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

*U.S. Department of Education*

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

Name of Principal [Mr. Russell D. Spicer]{.underline}

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

Official School Name [Liberty Common School]{.underline}

(As it should appear in the official records)

School Mailing Address 1725 Sharp Point Drive

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

Fort Collins Colorado 80525-4494

City State Zip Code+4 (9 digits total)

County Larimer School Code Number\* 5210

Telephone [( 970 ) 482-9800]{.underline} Fax [( 970 )
482-8007]{.underline}

Website/URL [www.libertycommon.org]{.underline} E-mail
[info@libertycommon.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Nancy Wright]{.underline}

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

District Name [Poudre School District]{.underline} Tel. [( 970 )
490-3604]{.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 Dr. Maureen Schaffer

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: 30 Elementary schools

Middle schools

10 Junior high schools

4 High schools

5 Other

49 TOTAL

2\. District Per Pupil Expenditure: [\$5,704]{.underline}

Average State Per Pupil Expenditure: [\$5,519.22\*]{.underline}

\*This is the number for elementary and middle Schools. The high school
per pupil expenditure is \$5,845.87 which would be the number used for
our ninth grade.

**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\. 3 Number of years the principal has been in her/his position at this
school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**                                                  **7**       19        31          50

  **K**       28        28                     56           **8**       25        33          58

  **1**       36        61                     61           **9**       10        13          23

  **2**       21        37                     58           **10**                            

  **3**       27        31                     58           **11**                            

  **4**       28        30                     58           **12**                            

  **5**       25        25                     50           **Other**                         

  **6**       26        32                     58                                             

                                    **TOTAL                                                   530
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 86 % White

the students in the school: 2 % Black or African American

4 % Hispanic or Latino

7 % Asian/Pacific Islander

1 % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: 10 %

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  24
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           32
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   56
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 545
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .102
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          10.2
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: 0 %

0 Total Number Limited English Proficient

Number of languages represented: 0

Specify languages:

9\. Students eligible for free/reduced-priced meals: 8 %

Total number students who qualify: 41

10\. Students receiving special education services: 5.46 %

29 Total Number of Students Served

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

1 Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness 4 Other Health Impaired

\_\_\_\_Deaf-Blindness 11 Specific Learning Disability

\_\_\_\_Emotional Disturbance 10 Speech or Language Impairment

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

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

\_\_\_\_Multiple Disabilities 3 Emotional Disturbance

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 0

Classroom teachers 28 1

Special resource teachers/specialists 3 3

Paraprofessionals 8 1

> Support staff 8 3
>
> Total number 49 8

12\. Average school student-"classroom teacher" ratio: 19:1

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

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

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

  Daily teacher attendance   97%         97%         98%         98%         98%

  Teacher turnover rate      14%         28%         17%         10%         17%

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

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

\*\* See discussion of drop-off rate on the following page.

[\*\* Discussion of the drop-off rate and the drop out rate]{.underline}

The district's student data system doe not allow us to readily track
cohorts of students from entry at 7^th^ grade through 9^th^ grade.
Liberty Common School has never had a student drop out of school while
attending here. There are students who transfer to other district
schools, out of district and to private schools. There are students who
transfer into Liberty as well. We do not have the data, however to
calculate a drop-off rate.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

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

Liberty Common School is a parent-driven, public charter school
providing a classical education to 530 students in kindergarten through
9^th^ grade. Our mission is to provide excellence and fairness in
education through a common foundation. This is achieved by successfully
teaching a contextual body of organized knowledge, the values of a
democratic society, and the skills of learning.

Liberty's academic program includes five key components designed to
ensure students possess basic factual knowledge and the skills to
develop the discipline to learn:

#### Core Knowledge: Liberty's curriculum, the Core Knowledge Sequence, encompasses language arts, math, science, history, geography, fine arts, and physical education. The curriculum is characterized by a planned progression of clearly defined, unchanging knowledge which builds on students' previous knowledge. The curriculum allows *all* children to be included in our national literate culture.

#### Emphasis on Literacy: Classic literature appropriate to age and ability is read extensively. Students are exposed to high quality reading materials to stimulate their interests and engage their minds. 

