##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal \_\_\_\_\_\_\_\_\_\_\_\_[Mrs. Kathleen
Krieger]{.underline}

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

Official School Name \_\_\_\_\_\_\_\_\_\_[Dennison Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address [401 Independence Street]{.underline}

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

[Lakewood CO 80226-1082]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 303 ) 982-6382]{.underline} Fax [( 303 ) 982-6383]{.underline}

Website/URL [jeffco.k12.co.us/elem/dennison/index.html]{.underline}
[Email
kkrieger@jeffco.k12.co.us](mailto:Email%09kkrieger@jeffco.k12.co.us)

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

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

(Principal's Signature)

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

Name of Superintendent \_\_\_\_\_\_\_\_\_\_\_[Dr. Cynthia
Stevenson]{.underline}

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

District Name [Jefferson County Public Schools]{.underline} Tel. [( 303
) 982-6500]{.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 [Ms. Debra Oberbeck]{.underline}

(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 II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: 94 Elementary schools

19 Middle schools

19 High schools

132 TOTAL

2\. District Per Pupil Expenditure: \$5,639.00

Average State Per Pupil Expenditure: \$5,795.00 (2002-2003 per pupil
revenue according to Public School Finance Act of 1994)

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] 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.

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

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

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

  **K**       41        29                     **80**       **7**                             

  **1**       39        42                     **81**       **8**                             

  **2**       43        37                     **80**       **9**                             

  **3**       44        47                     **91**       **10**                            

  **4**       36        54                     **90**       **11**                            

  **5**       45        44                     **89**       **12**                            

  **6**       51        38                     89           Other                             

                                    **TOTAL                                                   600
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: [1.2]{.underline} % Black or African
American

[5.0]{.underline} % Hispanic or Latino

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

[.7]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[2%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        10
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    606
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .02
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.0
              100                                
  ----------- ---------------------------------- ------------------------

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

[0]{.underline} Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [.01%]{.underline}

[4]{.underline} Total Number Students Who Qualify

> If this method is not a reasonably 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: [1 %]{.underline}

[6]{.underline} Total Number of Students Served

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

\_\_\_\_Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_ Other Health Impaired

\_\_\_\_Deaf-Blindness [5\*]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_ Speech or Language Impairment

[1\*]{.underline} Mental Retardation \_\_\_\_ Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

> \*Due to the numerous and varied types of interventions offered within
> the regular classroom, the number of students placed on IEPS is very
> minimal.

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) [2]{.underline} [0]{.underline}

Classroom teachers [27]{.underline} [0]{.underline}

Special resource teachers/specialists [3]{.underline} [2]{.underline}

Paraprofessionals [0]{.underline} [11]{.underline}

> Support staff [5]{.underline} [2]{.underline}
>
> Total number [37]{.underline} [15]{.underline}

12\. Student-"classroom teacher" ratio: [1:26]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97.0        96.7        96.8        96.0        96.2

  Daily teacher attendance 95.0        Data Not                            
                                       Available                           

  Teacher turnover rate    4%          11%         16%         8%          5%
  ------------------------ ----------- ----------- ----------- ----------- -----------

# 

# [PART III -- SUMMARY]{.underline} 

Dennison Elementary School in Lakewood, Colorado, is an Option/Choice
School within the Jefferson County School District. Dennison's unified
purpose and vision is to be a school where students, staff, and parents
work together to establish and exemplify the highest standards of
educational excellence, and whose mission is to provide a rigorous
academic education that prepares all Dennison students for a successful
future. Originally named the Dennison Fundamental Alternative School
when established in 1974, the school's program emphasized a Back to
Basics, traditional approach to education. Through the years, Dennison
has maintained the tenets of this philosophy yet further enhanced this
content rich, academically rigorous education for our students. In 1998,
Dennison was 1 of 10 schools selected within Jefferson County for an
Out-Of-Line-Study of High Performing Schools whose students performed
beyond expectations given the school's population and demographics.

Dennison Elementary School's program is aligned with the Jefferson
County School District Strategic Plan, District Standards and
Performance Expectations, as well as research-based curriculum. Student
progress is formally assessed through the administration of CSAP
(Colorado State Assessment Program). The staff at Dennison continually
analyzes formal and informal student data to drive instruction and
ensure that students demonstrate grade-level proficiency in all content
areas. Highlights of the Dennison instructional model include:

-   Systemic and systematic programming in all content areas

-   Self-contained classrooms with an emphasis on whole group
    instruction

-   Open Court Reading Program, emphasizing phonemic awareness, phonics,
    vocabulary development, reading fluency, and comprehension

-   An emphasis on basic skills as well as higher-level thinking skills

-   A specials program that includes art, music, physical education, and
    computer instruction

-   A full-time Library Media Specialist

-   Extensive and varied opportunities for before and after school
    enrichment

-   High expectations for academic performance for ALL students

All staff members participate in meaningful staff development that is
aligned with the school's achievement goals. At Dennison, we
collectively formulate school goals, grade level team goals, and
differentiated individual teacher goals to facilitate professional
growth and refine best practices that further support student
achievement. The entire staff of Dennison values collaboration and
teamwork to increase effectiveness, and believes passionately that every
adult bears responsibility for all children maximizing their learning
potential. One of the successes we are most proud of is the number of
students that have moved from the Proficient to the Advanced level on
CSAP. This is a very challenging goal for teachers given that the cut
points in scale scores for the CSAP advanced level are very rigorous.
(See Appendix.)

The 605 students attending Dennison are selected using an equitable,
carefully planned random selection procedure. There are no prerequisites
or qualifications for enrolling. Once students are selected, they are
open enrolled, become part of the Dennison family, and rarely leave the
school assuring a low mobility rate. One might assume that a School of
Choice would result in a high socio-economic student population. This is
not the case at Dennison. Upon completion of eighty-one home visits to
incoming kindergarten families this fall and an analysis of demographic
data, the administration confirmed that the Dennison community is very
diverse socio-economically with approximately 45% of our families living
in apartment complexes and modest single family home neighborhoods. This
same observation was made by one of the researchers in the Out-of-Line
Study in 1998. A consistent comment expressed by every family visited
was a value of and support for an academically rigorous and well-rounded
education for their child.

Not surprisingly, a key factor that contributes to the consistent high
achievement at Dennison is supportive and involved parents. Families
consider it a privilege to be part of the Dennison community and eagerly
offer their time and talents to help at school by volunteering in
classrooms, helping children with homework, raising funds, participating
in PTA, the Accountability Committee, etc.

Dennison Elementary has been and will continue to be an exemplary school
committed and dedicated to providing our community and its children with
an excellent, comprehensive education that

ensures success for all students. We consider it an honor to accept this
nomination as a ***No Child Left Behind-Blue Ribbon School.***

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

1.  **Brief explanation of state tests.**

The Colorado Student Assessment Program (CSAP) is a standards-based
assessment, multi-format (multiple choice and constructed response)
designed to provide a picture of student performance to school
districts, educators, parents, and the community. The primary purpose of
the assessment program is to determine the level at which Colorado
students meet the State Model Content Standards in the content areas
that are assessed. The results should be used by educators to improve
curricula and instruction as well as increase individual student
learning.

The Colorado Model Content Standards adopted by the State Board of
Education serve as guidelines that describe what students should know
and be able to do at specific grade levels. Items on the CSAP
assessments are intended to measure performance and provide the public
with information on the performance of Colorado schools relative to
these standards.

The performance levels adopted by the State Board of Education for the
CSAP tests are Advanced, Proficient, Partially Proficient, and
Unsatisfactory.

The CSAP is administered in March each year with the results available
to schools between the end of May and late summer for analysis and
disaggregation. Schools use the data provided to target instruction for
specific subgroups and improve curriculum and instruction at the
district level as well as school sites. An example of what the
performance levels might mean for a particular grade level and content
area is described below.

[**GRADE 3 WRITING**]{.underline}

##### STANDARD TWO

**ADVANCED**

#####  In independent, unrevised writing, some students may demonstrate use of exceptional writing skills by: 

-   Staying focused on a central idea

-   Elaborating an idea using specific and interesting details

-   Providing relevant information in response to a prompt

# PROFICIENT 

> Given text, students demonstrate knowledge of:

-   Organizing ideas around a central theme and connecting them in a
    logical order

-   Discriminating among words with similar use or meaning to accurately
    and clearly communicate thought

# PARTIALLY PROFICIENT 

In independent, unrevised writing, students demonstrate use of limited
writing skills by:

