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

*U.S. Department of Education*

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

Name of Principal [Mrs. Veronica Anderson]{.underline}

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

Official School Name [Ulysses S. Grant Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [3215 Westwood
Boulevard]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Colorado Springs CO 80918-4221]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_\_\_\_\_\_\_[El Paso\_\_\_\_\_\_\_\_]{.underline}
State School Code
Number[\*\_\_\_\_\_3592\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 719 ) 218-9541]{.underline} Fax [( 719 )
260-8822]{.underline}

Web site/URL [www.d11.org/grant](http://www.d11.org/grant) E-mail
<anderv@d11.org>

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. Terry Bishop]{.underline}

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

District Name [Colorado Springs School District 11]{.underline} Tel. [(
719) 520-2000]{.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. John Gudvagen]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_41\_]{.underline} Elementary
schools

[\_\_9\_\_]{.underline} Middle schools

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

[\_\_5\_\_]{.underline} High schools

[\_\_14\*\_]{.underline} Other

\*8 Charter; 6 Alternative High Schools

[\_\_69\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\$8719.00\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\$9486.00\_\_]{.underline}

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

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

> \[ x \] 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\. [\_\_\_\_1\_]{.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**                             

  **K**       49        41                     **90**       **8**                             

  **1**       35        26                     **61**       **9**                             

  **2**       38        37                     **75**       **10**                            

  **3**       47        35                     **82**       **11**                            

  **4**       53        33                     **86**       **12**                            

  **5**       39        38                     **77**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   471
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_[65]{.underline} % White

the school: \_[8]{.underline} \_% Black or African American

\_[23]{.underline} % Hispanic or Latino

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

\_[2]{.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[:
\_24\_]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      57
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      54
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    111
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 471
                            the school as of October 1  

  **(5)**                   Total transferred students  .2357
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           23.57
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_10]{.underline} %

[\_\_49\_]{.underline} Total Number Limited English Proficient

Number of languages represented: [\_\_5\_\_]{.underline}

Specify languages: Spanish, Vietnamese, Java (Indonesian), Arabic,
Lebanese, Guamaian

9\. Students eligible for free/reduced-priced meals:
[\_\_44\_\_\_]{.underline} %

Total number students who qualify: [\_\_198\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_\_11\_\_]{.underline}%

[\_\_\_\_52\_]{.underline} Total Number of Students Served

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

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

\_\_\_\_Deafness [\_\_8\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_10\_]{.underline}Specific Learning Disability

[\_\_3\_]{.underline}Emotional Disturbance [\_28\_]{.underline}Speech or
Language Impairment

[\_\_1\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [\_\_1\_]{.underline}Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> [\_\_1\_]{.underline}Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_1\_\_]{.underline}
[\_\_\_\_1\_\_\_]{.underline}

Classroom teachers [\_\_\_19\_\_]{.underline}
[\_\_\_\_1\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_4\_\_\_]{.underline}
[\_\_\_\_1\_\_\_]{.underline}

Paraprofessionals [\_\_\_10\_\_]{.underline}
[\_\_\_\_9\_\_\_]{.underline}

> Support staff [\_\_\_6\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_40\_\_]{.underline} [\_\_\_\_12\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [\_24:1\_]{.underline}

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

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

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

  Daily teacher attendance  93%         92%         98%         99%         99%

  Teacher turnover rate     \*10%       \*10%       \*10%       5%          5%

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

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

\*This number includes teacher retirements.

**[PART III ‑ SUMMARY]{.underline}**

Ulysses S. Grant Elementary is a neighborhood school serving 473
students in grades K-5. We are one of the forty-one elementary schools
in Colorado Springs School District 11, the third largest district in
Colorado. Our school was built in 1966 and is located in the spectacular
Pikes Peak region, in scenic Colorado Springs, Colorado. The view from
our playground is spectacular! Each day at recess, students and staff
enjoy the majestic view of Pikes Peak and the beautiful Front Range of
the Rocky Mountains.

The Grant Elementary School staff is dedicated to educating students in
communicating effectively, gathering and using information, making
responsible decisions and adapting to the challenges of the future. This
vision guides our daily instructional decisions and practices in
providing the best educational experiences for our students. Our high
expectations and love for learning have been influential in a steady
trend of academic success.

Parents and staff work together as educational partners to ensure the
academic success of each child. The surrounding Grant community takes
pride in our student-centered, family oriented atmosphere. Because many
of our parents attended Grant when they were in elementary school,
academic and social traditions are honored. We celebrate a strong
commitment of support from our PTA parents logging 3000-4000 volunteer
hours per year over the past 5 years. Our active PTA organizes family
events and has funded many academic needs, field trips, and books for
our library. Each PTA or Grant family event is well attended and
includes Music programs, PE demonstrations, and Art displays.