1.  **Solid Skill Development:** The skills of learning -- reading,
    writing, calculating and speaking -- are learned through a
    combination of curriculum content, modeling, coaching, and sensible
    practice. Liberty teachers help students develop skills using
    specific programs including Riggs and Open court Phonics, Open Court
    Reading, Shurley Grammar, Getty-Dubay Penmanship and Singapore Math.

2.  **Thinking Framework:** It is not enough to acquire knowledge. The
    ability to see patterns and analyze facts is necessary to be able to
    influence and improve the world around us. At Liberty, progressive
    thinking skills, unique to each discipline, are used to help
    students apply discernment to knowledge.

3.  **Character Education**: Liberty's foundation stones -- Respect,
    Responsibility, Cooperation, Self Control, Perseverance, Integrity,
    and Citizenship -- define our school culture and are expected
    behavior for Liberty students. Character is developed through a
    coherent program of expectations, modeling, and study of historical
    and literary figures.

As a charter school, Liberty has the flexibility to make further
enhancements to its academic program:

-   We have developed a technology program that goes beyond teaching
    basic computer applications. Students learn the historical impact of
    technology, the building blocks of a computer, basic hardware and
    operating system architecture, and the principles that underlie
    computer programming.

-   The acquisition and appreciation of other languages is essential to
    understanding one's own. Spanish is taught in kindergarten - 9^th^
    grade. Latin vocabulary, the root of all Romance languages, is
    taught throughout the grades with dedicated Latin instruction in
    5^th^ - 7^th^ grades.

-   The science curriculum is expanded to include units relevant to
    today's advancements in science. Our science lab offers students
    opportunities to apply thinking skills for science beginning in
    kindergarten.

Liberty's dedicated professional teachers are trained in Core Knowledge
and have devoted thousands of hours to creating lesson plans that
support our curriculum and bring it to life. True leaders in education,
our teachers read, study, and collaborate weekly to develop best
practices and hone their skills.

Parents are active participants in the educative process supporting
children's academic progress and moral values, volunteering on
committees, and assisting teachers in the classroom. Liberty is governed
by a Board of Directors, comprised of parents and elected by the school
community.

Enrollment is limited to two classes per grade enabling students to
build personal relationships with teachers and long-lasting friendships
with students. A dress code for students helps set the school apart as a
place of academic dignity and minimizes competition among students. Our
rich curriculum, well-trained teachers, and standards for behavior
combine to create a safe atmosphere where students want to learn.

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

**1**. **Assessment Results**

The Colorado Department of Education developed the Colorado Student
Assessment Program, also known as CSAP, as a test designed to measure
student achievement in relationship to the Colorado Model Content
Standards. These standards are expectations specifying what a student
should know at particular points in his/her education. As a result, CSAP
provides a series of snapshots of student achievement in reading,
writing, math, and science as they move through grades 3--10. The
following statement can also be found on the CDE website, "Assessment,
challenging academic standards, and school and district accountability
are the three \"legs\" supporting Colorado\'s comprehensive school
reform efforts." Assessment is one of the three legs mentioned. These
CSAP tests are a standard's based set of assessments measuring student's
performance in the areas of reading, writing, math and science. There
are four different performance levels on the CSAP: unsatisfactory,
partially proficient, proficient, and advanced. The performance levels
established for demonstrating that students are meeting the standard is
to be at the proficient or advanced level. More information about the
Colorado State Assessment Program may be found at
<http://www.cde.state.co.us/index_assess.htm>.

Since the CSAP's inception in 1998, Liberty Common School consistently
has a high percentage of its students testing in the proficient or
advanced level. We score as one of the top three scoring schools in the
district on most every test taken on a consistent basis. Those testing
at or above proficiency have reliably been higher than the district and
state average on all tests. On a few occasions, our students at various
grade levels have scored 100% at or above proficient on the CSAP reading
tests. For example, last year both the ninth grade and the sixth grade
scored 100% at or above proficiency in reading.

In order to move from kindergarten into the first grade, students must
demonstrate command of the phonics. Phonics instruction continues into
the third grade. Liberty Common School uses the Riggs and Open Court
Phonics programs. The kindergarten and 1^st^ grade students are assessed
using the STAR Early Literacy program starting in kindergarten. The STAR
Early Literacy program assesses 41 skills in 7 key literacy domains.
These skills are recognized for their critical role in literacy
development. The seven domains are: General Readiness, Graphophonemic
Knowledge, Phonemic Awareness, Phonics, Comprehension, Structural
Analysis, and Vocabulary. The students continue to be assessed after
first grade for reading comprehension using the STAR. The STAR reading
program helps to determine the reading level of each student, measure
individual and class growth, and forecast results on standardized tests.
All students in the school are tested at least twice a year in order to
identify anyone who may be below grade level in reading skills.