-   Beginning to organize ideas around a central theme and connecting
    them in a logical order

```{=html}
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```
-   Using mostly complete sentences

-   Using a limited variety of words to begin sentences

## UNSATISFACTORY 

In independent, unrevised writing, students demonstrate use of minimal
writing skills by:

-   Producing writing that contains content that is unfocused or
    undeveloped

Students excluded from the state assessment include those with
inadequate proficiency in English or Spanish, students that are
home-schooled for any part of the school day, and students with
disabilities may take an alternative assessment (CSAP-A). At Dennison,
all students participated in CSAP.

Dennison has disaggregated our data to identify any disparities. The
only significant disparity is within the area of writing. More girls
than boys are advanced in writing in the third and fourth-grade state
assessments. In fourth-grade this difference may be due to the greater
number of girls than boys at that grade level. We are also aware of a
12-point discrepancy in both fifth and sixth-grade math (fifth-grade
boys demonstrate more proficiency than girls and sixth-grade girls are
more proficient than boys). This could be specific to this group of
students rather than an identified gender disparity.

**2. Show in one-half page (approximately 200 words) how the school uses
assessment data**

> **to understand and improve student and school performance.**

Continual use of formal and informal assessment data is crucial to the
understanding and improvement of student performance at Dennison.
Intense vertical and horizontal grade-level articulation is used to
study and analyze assessment data. Evaluation of students' mastery of
the state content standards is accomplished through the administration
of the Colorado State Assessment Program (CSAP). The data from this
assessment, along with numerous formative classroom assessments, are
then used to identify gaps in our instruction that guides us in
expanding and enhancing the instruction and curriculum at Dennison to
address any deficiencies.

Assessment helps identify and target individual student needs within the
classroom. In addition, the need for intervention and enrichment is
addressed. Formal assessments such as CSAP and Diagnostic Reading
Assessments are used to help focus on specific areas for remedial and
advanced instruction. Informal assessments such as teacher observation
and specific curricular assessments, along with a wide body of evidence,
are used to evaluate progress and plan strategies. The Cognitive Ability
Test (CogAT) is administered to first-grade students at Dennison to
provide early identification of students with advanced potential. In
collaboration with parents, these students are placed on Advanced
Learning Plans (ALP'S). The strategies and goals on the ALP'S are then
used to enhance instruction for students and encourage them to access
extracurricular enrichment activities offered, such as foreign language
classes, Chess Club, Rock and Mineral Club, Destination Imagination and
Junior Great Books.

This year, the staff analyzed assessment data for the purpose of
improving our writing instruction. As a result, our professional
development for the year has focused on refining our systemic and
systematic writing design. The staff has engaged in grade level teamwork
and vertical articulation to discuss our writing program and introduce
new instructional strategies that ensure every student at Dennison will
be a proficient writer. The staff also identified a disparity in the
level of writing proficiency between boys and girls and have added
practices to the writing curriculum that address this gap such as
ensuring that writing prompts and assignments pique the interest and
background knowledge of both boys and girls. On-going, specific, and
timely feedback to students contributes to increasing students' writing
proficiency.

Through the use of assessment, students, teachers, and parents are
working together to improve school performance for every student.

3.  **Describe in one-half page how the school communicates student
    performance, including**

**assessment data, to parents, students, and the community.**

The teachers and administrators of Dennison Elementary School
consistently communicate student performance to students, parents, and
the community in a variety of ways. The strategies utilized are set in
our school policy.

Each day, students are given feedback about their learning and
schoolwork. To facilitate student responsibility for their work, the
teachers help students to review, revise, and reflect on their own work
as a part of the normal routine within classrooms. Students are also
encouraged to engage in personal goal-setting for the quarter based on
their growth in achievement for the previous grading period.

"Thursday Folders" with graded student work, as well as notes about
student achievement, efforts, and behavior, are sent home every week. By
reviewing the assignments with their child, the parents are aware of the
child's performance in class and the specific subjects in which the
child may need extra help. Progress reports or mid-term reports are sent
home eight times each school year, and formal parent/teacher conferences
are held twice a year. All criterion referenced test results are sent
home annually. Teachers also communicate with parents of students about
whom they have concerns. Parents are contacted when a problem arises and
additional conferences are held. At these meetings, teachers and parents
work collaboratively to help create strategies and goals to build on the
child's strengths. The Student Study Team can be accessed to share other
intervention strategies. Teachers meet on a regular basis with the
parents of students on formal Individual Learning Plans, Individual
Education Plans, or Advanced Learning Plans to discuss student progress
made toward the goals set in these plans.

Data showing school-wide progress is shared with the community at yearly
orientation/informational meetings, Back-to-School Night, weekly parent
memos, monthly school publications, as well as monthly PTA and
Accountability meetings. Finally, Dennison's State Accountability Report
(SAR) is sent home to every parent each year. This report, in existence
for two years, has designated Dennison as an "Excellent" school within
the state. In 2002, we ranked second in the state among elementary
schools as measured by student performance on CSAP. Furthermore,
students at Dennison continue to demonstrate increased academic growth
and improvement from year to year.

**4. Describe in one-half page how the school will share its successes
with other schools.**

Upon receiving the ***No Child Left Behind Blue Ribbon Award*** we will
humbly and enthusiastically share our success. We will notify the
Jefferson County Public School district communication office. They will
distribute a press release to the local media including written press,
television and radio. They will also send this information to elected
officials, business and community members such as Boards of Realtors,
Chambers of Commerce, and The Jefferson County Economic Council.

We will be recognized at a Jefferson County School Board meeting, and
our accomplishment will be listed in the Jefferson County Schools'
annual report. The informational brochure regarding Options Schools
published by the district will include information about our Blue Ribbon
status. Our Blue Ribbon designation will be included in the list
maintained by the communications office that is available to the many
people moving into the area. We will include this information in our web
page and our school brochure. Next year, the PowerPoint presentation
shown at our three orientation meetings for prospective families will
include information regarding our designation as a ***No Child Left
Behind-Blue Ribbon School***. Another PowerPoint presentation will be
available for schools and districts within the state to communicate the
aspects of our program and philosophy that interested schools might
incorporate and duplicate within their own school design. We will also
create a tri-fold "highlights" brochure that outlines our programs and
strategies for increasing student success and advancement for all
students. We are eager to share how to help students not only achieve at
a proficient level but support their knowledge and skills to move into
the advanced levels of performance.

The Dennison community will commemorate this honor with a celebration to
which we will invite our school district's superintendent, school board,
and other district officials. We will also extend an invitation to our
state's governor, other elected officials, former principals and
teachers of Dennison, and Dennison alumni. With the leadership of
Dennison's Student Council, students will be asked how they would like
to celebrate this honor and we will incorporate their suggestions into
the celebration. In addition, each of our students will wear a blue
ribbon for the occasion. Each year, the administration selects a theme
designed to motivate the staff and students. The theme for the year will
be "Dennison: Blue Ribbon School of Excellence". We will continue to
invite other schools to observe our instructional program. Furthermore,
we will continue to invite college students and student teachers to be
involved in our program in order to promote partnerships with higher
education.

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

1\. Describe in one page the school's curriculum, including foreign
languages, and show how all students are engaged with significant
content, based on high standards.

At Dennison we believe that education is the discipline of mind and
character through systemic and systematic instruction and training. Our
curriculum includes reading, language arts, mathematics, spelling,
penmanship, science, and social studies. These areas of content are
delivered in a systemic and systematic approach, using a rich,
research-based curriculum, quality materials and textbooks. Our
textbooks provide a foundation of significant content from which
students can construct knowledge and expand their thinking. In addition
to textbooks, a number of supplementary materials are used to enhance
instruction.

The curriculum at Dennison is designed to align with the Colorado
Content Standards and the Jefferson County Content Standards. The
Colorado Student Assessment Performance (CSAP) measures individual
student proficiency of the Content Standards. We design our curriculum
to teach the content standards and we use the data from CSAP to guide
our instruction, enhance the curriculum, incorporate best research-based
practices, and drive our staff's professional development each year.

The SRA Open Court Reading Program has been the anchor for Dennison's
reading instruction since the school was established. The 2002 edition
is currently being implemented Kindergarten through sixth-grade. The
components of phonemic awareness, phonics, word recognition,
comprehension, and fluency ensure a comprehensive, systematic approach
for reading. Student literacy is further developed in writing by the use
of 6-Trait Writing, Step-Up-To-Writing strategies, Write Source
materials, HBJ Language for Daily Use text, HBJ spelling series, and the
integration of writing into all content areas. A variety of texts are
used to teach social studies and science. The Dennison curriculum in
these areas is aligned with the Jefferson County School District scope
and sequence. Formal computer instruction begins on a weekly basis in
third-grade. Grades 1-6 have art, music, and physical education on a
rotating basis. The Library Media Specialist makes a concerted effort to
provide materials in the library that support and enrich instruction in
the classroom. Students are taught conflict mediation strategies using
the Second Step curriculum. Enrichment opportunities are varied and
offered throughout the year to students who have an interest in or an
identified advanced potential in a given subject area. Examples of
Dennison's enrichment opportunities include Great Books, Chess Club,
Rock and Mineral Club, Dennison Student Council, and foreign language.

Teachers use explicit and systematic instruction, which includes
teacher-directed identification of learning goals, specific presentation
to students, modeling, student-guided practice, independent practice,
and assessment. Starting in Kindergarten, teachers model a repertoire of
skills and strategies students learn and apply independently. In all
areas of study higher-level thinking skills are emphasized. For example,
in science a student may be asked an open-ended question, requiring
him/her to use critical thinking skills to synthesize material he/she
has learned. In the area of mathematics students are taught a systematic
approach to problem solving and are asked to explain their thinking and
