##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_[X\_]{.underline} Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mrs. Sheryl T. Hobbs]{.underline}

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

Official School Name [Chamberlin Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_\_\_\_\_2400 Slater
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_[Colorado
Springs]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Colorado]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[80906-7498]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_[El Paso
County]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_State School Code
Number\*\_\_\_\_\_[1490\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone ([719) 579-2160]{.underline} Fax [(719) 579-2886]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL\_\_\_\_<http://chamberlin.harrison.k12.co.us/index.shtml>\_\_E-mail
[shobbs@hsd2.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Victor J. Meyers]{.underline}

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

District Name [Harrison School District #2]{.underline} Tel. [(719)
538-4880]{.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 Mr. Bill Zalman

President/Chairperson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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**

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

1\. Number of schools in the district: \_[15\_]{.underline}\_ Elementary
schools

\_\_[3]{.underline}\_\_ Middle schools

\_\_[0\_]{.underline}\_ Junior high schools

\_\_[3\_]{.underline}\_ High schools

\_\_[4\_]{.underline}\_ Other *Charter schools*

\_[25\_]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$6,345]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: [\_\$6,631]{.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
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       23        17                     40           **8**                             

  **1**       23        9                      32           **9**                             

  **2**       14        16                     30           **10**                            

  **3**       17        17                     34           **11**                            

  **4**       17        14                     31           **12**                            

  **5**       18        15                     33           **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   200
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of the students in the school:

[40%]{.underline} White

[7%]{.underline} Black or African American

[51%]{.underline} Hispanic or Latino

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

\_[1%]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[36%]{.underline}

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      22
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      49
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    71
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 200
                            the school as of October 1  

  **(5)**                   Total transferred students  .355
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           (35.5) = 36%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_[17\_]{.underline} Total Number Limited English Proficient

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

Specify languages: *Spanish*

9\. Students eligible for free/reduced-priced meals: \_[84%]{.underline}

Total number students who qualify: \_[167]{.underline}\_

10\. Students receiving special education services:
\_\_\_[17%]{.underline}

\_\_\_[33\_]{.underline}\_Total Number of Students Served

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

\_\_\_\_Deafness \_[3\_]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[9]{.underline}\_\_Specific Learning Disability

\_[10]{.underline}\_Emotional Disturbance \_[10]{.underline}\_Speech or
Language Impairment

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

Classroom teachers \_\_[12]{.underline}\_\_\_
\_\_\_\_[0\_]{.underline}\_\_

Special resource teachers/specialists \_\_\_[7\_\_\_]{.underline}
\_\_\_\_[3\_]{.underline}\_\_

Paraprofessionals \_\_\_[8\_]{.underline}\_\_
\_\_\_\_[0\_]{.underline}\_\_

> Support staff [\_\_\_7\_\_\_]{.underline}
> \_\_\_\_[1\_]{.underline}\_\_
>
> Total number \_\_\_[32\_]{.underline}\_ \_\_\_\_[5\_]{.underline}\_\_

12. Average school student-"classroom teacher" ratio:
    \_\_[17:1\_\_]{.underline}

13\. Attendance Patterns:

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  98 %        95 %        97 %        96 %        97 %

  Daily teacher attendance  93%         91%         90%         90%         86%

  Teacher turnover rate     19 %        15 %        15 %        15 %        15 %

  Student dropout rate      n/a         n/a         n/a         n/a         n/a
  (middle/high)                                                             

  Student drop-off rate     n/a         n/a         n/a         n/a         n/a
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Chamberlin Elementary is a Title I school in southern Colorado Springs
serving K-5 children and their families. Chamberlin was built in 1957 as
the second school in Harrison District #2. Many families in this
neighborhood take pride and comfort in sending their children to the
same elementary school they attended themselves. In a typical year,
student mobility is among the lowest in the district. There are two
classes at every grade level for a total student population of just over
200. Chamberlin has two half-day Headstart classes on site, as well as
one of two district center-based programs for children with severe
emotional needs.