Reading fluency is assessed as well. Every student is tested at least
twice a year using the Read Naturally program to ensure that his/her
reading level is where it should be. If a student is identified as
having a reading fluency problem or if is identified by the STAR as
reading below grade level, that student is placed on a LLP (Liberty
Learning Plan). These students then are given extra attention by our
Special Education team or our Teacher Assistants. The student remains on
the LLP until grade level reading, comprehension and fluency can be
attained.

Liberty Common School has Math Fact Automaticity goals. Each grade level
(1^st^ -- 6^th^) establishes standards that must be attained by the end
of the year. These standards are tested using timed exams with addition,
subtraction, multiplication and division problems. Students take weekly
exams throughout the year giving them many chances to attain this goal
and thus in turn giving them multiple opportunities to practice and
learn their math facts. If a student is struggling in this area, he/she
is given the opportunity to use a computerized math fact program or is
sent home with flashcards for practice.

**2.** **Use of Assessment Data to Improve Student and School
Performance**

Liberty Common School is interested in students demonstrating consistent
growth from year to year. We have contracted the services of a data
mining company that provides us with longitudinal CSAP data on each
student in each testing area. The purpose of this is to be able to
specifically track individual student progress. This data indicates
whether a student is progressing in his/her academic skills in the
tested areas or at the very least remaining constant. Our goal is for
each student to be either proficient or advanced in each category and
make at least one year's growth, if not more, in each category. If a
student's score has lowered, steps are taken to discover why that has
happened, prevent it happening again, and find ways to help that student
increase his proficiency. CSAP scores are also analyzed to identify how
particular grades or particular teachers are performing. If it appears
that a certain grade has consistently lower scores, the curriculum for
that grade will be carefully examined. Occasionally, a teacher's
techniques and classroom practices may need to be evaluated if his/her
class scores unusually lower than previous years.

The 1^st^ -- 5^th^ graders take a comprehensive Core Knowledge test at
the end of each year. This test assesses the knowledge retained by the
student for the material learned that year. The teacher analyzes these
tests and identifies where the students performed well and where they
did not perform well. The teachers can then make the adjustments to
cover those Core Knowledge topics in greater detail if needed.

The School Improvement Team (SIT) conducts a survey every year of the
students, parents and staff to see what the school is doing well and
where improvements can be made. The school's strategic plan is developed
using the information from this survey.

**3. Communication of Student Performance**

Because we believe that a student's performance is directly related to
the amount of parental involvement in their education, notifying parents
of student performance is important at Liberty Common School. Parents
receive the print out of their students' CSAP report. The community is
informed of our assessment data by the local newspaper, *The
Coloradoan,* which publishes the overall assessment scores of each grade
at Liberty Common School once the CSAP scores are made public. To ensure
that parents know how our school compares with others in our district, a
copy of the School Accountability Report is given to each family. Our
School Accountability Report is available on our website.

Parents are also made aware of progress on students in the classroom and
especially when that progress is below expectations. We send out
quarterly report cards. At the end of the first quarter, parent/teacher
conferences are conducted on an as needed basis throughout the rest of
the year. In the middle of each quarter, a letter is sent to the parents
of every student that has a grade below a "B." Many classes send home,
on a weekly basis, a progress report for each student that the parents
are expected to sign and return the next day. Other classes require
parents' signatures only if the student is receiving a "C" or below.
Student athletes that have a grade of "C" or below are required to
request signatures from their teachers on a daily basis in order to
remain on the team.

**4. Sharing Successes with Other Schools**

Liberty Common School is involved with sharing our successes in many
ways. We have staff that present every year at various conferences. This
past year, several teachers presented at the Colorado Core Knowledge
conference. The topics generally center on best practices for specific
lessons and units that the teachers have developed. This year a teacher
will present at the National Core Knowledge conference as well. The
Colorado Department of Education asked us to present our formula for
success in reading at a state reading summit. Our headmaster and three
teachers shared the best practices of our reading program to schools
that were identified as having low reading scores.

