from parents who wanted a
different choice in education for their children. Initially, Fort Caspar
Academy, an elementary school, was developed as a Kindergarten through
6^th^ grade program. Casper Classical Academy started out as a class of
7^th^ graders in a portable outside the elementary school. Eventually,
the middle level students outgrew the area they were housed in and the
district renovated their warehouse into a temporary school for CCA.
Casper Classical Academy offers a slightly different curriculum (later
described in Part V) that centers on the Wyoming State and Natrona
County School District Standards, high academic expectations for
students, and high parent involvement.

Students rotate through an 8-period day with the same team of students.
Class size is maintained at approximately 20 or fewer students in the
7^th^ and 8^th^ grades (there are two sections of each) and 25 students
in our 9^th^ grade class. Because our facility lacks a gymnasium and
cafeteria, our students are bused to the local Boys and Girls Club for
Physical Education and to Natrona County High School for lunch. Our day
is extended 30 minutes longer than the other middle level schools in our
district because of the travel time allotted for lunch. Our school will
be moving into a new location for the 2005-2006 school year. We will be
in a renovated portion of the old East Junior High School at 920 S.
Beverly.

The philosophy of our school was based on the fact that parents are an
integral part of a child's education. All parents and guardians of CCA
students are part of our Parent-Teacher Organization, which includes a
voted-upon membership of parents serving in the role of Governing
Council of the Parent-Teacher Organization (PTO). This group ensures
that the parent body is represented at PTO meetings. Additionally, this
group of parents helps create rules and policies upon which the school
runs. Parents sign a contract upon enrollment of their student
encouraging high levels of parental involvement. CCA views the
parent/student/teacher triangle as the most important set of
relationships in any school situation.

Casper Classical Academy provides an excellent education to middle level
students in a caring, nurturing, and structured environment.

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

**Part IV -- Question 1 -- Meaning of Assessment Results**

The Wyoming Comprehensive Assessment System (WyCAS)
www.k12.wy.us/SA/wycas/archive/ was designed to comprehensively address
the content and performance standards and learning targets for students,
providing them with multiple opportunities and multiple formats to
demonstrate their knowledge and skills in relation to those content and
performance standards. Each assessment has a clear and explicit
rationale. Students are tested in a variety of ways including multiple
choice, constructed response, extended response, and writing prompts.

Students take the WyCAS annually in the 4^th^, 8^th^, and 11^th^ grades
in the areas of reading, writing, and mathematics. Students receive
scaled scores and are placed in one of four different performance
levels: Advanced, Proficient, Partially Proficient, and Novice for each
content area. It is Casper Classical Academy's goal that there are no
novice or partially proficient performing students, rather that they are
meeting the standard by scoring proficient or advanced.

In reading, scaled scores can range from 200 to 280. Scores from 200 to
219 indicate average student performance at the Novice level; scores
from 220 to 239 indicate average student performance at the Partially
Proficient level; scores from 240 to 258 indicate average student
performance at the Proficient level; and scores above 258 indicate
average student performance at the Advanced level.

In writing, scaled scores can range from 200 to 280. Scores from 200 to
219 indicate average student performance at the Novice level; scores
from 220 to 239 indicate average student performance at the Partially
Proficient level; scores from 240 to 262 indicate average student
performance at the Proficient level; and scores above 262 indicate
average student performance at the Advanced level.

In mathematics, scaled scores can range from 200 to 280. Scores from 200
to 219 indicate average student performance at the Novice level; scores
from 220 to 239 indicate average student performance at the Partially
Proficient level; scores from 240 to 256 indicate average student
performance at the Proficient level; and scores above 256 indicate
average student performance at the Advanced level.

Looking at CCA's scores on the WyCAS over the last five years, 56.4% of
CCA students have scored at the advanced or proficient levels in reading
while only 38.2% of students statewide have scored at those levels. Last
year alone, CCA had 81% of our students at these levels, while the state
only showed 41% at these levels.

Over the last five years, in writing 67.6% of CCA students have scored
at the advanced or proficient levels while only 51.2% of students
statewide have scored at those levels. Looking at last year, 84% of our
students scored in the advance or proficient range, while the statewide
average was 57%.

During the last five years in math, 50.8% of CCA's students have scored
at the advanced or proficient levels while only 35% of students
statewide have scored at those levels. Looking at last year, 67% of our
students scored in the advance or proficient range, while the statewide
average was 40%.