The Grant staff utilizes a collaborative, decision-making model to plan,
align and implement strategies and interventions based on current
research based practices. Grade level teams meet weekly to look at
student work and student data, in order to make collaborative data
driven decisions in the alignment of standards based curriculum. Grant
Goal Teams meet monthly to analyze student data and to align strategies
and interventions in order to meet state and district standards. This
continuous improvement process supports the academic goals in our School
Improvement Plan.

The excellent staff at Grant Elementary is dedicated to the success of
the whole child. We strive to create a community of learners by
implementing a small group, direct instruction model. Many of our
students receive an additional time for small group instruction with a
specialist, a tutor, or a highly qualified support specialist on a daily
basis. These dedicated staff members collaborate with classroom teachers
to target interventions in the areas of reading and math. Our tutoring
program is presently the largest in our district with a current budget
of \$30,000 and a tutoring staff of ten certified or highly qualified
teachers.

We are committed to helping every student reach his or her potential by
providing a safe, loving environment, implementing the latest sound
instructional practices, and teaming with parents to support the
well-being and positive learning attitudes of our students.

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

1.  **Assessment Results:**

The Colorado Student Assessment Program (CSAP) is a program based on
standards-based assessments for reading, writing, math and science at
grades 3-10. The purpose of the CSAP is to provide ongoing and
comparative measures of student performance as well as of program
effectiveness across the state of Colorado. Colorado students in grades
3-5 are assessed once a year to measure their performance on state
academic content standards. Student performance results of the tests are
determined as *Unsatisfactory, Partially Proficient, Proficient* and
*Advanced*. These levels are established as descriptors for what a child
knows and is able to do relative to the content standards. Each year the
results are organized and reported to the various public stakeholders.

CSAP Achievement results for Grant are:

-   According to the Colorado State School Accountability Report, Grant
    Elementary School's overall academic performance rating for the
    2005-2006 school year is High, and the academic growth of students
    is rated Stable. This rating is based on the percentage of students
    performing in each category of Advanced, Proficient, Partially
    Proficient and Unsatisfactory. This is the third year in a row Grant
    has received a rating of High overall academic performance.

-   CSAP scores in reading and math for all students in grades three
    through five have increased over the past three years. Students at
    Grant have consistently scored above the district and state levels
    over the past three years in the areas of reading, writing and math.

-   Third grade students performing at proficient or advanced levels in
    reading have increased for the past five years. Hispanic third
    graders out performed the district by 23% and the state by 28% in
    the area of reading on the 2006 Reading CSAP. In math, Hispanic
    students at a proficient or advanced level out performed the
    district by 40 % and the state by 48% on the 2006 Math CSAP.

-   Fourth grade Hispanic students have shown an increase in the past
    two years in reading and math. Hispanic fourth grade students have
    out performed the district by 19% and the state by 27% on the 2006
    Reading CSAP. In math, Hispanic students at a proficient and
    advanced level outperformed the district by 17% and the state by 23%
    on the 2006 Math CSAP.

-   Fifth grade Hispanic students have shown an increase in the past
    three years in reading and math. Hispanic fifth grade students have
    out performed the district by 8% and the state by 17% on the 2006
    Reading CSAP. In math, Hispanic students at a proficient and
    advanced level have out performed the district by 13% and the state
    by 19% on the 2006 Math CSAP.

The Colorado School Accountability Reports (SAR) is the document
developed by the Colorado Department of Education to report individual
school CSAP results. Its purpose is to rate and publicize school
performance. Information about the Colorado Student Assessment Program
can be found at <http://www.cde.state.co.us/> . The Colorado School
Accountability reports (SAR) can be found at
<http://www.state.co.us/schools> .

2.  **Using Assessment Results:**

Grant teachers use data on a continuous basis in order to make sound
instructional decisions and implement best practices. The Grant staff
has aligned Academic goals in our School Improvement plan based on the
assessment results of student groups and individual needs. Our formal
assessment data is entered in the Alpine Achievement program and can be
efficiently accessed by staff at any time. This program allows our staff
to disaggregate and compare data based on state standards and state
determined proficiency levels.

Dynamic Indicators of Basic Early Literacy (DIBELS) assessments are
administered in the beginning of the school year for every student in
grades K-5 to determine specific reading needs. Students who are not at
benchmark-established (strategic-emerging, intensive-deficit) receive
the necessary research based interventions, are progressed monitored
every two weeks, and tested again in December. Interventions and
progress monitoring continues, and students who are not benchmark by the
end of the year are place on an Individual Learning Plan (ILP) for the
following year. The DIBELS data is entered into the AIMS Web program,
where teachers can access student data and suggested interventions to
support the reading deficiencies of students. The CBT/McGraw Hill Terra
Nova test is administered in the fall and in the spring for grades 2
through 5, and the results are also an indicator for a student who needs
an ILP

Each classroom teacher documents student data in a school developed data
tracking spreadsheet. This document reflects the results of informal and
formal assessments, and is the catalyst for grade level planning and
curriculum alignment. The Grant staff has aligned programs and
curriculum with the District Curriculum Guides, state standards, and
formal and informal assessments. The building principal meets with
classroom teachers each quarter to analyze student assessment data and
to discuss the achievement needs of each student. Teachers support
students in developing data folders to track their individual successes
and to improve their skills.