In 2004, the headmaster presented at the Colorado League of Charter
Schools and the Colorado Core Knowledge conference. Liberty Common
School has a unique performance pay plan, which was shared with
administrators and board members at both of these conferences. The
headmaster sat on a panel at the National Charter Schools Conference
that addressed the topic "School Leaders on Creating a Culture of
Achievement."

We are working to continually use data driven assessment to improve our
educational program. Liberty Common School is part of an Accountability
Consortium through the Colorado League of Charter Schools where we share
information on data driven assessment including longitudinal analysis.
We will be holding five to six meeting/activities a year, including
training sessions on data use and sharing information, lessons learned,
and best practices with other charter schools.

Because Liberty Common School is an Official Core Knowledge Visitation
Site and known for having a successful school, we receive numerous calls
from other schools for advice and assistance. We have assisted other
schools in getting started by sharing our charter application,
curriculum materials, and expertise. On numerous occasions, we have
opened up our school to other schools desiring to observe us in action.

Liberty Common School is committed to sharing its information and best
practices as often as needed. If we can help any school or teacher
succeed in becoming better, we are all for it!

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

**1. Curriculum**

The driving force behind our academic curriculum is the Core Knowledge
Sequence. Liberty Common School teaches 100% of the Core Knowledge
Sequence to its kindergarten through eighth grades. This curriculum
consists of a detailed outline of specific content to be taught in
language arts, history, geography, mathematics, science, and the fine
arts. The following written descriptions of the sequence can be found in
the Core Knowledge Sequence produced by the National Core Knowledge
Foundation (<http://coreknowledge.org/CK/>)

*The Sequence represents a first and ongoing attempt to state
specifically a core of shared knowledge that children should learn in
American Schools. It should be emphasized that the Core Knowledge
Sequence is not a list of facts to be memorized. Rather, it is a guide
to coherent content from grade to grade, designed to encourage steady
academic progress as children build their knowledge and skills from one
year to the next, while avoiding repetition and gaps. The Core Knowledge
Sequence is distinguished by its specificity. The specific content in
the Sequence provides a solid foundation on which to build skills
instruction. The arts are not a peripheral part of the Core knowledge
curriculum, but an essential part of the knowledge children should learn
in the early grades. When children are young and receptive, they should
be exposed to fine paintings, great music and other inspiring examples
of art. As children progress in their knowledge and competencies, they
can begin to learn more about the methods and terminology of the
different arts, and become familiar with an ever-wider range of great
artists and acknowledged masterworks. A good understanding of arts grows
out of at least three modes of knowledge- creative, historical, and
analytical."*

We have found this curriculum to be academically challenging,
intellectually stimulating, and fundamentally sound. There is no doubt
that by the time a student graduates Liberty Common School, he/she will
be prepared for high school and be culturally literate. The Core
Knowledge Sequence has been cross-referenced with the Colorado
Department of Education Standards and found to meet or exceed all of the
state standards and benchmarks.

We use a conceptually based math program modeled after the successful
math program from Singapore called Singapore math. This meets all
expectations of the Core Knowledge Sequence and helps students
understand the concepts behind mathematical principles, not just the
rules.

Liberty Common School offers foreign language to all grade levels.
Kindergarten through fourth grade students receive Spanish instruction.
Fifth and sixth grade students receive a semester of Latin and a
semester of Spanish instruction. Latin is mandatory for all seventh
grade students. Eighth grade students have the option of taking Latin 2
or Spanish 1. Lastly, our ninth grade students have the option to take
either Latin 3 or Spanish 2.

Liberty offers a many general and academic electives. The primary grades
the students all attend Core Art, Core Music, Physical Education, and
Foreign Language. Fifth and Sixth graders also have the option of taking
either a band or choir elective. In the seventh grade, students choose
from the following electives: Intermediate Band, Concert Band,
Orchestra, Choir, Art (Photography, 3-D drawing, Ceramics and Weaving),
Wood Shop, Computer Technology, Computer Programming, Physical
Education, Meteorology, Astronomy, and Political Science.

Since the Core Knowledge Sequence only goes through the eighth grade, a
ninth grade curriculum was designed. The ninth graders take British
Literature, Economics, Biology, and Geometry or Algebra II. The ninth
grade students also have the option to take ICPE (Introduction of
Chemistry, Physics and Earth Sciences), Speech, and Health.