The looping model of school organization used at Chamberlin means that
students stay with the same teacher for two years at a time as they move
from Kindergarten to 5^th^ grade, and that all teachers teach to the
vertical alignment of curriculum across the grades. Small class sizes, a
welcoming, friendly atmosphere with a rich history of tradition and a
dedicated, stable staff create and maintain a highly personalized
learning experience for students.

Our students are diverse, with an ethnic composition of 51% Hispanic,
40% White, 7% Black and 2% American Indian and Asian. Families often
work multiple jobs and extended hours to support financial needs, and
84% of our students participate in the free and reduced lunch program.
More than 40% of our students are being raised by grandparents or people
other than their parents. One of Chamberlin's greatest strengths is the
attention and support given to the unique circumstances of each of our
students. Every adult at Chamberlin assumes responsibility for the
collective body of students, and for their success and growth as
learners. Home and school are closely woven into mutually-supportive
relationships, and the result is consistently improving student
performance as measured by state assessments. The success of our
programs and structure is evident in the upward trend in achievement
scores on state content assessments over the last three years, and in
parent surveys that consistently reflect 90% or greater levels of
satisfaction with school programs, staff and their child's progress.

Teachers are intentional about balancing the development of the whole
child. Providing a safe, caring and respectful environment is the goal
of our school-wide positive behavior system, and emphasized character
traits of *compassion, honesty* and *respect* share a place of
importance with *academic excellence*.

Our mission statement *"Chamberlin creates a community of high
achieving, life-long learners."* directs and focuses school and
classroom efforts. All teachers participate in on-going professional
development focused on identified whole building, classroom and
individual student needs, and our high expectations are empowered by
strong beliefs in student potential. Assessment results drive goal
setting and instructional decision making at all levels. Staff
collaborates through weekly grade level and looping team meetings, as
well as building committees, to understand student needs, ensure the
capacity for and use of best practices and to monitor student
performance against standards and goals. Core and supplemental
curriculum is selected to be in alignment with state and national
standards and research-based recommendations. Parent involvement and
home-school collaboration are valued and actively pursued. The goal of
"*high-achieving and life-long learning*" allows the Chamberlin staff to
take bold actions today that will forever touch tomorrow in positive
ways for all of our children.

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

**1. Assessment Results**

The Colorado Student Assessment Program (CSAP) is based on a series of
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. The performance levels
adopted by the state include *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. Annual student assessment results are organized and reported
to the community each year. The Colorado School Accountability Reports
(SAR) utilize the CSAP results to rate and publicize school performance.

Achievement highlights of the 2004-2005 school year at Chamberlin
Elementary include the following:

-   A key indicator of success is in moving from a *Low, Stable*
    academic growth rating on the State Accountability Report (SAR) to
    an *Average* with a *Significant Improvement* rating for academic
    growth. The designation of *Significant Improvement* was the highest
    growth rating for any school in our district this year.

-   Chamberlin scores for the past five years at all grade levels in
    reading and in math show a consistent decrease in the numbers of
    students scoring unsatisfactory, and an increase in the number of
    students scoring at or above proficient. This compares to state
    scores that show little relative change over the same time period.

-   The number of 3^rd^ grade students performing at the proficient
    and/or advanced levels in reading has shown a steady, upward trend
    since the first CSAP test was administered in 1998, with a 23% point
    increase in the last three years alone. In 2005, the 3^rd^ graders
    outperformed both the district and state in reading and in math, and
    the district in writing. When comparing 3^rd^ grade reading scores
    of students eligible and not eligible for F/R lunch there is little
    disparity.

-   In nearly every case, our Hispanic students are performing equal to
    or better than any other subgroup. In 3^rd^ grade reading Hispanic
    students outperformed the district by 7 percentage points, showing a
    drop in unsatisfactory scores of 100% and more from the preceeding
    year's scores. 4^th^ grade reading scores are equal to those of the
    state, although unsatisfactory scores for the same group compare at
    9 percentage points less than the state. This represents a reduction
    in unsatisfactory scores of 30 points from the year(s) before. At
    the fifth grade level, in both reading and math, zero Hispanic
    students scored at the unsatisfactory level. This follows a trend of
    increasing numbers of students who scored at the proficient and
    advanced levels in both areas for the past 5 years.