Teachers work collaboratively to develop grade level achievement goals
based on formal and informal assessments. Student goals are developed
each quarter based on a student's achievement data.

In addition to state and district assessments, the Grant staff has
collaboratively developed standard based grade level Writing Rubrics and
informal short cycle assessments in reading, writing, and math to plan
for the instructional needs of students. These teacher created tools
contribute to the data driven model currently used at Grant.

3.  **Communicating Assessment Results:**

Grant parents and community appreciate the open and systematic
communication they receive during the year about their students. All
students and families are invited to an afternoon Open House before the
first day of each school year. This informal event is well attended as
students happily meet the teacher, find their desk, and bring in their
new school supplies. The first day jitters disappear and the transition
to a new grade level is approached in a positive, inviting manner which
includes cookies and lemonade!

Students are assessed in the fall and Parent Teacher conferences are
scheduled for late October each year. Grant Parent Teacher conferences
are traditionally attended by 100% of our parents. CSAP, DIBELS, and
informal assessment data results are shared and discussed to cement the
educational partnership. Parents receive formal grade reports and
standard based proficiency reports four times per year and conferences
are held in the spring for students who qualify for an ILP.

Teachers communicate daily through student planners, phone calls, home
visits, and our monthly school newsletter. Each quarter, a quarterly
data report is included in the newsletter. Up to the minute information
is available on our school web site, and the marquee in front of our
building informs parents of upcoming events. Parents and community
members can read a display of our current state data results in the
front hallway as they enter the office.

Each classroom at Grant has a data bulletin board reflecting student
achievement data. Students' conferences with the classroom teacher to
collect, analyze, and track their achievement data in a student data
folder in order to develop their own learning goals.

4.  **Sharing Success:**

Grant Elementary teachers share instructional strategies and best
practices at weekly team meetings, staff meetings, and during Goal Team
meetings. Grade level teachers meet and plan together to analyze data,
compare student work, and to align curriculum with the district
Curriculum Guides. Monthly Goal Team meetings focus on all school
curriculum alignment and a spiraling of instruction from grade to grade
in each of the content areas. The sharing of instructional strategies
during these meetings contributes to the alignment process. Students and
student teachers from the University of Colorado, Colorado Springs
regularly visit and volunteer at Grant when participating in the
Teachers Education Program, and Grant staff supports and has mentored,
High School Teacher Cadets, interns and student teachers from Regis
University, Phoenix University, and Colorado College. Teachers open
their classrooms to other teachers from other schools to observe and
discuss implementation of strategies, programs, classroom management
techniques and data management. The Literacy Resource Teacher (LRT)
shares teacher successes and needs at a weekly district meeting that
includes representatives from all the district elementary schools. She
meets once monthly with LRTs in vertical cluster groups (LRTs K-12) to
share data and discuss concerns.

Each year in the spring, student writing is celebrated at a "Night of a
Thousand Stars." This well attended event is funded by PTA, and
highlights a week long in-residence guest author. This talented artist
works with students and staff to provide enrichment in reading and
writing literacy. This exciting event is attended by over 1200 people,
and is a celebration of writing.

The Grant PTA provides their time and talent in promoting and sponsoring
the Reflections Program. The Reflections Program is an arts recognition
and achievement program offered for students each year. This program
gives students the opportunity to explore and to learn about various art
forms through visual arts, music, reading and writing, and dance. Many
Grant students have received county and state recognition for their
entries.

Grant Elementary was designated as a "Gain Maker School" in 2005 by the
Colorado Department of Education because of continuous achievement
results for three years in reading and math on the Colorado Student
Assessment Program (CSAP).

The Grant staff would gladly welcome the sharing of curriculum
strategies and alignment successes with other schools and staff through
visitations, observations, and presentations.

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

1.  **Curriculum:**

Curriculum alignment is key in the academic success of students at Grant
Elementary. All curriculum programs at Grant are district approved and
research based. Grant teachers continuously align our academic programs
with our district Curriculum Guides. These guides are based on state and
district standards. Curriculum programs at Grant include:

**Literacy**- Teachers at Grant prepare students to be lifelong readers
and writers through a variety of tools and a "menu" of research based
programs and strategies. At the core of our reading instruction is the
Rigby Reading Program. A balanced literacy approach can be found in
every classroom. Strategies are selected based on student assessment
data and the alignment of standards. Direct instruction of phonics using
LindaMood Bell strategies, Orton Gillingham, and *Reading A to Z* is
delivered in small group settings throughout the day. Use of the leveled
book room and the *SuccessMaker* reading program are supported by tutors
for students who are on an IEP, or who are Intensive or Strategic on an
ILP. Students who are above benchmark are challenged by the shared
inquiry by participating in daily Junior Great Books and small group
discussions. Students develop as writers across all of the content areas
with writing instruction from *6 Trait Writing*, *Step Up to Writing*,
and *Writing Alive*. Writing, spelling, grammar and usage are also
supported with daily instruction of the *Shurley English Method*,
*Sitton Spelling,* and the *Daily Language Instruction* program.