**2a. Elementary Reading Instruction**

Liberty's approach to reading is designed to 1) develop language and 2)
provide meaning to students. Our Charter states, "*In the early grades,
students will receive explicit, systematic phonemic awareness and
phonics instruction*." This approach was chosen because studies show
phonics works. Once decoding skills are introduced, fluency is developed
through daily practice. Fluency allows students to focus their mental
energies on comprehension rather than decoding. Riggs & Open Court
Phonics and Accelerated Reader are used to develop decoding skills and
fluency at Liberty. Primary students read at least one hour each day at
school and at least 15 minutes each night for homework. Students are
assessed regularly to determine whether their skills are progressing
appropriately.

In all elementary grades captivating stories, beyond the students' own
reading abilities, are read aloud to children. Children who are exposed
to complex speech patterns learn to express themselves earlier and more
fluently than those spoken to in careful sentences. In addition to the
Core Knowledge Literature, classic literature appropriate to the age of
the children is read extensively. Literature introduced to students is
selected, in part, for its rich use of language.

Our Charter further states, "*Mature literacy develops as students
become acquainted with a broad and rich body of knowledge and become
familiar with many well-written, diverse and meaningful works of
literature*." Children who read regularly develop more powerful, healthy
and discerning imaginations. For a child to get hooked on books, the
books must contain meaning. The frequent vicarious practice and
identification with virtuous and victorious heroes allow children to
rehearse and strengthen their commitment to goodness.

With these ideas in mind, classic literature reading lists have been
developed for each grade level. These books are intended to nudge
students toward higher levels, not just in matters of syntax and
vocabulary, but also in sophistication of plot, character development,
conflict and resolution, etc. Students in 4^th^ -- 6^th^ grades are
required to read from their grade level reading lists or the Core
Knowledge Literature Sequence at least 20 minutes each night. In
addition, all students (K-6) are assigned books from the classic
literature reading lists to read, or be read to them, during the summer.

**2b. English Language Curriculum**

The Core Knowledge Sequence has a detailed outline of specific content
to be taught in language arts, grades 7-8. According to our Charter, the
development of literacy is of utmost importance. Students are challenged
to read poems, novels, dramas, essays, speeches, and short stories.
Grammar study, spelling, literary devices, Greek/Latin roots, and
vocabulary are all taught as the students are exposed to the literature.
In addition to regular homework assignments, students are required to
read assigned literature for at least thirty minutes per night,
including weekends. Students are required to participate in our summer
reading program. The assigned literature is from the Core Knowledge
Sequence or student selected books from the approved upper school
reading list. Our goal is to expose the students to quality literature
they might not otherwise encounter.

In addition the English Department addresses the development of writing
according to

*Teaching Writing: Structure and Style*, which is a complete syllabus
for teaching writing skills to children to grades two through ten.
Students are given the opportunity to write fiction, poetry, or drama,
but instruction emphasizes repeated expository writing. *Teaching
Writing: Structure and Style* offers a way to assist teachers in
developing competency, independence, and creativity in their students,
all within a system that provides for concrete evaluation and measurable
achievement.

All ninth graders take British Literature as the required English class.
This is a chronological survey of literature from Bede and *Beowulf* up
through the most important writers of the early twentieth century. This
course includes a detailed study of Old English and Medieval literature
(in modern English translation), Renaissance literature (especially
focusing on Shakespeare), and continuing on through the Neoclassical,
Romantic, and Victorian periods. Outside reading follows school-wide
protocol. Composition and vocabulary are linked to the literature read.

**3. Other Curriculum**

The class that we are proudest of here at Liberty Common School (LCS) is
our 9th grade Economics World History class. It is truly a capstone
class that first and foremost teaches thinking by applying economic
analysis to the rich nine years of World and US history and geography
the students have learned from the Core Knowledge curriculum.

LCS was established the same year that the voluntary National Economic
Education Standards were established. These were taken and turned into a
course outline covering the role and nature of\
prices, profits and losses, productivity and pay, labor markets,
investment and speculation, risk and insurance, national output, money
and the banking system, international trade, effects of government\
regulation, capitalism vs. socialism, and the economics of energy and
the environment. Also taught is the role and function of property
rights, the role of human capital in the creation of wealth, the
relationship between political and economic freedom, superiority of free
markets vs. central planning and the entire notion and analysis of
trade-offs. Our outline was reviewed, improved and approved by the\
Colorado Council on Economic Education.