When looking at the one subgroup that we receive data on, male compared
to female, there are not huge discrepancies. Because of our small size,
one or two students can drastically change the percentages shown. We
continue to look at all of our assessment information to help us monitor
and adjust our curriculum so that we are meeting the needs of all
students in a challenging academic environment.

**Part IV -- Question 2 -- Use of Assessment Data**

Currently Casper Classical Academy is in Phase V of the North Central
Accreditation process. This phase involves looking at interventions and
assessments to help students improve in the areas of writing and reading
(our NCA school goals). CCA utilizes norm-referenced (TerraNova) and
criterion-referenced (WyCAS) assessment data to evaluate student and
school performance. Additionally, teachers in all subject areas utilize
classroom data and bring information to collaboration discussions
regarding student performance.

During the first four phases of the NCA process, we reviewed our current
practices and analyzed the data. We started reviewing research-based
best practices in the areas we determined we could improve upon to
determine interventions to put in place to improve student learning. We
are currently examining student work and collaborating with others about
what the information tells us about student performance in our
classrooms. In the future we will continue to analyze the data we
receive and determine if the interventions we put in place are making a
positive impact on students.

The staff is currently reading the book [Results: The Key to Continuous
School Improvement]{.underline} by Mike Schmoker to help focus staff on
the simple conditions that favor positive results in student learning,
discuss the theory behind the conditions, and demonstrate how anyone in
any school setting can replicate these same conditions in order to
increase student performance. It is believed that a few carefully
selected principles and practices that are supported by research are
likely to cause increased student learning, and the CCA staff will be
reviewing them to learn how to incorporate them into their courses.

**Part IV -- Question 3 -- Communicating Student Performance**

Casper Classical Academy communicates student performance in a number of
ways. First and foremost, we believe that students and parents should be
informed frequently on the day-to-day progress of classes. We achieve
this goal by providing weekly progress reports to parents and students
that are sent home with a newsletter written by the teachers telling
what is going on in their classes currently and in the future.
Additionally, student grades and attendance information has just become
available to parents and students via the internet. Our new grade book
system can be viewed securely from any internet connection.

We also have Parent-Teacher Conferences twice a year. We encourage 100%
participation even if students are performing very well in every class.
During these conferences teachers talk to parents about test results,
how the student is performing in class, and how parents can better
facilitate student learning at home. Students are also brought into the
discussion when teachers privately conference with individuals about
their performance in class and on norm- and criterion-referenced
assessments.

The community receives information about school performance on statewide
assessments through the local media. The District Report Card is
published in the local newspaper, comparing our results as a school
along with other schools in our district.

**Part IV -- Question 4 -- Sharing our School's Success**

Casper Classical Academy looks at education in a more traditional way,
creating high expectations for student achievement in all curricular
areas. We are more than willing to share the great things we do with
students, because we believe very strongly in them.

Our teachers attend trainings with other teachers from across the
district in every subject area. These opportunities afford us the time
to discuss what we're doing here at CCA that is successful and to learn
from other schools about what they are doing as well.

Our administrator also attends monthly meetings with other
administrators in the district and is able to discuss the curriculum
here at CCA.

We are interested in continuing these conversations with other schools,
not only within the district, but also within the state.

**PART V -- CURRICULUM AND INSTRUCTION**

**Part V -- Question 1 -- School Curriculum**

The curriculum at Casper Classical Academy revolves around our Western
civilization, and therefore, our social studies curriculum, as well as a
classical approach to education. All content areas at Casper Classical
Academy have high academic standards for all students. We believe in
setting the bar high for students so that they do not settle for
mediocrity.

In order to coordinate our subjects and lessons, our staff meets
regularly to map our curriculum and build units that enable students to
study integrated subjects in depth rather than limiting the academic
possibilities to one subject's curriculum. We believe this integration
helps our students connect with the material better, enabling them to
remember the material. At times this also facilitates natural
opportunities for differentiated instruction and broadens assessment in
alternative learning styles.

In order to be educated in any discipline, one must know its basic facts
(grammar); be able to think deeply about the subject (logic); and be
able to act on that knowledge in a personal, original, and independent
way (rhetoric). This three-stage process makes up the Trivium approach
to education.

In addition to the required curriculum, which centers on state and
district standards, we integrate character development, the Arts, and
Humanities into each of our core subjects. Our curriculum is also rich
in Classical literature. Our students read and study the Classics as
well as learn Latin for at least two years. Technology is an integral
piece to our school's curriculum as well. These classes are
project-oriented and standards-based.