how they arrived at an answer.

Within the Dennison model our classrooms are self-contained and
instruction is whole group. However, students are offered opportunities
to work collaboratively, discussing ideas and concepts. As they work
together, they challenge one another to grasp new information, learn to
problem solve, and expand their higher-level thinking skills.

Students new to Dennison in grades 1-6 are given a variety of
assessments to determine what additional supports are needed to ensure
their success and offer teachers important information regarding their
level of skills. A strong intervention program is in place for students
in need of additional instructional support.

At Dennison, we have a school-wide tradition of high expectations and
high standards for behavior as well as academics. A structured
atmosphere is maintained in the classroom to provide all children an
opportunity to succeed and to maximize learning. Our staff emphasizes
building relationships with students in order to understand individual
learning styles and areas of strength or weakness, thereby helping each
individual child achieve their potential.

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

2.  Describe in one-half page the school's reading curriculum, including
    a description

of why the school chose this particular approach to reading.

Dennison Elementary School uses Open Court Reading throughout grades
K-6. We believe successful readers are the foundation of an educated
society. The reading curriculum features systematic, explicit
instruction in a well-defined plan of phonemic awareness, phonics, and
vocabulary. It is a research-based curriculum, with a 40-year proven
success record, providing continual assessment of skills and progress
both in written and oral fluency. Comprehension skills and strategies,
as well as inquiry skills, are included in a challenging literature rich
environment. In addition, Intervention, Second Language Learner,
Challenge, and Reteach materials are provided for students with special
needs. Continuing the educational practices begun in 1974 when the
school was founded, each student is taught primarily through the use of
textbooks using traditional, whole group instruction.

Small group instruction is a part of our school design and targets
students who have need of one-on-one or small group intervention in
order to become proficient in reading. Teachers at Dennison have been
eager to expand their repertoire of skills by becoming well-versed in
multi-sensory reading strategies for use within classrooms and small
group settings. Furthermore, they model and teach these strategies to
their colleagues in order to enrich and build staff capacity in our
reading program.

The Open Court reading series was originally chosen as our reading
program because it most closely aligned with our school philosophy. Last
year, the Dennison faculty and community were compelled to research
another reading program because materials for our 1989 Open Court
version were no longer available. After evaluating a number of reading
programs, the Open Court 2002 edition most closely met our criteria. Our
goal was to align the series with Jefferson County Content Standards and
the Jefferson County Comprehensive Approach to Literacy Instruction. In
addition, the staff used the Partnership for Reading booklet, [Put
Reading First]{.underline}, as a measure of best practices in reading
instruction. The new SRA Open Court series was adopted for use by all
grade levels in fall 2002.

An aspect of the Open Court implementation that we believe is critical
is the opportunity for all teachers to engage in professional
development which enhances their teaching skills and abilities. Teachers
refine and improve their teaching through coaching by colleagues and
specialists, modeling of techniques by colleagues, co-teaching,
in-service opportunities, and peer mentoring.

We believe the SRA Open Court Reading Program provides the tools our
staff needs to meet the reading standards set forth by national, state,
and district guidelines.

3\. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.

As part of the rigorous academic education described in our mission
statement, the mathematics curriculum at Dennison Elementary is designed
to align with the mathematics standards set by the State of Colorado and
the Jefferson County School's Performance Expectations. Standards
include the areas of number sense, algebra, data analysis, geometry,
measurement, and computation. The curriculum is textbook based; however,
supplementary material is used whenever necessary to further students'
concept development. Vertical articulation of the curriculum from grade
level to grade level ensures continuity of mathematics instruction
appropriate to the development of concepts and skills in each grade.

Instruction focuses on developing concepts/skills in each of the
standards through the use of manipulatives, models, and other
activities. Guided practice, specific and on-going student feedback, and
subsequent independent practice are used to reinforce concepts. The
concepts are applied to problem solving in real world situations to
impress on students the relevance of mathematics in daily life. Many
problem-solving activities are designed to integrate concepts and skills
from several standards and to allow for more than one correct solution.
Students are encouraged to try many different approaches.

Our goal at Dennison is to consider the needs of the student first and
then design the curriculum to meet those needs. Assessment on concepts
and skills occurs on a regular basis. Results from the assessment
further guide instruction. Students who do not meet standards are
provided with supplementary instruction, generally outside of regular
class time, in order to ensure mastery of concepts. Students who excel
are provided with opportunities to further develop math skills by
solving more challenging problems. High performing students are given
extension and enrichment opportunities to support their math
content/skill growth. At Dennison, our goal is to ensure that no
children are left behind in their mastery of mathematics.

Over the last two years, a concerted effort has been made to move
students who score Proficient to Advanced on the CSAP. We have been
especially successful with this goal in the area of math as evidenced by
data reflected in the charts included in this application. (See pages 30
& 37.)

4.  Describe in one-half page the different instructional methods the
    school uses to improve

student learning.

Using researched-based practices enhances Dennison's instructional
model. Students are taught in a whole group instructional model,
incorporating systemic and systematic practices. Within each grade
level, students are grouped in self-contained, heterogeneous classes.
Textbooks and Jefferson County School District programs provide the
curricular framework in each subject area. The staff continually
evaluates our instructional model and curriculum to be certain that we
are addressing all the content standards, using the most successful
research practices, and incorporating materials that will effectively
increase student achievement. The key to our success, however, is a
system where every teacher is consistent within and between grade levels
in his/her instructional practices. Students do not fall through any
cracks due to poor teacher quality or ineffective curriculum. We are a
school where every teacher is held to the highest standard to make a
difference in every student's academic life.

The key components of the whole group instruction model include:

-   teacher modeling, using a variety of instructional techniques to
    meet individual learning styles

-   use of manipulatives and hands-on activities

-   class discussions to promote higher level thinking

-   use of technology to enhance instruction

-   independent practice to demonstrate mastery learning

-   re-teaching skills to small groups of students

-   providing challenge and enrichment activities within and beyond the
    school day

-   identifying students for intervention and enrichment classes to
    improve student performance

Dennison has used this instructional model since its inception in 1974
with continued success.

5.  **Describe in one-half page the school's professional development
    program and its impact on**

**improving student achievement.**

Educational research clearly indicates a direct correlation between
increased student achievement and the quality and expertise of the
classroom teacher. Therefore, the Dennison administration and staff are
committed to consistent, on-going staff development based on the
analysis of student achievement data provided by the state criterion
referenced test, Colorado State Assessment Program (CSAP), formative
classroom assessments, and our School Improvement Plan.

Using data analysis, the staff identifies strengths and areas of concern
related to the alignment of our school's curriculum with standards and
instructional strategies. The staff targets content areas of focus for
staff development and individual professional growth throughout the
year. Collectively, we formulate school goals, grade-level team goals,
and differentiated individual teacher goals to facilitate professional
growth and refine research-based practices that further support student
achievement. Dennison's resource team meets on a weekly basis to plan
staff development using many protocol models and strategies including:

-   Opportunities for school-wide articulation and sharing regarding
    curriculum, instructional strategies, and systemic and systematic
    practices.

-   Professional development twice a month during staff meetings in
    addition to the school district's designated district staff
    development days.

-   Half days of planning for grade-level teams to study and/or plan
    within content areas related to school goals.

-   Teacher release time is offered for staff members to observe
    teachers within our building or at other schools.

-   Topics are expanded to incorporate other areas of importance such as
    school safety and technology.

We believe that continuous, on-going professional development that is
effectively implemented by every teacher has played a significant part
in increasing student achievement. Evidence of this is illustrated by
gains in the CSAP aggregate score from 84.4% to 92.8 % in third and
fourth-grade reading, fourth-grade writing, and fifth-grade math over
the last three years.

STATE CRITERION

Grade[: **3 (Reading) **]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997 **]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
third-grade reading assessment measures proficiency on Standard One of
the Colorado Content Standards that assesses *the students' ability to
read and understand a variety of materials.* Third-grade students are
asked to demonstrate proficiency in summarization, inference/prediction,
word recognition/comprehension, main ideas/details and sequencing. An
explanation of what the standards for Advanced, Proficient, Partially
Proficient and Unsatisfactory mean for Standard One is as follows:

##### STANDARD ONE: READ AND UNDERSTAND A VARIETY OF MATERIALS

##### 

##### ADVANCED

# Third-grade students are advanced in reading comprehension when they can comprehend a variety of texts including narrative (such as realistic fiction, fantasy, and legends), expository, and poetry in an in-depth manner. They are able to:

# Restate and evaluate main idea and significant details, problem and solution, cause and effect

# Paraphrase and summarize information

# Analyze the sequence of events

# Identify and infer character traits and motives

# Identify the theme of a narrative

# Infer meaning from figurative language, including metaphor and personification

# Interpret complex or content specific vocabulary

# Reread and search text to confirm less obvious information and meaning

# Draw conclusions by inferring from the text using higher levels of thinking

# 

# PROFICIENT

# Third-grade students are proficient in reading comprehension when they can comprehend longer and increasingly difficult text, including poetry. They are able to:

# Draw inferences from what they read

-   Follow directions

-   Identify main idea and supporting details

-   Accurately and thoroughly sequence events

-   Draw conclusions

-   Determine cause and effect

-   Reread and search to confirm obvious information and meaning

-   Demonstrate their thorough understanding of text through a written
    response

-   Understand vocabulary essential to the text

#### PARTIALLY PROFICIENT

Third-grade students are partially proficient in reading comprehension
when they can comprehend simple narrative and/or expository text with
familiar content on a literal level. They are able to:

-   Demonstrate limited accuracy in the identification and sequencing of
    facts and events