-   The number of 4^th^ grade students performing at the proficient
    and/or advanced levels in reading has shown a steady, upward trend
    since 1997, with a 22% increase between 2003 and 2005. In fact, our
    4^th^ grade students outperformed the district and the state in
    every area by a minimum of 9 percentage points.

-   The number of 5^th^ grade students performing at the proficient
    and/or advanced levels in reading has increased steadily since 2001,
    with a 27 percentage point increase in the last three years alone.
    The same group has improved 41 percentage points since 2001 with
    more than 25% of our students performing at the advanced level.

\*\*Information about the Colorado Student Assessment Program (CSAP) as
well as district and individual school reports can be accessed at
<http://www.cde.state.co.us/>. Colorado School Accountability Reports
(SAR) can be found at <http://www.state.co.us/schools>.

**2. Using Assessment Results**

Continuous student growth toward grade level proficiency is the goal of
every Chamberlin teacher. Having a clear understanding of each student's
profile of performance is critical to monitoring and promoting this
growth. At Chamberlin, performance profiles are revealed through the
on-going analysis of formal and informal assessment data, teacher
observation, and parent and student input.

Every student is screened with multiple measures at the beginning of the
year. Computer-based STAR Reading and Math assessments for grades 2-5
give grade equivalents for reading vocabulary and comprehension, as well
as number and operation for math. These tests are also given mid-year
and at the end of the year to measure annual growth. Dynamic Indicators
of Basic Early Literacy (DIBELS) assessments are administered at the
beginning of the year to all K-4 students to determine strengths and
weaknesses for each of the disaggregated elements of reading. The tests
are then repeated every two weeks throughout the year to monitor student
progress and compare current performance to desired proficiency. The
DRA, BRI and associated running records allow K-5 staff to analyze
reading comprehension in detail and to focus planning and instruction on
specific areas of need. Lindamood-Bell assessments are given throughout
the year to students recommended by staff or who are new to our school.
These assessment results are used to place students in appropriate
classes for language processing instruction. Chapter and unit tests for
all grade levels are given quarterly to monitor progress against grade
level benchmarks and to measure fidelity to the adopted curriculum.
Reading, writing and math state assessment (CSAP) scores for grades 3-5
are analyzed as a staff and used to determine whole building literacy
and math goals. Accelerated Reader reports and Successmaker Lab
summaries, grades and analysis of classwork, cumulative student
performance in science notebooks and writing draft books, and teacher
observation inform daily instructional decisions and help coordinate
home support with parents.

Intervention schedules for volunteers, support staff and others, the
purchase of supplemental materials, and weekly staff development are
based on assessment data and the subsequent common understanding of
student performance and needs.

**3. Communicating Assessment Results**

Student performance information is communicated to students, parents and
the community in a wide variety of ways. The school year begins with an
orientation for parents of Kindergarteners, and a well-attended evening
Open House for all grades. Content standards, grade level expectations
and curriculum are reviewed with families during Open House, and monthly
newsletters specific to each class keep parents informed about learning
goals and progress throughout the year. After initial screening
assessments are completed, results are shared in writing with parents
during individual conferences. Chamberlin takes pride in our 100% parent
attendance at conferences for the past 3 years! Daily communication
through student planners, home visits, phone calls, a monthly school
newsletter and our building marquee are all used to communicate
performance goals and results. In addition, public displays of state
assessment data and accountability reports, Accelerated Reader points,
independent reading and attendance statistics can be seen in our
building lobby and hallways. Parents receive formal grade reports and
checklists of student proficiencies four times a year, and additional
conferences are scheduled for students on individualized education or
literacy plans. Students record and graph their learning goals and
individual assessment results for various content areas, and teachers
regularly use student work samples and performance rubrics to highlight
and review desired student performance.