Our ninth graders read The Law by Frederic Bastiat, Mainspring of Human
Progress by Henry Grady Weaver, Economics in One Lesson by Henry Hazlitt
and Basic Economics by Thomas Sowell. Most of\
our graduation ninth graders cite this class as the one from which they
learned the most.

After implementation of the ninth grade course we added a mini-society
unit to fifth grade and six economic lessons to each grade 1-8. The
addition of economics to our curriculum has demonstrably improved the
understanding of history and effects of geography of our students. They
also enjoy it more. It has shown itself to be a natural orienting
influence and aid to the development of thinking skills.

**4. Different Instructional Methods**

Liberty Common School consistently utilizes a strong and consistent set
of teaching techniques to enhance and increase student learning. The
teachers understand that everything they teach is for the purpose of
supporting the content. A great deal of thought and effort goes into
making the best use of time and resources. One efficient method is
direct instruction (lecture). Understanding that direct instruction is
not the only instructional method, Liberty Common School trains its
teachers in the Quantum method as well. Our teachers have described
Quantum Teaching as "giving a multi-vitamin" to their lessons. The
underlying principle in this methodology is to address all modalities in
lessons, thus incorporating visual, auditory, and kinesthetic learning
patterns consistently.

Quantum methodology is evident throughout the school in every classroom.
While every teacher does not incorporate the same techniques on a daily
basis, the teachers' vast repertoire allows for great variation
throughout subjects and/or topics. Teachers are often seen addressing
the visual modality by doing such things as standing close to the
information they are teaching and /or using iconic posters.
Understanding that children benefit from auditory input as well, it is
not unusual to hear students singing songs about Florence Nightingale
and performing rap songs about the circulatory system. By allowing
children to "record" new information through rhythm and song, learning
and retention are increased. Our teachers are also adept at teaching
kinesthetically. Using frequent "state changes" is one way this type of
learning is supported. Acknowledging children's' need for movement,
teachers take time to allow for frequent, yet planned movement. Examples
of this include utilizing specific songs to signal a clean up time or
quiet work time as well as incorporating the use of movements and
signals to signify key concepts and information. By combining thoughtful
and creative planning of visual, auditory, and kinesthetic lessons with
direct instruction, our teachers provide the students at Liberty Common
School with a solid, intellectually stimulating classroom.

**5. Professional Development**

Liberty Common School believes in professional development in order for
our teachers to do their best at what they do and are encouraged and
supported in these activities. New teachers to Liberty Common School go
through a weeklong orientation program designed to familiarize them with
the philosophy of the school and the Core Knowledge Sequence. A teacher
on our staff is a trainer for the Core Knowledge Foundation and thus
administers the Core Knowledge training for the new teachers. The new
teachers are also assigned a mentor teacher that is at or near the same
grade level or teaches the same subject matter. The mentor teacher meets
with the new teacher on a weekly basis at the beginning of the year and
then on a bi-weekly or monthly basis after the first semester as needed.
The returning staff also will receive specific training on a topic of
emphasis determined by the Board or Directors and administration before
the school year begins. Last year a writing expert trained us on the
"Writing with Structure and Style" program.

At the weekly staff meetings, professional development workshops or
presentations occur that help support the programs at Liberty Common
School. Outside speakers often present to our staff and the experts on
our own staff are called upon to present at these staff trainings.

Each year all of the teachers attend the Colorado Core Knowledge
conference. This conference brings together all Core Knowledge schools
in the state and offers workshops and training on Core Knowledge topics.
Each year Liberty Common School also sends approximately 2- 3 teachers
to the National Core Knowledge conference.

Numerous other teachers have been encouraged to attend professional
conferences and workshops that relate to their specific area such as
Physical Education, Music, Art, Spanish, Science, Literacy, Economics,
History, Math, etc. If the training is beneficial for the teacher and
our school, we will support it.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION-REFERENCED TESTS**

Grade: **3** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

3^rd^ grade will start testing math in the 2004-2005

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
  **READING**                        2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                      February    February    February    February    February

  **CLASS SCORES**                                                                   

  \% At or Above Unsatisfactory      100%        100%        100%        100%        100%

  \% At or Above Partially           98%         100%        100%        100%        100%
  Proficient                                                                         