```{=html}
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```
-   Demonstrate minimal understanding in a written response

-   Demonstrate understanding of simple vocabulary

#### 

#### UNSATISFACTORY

Third-grade students are unsatisfactory in reading comprehension when
they read narratives and

simple expository texts with familiar content with little evidence of
literal comprehension.

Of Dennison Elementary third-grade students, 98% of them have achieved
within the proficient or advanced category since the inception of the
CSAP assessment five years ago. We continue to strive toward moving more
students from the proficient to the advanced range. Since the cut points
in scale score are very rigorous on the CSAP, moving students from
proficient to advanced is challenging. In 2001-2002, we experienced the
highest percentage of third-grade students scoring in the advanced range
since the test began. Forty percent of the third-grade students were
Advanced in reading and 60% of the third-graders were Proficient. Most
importantly, 100% of the third-grade students were Proficient or
Advanced in reading in 2002.

STATE CRITERION-REFERENCED TESTS - DENNISON ELEMENTARY SCHOOL

3^RD^ GRADE READING

+------------------------------+------+------+-------+------+-------+
|                              | *    | *    | **1   | *    | **1   |
|                              | *200 | *200 | 999-2 | *199 | 997-1 |
|                              | 1-20 | 0-20 | 000** | 8-19 | 998** |
|                              | 02** | 01** |       | 99** |       |
+------------------------------+------+------+-------+------+-------+
| # Testing Month              | Feb  | Feb  | Feb   | Feb  | Feb   |
+------------------------------+------+------+-------+------+-------+
| **SCHOOL SCORES**            | 100% | 98%  | 98%   | 99%  | 98%   |
+------------------------------+------+------+-------+------+-------+
| **TOTAL**                    |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| Unsatisfactory               | 0%   | 0%   | 0%    | 0%   | 0%    |
+------------------------------+------+------+-------+------+-------+
| Partially Proficient         | 0%   | 2%   | 2%    | 1%   | 1%    |
+------------------------------+------+------+-------+------+-------+
| Proficient                   | 60%  | 68%  | 73%   | 68%  | 63%   |
+------------------------------+------+------+-------+------+-------+
| Advanced                     | 40%  | 30%  | 24%   | 31%  | 35%   |
+------------------------------+------+------+-------+------+-------+
| Number of students tested    | 92   | 90   | 90    | 91   | 89    |
+------------------------------+------+------+-------+------+-------+
| Percent of total students    | 100% | 100% | 100%  | 100% | 100%  |
| tested                       |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| Number of students excluded  | 0    | 0    | 0     | 0    | 0     |
+------------------------------+------+------+-------+------+-------+
| Percent of students excluded | 0%   | 0%   | 0%    | 0%   | 0%    |
+------------------------------+------+------+-------+------+-------+
| **SUBGROUP SCORES**          |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| **1. FEMALE SUBGROUP**       |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| Unsatisfactory               | 0%   | 0%   | 0%    | 0%   | 0%    |
+------------------------------+------+------+-------+------+-------+
| Partially Proficient         | 0%   | 0%   | 0%    | 0%   | 0%    |
+------------------------------+------+------+-------+------+-------+
| Proficient                   | 57%  | 67%  | 74%   | 59%  | 65%   |
+------------------------------+------+------+-------+------+-------+
| Advanced                     | 43%  | 33%  | 26%   | 41%  | 35%   |
+------------------------------+------+------+-------+------+-------+
| **2. MALE SUBGROUP**         |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| Unsatisfactory               | 0%   | 0%   | 0%    | 0%   | 1%    |
+------------------------------+------+------+-------+------+-------+
| Partially Proficient         | 0%   | 5%   | 4%    | 2%   | 2%    |
+------------------------------+------+------+-------+------+-------+
| Proficient                   | 63%  | 68%  | 73%   | 76%  | 63%   |
+------------------------------+------+------+-------+------+-------+
| Advanced                     | 37%  | 27%  | 23%   | 22%  | 33%   |
+------------------------------+------+------+-------+------+-------+
| **3. ETHNICITY (SEE PAGE     |      |      |       |      |       |
| 45)**                        |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
|                              |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| **STATE SCORES**             |      |      |       |      |       |
+------------------------------+------+------+-------+------+-------+
| Unsatisfactory               | 9%   | 8%   | 9%    | 11%  | 12%   |
+------------------------------+------+------+-------+------+-------+
| Partially Proficient         | 18%  | 18%  | 20%   | 20%  | 20%   |
+------------------------------+------+------+-------+------+-------+
| Proficient                   | 61%  | 63%  | 63%   | 59%  | 58%   |
+------------------------------+------+------+-------+------+-------+
| Advanced                     | 11%  | 10%  | 7%    | 8%   | 8%    |
+------------------------------+------+------+-------+------+-------+
| No Score Reported            | 1%   | 2%   | 2%    | 2%   | 2%    |
+------------------------------+------+------+-------+------+-------+

STATE CRITERION

Grade[: **3 (Writing) **]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **2001-2002**]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
third-grade writing assessment measures proficiency on Colorado State
Standard Two: Writing for Different Purposes and Audiences, and Standard
Three: Conventions and Mechanics. These standards assess students'
mastery of paragraph writing (language usage, content, organization, and
style), vocabulary, capitalization, punctuation, complete sentences,
correct grammar, and editing. An explanation of Standard Two and Three
for Advanced and Proficient are as follows:

#### STANDARD TWO: WRITING FOR DIFFERENT PURPOSES AND AUDIENCES

**ADVANCED**

In independent, unrevised writing, students may demonstrate use of
exceptional writing skills by:

-   Staying focused on a central idea

-   Elaborating an idea using specific and interesting details

-   Providing relevant information in response to a prompt

**PROFICIENT**

Given text, students demonstrate knowledge of:

-   Organizing ideas around a central theme and connecting them in a
    logical order

-   Discriminating among words with similar use or meaning to accurately
    and clearly communicate thought

**STANDARD THREE: CONVENTIONS AND MECHANICS**

**ADVANCED**

Given text, students demonstrate exceptional knowledge of:

-   Capitalization of proper nouns and correct end punctuation in more
    abstract sentences