The State of Colorado creates individualized student reports for state
assessment (CSAP) results and these are reviewed with parents during
conferences. CSAP data is published in the district newsletter and in
Colorado Springs and Denver newspapers where parents can compare data
between schools and over several years. Individual school assessment
data can also be accessed at the Harrison District #2
([www.harrison.k12.co.us](http://www.harrison.k12.co.us/)) and Colorado
State Department of Education
([www.cde.state.co.us](http://www.cde.state.co.us/)) websites.

**4. Sharing Success**

Successful and effective practices and results are shared among
Chamberlin staff at grade level and looping team meetings and through
our weekly staff development. The principal and counselor facilitate
creative scheduling and supervision so that teachers who have strong
performance results can model and observe lessons for and by colleagues,
and then collaboratively plan and dialogue about proven practices and
next steps. Veteran teachers with a history of causing student success
are matched with beginning teachers as mentors and coaches. Chamberlin
staff is often asked to participate on district committees that develop
recommendations, select curriculum and promote practices that have
produced achievement results with students.

Chamberlin teachers regularly open their classroom doors for interns,
student teachers and visitors from teacher education programs at Regis
College, Phoenix College, University of Southern Colorado, CU of
Colorado Springs and Colorado College. Over the past 3 years, Chamberlin
has hosted 19 students considering careers involving children, or
studying to be future teachers and school counselors. It is a point of
pride that our staff has a reputation for offering valuable learning
experiences for the next generation of educators.

The building principal, as well as a team of teacher leaders, has
participated for three years in the New School Leadership Project
sponsored by the University of Colorado. An important component of this
program is the opportunity to share best practices with teams from other
schools.

Successes are shared throughout our community with the help of a robust,
creative district communications department. School information, student
performance and assessment results are publicized in district
newsletters and emails as well as on the district website. Local TV
stations have filmed and broadcast interviews with Chamberlin staff
members and the building principal, and several articles highlighting
gains in state assessment results have been written for the Colorado
Springs newspaper, *The Gazette*. Most recently, Governor Bill Owens
invited the Chamberlin staff to a media release of Colorado Student
Assessment Program (CSAP) results where they were recognized as a
Gainmaker School for showing a trend of improvement over three years in
both math and reading.

The Chamberlin staff would welcome invitations to share successes with
individual teachers, teams, and other schools through formal and
informal presentations, events or visitations.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Learning for students at Chamberlin Elementary begins with
district-adopted curriculum that is chosen via a staff and community
review process. Our curriculum for all content areas is aligned with
state and national standards, and grade level benchmarks create a path
for reaching desired proficiency. Supplemental materials and activities
are continually added to our collective "bag of tricks" as individual
student differences unfold. Every student is assessed at the beginning
of each school year and teachers use grade level benchmarks, the adopted
and supplemental curriculum, and identified student needs to build on
strengths and improve weaknesses. Pacing guides, bi-weekly and quarterly
assessment data, teacher observations of student performance and daily
home-school communication keep Chamberlin staff and students focused on
the goals of grade level and above proficiency in all areas.

Literacy **-** Chamberlin's reading curriculum provides the balanced
"diet" of phonics, phonemic awareness, fluency, and
vocabulary/comprehension development recommended by the National Reading
Panel. The core reading program is complimented by an extensive leveled
book collection, daily dedicated time with decoding/visualization
strategies, the *Accelerated Reader* and *Great Books* independent
reading programs, a fluency lab, computer-assisted instruction with
*Successmaker Reading* and individualized interventions with
specialists, volunteers and staff. The relationship between reading and
writing is a key teaching focus for literacy at Chamberlin. The staff
has studied writing extensively and uses the Learning Network Writing
Process, *6 Trait Writing* and *Step-up to Writing* frameworks, and
state and district-created writing rubrics in their instruction.
Students plan and write in draft books daily and writing is published,
shared and displayed at all grade levels throughout the building. The
*Handwriting Without Tears* curriculum has accelerated the fine motor
development of our many students who come to school with little or no
experience with writing, and strengthened the spatial reasoning skills
that are necessary for success with written text and are typically weak
in children of poverty.