**English**

See Part V, Question 2

**Fine Arts and Performing Arts**

All CCA students take one Fine Arts or Performing Arts elective class,
be it art, band, orchestra, or choir. The four State and District
Standards are incorporated into these hands-on, active courses. These
teachers try to fit our classical studies into their lessons. For
example, in art, students may study the art of a specific time period
based on what the students are studying in Social Studies.

**Latin**

See Part V, Question 3

**Literature**

In 7^th^ grade, students take a separate year-long Literature class.
Please see paragraphs 2 and 3 of Part V, Question 2.

**Logic**

At CCA we believe that teaching logic is critical to the cognitive
development stage. Logic gives students the tools necessary to question,
argue, or know why. This questioning stage is necessary for students'
maturity and progression toward the next stage (rhetoric).

This course equips students with the fundamental tools of reasoning,
emphasizing the analysis, both categorical and propositional, for
validity. The students also learn how to define terms, explain
relationships between statements, identify fallacies \-- both formal and
informal \-- and organize and judge debate.

**Math**

Our math curriculum is a standards-based curriculum that focuses on the
state and district standards for Pre-algebra, Algebra 1, and Geometry.
With an emphasis on the fundamental skills and knowledge for each
course, our curriculum envelopes higher level thinking skills through
exploration and projects.

**Physical Education/Health**

Physical education at CCA includes students participating in a variety
of traditional team sports. Students have the opportunity to develop
movement skills through individual and group practice. Students also
take part in modified game situations where they continue to refine
skill technique, develop game play strategies, and enhance sportsmanship
behavior. Throughout the sport/activity units, students take part in
activities to improve fitness levels, working on cardiovascular
endurance, muscular strength, and flexibility. PE also encourages
students to develop personal and social responsibility. Students learn
the etiquette of specific activities, safety rules, and appropriate
interactions with other team members.

Health education at CCA incorporates a variety of content areas linked
with specific skill standards. Students are presented with basic
information and knowledge concerning many health related topics.
Attached to each topic is a skill to help students apply their knowledge
and make sound decisions concerning their health.

**Political Discourse**

Political Discourse is a course designed to teach students the art of
effective persuasion, formal communication, and debate. Incorporating
the ideal of rhetoric, the class is designed in such a way that students
conduct in-depth analysis of modern political issues, formulate opinions
on those issues, research expert opinion, and write and deliver
persuasive opinions. We hope that students leave this 9^th^ grade class
having conquered their fear of public speaking and with a willingness to
use their skills to intelligently persuade others.

**Science**

A classical approach to the sciences emphasizes understanding and
applying scientific concepts in research, creation of posters,
model-making, game design, and authentic labs. We integrate study
skills, character education, careful reasoning, and the arts, language,
history and math of science into the three areas of earth, life, and
physical science.

**Social Studies**

Social studies at CCA is a program that incorporates ancient history and
geography into the development of Western Civilization and culminates
with the history of the United States and the development of our
cultural heritage through World War II. We examine the development of
our democracy from its roots in ancient Greece and trace the development
of our nation using an analysis of important documents and individuals
that were key in making our country what it is today.

**Special Education**

Special Education at CCA is a standards-based program for those students
identified as having exceptionalities in one or more academic areas. It
focuses on the individual needs of each student and may include
inclusion in the regular classroom and/or pullout services. Students
learn organizational and study skills to help them grow towards their
individual goals.

**Technology**

Technology at CCA is project oriented and content standards-based.
Students learn applications such as Appleworks and Microsoft Office, as
well as PowerPoint, Hyperstudio, Geometer Sketchpad, and iMovie.
Technology is taught as an isolated course in all three grades. It is
also used within each content area where it lends itself to enhance
student products in order to meet State and District Standards.