**Math**- The aligned math curriculum at Grant is a combination of the
Harcourt Brace Math series and Math Investigations. Teachers in grades
K-5 have taken strategies from both programs to align and support
district and state math standards. Our students in K-5 explore and learn
math when answering problems from the *Drops in the Bucket* program, and
all students K-5 start daily math instruction with *Mountain Math*.
Daily math instruction is a combination of whole group instruction,
small group instruction, and individual interventions based on the
skills students need. Daily writing is incorporated through the use of
Math Journals and Math Exemplars, which support student explanation of
steps and processes in their understanding of concepts.

**Science**- Students at Grant receive hands on Science instruction
through our district grade level FOSS Science kits. Each kit gives
students the opportunity to explore science concepts through
experimentation, demonstration, and investigation. These include the use
of science journals and assessments that are both hands on and written.
Our district goal is to empower students to be responsible citizens by
learning about the world in which they live. The grade level kits are
aligned with the Colorado State Standards and the National Science
Education Standards.

**Social Studies**- Social Studies is taught following the district
Curriculum Guides which are aligned with the Colorado State Social
Studies Standards. These core standards include History, Civics,
Economics, and Geography. The *History Alive* series is implemented K-5
in order to meet district and state requirements.

**Art, Music, and Physical Education**- Grant students receive weekly
art instruction from a certified art

teacher. Our award winning art teacher provides opportunities for every
student to feel successful while creating an appreciation of artists and
artistic styles. The halls of Grant are filled with delightful exhibits
that represent the district and state art standards. Our Art students
have been asked to display their pieces at the Colorado Springs Airport
terminal, the District Administration building; the local shopping
malls, the County Court House, and have been nominated for the Mary Lou
Anderson Scholarship for Arts Enrichment. Students are immersed in music
and movement each day as they participate in a Physical Education class
or a Music class. These also include P.E. student presentations, student
band and strings concerts and grade level musicals. These curriculum
areas are also aligned with district and state standards.

2.  **Reading:**

Grant Elementary is committed to creating a community of readers who can
effectively and efficiently gather and use information to make
responsible decisions and adapt to the challenges of the future.
Teachers and parents work together as partners to ensure students have
the skills to read and understand text. All Grant staff has been trained
or will be trained in the most current research based reading practices
which are implemented in a 90 minute reading block. Our reading
curriculum is aligned with district and state standards and is supported
by research strategies developed by our regional Pikes Peak Literacy
Strategies Project.

The *Rigby Reading Program* is the core program taught in every
classroom. Rigby supports balanced literacy which includes a shared
reading, guided reading, and independent practice approach using leveled
books. The program provides benchmark book assessment tools to evaluate
students reading skills and progress. In addition to Rigby, teachers
remediate and enrich reading instruction using a variety of resources.
Teachers in grades K-3 are trained or will receive training in *Orton
Gillingham* strategies and the Starlit Phonics Program. These two
programs support phonemic awareness and early literacy skills. Students
who are Intensive or Strategic on the DIBELS assessment participate in
daily small group tutoring and are double dosed in reading instruction.
ELL students receive additional reading instruction in the language rich
*Avenues Program* published by Hampton Brown.

Our tutors have been trained in implementing short cycle interventions
to improve reading skills and help students become proficient in
reading. Tutoring strategies and interventions also include literature
circles, instruction from the Horizons program, *SuccessMaker* Reading,
and leveled books to facilitate the improvement of reading fluency,
retell and comprehension.

Grant grade level classroom teachers lead students in a shared inquiry
discussion through *Junior Great Books*. This program provides
opportunities for our proficient and advanced readers to participate in
higher level comprehension and thinking discussions and to develop
meaningful communication skills when sharing or analyzing information
from text.

Reading is also promoted through the Reading Counts program. Students
earn points based on the comprehension of a book and the points are then
used to purchase popcorn and prizes at the "Reading Counts Store"
bi-monthly. The Grant PTA supports our expectation of reading 15 to 20
minutes daily by providing a monthly reading calendar for tracking
reading minutes. Students who turn in their calendar each month are
rewarded with a special prize.