(Math) The Houghton Mifflin *Math Central* curriculum is our core math
program, providing a blend of conceptual development, problem solving
applications and rote practice across the math standards. Teachers
emphasize hands-on learning and mathematical communication through
writing, manipulatives, math talks and peer interaction. In addition,
the *Everyday Counts Calendar* curriculum is used daily at all grade
levels to develop student's background knowledge and to reinforce past
learning. Algebra is experienced daily at grades 1-5 through the NCTM
*Groundworks* program, and teacher-developed materials and activities
with statistics, geometry, and measurement, supplement the core program.
Second through fifth grade students use the Successmaker Lab to practice
and apply math skills.

(Science) Our award-winning elementary science program is kit-based and
aligned with the National Science Standards. Each grade level introduces
3-4 topics focused on inquiry, active student engagement and language
development. Field trips integrate classroom learning with community
resources. Class and partner interaction, science notebooks and data
collection and analysis give students a direct application for literacy
and math skills.

(Art and Other Enrichment) Chamberlin students have art instruction with
a certified art teacher every week. The art curriculum provides rich
experiences with media, encourages an informed appreciation of art and
reinforces the potential for artistic expression in every student. Vocal
and instrumental music, technology, PE, library, and character education
classes are also a regular part of the weekly schedule. We believe this
offers a balanced educational experience for all students and helps to
ensure the development of the "whole child." Classroom teachers also
infuse movement, media, rhythm, song and technology into classroom
instruction. The multi-sensory emphasis throughout the curriculum
supports all learners, and in particular, our language different
students, children with special education needs and the concrete
orientation of poverty-impacted children.

**2a. Reading**

People who can read with meaning can function independently in their
immediate world and also become knowledgeable about other parts of the
world. They make informed choices, learn new things, pursue passions
fully, and contribute positively to their communities. This is the
future that Chamberlin teachers strive to create for their students
through the reading curriculum.

At the core of the Chamberlin reading curriculum is a highly-qualified
teacher in every classroom who personalizes reading instruction
according to identified student needs, and who stays grounded in best
practice through weekly staff development and grade level data analysis
and planning meetings. Phonics and phonemic awareness skills are
developed through the *Lindamood-Bell* and *Orton-Gillingham* symbol
imagery curriculum, and fluency is improved through shared reading
strategies and the *Read Naturally Lab*. Standards-based skill lessons,
themed leveled readers from the *MacMillan/McGraw Hill* basal series and
trade books are used during 90-120 minute literacy blocks to strengthen
background knowledge, build vocabulary and improve comprehension. Both
remediation and enrichment take place in small homogeneous guided
reading groups with the classroom teacher, and in individual or small
group interventions with specialists or other adults. Paraprofessional
staff and volunteers work with primary students to make Chamberlin a
place where "every child, every day" gets one-on-one reading time with
an adult. Nearly every member of our staff, including secretaries,
custodial and kitchen staff, and the school nurse reads to or with a
student every day. The varied dimensions of reading instruction at
Chamberlin match current research recommendations, and the personalized
approach allows us to address the diverse needs of our students and the
unique challenges of our community.

Every student is expected to read a minimum of 15-20 minutes for
homework and to write a grade-appropriate comprehension response 5-6
times each week for homework. Students self-select books at their
independent reading level as identified through the STAR assessment.
Parents read to or listen to their child read, and review responses
before adding their signature. Statistics on home reading are collected,
graphed and displayed daily. Since the program's inception, independent
reading for grades

K-5 has increased from 52% to an average of 89%. 93% of our families
report specific improvements in their child's reading and writing
skills, or in increased motivation for recreational reading.