**Part V -- Question 2 -- English Curriculum**

> The English language curriculum at Casper Classical Academy is focused
> on reading classic works of literature and writing thoughtful,
> organized responses.  We use a variety of methods to increase our
> ability in writing including Daily Oral Language, Shurley Method, Six
> Traits Writing, and Step Up to Writing.  Having a strong foundation in
> grammar sets students up for success whenever they write, and as
> practice makes perfect, we make grammar a daily priority at all grade
> levels.  We feel that students must write often, and they must
> practice all genres of writing so that they will be able to complete
> any writing task set before them in a logical and complete manner.
>
> It is also our philosophy that strong readers become strong writers.
>  Most of our writing is tied to the literature that we are
> simultaneously studying. We concentrate on having students analyze the
> literature, read for details, and connect the story to real life.
>  Students have opportunities to interact with texts in many different
> ways, such as silent reading, partner reading, popcorn reading,
> following along as a teacher is reading, as well as other strategies
> that help develop fluency with a text.  Setting a purpose for reading
> and reading for specific elements or details helps students succeed in
> other subjects beyond language arts.  It also helps them focus on
> literary styles, elements, genres, and techniques that become
> increasingly important as students move along their higher-educational
> path.
>
> With our struggling readers, we have tried a variety of methods to
> help them achieve grade level skills. A few strategies that have been
> successful are allowing a student to pre-read the assigned books
> during the summer months before reading them again during the school
> year, selecting books that are in sync with or slightly above a
> student's Lexile score in order to create a feeling of success and to
> gain a greater level of comprehension, and, then, allowing a student
> to listen to an audio recording of the literature while reading along.
>  These methods are geared toward students lessening their
> frustration-level and gaining fluency and comprehension of the reading
> materials.

**Part V -- Question 3 -- Another Curriculum Area (Latin)**

Because a classical education stresses foundations laid in the past, the
Latin language is studied at CCA. The study of Latin, which has many of
the roots of contemporary speech and thought, is an integral part our
curriculum. Students who study Latin develop a larger English
vocabulary, achieve higher verbal SAT scores, and become sensitive to
languages and people of other cultures. Studying the language, customs,
and world view of a society from a different time and place is a
mind-expanding experience. Conversely, focusing on the similarities
between our culture and that of the Romans offers the opportunity to
consider the Greco-Roman contribution to American life in the areas of
government, architecture, ideals, and ideas. Latin students first learn
vocabulary and grammar facts, and then analyze those basic facts and
knowledge in order to be able to communicate understanding.

**Part V -- Question 4 -- Instructional Methods**

Our teachers use many methods to instruct and address student needs.
Teachers utilize direct instruction, modeling, guided and independent
practice, questioning techniques, giving cues, class and group
discussions, problem-solving exercises and reinforcement of concepts.

The teachers at CCA generally hold the philosophy of being essentialists
and perennialists. Essentialism is a conservative position concerned
with transmission of fact and truth rather than frills. Essentialists
believe that school should teach basic knowledge, that learning is hard
work and requires discipline, and that the teacher is the focus of
classroom authority. Perennialism, our secondary philosophy of
education, states that all people can, and should be able to think and
communicate. Perennialists believe that man is a rational animal and
human nature is universally consistent; hence, education should be the
same for all people, knowledge is universally consistent and should be
taught to all people, subject matter is at the center of education, and
great works which have stood the test of time are still relevant in our
day.

Teachers at CCA maintain a high level of engagement by stimulating the
development of ideas and monitoring classroom discussion and project
work. They act as facilitators and guides while assigning tasks that are
authentic, personally relevant, challenging, and multi-disciplinary.

**Part V -- Question 5 -- Professional Development Program**

Casper Classical Academy's school mission and school improvement goals
drive the activities planned for staff development. Since the school is
still in its infancy, the attainment of the goals is critical to the
success of the school. The most important and effective general staff
development occurs as follows:

-   Daily staff collaboration occurs the first period of the day.

-   Staff and parents have made visits to other schools (e.g. in
    Colorado) that have a "classical" emphasis.

-   During collaboration time, CCA staff has begun to map out our school
    curriculum in order to produce a genuine classical academy, to
    facilitate subject integration with the Humanities and technology,
    to identify the timing of large class projects, and to ensure we
    align to State and District Standards and our school goals.

-   Staff members who attend specialized training share what they have
    learned with the rest of the staff during collaboration. For
    example, our Language Arts teacher took a course in differentiated
    instruction that was then presented to the rest of the staff.

-   Each certified staff member creates a professional development goal
    that is aligned with the school's improvement goals at the beginning
    of the school year which is discussed with the principal. At the end
    of the school year, a summative evaluation conference determines
    success.

-   Staff analysis of annual student testing (e.g. WyCAS, TerraNova)
    during which we note the number of our students in the meeting or
    exceeding standards category as well as novice category.