3.  **Additional Curriculum Area:**

We believe our students must learn oral and written skills to be
successful communicators in the future. It is imperative our students
learn and understand the power of language and vocabulary. These beliefs
are supported and implemented daily through *Sitton Spelling* and the
*Shurley English Method*. *Sitton Spelling* advocates a plan for the
development of a students' spelling accountability within their everyday
writing. This applies across the curriculum and promotes the teaching of
fundamental spelling skills with related language concepts without the
use of weekly spelling lists. These common sense ideas are founded on
research-based procedures and state standards. Instruction includes
grammar, usage, and visual skill-building, high use spelling patterns,
rhymes and chunks, phonics skills, and proofreading with personal
writing. Students are assessed using everyday writing pieces and are
held responsible for an increasing number of high frequency words in all
their writing as the year progresses. Grade level teams have developed
Writing Rubrics which align with standards, essential skills, and
concepts from these two programs. This focus on improved everyday
writing ties directly with *Shurley English*. The *Shurley English
Method* teaches students to use concrete questions about each word in a
sentence with repetitive jingles that show how words fit together. As a
result, students have a clear picture of how to write complete
sentences. Students are consistently given a variety of visual,
auditory, and kinesthetic activities that teach them the rules of the
English language. The combination of these two powerful philosophies
have contributed to an increase in vocabulary and writing proficiency.
Each day, students at Grant are actively engaged in the practice of
writing, revising, editing, spelling, and vocabulary development.

4.  **Instructional Methods:**

Grant Elementary teachers align curriculum and plan effective lessons
based on research based strategies and best practices. Pacing of
instruction is supported by the district Curriculum Guides and the
essential skills of each content area. Our highly trained staff
implements a variety of learning opportunities for students in order to
meet them at their instructional level. Multiple approaches to learning
are provided through whole group, small group and individual
instruction.

Grade level teams meet weekly to plan curriculum, instructional
strategies and to analyze student work. Collaboration between grade
level teachers, support staff, and tutors provides students with the
necessary interventions and modifications to improve their achievement
in reading, writing and math. Instructional Methods vary depending on
grade level and individual needs and learning styles. Grant classrooms
use some forms of direct instruction for basic concepts with added
discussions, small groups, role playing, Author's chair, brainstorming,
questioning, field trips, and speakers. Teachers also use shared
inquiry, interdisciplinary, and cooperative learning methods.

Assessment data is analyzed to determine individual student needs and to
provide evidence of learning. Needs are then prioritized and
interventions are implemented. Several assessments provide useful data
and include DIBELS, Terra Nova tests, Quarterly Assessments, CSAP, Short
Cycle Math and Writing Assessments, and Writing Rubrics. Each child is
assessed throughout the year formally and informally in reading,
writing, math, science, and social studies. These assessments provide
the data necessary for teachers to make informed decisions on the
delivery of educational practices and interventions.

5.  **Professional Development:**

The Grant Staff is dedicated to providing the best possible educational
experience for students. Staff members welcome new learning and
participate actively in school and district staff development
opportunities. Our Literacy Resource Teacher meets with each teacher on
a weekly basis to provide "embedded" staff development. These weekly
meetings focus on student data and instructional strategies to improve
student achievement. She collaborates, coaches and discusses data,
student needs, use of strategies and their own personal professional
growth and learning needs. A trainer of trainer model gives teachers a
"one on one" opportunity to learn best practices in order to effectively
implement curriculum.

Assessment data and continuous improvement drive the staff development
needs at Grant. Our School Improvement Plan reflects the instructional
needs of our students and is the catalyst for planning staff
development. Each quarter our Goal Teams collect, analyze and report
assessment data. Staff development is planned and provided based on this
data. This year first quarter data indicated the need for training in
implementing Touch Math. Second quarter data reflected a need for
improvement in math computation and spelling, and staff development was
planned and delivered in *Math Exemplars* and *Sitton Spelling*.

The Principal and the Literacy Resource Teacher (LRT) have teamed
together to plan and provide various staff development strategies during
staff meetings. Strategies have included the *The Pikes Peak Literacy
Strategies*; reading strategies developed to improve the teaching of
reading in Colorado, and the *McRel Strategies* across the curriculum.
Future staff development needs include additional training in *Junior
Great Books,* The Power of the Science Notebook, Marilyn Burns Number
Sense and differentiated instruction.

**PART VII - ASSESSMENT RESULTS**

**Colorado Student Assessment Program 2006**

**Third Grade Reading**

**Published by CTB/ McGraw Hill**

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

  Testing month                        Feb.        Feb.        Feb.        Feb.        Feb.