**3. Math**

The math curriculum at Chamberlin is standards-based and utilizes
Houghton Mifflin's *Math Central* as the core program. Math concepts are
introduced and practiced in various forms throughout the year and across
the grades. There is a heavy emphasis on concrete experiences at the
primary level, and when new concepts are introduced. As students
progress the demand for demonstration of abstract understanding
increases. Teachers emphasize mathematical communication with students
representing their thinking and calculations in words, drawings and
symbols. There are many opportunities for partner work through
investigations, problem solving and games. The core program is
supplemented by several other standard-specific components: *Everyday
Calendar Math* brings the class together daily for a review and
discussion of patterns, relationships and trends over time. Big ideas
about number, graphing, measurement, geometric shapes and properties,
money, time and place value are developed and reinforced by teacher
questions and class discussion during calendar time. *Groundworks*
encourages students to explore algebra through the lenses of variables,
representation, balance, data displays etc. This program supports the
district goal of algebra readiness for all students by 8^th^ grade.
Problem solving strategies are explicitly taught and practiced through
real-world application. Students write daily about strategy, process and
outcomes in math journals. Specific mathematical vocabulary is
introduced and practiced at each grade level, and all students in grades
2-5 master certain basic math facts per grade level benchmarks. Chapter
and quarterly assessments are administered, and then scored and analyzed
during grade level meetings. Graphs, diagrams, probability, measurement,
estimation and number are integrated into all other content areas when
appropriate, and individual teachers integrate literature into the
introduction and application of math concepts. All the program
components work in concert to meet the research recommendations by the
National Council of Teachers of Mathematics.

**4. Instructional Methods**

Key to meeting the needs of Chamberlin students is seeing each child as
an individual and in being intentional and creative in supporting that
individuality as needed. Under the looping model of school organization,
students remain with the same teacher for two years at a time from
K-5^th^ grade. This model promotes strong relationships between teacher
and student and also between families and staff. In program surveys, our
parents consistently report the positive benefits of this model to their
child's achievement and to their own comfort in working with the school.
Title I funds keep class sizes small and students move flexibly between
classes as needed. It is not unusual to find a first grader taking part
in a third grade *Lindamood-Bell* visualization exercise, or a fifth
grader sitting in on a second grade lesson to boost the decoding skills
he is missing. Older students support primary students as Reading
Buddies, peer tutors and center managers. Younger students serve as
audiences for more mature writers during shared writing, building their
listening vocabularies and gaining an exemplary model for later
reference.

Teachers make learning concrete, comprehensible and motivating through
modeling, guided instruction, conferencing, multi-sensory activities,
manipulatives and visuals, high levels of student interaction, and an
emphasis on quality feedback. A balance of inquiry-based, constructivist
teaching and direct, explicit instruction allows students to engage with
content in a variety of ways. This is the second year of our
implementation of *Highly Effective Questioning,* a framework for using
questions to support and extend student understanding of text. Unit test
results and anecdotal data from teachers show early increases in
demonstration of critical thinking skills and in student participation.
Grade level teachers meet weekly to analyze assessment data, discuss
next steps and share ideas. Embedded staff development from content
coaches, mentors, the principal and one another allows teachers to
refine and explore methods specific to the students and content
standards they are working with at the time.

**5. Professional Development**

The culture of Chamberlin is one of continuous improvement, and the
staff models lifelong learning. Instructional staff meets every Tuesday
afternoon for site-based staff development sessions focused on
increasing their collective capacity to meet individual student needs.
Book studies, instructional video presentations, student work analysis
sessions, guest speakers and presentations by staff members and others
form the agendas of these weekly meetings. In addition, teachers visit
each other's classrooms, meet weekly with grade level teammates, invite
colleagues to observe and give feedback and perspective on specific
areas of concern, mentor new staff and open their classrooms to
demonstration lessons and follow-up dialogue with other teachers and
coaches.

Staff development at Chamberlin is based on the needs of our students
and building as identified by state and building assessment data,
teacher observation, parent survey responses and changes in the
community. When state assessment data showed low proficiency in
paragraph writing, the staff mapped paragraph writing from K-5^th^ grade
using the assessment frameworks, studied the elements of writing prompts
and proficient responses, completed walk-throughs to analyze student
work across the grades, increased student's "quick-write" assignments
and met with our district assessment director to review scoring with
writing rubrics. Our collective work in writing showed an increase in
Chamberlin's 2005 state assessment writing scores of 18 points at the
3^rd^ grade, 23 points at the 4^th^ grade, and 12 points at the 5^th^
grade. After studying motivational theory and supporting brain research
last year, the staff reorganized the reward/recognition program to be
more closely aligned with research that links increases in student
achievement with effective feedback. In addition, a school-wide rubric
designed for students to independently compare the relationship between
their effort and achievement was developed.