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```
-   Construction of complete sentences with a variety of beginnings

```{=html}
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```
-   Spelling rules and conventions

**PROFICIENT**

Given text, students demonstrate knowledge of:

-   Subject-verb agreement and verb tense

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```
-   Capitalization at the beginning of sentences and capitalization of
    proper nouns

-   End punctuation of sentences

-   Subjects and predicates

Of the 92 students tested in 2001-02 in third-grade writing, 98% of them
were Proficient. One-hundred percent of the girls were Proficient or
Advanced and 96% of the boys were Proficient or Advanced. There is a
disparity in the number of boys that are Advanced in third-grade. Fifty
percent of the girls were Advanced whereas 34% of the boys were
Advanced. Throughout this school year we are studying and addressing the
issue of moving more boys from Proficient to Advanced on CSAP writing.

STATE CRITERION-REFERENCED TESTS - DENNISON ELEMENTARY SCHOOL

3^RD^ GRADE WRITING

+-------------------------------+------+------+-------+------+------+
|                               | *    | *    | **1   | *    | *    |
|                               | *200 | *200 | 999-2 | *199 | *199 |
|                               | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                               | 02** | 01** |       | 99** | 98** |
+-------------------------------+------+------+-------+------+------+
| # Testing Month               | M    | \*   | \*    | \*   | \*   |
|                               | arch |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**             | 98%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **TOTAL**                     |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Unsatisfactory                | 0%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Partially Proficient          | 2%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Proficient                    | 54%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Advanced                      | 43%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Number of students tested     | 92   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Percent of total students     | 100% |      |       |      |      |
| tested                        |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Number of students excluded   | 0    |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Percent of students excluded  | 0%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**           |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**        |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Unsatisfactory                | 0%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Partially Proficient          | 0%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Proficient                    | 50%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Advanced                      | 50%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**          |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Unsatisfactory                | 0%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Partially Proficient          | 5%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Proficient                    | 61%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Advanced                      | 34%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE      |      |      |       |      |      |
| 45)**                         |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
|                               |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| **STATE SCORES**              |      |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Unsatisfactory                | 7%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Partially Proficient          | 40%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Proficient                    | 43%  |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| Advanced                      | 8%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+
| No Score Reported             | 2%   |      |       |      |      |
+-------------------------------+------+------+-------+------+------+

\*2001-2002 was the first year the writing test was administered to
Colorado's third-grade students.

STATE CRITERION

Grade[: **4 (Reading) **]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997**]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
fourth-grade reading assessment measures proficiency on:

-   Standard One: Read and understand a variety of materials

-   Standard Four: Thinking Skills

-   Standard Five: Use relevant information

-   Standard Six: Literature

Some of the skills that are assessed within these standards include
author's point of view,

inference/prediction/conclusion, story elements, vocabulary, main
idea/details/sequence, and reference/resource materials. An example of
what Proficient and Advanced might mean for Standard One is as follows:

STANDARD ONE: READ AND UNDERSTAND A VARIETY OF MATERIALS

**ADVANCED**

Fourth-grade students are advanced in reading comprehension when they
use multiple strategies to read a variety of selections to demonstrate
insight into text by:

-   Interpreting figurative language in poetry

-   Comparing main ideas between multiple and complex texts

-   Generating and supporting complete and expanded responses using
    evidence from texts when necessary

# 

# PROFICIENT

Fourth-grade students are proficient when they use multiple strategies
to read a variety of selections and demonstrate comprehension by:

-   Identifying main ideas by synthesizing information

-   Identifying meanings of words in isolation or in context

-   Identifying literal details from text

-   Interpreting inferred details

-   Justifying responses using evidence from text

-   Sequencing events

Dennison's data has remained very consistent over the five years in
which the assessment has been administered. Fourth-grade student
performance has remained between 91% and 94% Proficient or Advanced.

STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL

**4^TH^ GRADE READING**

+------------------------------+------+------+-------+------+------+
|                              | *    | *    | **1   | *    | *    |
|                              | *200 | *200 | 999-2 | *199 | *199 |
|                              | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                              | 02** | 01** |       | 99** | 98** |
+------------------------------+------+------+-------+------+------+
| # Testing Month              | M    | Feb  | March | M    | M    |
|                              | arch |      |       | arch | arch |
+------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**            | 94%  | 92%  | 93%   | 91%  | 91%  |
+------------------------------+------+------+-------+------+------+
| **TOTAL**                    |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| Unsatisfactory               | 0%   | 1%   | 0%    | 0%   | 0%   |
+------------------------------+------+------+-------+------+------+
| Partially Proficient         | 6%   | 7%   | 7%    | 9%   | 9%   |
+------------------------------+------+------+-------+------+------+
| Proficient                   | 73%  | 71%  | 70%   | 77%  | 71%  |
+------------------------------+------+------+-------+------+------+
| Advanced                     | 21%  | 21%  | 23%   | 14%  | 20%  |
+------------------------------+------+------+-------+------+------+
| Number of students tested    | 89   | 90   | 90    | 90   | 89   |
+------------------------------+------+------+-------+------+------+
| Percent of total students    | 100% | 100% | 100%  | 100% | 100% |
| tested                       |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| Number of students excluded  | 0    | 0    | 0     | 0    | 0    |
+------------------------------+------+------+-------+------+------+
| Percent of students excluded | 0%   | 0%   | 0%    | 0%   | 0%   |
+------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**          |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**       |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| Unsatisfactory               | 0%   | 3%   | 0%    | 0%   | 0%   |
+------------------------------+------+------+-------+------+------+
| Partially Proficient         | 2%   | 8%   | 7%    | 8%   | 4%   |
+------------------------------+------+------+-------+------+------+
| Proficient                   | 80%  | 67%  | 69%   | 79%  | 73%  |
+------------------------------+------+------+-------+------+------+
| Advanced                     | 18%  | 23%  | 24%   | 13%  | 22%  |
+------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**         |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| Unsatisfactory               | 0%   | 0%   | 0%    | 0%   | 0%   |
+------------------------------+------+------+-------+------+------+
| Partially Proficient         | 9%   | 6%   | 6%    | 10%  | 14%  |
+------------------------------+------+------+-------+------+------+
| Proficient                   | 67%  | 75%  | 71%   | 76%  | 68%  |
+------------------------------+------+------+-------+------+------+
| Advanced                     | 24%  | 20%  | 23%   | 14%  | 18%  |
+------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE     |      |      |       |      |      |
| 46)**                        |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
|                              |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| **STATE SCORES**             |      |      |       |      |      |
+------------------------------+------+------+-------+------+------+
| Unsatisfactory               | 13%  | 13%  | 13%   | 15%  | 16%  |
+------------------------------+------+------+-------+------+------+
| Partially Proficient         | 24%  | 23%  | 24%   | 25%  | 26%  |
+------------------------------+------+------+-------+------+------+
| Proficient                   | 55%  | 56%  | 53%   | 52%  | 50%  |
+------------------------------+------+------+-------+------+------+
| Advanced                     | 6%   | 7%   | 7%    | 6%   | 5%   |
+------------------------------+------+------+-------+------+------+
| No Score Reported            | 1%   | 2%   | 2%    | 2%   | 2%   |
+------------------------------+------+------+-------+------+------+

**STATE CRITERION**

Grade[: **4 (Writing) **]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997**]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded**[: 0 2001-02]{.underline}** Percent Excluded[: **0%
2001-02**]{.underline}

**1 2000**-**01 1% 2000-01**

**1 1999**-**00 1% 1999-00**

**1 1998-99 1% 1998-99**

**0 1997-98 0% 1997-98**

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
fourth-grade writing assessment continues to measure proficiency on
Standard Two: Writing for a Variety of Purposes and Audiences, and
Standard Three: Conventions and Mechanics. Some of the skills that are
assessed on the fourth-grade writing assessment include essay (language
usage), vocabulary, paragraphs, organization of writing,
capitalization/punctuation, complete sentences, modifiers, subject/verb
agreement, and editing. An example of what a student is expected to
demonstrate for Standard Two is as follows:

# 

# STANDARD TWO: WRITE FOR A VARIETY OF PURPOSES AND AUDIENCES

**ADVANCED**

In independently revised writing, students demonstrate use of
exceptional writing skills by:

-   Producing clear, focused, fluent, developed, and organized writing
    for the purpose specified in the prompt

-   Using details and word choice that support the central idea and are
    appropriate for the audience

-   Using a variety of sentence structures

-   Showing evidence of the use of transitions

In independent, unrevised writing, students demonstrate use of
exceptions writing skills by:

-   Including relevant details, examples, and anecdotes that support the
    central idea

-   Using accurate word choice

In independent writing, some students may also demonstrate use of
exceptional writing skills by:

-   Creating crafted and controlled writing that engages the audience

-   Using striking language

-   Using an effective variety of sentence structures and lengths

Given text, students demonstrate exceptional knowledge of:

-   Advanced vocabulary

-   Appropriate topic sentences and concluding sentences for a paragraph

**PROFICIENT**

In independently revised writing, students demonstrate use of writing
skills by:

-   Mostly focusing and organizing writing

-   Including relevant details

-   Having some variety in sentence structures

In independent, unrevised writing, students demonstrate use of writing
skills by:

-   Writing a collection of thoughts that respond to the prompt

-   Providing minimal supporting detail

Given text, students demonstrate knowledge of:

-   Appropriate vocabulary

-   Modifiers

Since the inception of CSAP in 1997-98, fourth-grade writing scores have
remained between 84% to 94%. Although the data for all years in regard
to gender disparities is not available, we are certain, based on the
2001-02 data, that boys have not achieved at the same rate as girls.
Again, we are addressing this disparity at Dennison by targeting
students individually for intervention and examining the best practices
that we use. Only two students at our school were Partially Proficient