-   Most of the CCA staff is trained in Wyoming's Body of Evidence (BOE)
    statewide assessment program.

The CCA staff has varied interests for professional development for the
upcoming years. These interests included: curriculum design,
specifically Wiggins' format, more curriculum mapping, computer
training, and brain research relating to middle school students. All
staff development will be focused on improving student learning and
aligning with our school improvement goals.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Casper Classical Academy

Wyoming Comprehensive Assessment System (WyCAS)

Grade 8 Reading

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

  Testing month                                      March       March       March       March       March

  **SCHOOL SCORES**                                                                                  

  \% At or Above Novice                              100         100         100         100         100

  \% At or Above Partially Proficient                100         97          97          79          50

  \% At or Above Proficient                          81          45          84          44          28

  \% At Advanced                                     16          7           32          3           0

  Number of students tested                          31          42          31          34          18

  Percent of total students tested                   100         100         100         100         100

  Number of students alternatively assessed          0           0           0           0           0

  Percent of students alternatively assessed         0%          0%          0%          0%          0%

                                                                                                     

  SUBGROUP SCORES                                                                                    

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

  \% At or Above Novice                              100         100         100         100         

  \% At or Above Partially Proficient                100         100         100         80          

  \% At or Above Proficient                          77          50          87          53          

  \% At Advanced                                     24          9           27          0           

  Number of students tested                          17          22          15          15          9

  2.\_\_\_\_\_\_[Female]{.underline}\_\_\_\_\_\_\_                                                   

  \% At or Above Novice                              100         100         100         100         

  \% At or Above Partially Proficient                100         95          95          79          

  \% At or Above Proficient                          86          40          82          37          

  \% At Advanced                                     7           5           38          5           

  Number of students tested                          14          20          16          19          9

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Novice                              100         100         100         100         100

  \% At or Above Partially Proficient                82          79          79          80          78

  \% At or Above Proficient                          41          39          38          39          34

  \% At Advanced                                     9           8           7           9           6
  -------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Wyoming requires a minimum of 10 students in a subgroup before those
scores are reported. In the 1999-2000 school year, there were not enough
students in either subgroup to report the data. In all years, the only
subgroup with enough students to report has been male vs. female.

Casper Classical Academy

Wyoming Comprehensive Assessment System (WyCAS)

Grade 8 Writing

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

  Testing month                                      March       March       March       March       March

  **SCHOOL SCORES**                                                                                  

  \% At or Above Novice                              100         100         100         100         100

  \% At or Above Partially Proficient                100         97          100         94          55

  \% At or Above Proficient                          84          57          97          56          44

  \% At Advanced                                     10          14          32          15          0

  Number of students tested                          31          42          31          34          18

  Percent of total students tested                   100         100         100         100         100

  Number of students alternatively assessed          0           0           0           0           0

  Percent of students alternatively assessed         0%          0%          0%          0%          0%

                                                                                                     

  SUBGROUP SCORES                                                                                    

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

  \% At or Above Novice                              100         100         100         100         

  \% At or Above Partially Proficient                100         95          100         97          

  \% At or Above Proficient                          77          59          100         60          

  \% At Advanced                                     6           14          40          20          

  Number of students tested                          17          22          15          15          9

  2.\_\_\_\_\_\_[Female]{.underline}\_\_\_\_\_\_\_                                                   

  \% At or Above Novice                              100         100         100         100         

  \% At or Above Partially Proficient                100         100         100         95          

  \% At or Above Proficient                          93          55          94          53          

  \% At Advanced                                     14          15          25          11          

  Number of students tested                          14          20          16          19          9

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Novice                              100         100         100         100         100

  \% At or Above Partially Proficient                91          83          85          87          85

  \% At or Above Proficient                          57          48          53          51          47

  \% At Advanced                                     7           9           9           8           5
  -------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Wyoming requires a minimum of 10 students in a subgroup before those
scores are reported. In the 1999-2000 school year, there were not enough
students in either subgroup to report the data. In all years, the only
subgroup with enough students to report has been male vs. female.