The Harrison School District provides many staff development
opportunities for all content areas and teaching methodologies
throughout the year and during the summer. Chamberlin typically has high
numbers of staff in attendance. Currently, we have the distinction of
being one of only two schools in 15 to have 100% of our staff complete
all district staff development for the grade level science kits and
assessments. The strength of our staff's instructional capacity in
science has resulted in a 19% increase in students scoring Proficient
and Advanced as measured by the district science assessments over 2
years.

**PART VII -- ASSESSMENT RESULTS**

**Colorado Student Assessment Program (CSAP)**

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

  ------------------------------------ --------------- --------------- --------------- --------------- ---------------
                                       **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

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

  **SCHOOL SCORES**                                                                                    

  \% of Students at Unsatisfactory     12%             0%              13%             12%             23%

  \% of Students at or above Partially 88%             100%            88%             85%             76%
  Proficient                                                                                           

  \% of Students at or above           73%             71%             50%             67%             53%
  Proficient                                                                                           

  \% of Students at Advanced           6%              12%             0               3%              3%

                                                                                                       

  Number of students tested            33              34              24              33              30

  Percent of total students tested     100%            100%            100%            100%            100%

  Number of students alternatively     0               1               0               0               0
  assessed                                                                                             

  Percent of students alternatively    0               4%              0               0               0
  assessed                                                                                             

                                                                                                       

  **SUBGROUP SCORES**                                                                                  

  1\. Hispanic Students                                                                                

  \% of Students at Unsatisfactory     17%             31%             N/R             N/R             N/R

  \% of Students at or above Partially 83%             69%             N/R             N/R             N/R
  Proficient                                                                                           

  \% of Students at or above           68%             31%             N/R             N/R             N/R
  Proficient                                                                                           

  \% of Students at Advanced           10%             0               N/R             N/R             N/R

  Number of students tested            21              16              N/R             N/R             N/R

                                                                                                       

  **STATE SCORES**                                                                                     

  \% of Students at Unsatisfactory     10%             9%              7%              9%              8%

  \% of Students at or above Partially 90%             91%             93%             91%             92%
  Proficient                                                                                           

  \% of Students at or above           72%             74%             74%             72%             72%
  Proficient                                                                                           

  \% of Students at Advanced           7%              8%              10%             11%             10%

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

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

Chamberlin Elementary is a school-wide Title I school with consistently
high percentages of students participating in the free and reduced lunch
program. Assessment results are not disaggregated by

socio-economic status because of this reason.

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

**Colorado Student Assessment Program (CSAP)**

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

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **Testing month**                    March       March       March       March       March

  **SCHOOL SCORES**                                                                    

  \% of Students at Unsatisfactory     3%          33%         13%         29%         26%

  \% of Students at or above Partially 97%         66%         81%         70%         63%
  Proficient                                                                           

  \% of Students at or above           72%         52%         58%         35%         48%
  Proficient                                                                           

  \% of Students at Advanced           3%          0%          0%          0%          0%

                                                                                       

  Number of students tested            36          21          31          31          33

  Percent of total students tested     100%        100%        100%        100%        100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Hispanic Students                                                                

  \% of Students at Unsatisfactory     5%          N/R         N/R         N/R         N/R

  \% of Students at or above Partially 95%         N/R         N/R         N/R         N/R
  Proficient                                                                           

  \% of Students at or above           63%         N/R         N/R         N/R         N/R
  Proficient                                                                           

  \% of Students at Advanced           0%          N/R         N/R         N/R         N/R

  Number of students tested            19          N/R         N/R         N/R         N/R

                                                                                       

  **STATE SCORES**                                                                     

  \% of Students at Unsatisfactory     14%         11%         12%         13%         13%

  \% of Students at or above Partially 86%         89%         88%         87%         87%
  Proficient                                                                           

  \% of Students at or above           64%         63%         63%         61%         63%
  Proficient                                                                           

  \% of Students at Advanced           7%          5%          7%          6%          7%

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

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

Chamberlin Elementary is a school-wide Title I school with consistently
high percentages of students participating in the free and reduced lunch
program. Assessment results are not disaggregated by socio-economic
status because of this reason.