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100         100         97          92          91
  Standards                                                                            

  \% "Exceeding" State Standards       89          89          84          72          70

  Number of students tested            82          73          94          93          86

  Percent of total students tested     96          96          99          99          98

  Number of students alternatively     4           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    4           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  100         100         89          88          85
  Standards                                                                            

  \% "Exceeding" State Standards       89          83          72          59          54

  Number of students tested            19          12          18          17          13

                                                                                       

  2\. Female                                                                           

  \% "Meeting" plus "Exceeding" State  100         100         100         97.87       87.50
  Standards                                                                            

  \% "Exceeding" State Standards       90          88          90          74          73

  Number of students tested            30          34          41          47          40

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

The Colorado Student Assessment Program (CSAP) reports four student
performance levels for all state content area assessments:
*Unsatisfactory, Partially Proficient, Proficient* and *Advanced.*

NR = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes

**Colorado Student Assessment Program 2006**

**Third Grade Math**

**Published by CTB/ McGraw Hill**

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100         100         NR          NR          NR
  Standards                                                                            

  \% "Exceeding" State Standards       94          96          NR          NR          NR

  Number of students tested            82          75          NR          NR          NR

  Percent of total students tested     100         96          NR          NR          NR

  Number of students alternatively     4           0           NR          NR          NR
  assessed                                                                             

  Percent of students alternatively    5           0           NR          NR          NR
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  100         100         NR          NR          NR
  Standards                                                                            

  \% "Exceeding" State Standards       100         100         NR          NR          NR

  Number of students tested            19          12          NR          NR          NR

                                                                                       

  2\. Female                                                                           

  \% "Meeting" plus "Exceeding" State  100         100         NR          NR          NR
  Standards                                                                            

  \% "Exceeding" State Standards       87          97          NR          NR          NR

  Number of students tested            30          34          NR          NR          NR

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

The Colorado Student Assessment Program (CSAP) reports four student
performance levels for all state content area assessments:
*Unsatisfactory, Partially Proficient, Proficient* and *Advanced.*

NR = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes. Math was not tested
prior to the 2004-2005 school year.

**Colorado Student Assessment Program 2006**

**Fourth Grade Reading**

**Published by CTB/ McGraw Hill**

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  99          95          95          92          86
  Standards                                                                            

  \% "Exceeding" State Standards       87          78          63          66          53

  Number of students tested            78          85          86          88          94

  Percent of total students tested     100         99          100         98          98

  Number of students alternatively     1           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  93          88          88          86          NR
  Standards                                                                            

  \% "Exceeding" State Standards       73          69          41          50          NR

  Number of students tested            15          16          17          14          NR

                                                                                       

  2\. Female                                                                           

  \% "Meeting" plus "Exceeding" State  100         95          98          92          88
  Standards                                                                            

  \% "Exceeding" State Standards       89          88          70          62          67

  Number of students tested            36          41          44          37          42

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

The Colorado Student Assessment Program (CSAP) reports four student
performance levels for all state content area assessments:
*Unsatisfactory, Partially Proficient, Proficient* and *Advanced.*

NR = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes

**Colorado Student Assessment Program 2006**

**Fourth Grade Math**

**Published by CTB/ McGraw Hill**

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  99          94          NR          NR          NR
  Standards                                                                            

  \% "Exceeding" State Standards       85          74          NR          NR          NR

  Number of students tested            78          84          NR          NR          NR

  Percent of total students tested     100         98          NR          NR          NR

  Number of students alternatively     1           0           NR          NR          NR
  assessed                                                                             

  Percent of students alternatively    1           0           NR          NR          NR
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  100         87          NR          NR          NR
  Standards                                                                            

  \% "Exceeding" State Standards       73          67          NR          NR          NR

  Number of students tested            15          15          NR          NR          NR

                                                                                       

  2\. Female                                                                           

  \% "Meeting" plus "Exceeding" State  97          95          NR          NR          NR
  Standards                                                                            

  \% "Exceeding" State Standards       83          70          NR          NR          NR

  Number of students tested            36          40          NR          NR          NR

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

The Colorado Student Assessment Program (CSAP) reports four student
performance levels for all state content area assessments:
*Unsatisfactory, Partially Proficient, Proficient* and *Advanced.*

NR = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes. Math was not tested
prior to the 2004-2005 school year.

**Colorado Student Assessment Program 2006**

**Fifth Grade Reading**

**Published by CTB/ McGraw Hill**

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98          93          89          95          93
  Standards                                                                            

  \% "Exceeding" State Standards       80          69          68          68          73

  Number of students tested            81          83          90          84          88

  Percent of total students tested     99          100         99          100         100

  Number of students alternatively     1           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  90          89          69          100         75
  Standards                                                                            

  \% "Exceeding" State Standards       65          63          38          50          58

  Number of students tested            20          19          13          10          12

                                                                                       

  2\. Female                                                                           

  \% "Meeting" plus "Exceeding" State  97          88          90          100         90
  Standards                                                                            

  \% "Exceeding" State Standards       88          66          76          80          71

  Number of students tested            35          42          42          36          49