in writing last year and they were boys. Thirty-four percent of the boys
were Advanced in writing compared to 57% of the girls.

A focus of staff development at Dennison continues to be in the area of
writing. This year, we are studying writing at all grade levels K-6 to
identify common writing practices among all grade levels, how resources
are used, and develop a clearly defined systemic and systematic writing
design K-6. In addition, we are learning more about the differences
between boys and girls and their writing development so that we can
provide writing instruction that will ensure more success among boys
performing at the advanced level on CSAP.

STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL

**4^TH^ GRADE WRITING**

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| # Testing Month                | M    | Feb  | March | M    | M    |
|                                | arch |      |       | arch | arch |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 92%  | 90%  | 84%   | 88%  | 94%  |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 1%   | 0%    | 0%   | 2%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 8%   | 8%   | 14%   | 11%  | 3%   |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 48%  | 59%  | 50%   | 50%  | 37%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 44%  | 31%  | 34%   | 38%  | 57%  |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 89   | 90   | 90    | 90   | 89   |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 99%  | 99%   | 99%  | 100% |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 1    | 1     | 1    | 0    |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 1%   | 1%    | 1%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 3%   | 0%    | 0%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 0%   | 5%   | 17%   | 8%   | 2%   |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 43%  | 51%  | 33%   | 49%  | 30%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 57%  | 41%  | 48%   | 41%  | 68%  |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 0%   | 5%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 16%  | 10%  | 13%   | 14%  | 5%   |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 53%  | 65%  | 65%   | 52%  | 45%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 31%  | 24%  | 23%   | 34%  | 45%  |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 46)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
|                                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 8%   | 9%   | 11%   | 12%  | 16%  |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 40%  | 42%  | 41%   | 41%  | 39%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 42%  | 39%  | 36%   | 34%  | 30%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 8%   | 7%   | 8%    | 8%   | 11%  |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 3%   | 4%    | 6%   | 3%   |
+--------------------------------+------+------+-------+------+------+

**STATE CRITERION**

**Grade [5 (Reading)]{.underline}** Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997**]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
fourth-grade reading assessment measures proficiency on:

-   Standard One: Reads and understand a variety of materials

-   Standard Four: Thinking Skills

-   Standard Five: Use relevant information

-   Standard Six: Literature

Some of the skills that are assessed within these standards include
author's point of view, fact/opinion, inference/prediction/conclusion,
main idea/details/sequence, literary technique, figurative language,
story elements, vocabulary, response, problem solve, relevant
information, and references/resources. An example of what Advanced and
Proficient mean for one of the standards is as follows:

# 

# STANDARD ONE: READ AND UNDERSTAND A VARIETY OF MATERIALS

**ADVANCED**

Fifth-grade students are advanced when they use multiple strategies to
read a variety of selections and demonstrate insight into text by:

-   Identifying meaning of an unfamiliar word without context and with
    unusual or abstract meaning

-   Applying complex thinking skills to identify main idea

-   Locating and interpreting details in expository text

# 

# PROFICIENT

Fifth-grade students are proficient when they use multiple strategies to
read a variety of selections and demonstrate comprehension by:

-   Identifying sequential order in fiction and non-fiction text

-   Determining main idea from a variety of text

-   Making inferences using contextual clues

-   Generating a comparison or finding supporting details from similar
    narrative texts

The fifth-grade assessment in reading has only been given the past two
years. The scores at Dennison have been consistent at 92% Advanced or
Proficient. In 2001, 18% of the students were Advanced. In 2002, 29% of
Dennison students were Advanced in reading, an increase of 11%.

STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL

**5^th^ GRADE READING**

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| #                              | M    | Feb  |       |      |      |
|                                | arch |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 92%  | 92%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| #  TOTAL                       |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 8%   | 7%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 63%  | 74%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 29%  | 18%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 90   | 89   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% |       |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 11%  | 8%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 63%  | 70%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 26%  | 23%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 6%   | 8%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 63%  | 78%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 31%  | 14%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 47)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
|                                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 14%  | 12%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 20%  | 22%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 56%  | 56%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 7%   | 8%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 3%   | 3%   |       |      |      |
+--------------------------------+------+------+-------+------+------+

\*2000-2001 was the first year the reading test was administered to
Colorado's 5^th^ grade students.

STATE CRITERION

Grade[: **5 (Writing) **]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997**]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
fifth-grade writing assessment continues to measure proficiency on
Standard Two: Writing for a Variety of Purposes and Audiences, and
Standard Three: Conventions and Mechanics. Some of the skills that are
assessed on the fifth-grade writing assessment include essay (language
usage), vocabulary, three paragraphs, essay (content and organization),
capitalization/punctuation, sentence variety, complete sentences,
pronouns, modifiers, subject/verb agreement, and editing. An example of
what a student is expected to demonstrate for Standard Two is as
follows:

# STANDARD ONE: WRITING FOR A VARIETY OF PURPOSES AND AUDIENCES

**ADVANCED**

In independently revised writing, students demonstrate use of
exceptional writing skills by:

-   Producing fluid writing

-   Developing a clear and focused topic

-   Including relevant information with supporting details

-   Mixing general, precise, and some higher-level vocabulary

In independently revised writing, some students may also demonstrate use
of exceptional writing skills by:

-   Producing writing that is organized

-   Developing a clear topic

-   Including relevant information with details

-   Using accurate vocabulary with a variety of sentence structures

# PROFICIENT

In independently revised writing, students demonstrate use of writing
skills by:

-   Producing mostly focused and organized writing

-   Including some details related to the main idea

-   Mixing general and precise vocabulary

-   Including some variety in sentence structure

-   Using some transitional words and phrases

In independently revised writing, some students may also demonstrate use
of exceptional writing skills by:

-   Producing somewhat organized writing

-   Defining but not fully developing the topic and including some
    details related to the main idea

2001-02 is the first year that fifth-grade students have been given the
CSAP writing assessment. In looking at the same group of students from
fourth-grade to fifth-grade in writing, the scores have remained stable
for the same group. In 2000-01 90% of the students were Proficient and
Advanced. In 2001-02, 88% of this cohort group of students was
Proficient or Advanced.

**STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL**

**5^TH^ GRADE WRITING**

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| # Testing Month                | MAR  | **   | *     | **   | **   |
|                                |      | \*** | *\*** | \*** | \*** |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 88%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 12%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 59%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 29%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 90   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% |      |       |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 11%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 55%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 34%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 13%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 62%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 25%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 47)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
|                                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 7%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 39%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 42%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 8%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 3%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+

\*2001/2002 was the first year the Writing test was administered to
Colorado's fifth-grade students.

STATE CRITERION

Grade[: **5 (Math) **]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997**]{.underline} Publisher[:
**CTB/McGraw Hill -- Colo. Dept. of Education**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response and constructed
response questions are used to assess student skills. The fifth-grade
math assessment measures proficiency on several of the content standards
including:

-   Standard One Number Sense

-   Standard Two Algebraic Method

-   Standard Three Data Collection and Analysis

-   Standard Four Geometry

-   Standard Five Measurement

-   Standard Six Number Operations

An example of what students must demonstrate to be Advanced, Proficient,
Partially Proficient and Unsatisfactory for Standard One: Number Sense
is as follows:

# 

# STANDARD ONE: NUMBER SENSE

**ADVANCED**

Students demonstrate exceptional use of number sense and use of numbers
by:

-   Explaining conjectures using properties and characteristics of whole
    numbers

-   Recognizing and generating equivalent representations by decomposing
    and composing numbers

-   Demonstrating and justifying square numbers using pictures

-   Ordering fractions, decimals, and positive rational numbers by place
    values

# 

# PROFICIENT

Students demonstrate use of number sense and use of numbers by:

-   Reading, writing, and identifying the place value of the digits in
    whole numbers

-   Locating commonly used terminal decimals on a number line

-   Demonstrating the meaning of square numbers using pictorial or
    concrete materials

-   Solving equations using number properties

-   Recognizing the equivalent relationship between fractions and
    percents

-   Identifying numbers by their characteristics and their number
    properties

-   Applying estimation to solve problems within ranges

# 

# PARTIALLY PROFICIENT

Students demonstrate limited use of number sense and use of numbers by:

-   Associating pictorial models to represent fractions

# 

# UNSATISFACTORY

Students demonstrate minimal use of number sense and use of numbers by:

-   Adding numbers not in context

ver the three years in which students have been assessed, our data shows
that we are making consistent, steady improvement, especially with
regard to moving more students from the Proficient to the Advanced
category. Over the last three years, we have moved from 36% Advanced in
1999-2000 to 62% Advanced in 2001-2002. At Dennison, teachers use the
results of the CSAP and the item analysis it provides to guide math
instruction for the year. Our math specialist works with teachers to
fill in any gaps in instruction by gathering math materials, modeling
instruction of specific skills with teachers, and offering staff
development opportunities to enhance math instruction. Teachers target
students who may be partially proficient or low proficient and offer
intervention with our math specialist to improve areas of deficiency. In
addition, teachers use information from the CSAP to target students who
scored at the high end of the proficient level to move them toward