N/R = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes.

**Colorado Student Assessment Program (CSAP)**

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

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **Testing month**                    March       March       March       March       March

  **SCHOOL SCORES**                                                                    

  \% of Students at Unsatisfactory     0           23%         23%         25%         6%

  \% of Students at or above Partially 100%        77%         76%         75%         94%
  Proficient                                                                           

  \% of Students at or above           74%         50%         47%         51%         67%
  Proficient                                                                           

  \% of Students at Advanced           5%          3%          3%          3%          7%

                                                                                       

  Number of students tested            19          30          34          33          30

  Percent of total students tested     100%        100%        100%        100%        100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Hispanic Students                                                                

  \% of Students at Unsatisfactory     0%          31%         N/R         N/R         N/R

  \% of Students at or above Partially 100%        69%         N/R         N/R         N/R
  Proficient                                                                           

  \% of Students at or above           77%         31%         N/R         N/R         N/R
  Proficient                                                                           

  \% of Students at Advanced           8%          0%          N/R         N/R         N/R

  Number of students tested            16          16          N/R         N/R         N/R

                                                                                       

  **STATE SCORES**                                                                     

  \% of Students at Unsatisfactory     12%         11%         13%         14%         12%

  \% of Students at or above Partially 88%         89%         87%         86%         88%
  Proficient                                                                           

  \% of Students at or above           69%         69%         66%         63%         64%
  Proficient                                                                           

  \% of Students at Advanced           9%          9%          8%          7%          8%

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

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

Chamberlin Elementary is a school-wide Title I school with consistently
high percentages of students participating in the free and reduced lunch
program. Assessment results are not disaggregated by

socio-economic status because of this reason.

N/R = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes.

**Colorado Student Assessment Program (CSAP)**

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

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **Testing month**                    March       March       March       March       March

                                                                                       

  **SCHOOL SCORES**                                                                    

  \% of Students at Unsatisfactory     0%          13%         19%         25%         13%

  \% of Students at or above Partially 100%        87%         81%         75%         87%
  Proficient                                                                           

  \% of Students at or above           84%         48%         44%         42%         43%
  Proficient                                                                           

  \% of Students at Advanced           26%         13%         21%         9%          17%

                                                                                       

  Number of students tested            19          31          34          33          30

  Percent of total students tested     100%        100%        100%        100%        100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Hispanic Students                                                                

  \% of Students at Unsatisfactory     0%          25%         N/R         N/R         N/R

  \% of Students at or above Partially 100%        76%         N/R         N/R         N/R
  Proficient                                                                           

  \% of Students at or above           93%         38%         N/R         N/R         N/R
  Proficient                                                                           

  \% of Students at Advanced           31%         13%         N/R         N/R         N/R

  Number of students tested            16          16          N/R         N/R         N/R

                                                                                       

  **STATE SCORES**                                                                     

  \% of Students at Unsatisfactory     11%         11%         14%         14%         13%

  \% of Students at or above Partially 89%         89%         86%         86%         86%
  Proficient                                                                           

  \% of Students at or above           63%         59%         56%         55%         51%
  Proficient                                                                           

  \% of Students at Advanced           27%         22%         20%         20%         13%

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

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

Chamberlin Elementary is a school-wide Title I school with consistently
high percentages of students participating in the free and reduced lunch
program. Assessment results are not disaggregated by

socio-economic status because of this reason.

N/R = not reported due to numbers below the minimum of 16 that Colorado
has established for summary reporting purposes.