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

The Colorado Student Assessment Program (CSAP) reports four student
performance levels for all state content area assessments:
*Unsatisfactory, Partially Proficient, Proficient* and *Advanced.*

NR = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes

**Colorado Student Assessment Program 2006**

**Fifth Grade Math**

**Published by CTB/ McGraw Hill**

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  96          90          86          91          93
  Standards                                                                            

  \% "Exceeding" State Standards       70          57          54          58          61

  Number of students tested            81          82          90          82          88

  Percent of total students tested     99          99          98          98          100

  Number of students alternatively     1           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  90          89          54          100         92
  Standards                                                                            

  \% "Exceeding" State Standards       65          42          31          60          42

  Number of students tested            20          19          13          10          12

                                                                                       

  2\. Female                                                                           

  \% "Meeting" plus "Exceeding" State  100         86          88          92          92
  Standards                                                                            

  \% "Exceeding" State Standards       77          52          52          64          65

  Number of students tested            35          42          42          36          49

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

The Colorado Student Assessment Program (CSAP) reports four student
performance levels for all state content area assessments:
*Unsatisfactory, Partially Proficient, Proficient* and *Advanced.*

NR = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Subject[\_\_\_Reading and Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade[\_\_\_2\_\_\_]{.underline}

Test\_\_\_\_\_\_[TerraNova_2^nd^
Edition\_\_\_\_\_\_\_\_\_]{.underline}Publisher[\_\_\_CTB/McGraw/Hill
2003\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

                  Apr 2006        Sep 2005  Apr 2005        Aug 2004  Apr 2004        Oct 2003

  **Reading Grade 627             579       630             588       634             599
  2**                                                                                 

  Number Tested   76              76        90              91        79              78

  Percent Tested  86              86        90              91        93              92

  **Math Grade    605             535       594             528       609             535
  2**                                                                                 

  Number Tested   76              76        90              91        78              79

  Percent Tested  86              86        90              91        92              93
  --------------- --------------- --------- --------------- --------- --------------- ---------

  -------------------------------------------------------------------------------------------------------
                                   **2005-2006**           **2004-2005**          **2003-2004**   
  ----------- -------------------- --------------- ------- --------------- ------ --------------- -------
                                   Apr 2006        Sep     Apr 2005        Aug    Apr 2004        Oct
                                                   2005                    2004                   2003

  **Reading                                                                                       
  Grade 2**                                                                                       

              **Male**                                                                            

              Score                625             580     625             582    630             594

              Number Tested        42              44      56              54     43              42

              **Female**                                                                          

              Score                629             579     639             596    639             605

              Number Tested        34              32      34              37     36              36

              **Hispanic**                                                                        

              Score                630             579     624             583    625             609

              Number Tested        18              14      24              22     12              13

              **ELL**                                                                             

              Score                X               X       X               X      X               X

              Number Tested        5               4       3               3      1               1

  **Math                                                                                          
  Grade 2**                                                                                       

              **Male**                                                                            

              Score                603             535     597             528    611             536

              Number Tested        42              44      56              54     42              43

              **Female**                                                                          

              Score                608             534     590             528    606             535

              Number Tested        34              32      34              37     36              36

              **Hispanic**                                                                        

              Score                612             548     583             517    618             536

              Number Tested        18              14      24              22     12              13

              **ELL**                                                                             

              Score                X               X       X               X      X               X

              Number Tested        5               4       3               3      1               1
  -------------------------------------------------------------------------------------------------------

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Subject[\_\_\_Reading and Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade[\_\_\_3\_\_\_]{.underline}

Test\_\_\_\_\_\_[TerraNova 2^nd^
Edition\_\_\_\_\_\_\_\_\_\_]{.underline}Publisher[\_\_\_CTB/McGraw/Hill
2003\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  --------------- --------- --------- --------- --------- --------- ---------
  **Reading Grade 658       612       657       617       649       617
  3**                                                               

  Number Tested   83        84        73        70        87        90

  Percent Tested  90        91        91        88        90        93

  **Math Grade    642       579       642       581       623       585
  3**                                                               

  Number Tested   83        85        73        70        87        89

  Percent Tested  90        92        91        88        90        92
  --------------- --------- --------- --------- --------- --------- ---------

  -------------------------------------------------------------------------------------------------------
                                   **2005-2006**           **2004-2005**          **2003-2004**   
  ----------- -------------------- --------------- ------- --------------- ------ --------------- -------
                                   Apr 2006        Sep     Apr 2005        Aug    Apr 2004        Oct
                                                   2005                    2004                   2003

  **Reading                                                                                       
  Grade 3**                                                                                       

              **Male**                                                                            

              Score                658             606     656             614    643             610

              Number Tested        53              51      40              39     48              50

              **Female**                                                                          

              Score                659             621     660             621    655             626

              Number Tested        30              33      33              31     39              40