advanced.

Looking at the information by comparing the data over a two-year period
for the same group of students in math shows the following gains from
Proficient to Advanced and Partially Proficient to Proficient for
Dennison students compared to the same data for all students in the
state.

**Dennison 2000-01 Dennison 2001-02**

> **Fifth-Grade Math Sixth-Grade Math**

ADVANCED/PROFICIENT 85% 97%

ADVANCED 46% 61%

PROFICENT 39% 36%

PARTIALLY PROFICIENT 15% 3%

UNSATISFACTORY 0% 0%

**State 2000-01 State 2001-02**

> **Fifth-Grade Math Sixth-Grade Math**

ADVANCED/PROFICIENT 53% 55%

ADVANCED 17% 20%

PROFICENT 35% 35%

PARTIALLY PROFICIENT 32% 31%

UNSATISFACTORY 14% 12%

STATE CRITERION-REFERENCED TESTS - DENNISON ELEMENTARY SCHOOL

5^th^ GRADE MATH

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| # Testing Month                | M    | M    | March |      |      |
|                                | arch | arch |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 93%  | 85%  | 89%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 1%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 7%   | 15%  | 10%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 31%  | 39%  | 53%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 62%  | 46%  | 36%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 90   | 89   | 90    |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 8%   | 18%  | 13%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 37%  | 40%  | 49%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 55%  | 43%  | 38%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 2%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 6%   | 12%  | 8%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 27%  | 39%  | 57%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 67%  | 49%  | 33%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 47)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
|                                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 12%  | 14%  | 13%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 31%  | 32%  | 38%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 35%  | 35%  | 34%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 20%  | 17%  | 13%   |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 2%   | 2%   | 2%    |      |      |
+--------------------------------+------+------+-------+------+------+

### STATE CRITERION

Grade[: **6 (Reading)**]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997 **]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

**Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.**

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
sixth-grade reading assessment measures proficiency on:

-   Standard One: Read and understand a variety of materials

-   Standard Four: Thinking Skills

-   Standard Five: Use relevant information

-   Standard Six: Literature

Some of the skills that are assessed within these standards include
author's point of view, fact/opinion, inference/prediction/conclusion,
main idea/details/sequence, literary technique, figurative language,
story elements, vocabulary, response, problem solve, relevant
information, and references/resources. An example of what Advanced and
Proficient mean for one of the standards is as follows:

##### 

##### STANDARD ONE: READS AND UNDERSTANDS A VARIETY OF MATERIALS

# 

# ADVANCED

Sixth-grade students are advanced when they use multiple strategies to
read a variety of selections and demonstrate insight into text by:

-   Determining the meaning of complex vocabulary with or without
    context clues

-   Locating and recalling sequences within a variety of genres

-   Identifying essential details, main ideas, and themes in a complex
    text

-   Drawing inferences by creating connections within a variety of texts

-   Locating and recalling information in a variety of complex texts

# PROFICIENT

Sixth-grade students are proficient when they use multiple reading
strategies to comprehend a variety of selections by:

-   Locating and paraphrasing the main idea with supporting details

-   Using context to define words

-   Locating and recalling the sequence

-   Drawing inferences from context clues and background information

-   Summarizing and synthesizing information in nonfiction and fiction

-   Locating and recalling information in text with different structures
    (e.g., comparison and contrast)

The sixth-grade assessment in reading has been administered for the past
two years. Ninety-seven percent of the students were Advanced/Proficient
in 2001and 98% of the students were Advanced/Proficient in 2002. Again,
we increased the number of students from Proficient to Advanced. In
2000-02, 29% of the students were Advanced and in 2001-02, 37% of the
students performed at the Advanced level.

STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL

6^TH^ GRADE - READING

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| # Testing Month                | M    | M    |       |      |      |
|                                | arch | arch |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 98%  | 97%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 2%   | 3%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 61%  | 67%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 37%  | 29%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 90   | 89   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% |       |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 3%   | 3%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 50%  | 61%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 47%  | 37%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 2%   | 4%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 69%  | 73%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 29%  | 24%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 48)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
|                                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 10%  | 12%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 21%  | 22%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 56%  | 55%  |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 9%   | 8%   |       |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 3%   | 3%   |       |      |      |
+--------------------------------+------+------+-------+------+------+

STATE CRITERION

Grade[: **6 (Writing)**]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997 **]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response (multiple-choice) and
constructed response questions are used to assess student skills. The
sixth-grade writing assessment continues to measure proficiency on
Standard Two: Writing for a Variety of Purposes and Audiences, and
Standard Three: Conventions and Mechanics. Some of the skills that are
assessed on the sixth-grade writing assessment include essay (language
usage), vocabulary, three paragraphs, essay (content and organization),
capitalization/punctuation, sentence variety, development of
ideas/content, complete sentences, pronouns, modifiers/parts of speech,
subject/verb agreement, and editing. An example of what a student is
expected to demonstrate for Standard Two is as follows:

# 

# STANDARD TWO: WRITES FOR A VARIETY OF PURPOSES AND AUDIENCES

**ADVANCED**

In independently revised writing, students demonstrate use of
exceptional writing skills by:

-   Producing focused, organized, and fluid writing

-   Including details that support the main idea

-   Using logical and complex paragraph structure

-   Using some higher-level vocabulary and some striking language

-   Including transitional words and phrases in a sophisticated manner

In independent writing, some students may also demonstrate use of
exceptional writing skills by:

-   Producing elaborately developed and engaging writing

-   Effectively controlling the topic

-   Using complex sentence structure

-   Experimenting with advanced vocabulary and figurative language

Given text, students demonstrate exceptional knowledge of:

-   Paragraph development

-   Topic sentences

-   Complex sentence structure

-   Higher-level vocabulary

# 

# PROFICIENT

In independently revised writing, students demonstrate use of writing
skills by:

-   Producing mostly focused and organized writing

-   Including details related to the main idea

-   Using variety of sentence structure

-   Using age-appropriate vocabulary

In independent, unrevised writing, students demonstrate use of writing
skills by:

-   Beginning to develop the topic

-   Including supporting details

-   Varying sentence structure

-   Using age-appropriate vocabulary

Given text, students demonstrate knowledge of:

-   Paragraph development

-   Content and form of topic sentences

-   Sentence structure

-   Age-appropriate vocabulary

Last year, 2002, was the initial year of administering the CSAP
assessment in writing to sixth-grade students. Two of the students last
year neglected to follow directions and were not allowed to complete the
assessment. Even so, 98% of the sixth-grade students at Dennison were
Advanced or Proficient in writing and of that percentage, 51% of the
students were Advanced in writing. Again, we are aware of a disparity
among girls and boys performing at the advanced level in writing.
Sixty-six percent of the girls were advanced compared to 40% of the
boys.

STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL

6^TH^ GRADE -- WRITING

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| # Testing Month                | M    |      |       |      |      |
|                                | arch |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 98%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 47%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 51%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 90   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 98%  |      |       |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 2    |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 2%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 29%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 66%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 60%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 40%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 48)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 7%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 39%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 42%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 8%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 3%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+

**STATE CRITERION**

Grade[: **6 (Math)**]{.underline} Test: **[Colorado State Assessment
Program (CSAP)]{.underline}**

Edition/Publication Year[: **1997 **]{.underline} Publisher[:
**CTB/McGraw Hill**]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
**[NONE]{.underline}**

Number Excluded[: **0**]{.underline} Percent Excluded[: **0%
**]{.underline}

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Colorado Student Assessment Program (CSAP) is administered to every
student in the state. The CSAP assesses individual student proficiency
of the state content standards. Selected response and constructed
response questions are used to assess student skills. The sixth-grade
math assessment measures proficiency on several of the content standards
including:

-   Standard One Number Sense

-   Standard Two Algebraic Method

-   Standard Three Data Collection and Analysis

-   Standard Four Geometry

-   Standard Five Measurement

-   Standard Six Number Operations

An example of what students must demonstrate to be Advanced and
Proficient for Standard One: Number Sense, is as follows:

# 

# STANDARD ONE: NUMBER SENSE

**ADVANCED**

Students demonstrate exceptional use of number sense and use of numbers
by:

-   Explaining conjectures using properties and characteristics of whole
    numbers

-   Recognizing and generating equivalent representations by decomposing
    and composing numbers

-   Demonstrating and justifying square numbers using pictures

-   Ordering fractions, decimals, and positive rational numbers by place
    values

# 

# PROFICIENT

Students demonstrate use of number sense and use of numbers by:

-   Reading, writing, and identifying the place value of the digits in
    whole numbers

-   Locating commonly used terminal decimals on a number line

-   Demonstrating the meaning of square numbers using pictorial or
    concrete materials

-   Solving equations using number properties

-   Recognizing the equivalent relationship between fractions and
    percents

-   Identifying numbers by their characteristics and their number
    properties

-   Applying estimation to solve problems within ranges

Students at Dennison performed very well on the Mathematics portion of
CSAP. Ninety-seven percent of the students were Advanced/Proficient.
Tracking performance over the last two years for the same group of
students has shown continued growth for students moving from Proficient
to Advanced on the assessment. This improvement is a result of on-going
staff development as well as intentionally targeting students who should
be moving from Proficient to Advanced or from Partially Proficient to
Proficient and providing intervention and/or math extensions.

> **Dennison 2000-01 Dennison 2001-02**
>
> **Fifth-Grade Math Sixth-Grade Math**

ADVANCED/PROFICIENT 85% 97%

ADVANCED 46% 61%

PROFICENT 39% 36%