Casper Classical Academy

Wyoming Comprehensive Assessment System (WyCAS)

Grade 8 Math

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

  Testing month                                      March       March       March       March       March

  **SCHOOL SCORES**                                                                                  

  \% At or Above Novice                              100         100         100         100         100

  \% At or Above Partially Proficient                96          88          97          82          51

  \% At or Above Proficient                          67          43          71          50          23

  \% At Advanced                                     32          14          23          21          6

  Number of students tested                          31          42          31          34          18

  Percent of total students tested                   100         100         100         100         100

  Number of students alternatively assessed          0           0           0           0           0

  Percent of students alternatively assessed         0%          0%          0%          0%          0%

                                                                                                     

  SUBGROUP SCORES                                                                                    

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

  \% At or Above Novice                              100         100         100         100         

  \% At or Above Partially Proficient                100         95          100         93          

  \% At or Above Proficient                          71          50          74          54          

  \% At Advanced                                     47          27          27          27          

  Number of students tested                          17          22          15          15          9

  2.\_\_\_\_\_\_[Female]{.underline}\_\_\_\_\_\_\_                                                   

  \% At or Above Novice                              100         100         100         100         

  \% At or Above Partially Proficient                93          80          94          74          

  \% At or Above Proficient                          64          35          69          48          

  \% At Advanced                                     14          0           19          16          

  Number of students tested                          14          20          16          19          9

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Novice                              100         100         100         100         100

  \% At or Above Partially Proficient                78          71          71          70          69

  \% At or Above Proficient                          40          35          33          32          31

  \% At Advanced                                     12          11          10          9           9
  -------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Wyoming requires a minimum of 10 students in a subgroup before those
scores are reported. In the 1999-2000 school year, there were not enough
students in either subgroup to report the data. In all years, the only
subgroup with enough students to report has been male vs. female.

Casper Classical Academy

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject\_[Reading]{.underline}\_\_\_ Grade\_\_[8]{.underline}\_\_\_
Test\_[TerraNova --
Reading\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[Copyright 1997]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 83   | 78   | 84   | 56   | 70   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 42   | 31   | 34   | 10   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               | 85   | 85   | 88   | 61   |      |
|  1.\_\_\_[Male]{.underline}\_\_ |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 17   | 22   | 15   | 15   | 4    |
+---------------------------------+------+------+------+------+------+
| > 2.\_\_                        | 82   | 68   | 80   | 52   |      |
| > [Female]{.underline}\_\_      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 14   | 20   | 16   | 19   | 6    |
+---------------------------------+------+------+------+------+------+

Wyoming requires a minimum of 10 students in a subgroup before those
scores are reported. In the 1999-2000 school year, there were not enough
students in either subgroup to report the data. In all years, the only
subgroup with enough students to report has been male vs. female.

Casper Classical Academy

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject\_[Reading]{.underline}\_\_\_ Grade\_\_[8]{.underline}\_\_\_
Test\_[TerraNova -- Language
Arts\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[Copyright 1997]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 84   | 78   | 84   | 60   | 82   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 42   | 31   | 34   | 10   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               | 84   | 87   | 86   | 56   |      |
|  1.\_\_\_[Male]{.underline}\_\_ |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 17   | 22   | 15   | 15   | 4    |
+---------------------------------+------+------+------+------+------+
| > 2.\_\_                        | 85   | 66   | 84   | 62   |      |
| > [Female]{.underline}\_\_      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 14   | 20   | 16   | 19   | 6    |
+---------------------------------+------+------+------+------+------+

Wyoming requires a minimum of 10 students in a subgroup before those
scores are reported. In the 1999-2000 school year, there were not enough
students in either subgroup to report the data. In all years, the only
subgroup with enough students to report has been male vs. female.

Casper Classical Academy

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject\_[Reading]{.underline}\_\_\_ Grade\_\_[8]{.underline}\_\_\_
Test\_[TerraNova --
Math\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[Copyright 1997]{.underline}
Publisher\_[McGraw-Hill\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 85   | 67   | 78   | 60   | 66   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 31   | 42   | 31   | 34   | 10   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               | 88   | 78   | 81   | 73   |      |
|  1.\_\_\_[Male]{.underline}\_\_ |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 17   | 22   | 15   | 15   | 4    |
+---------------------------------+------+------+------+------+------+
| > 2.\_\_                        | 80   | 54   | 74   | 50   |      |
| > [Female]{.underline}\_\_      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 14   | 20   | 16   | 19   | 6    |
+---------------------------------+------+------+------+------+------+

Wyoming requires a minimum of 10 students in a subgroup before those
scores are reported. In the

1999-2000 school year, there were not enough students in either subgroup
to report the data. In all years, the

only subgroup with enough students to report has been male vs. female.