              **Hispanic**                                                                        

              Score                655             609     665             631    644             605

              Number Tested        20              18      12              12     17              16

              **ELL**                                                                             

              Score                X               X       X               X      X               X

              Number Tested        3               2       1               1      1               0

  **Math                                                                                          
  Grade 3**                                                                                       

              **Male**                                                                            

              Score                644             578     644             584    622             582

              Number Tested        53              52      40              39     48              50

              **Female**                                                                          

              Score                639             581     639             577    623             589

              Number Tested        30              33      33              31     39              39

              **Hispanic**                                                                        

              Score                637             562     655             590    619             583

              Number Tested        20              18      12              12     17              16

              **ELL**                                                                             

              Score                X               X       X               X      X               X

              Number Tested        3               2       1               1      1               0
  -------------------------------------------------------------------------------------------------------

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Subject[\_\_\_Reading and Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade[\_\_\_4\_\_\_]{.underline}

Test\_\_\_\_\_\_[TerraNova_2^nd^
Edition\_\_\_\_\_\_\_\_\_]{.underline}Publisher[\_\_\_CTB/McGraw/Hill
2003\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

                  Apr 2006        Sep 2005  Apr 2005        Aug 2004  Apr 2004        Oct 2003

  **Reading Grade 670             639       662             622       663             629
  4**                                                                                 

  Number Tested   76              75        82              91        84              90

  Percent Tested  95              94        89              99        89              96

  **Math Grade    653             617       644             605       641             609
  4**                                                                                 

  Number Tested   76              75        82              91        84              88

  Percent Tested  95              94        89              99        89              94
  --------------- --------------- --------- --------------- --------- --------------- ---------

  ----------- -------------------- ------ ------- ------- ------ ------- -------
  **Reading                                                              
  Grade 4**                                                              

              **Male**                                                   

              Score                665    635     655     616    659     624

              Number Tested        42     41      42      49     40      45

              **Female**                                                 

              Score                676    644     669     629    667     633

              Number Tested        34     34      40      42     44      45

              **Hispanic**                                               

              Score                667    641     652     625    648     606

              Number Tested        14     13      14      18     17      17

              **ELL**                                                    

              Score                X      X       X       X      X       X

              Number Tested        2      2       2       3      2       2

  **Math                                                                 
  Grade 4**                                                              

              **Male**                                                   

              Score                651    613     642     606    645     609

              Number Tested        42     41      42      49     40      44

              **Female**                                                 

              Score                655    621     646     604    638     610

              Number Tested        34     34      40      42     44      44

              **Hispanic**                                               

              Score                665    639     637     604    631     609

              Number Tested        14     13      14      18     17      16

              **ELL**                                                    

              Score                X      X       X       X      X       X

              Number Tested        2      2       2       3      2       2
  ----------- -------------------- ------ ------- ------- ------ ------- -------

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Subject[\_\_\_Reading and Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Grade[\_\_\_5\_\_\_]{.underline}

Test\_\_\_\_\_\_[TerraNova 2^nd^
Edition\_\_\_\_\_\_\_\_\_\_]{.underline}Publisher[\_\_\_CTB/McGraw/Hill
2003\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

                  Apr 2006        Sep 2005  Apr 2005        Aug 2004  Apr 2004        Oct 2003

  **Reading Grade 668             654       665             644       626             651
  5**                                                                                 

  Number Tested   77              81        81              84        88              86

  Percent Tested  90              94        92              95        97              95

  **Math Grade    664             632       651             617       655             668
  5**                                                                                 

  Number Tested   78              81        81              84        88              86

  Percent Tested  91              94        92              95        97              95
  --------------- --------------- --------- --------------- --------- --------------- ---------

  ----------- -------------------- ------ ------- ------- ------- ------- -------
  **Reading                                                               
  Grade 5**                                                               

              **Male**                                                    

              Score                665    651     666     643     666     652

              Number Tested        44     46      39      43      47      46

              **Female**                                                  

              Score                674    659     665     644     670     650

              Number Tested        33     35      42      41      41      40

              **Hispanic**                                                

              Score                663    654     657     632     644     615

              Number Tested        18     14      18      20      14      11

              **ELL**                                                     

              Score                X      X       X       X       X       X

              Number Tested        3      3       2       2       5       5

  **Math                                                                  
  Grade 5**                                                               

              **Male**                                                    

              Score                664    632     658     620     657     630

              Number Tested        45     46      39      43      47      46

              **Female**                                                  

              Score                664    631     644     613     652     622

              Number Tested        33     35      42      41      41      40

              **Hispanic**                                                

              Score                666    633     637     610     612     588

              Number Tested        18     14      18      20      14      11

              **ELL**                                                     

              Score                X      X       X       X       X       X

              Number Tested        3      3       2       2       5       5
  ----------- -------------------- ------ ------- ------- ------- ------- -------