PARTIALLY PROFICIENT 15% 3%

UNSATISFACTORY 0% 0%

**State 2000-01 State 2001-02**

> **Fifth-Grade Math Sixth-Grade Math**

ADVANCED/PROFICIENT 53% 55%

ADVANCED 17% 20%

PROFICENT 35% 35%

PARTIALLY PROFICIENT 32% 31%

UNSATISFACTORY 14% 12%

STATE CRITERION-REFERENCED TESTS -- DENNISON ELEMENTARY SCHOOL

6^TH^ GRADE - MATH

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **1   | *    | *    |
|                                | *200 | *200 | 999-2 | *199 | *199 |
|                                | 1-20 | 0-20 | 000** | 8-19 | 7-19 |
|                                | 02** | 01** |       | 99** | 98** |
+--------------------------------+------+------+-------+------+------+
| # Testing Month                | M    |      |       |      |      |
|                                | arch |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 97%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 3%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 36%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 61%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 90   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% |      |       |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **1. FEMALE SUBGROUP**         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 5%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 26%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 68%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **2. MALE SUBGROUP**           |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 2%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 42%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 56%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **3. ETHNICITY (SEE PAGE 48)** |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
|                                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 16%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 30%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 35%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 16%  |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 3%   |      |       |      |      |
+--------------------------------+------+------+-------+------+------+

DENNISON ELEMENTARY SUBGROUP SCORES - ETHNICITY

**3RD GRADE READING 1997-2002**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-19"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>80</td>
<td>40%</td>
<td>60%</td>
<td>0%</td>
<td>0%</td>
<td>82</td>
<td>30%</td>
<td>67%</td>
<td>2%</td>
<td>0%</td>
<td>83</td>
<td>27%</td>
<td>71%</td>
<td>2%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>10</td>
<td>40%</td>
<td>60%</td>
<td>0%</td>
<td>0%</td>
<td>5</td>
<td>20%</td>
<td>80%</td>
<td>0%</td>
<td>0%</td>
<td>3</td>
<td>0%</td>
<td>100</td>
<td>100%</td>
<td>100%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Am Ind</td>
<td>1</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="even">
<td>Total</td>
<td>92</td>
<td>40%</td>
<td>60%</td>
<td>0%</td>
<td>0%</td>
<td>90</td>
<td>30%</td>
<td>68%</td>
<td>2%</td>
<td>0%</td>
<td>90</td>
<td>24%</td>
<td>73%</td>
<td>2%</td>
<td>0%</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 12%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-20"></h1></td>
<td colspan="5"><strong>1998-1999</strong></td>
<td colspan="5"><strong>1997-1998</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-1">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>87</td>
<td>31%</td>
<td>68%</td>
<td>1%</td>
<td>0%</td>
<td>79</td>
<td>34%</td>
<td>65%</td>
<td>0%</td>
<td>1%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>6</td>
<td>33%</td>
<td>50%</td>
<td>17%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>4</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Am Ind</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="even">
<td>Total</td>
<td>91</td>
<td>31%</td>
<td>68%</td>
<td>1%</td>
<td>0%</td>
<td>89</td>
<td>35%</td>
<td>63%</td>
<td>1%</td>
<td>1%</td>
</tr>
</tbody>
</table>

DENNISON ELEMENTARY SUBGROUP SCORES - ETHNICITY

**3RD GRADE WRITING 2001-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-21"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-2">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>80</td>
<td>45%</td>
<td>53%</td>
<td>3%</td>
<td>0%</td>
<td colspan="5">Test Not Administered to Colorado’s 3<sup>rd</sup>
Graders.</td>
<td colspan="5">Test Not Administered to Colorado’s 3<sup>rd</sup>
Graders.</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>10</td>
<td>30%</td>
<td>70%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Black</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Am Ind</td>
<td>1</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Total</td>
<td>92</td>
<td>43%</td>
<td>54%</td>
<td>2%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

DENNISON ELEMENTARY SUBGROUP SCORES - ETHNICITY

**4TH GRADE READING 1997-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-22"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-3">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>80</td>
<td>23%</td>
<td>73%</td>
<td>5%</td>
<td>0%</td>
<td>84</td>
<td>23%</td>
<td>70%</td>
<td>6%</td>
<td>1%</td>
<td>86</td>
<td>24%</td>
<td>69%</td>
<td>7%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>6</td>
<td>0%</td>
<td>83%</td>
<td>17%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="odd">
<td>Total</td>
<td>89</td>
<td>21%</td>
<td>73%</td>
<td>9%</td>
<td>0%</td>
<td>90</td>
<td>21%</td>
<td>71%</td>
<td>7%</td>
<td>1%</td>
<td>90</td>
<td>23%</td>
<td>70%</td>
<td>7%</td>
<td>0%</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 12%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-23"></h1></td>
<td colspan="5"><strong>1998-1999</strong></td>
<td colspan="5"><strong>1997-1998</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-4">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>82</td>
<td>16%</td>
<td>76%</td>
<td>9%</td>
<td>0%</td>
<td>84</td>
<td>20%</td>
<td>70%</td>
<td>10%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>4</td>
<td>0%</td>
<td>75%</td>
<td>25%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>4</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>14%</td>
<td>77%</td>
<td>9%</td>
<td>0%</td>
<td>89</td>
<td>20%</td>
<td>71%</td>
<td>9%</td>
<td>0%</td>
</tr>
</tbody>
</table>

**4TH** GRADE WRITING 1997-2002

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-24"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-5">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>80</td>
<td>44%</td>
<td>50%</td>
<td>6%</td>
<td>0%</td>
<td>84</td>
<td>33%</td>
<td>57%</td>
<td>7%</td>
<td>1%</td>
<td>86</td>
<td>36%</td>
<td>50%</td>
<td>14%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>6</td>
<td>50%</td>
<td>17%</td>
<td>33%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="odd">
<td>Total</td>
<td>89</td>
<td>44%</td>
<td>48%</td>
<td>8%</td>
<td>0%</td>
<td>90</td>
<td>31%</td>
<td>59%</td>
<td>8%</td>
<td>1%</td>
<td>90</td>
<td>34%</td>
<td>50%</td>
<td>14%</td>
<td>0%</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 12%" />
<col style="width: 10%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-25"></h1></td>
<td colspan="5"><strong>1998-1999</strong></td>
<td colspan="5"><strong>1997-1998</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-6">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>82</td>
<td>38%</td>
<td>50%</td>
<td>11%</td>
<td>0%</td>
<td>84</td>
<td>56%</td>
<td>38%</td>
<td>4%</td>
<td>2%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>4</td>
<td>25%</td>
<td>50%</td>
<td>25%</td>
<td>0%</td>
<td>2</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>4</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>1</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>38%</td>
<td>50%</td>
<td>11%</td>
<td>0%</td>
<td>89</td>
<td>57%</td>
<td>37%</td>
<td>3%</td>
<td>2%</td>
</tr>
</tbody>
</table>

DENNISON ELEMENTARY SUBGROUP SCORES - ETHNICITY

**5TH GRADE READING 1997-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-26"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-7">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>82</td>
<td>29%</td>
<td>65%</td>
<td>6%</td>
<td>0%</td>
<td>85</td>
<td>19%</td>
<td>74%</td>
<td>7%</td>
<td>0%</td>
<td colspan="5">Test not administered to Colorado’s 5<sup>th</sup> grade
students.</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>4</td>
<td>25%</td>
<td>50%</td>
<td>25%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>29%</td>
<td>63%</td>
<td>8%</td>
<td>0%</td>
<td>89</td>
<td>18%</td>
<td>74%</td>
<td>8%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**5TH GRADE WRITING 1997-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-27"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-8">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>82</td>
<td>29%</td>
<td>57%</td>
<td>13%</td>
<td>0%</td>
<td colspan="5">Test not administered to Colorado’s 5<sup>th</sup> Grade
students.</td>
<td colspan="5">Test not administered to Colorado’s 5<sup>th</sup> Grade
students.</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>4</td>
<td>25%</td>
<td>7%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>29%</td>
<td>59%</td>
<td>12%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

DENNISON ELEMENTARY SUBGROUP SCORES - ETHNICITY

**5^TH^ GRADE MATH 1999-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-28"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-9">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>82</td>
<td>65%</td>
<td>28%</td>
<td>7%</td>
<td>0%</td>
<td>85</td>
<td>47%</td>
<td>39%</td>
<td>14%</td>
<td>0%</td>
<td>82</td>
<td>37%</td>
<td>51%</td>
<td>11%</td>
<td>1%</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>4</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>4</td>
<td>25%</td>
<td>75%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>2</td>
<td>0%</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
</tr>
<tr class="even">
<td>Asian</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>0</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>-</td>
<td>4</td>
<td>25%</td>
<td>75%</td>
<td>0%</td>
<td>0%</td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>62%</td>
<td>31%</td>
<td>7%</td>
<td>0%</td>
<td>89</td>
<td>46%</td>
<td>39%</td>
<td>15%</td>
<td>0%</td>
<td>90</td>
<td>36%</td>
<td>53%</td>
<td>10%</td>
<td>1%</td>
</tr>
</tbody>
</table>

DENNISON ELEMENTARY SUBGROUP SCORES - ETHNICITY

**6TH GRADE READING 1997-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-29"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-10">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>85</td>
<td>36%</td>
<td>62%</td>
<td>1%</td>
<td>0%</td>
<td>79</td>
<td>33%</td>
<td>63%</td>
<td>4%</td>
<td>0%</td>
<td colspan="5">Test not administered to Colorado’s 6<sup>th</sup> grade
students.</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>1</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>4</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>50%</td>
<td>0%</td>
<td>50%</td>
<td>0%</td>
<td>1</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td>5</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>37%</td>
<td>61%</td>
<td>2%</td>
<td>0%</td>
<td>89</td>
<td>29%</td>
<td>67%</td>
<td>3%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**6TH GRADE WRITING 1997-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-30"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-11">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>85</td>
<td>52%</td>
<td>46%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>1</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>51%</td>
<td>47%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**6TH GRADE MATH 1997-2002**

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><h1 id="section-31"></h1></td>
<td colspan="5"><strong>2001-2002</strong></td>
<td colspan="5"><strong>2000-2001</strong></td>
<td colspan="5"><strong>1999-2000</strong></td>
</tr>
<tr class="even">
<td><h2 id="ethnicity-12">Ethnicity</h2></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof.</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><strong>Unsatis-factory</strong></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof.</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>Factory</strong></p></td>
<td><p><strong>#</strong></p>
<p><strong>Students</strong></p></td>
<td><strong>Adv</strong></td>
<td><strong>Prof</strong></td>
<td><p><strong>Partially</strong></p>
<p><strong>Prof</strong></p></td>
<td><p><strong>Unsatis-</strong></p>
<p><strong>factory</strong></p></td>
</tr>
<tr class="odd">
<td>White</td>
<td>85</td>
<td>61%</td>
<td>35%</td>
<td>4%</td>
<td>0%</td>
<td colspan="5">Test not administered to Colorado’s 6<sup>th</sup> grade
students.</td>
<td colspan="5">Test not administered to Colorado’s 6<sup>th</sup> grade
students.</td>
</tr>
<tr class="even">
<td>Hispanic</td>
<td>1</td>
<td>0%</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Black</td>
<td>2</td>
<td>50%</td>
<td>50%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Asian</td>
<td>2</td>
<td>100%</td>
<td>0%</td>
<td>0%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Total</td>
<td>90</td>
<td>61%</td>
<td>36%</td>
<td>3%</td>
<td>0%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

![](media/image1.png){width="6.25in" height="6.220138888888889in"}

![](media/image2.wmf)

![](media/image3.png){width="6.03125in" height="6.5in"}

![](media/image4.png){width="5.874305555555556in"
height="9.114583333333334in"}