  \% At or Above Proficient          96%         96%         95%         100%        84%

  \% At Advanced                     24%         25%         42%         28%         5%

  Number of students tested          58          56          57          57          58

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

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0%          0%          0%          0%          0%

  **STATE SCORES**                                                                   

  \% At or Above Unsatisfactory      98%         99%         99%         99%         99%

  \% At or Above Partially           90%         92%         90%         91%         90%
  Proficient                                                                         

  \% At or Above Proficient          73%         75%         72%         63%         70%

  \% At Advanced                     8%          10%         11%         10%         7%

  **WRITING**                        2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                      March       March       March       March       March

  **CLASS SCORES**                                                                   

  \% At or Above Unsatisfactory      99%         100%        100%        N/A         N/A

  \% At or Above Partially           96%         100%        99%         N/A         N/A
  Proficient                                                                         

  \% At or Above Proficient          79%         87%         82%         N/A         N/A

  \% At Advanced                     43%         30%         23%         N/A         N/A

  Number of students tested          58          56          57          N/A         N/A

  Percent of total students tested   100%        100%        100%        N/A         N/A

  Number of students excluded        0           0           0           N/A         N/A

  Percent of students excluded       0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                       N/A         N/A

  \% At or Above Unsatisfactory      99%         99%         98%         N/A         N/A

  \% At or Above Partially           92%         93%         91%         N/A         N/A
  Proficient                                                                         

  \% At or Above Proficient          52%         57%         51%         N/A         N/A

  \% At Advanced                     12%         16%         8%          N/A         N/A
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **4** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

4^th^ Grade will begin testing math in 2004-2005

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **READING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        100%        100%

  \% At or Above Partially Proficient  100%        100%        100%        100%        98%

  \% At or Above Proficient            95%         95%         96%         93%         89%

  \% At Advanced                       18%         16%         30%         29%         25%

  Number of students tested            57          56          56          56          56

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

  Number of students excluded          0           0           0           0           0

  Percent of students excluded         0%          0%          0%          0%          0%

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         99%         98%         99%         97%

  \% At or Above Partially Proficient  87%         87%         85%         86%         89%

  \% At or Above Proficient            63%         63%         61%         63%         62%

  \% At Advanced                       5%          7%          6%          7%          9%

  **WRITING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        100%        100%

  \% At or Above Partially Proficient  100%        100%        100%        100%        99%

  \% At or Above Proficient            89%         77%         87%         80%         63%

  \% At Advanced                       19%         18%         32%         21%         18%

  Number of students tested            57          56          56          56          56

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

  Number of students excluded          0           0           0           0           0

  Percent of students excluded         0%          0%          0%          0%          0%

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        99%         100%        98%         97%         95%

  \% At or Above Partially Proficient  92%         91%         90%         88%         91%

  \% At or Above Proficient            53%         52%         50%         46%         53%

  \% At Advanced                       10%         10%         8%          7%          10%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **5** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **READING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        99%         99%         100%        100%        N/A

  \% At or Above Partially Proficient  99%         99%         98%         98%         N/A

  \% At or Above Proficient            97%         95%         80%         79%         N/A

  \% At Advanced                       17%         27%         16%         14%         N/A

  Number of students tested            59          56          56          57          N/A

  Percent of total students tested     98%         98%         100%        100%        N/A

  Number of students excluded          1           1           0           0           N/A

  Percent of students excluded         2%          2%          0%          0%          N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         98%         97%         98%         N/A

  \% At or Above Partially Proficient  87%         85%         83%         86%         N/A

  \% At or Above Proficient            69%         66%         63%         64%         N/A

  \% At Advanced                       9%          8%          7%          8%          N/A

  **MATH**                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        98%         100%        100%        100%

  \% At or Above Partially Proficient  100%        96%         100%        100%        98%

  \% At or Above Proficient            85%         82%         75%         79%         85%

  \% At Advanced                       24%         39%         27%         35%         21%

  Number of students tested            59          56          56          57          56

  Percent of total students tested     100%        98%         100%        100%        100%

  Number of students excluded          0           1           0           0           0

  Percent of students excluded         0%          2%          0%          0%          0%

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         98%         98%         98%         98%

  \% At or Above Partially Proficient  87%         86%         86%         84%         85%

  \% At or Above Proficient            58%         56%         55%         52%         47%

  \% At Advanced                       22%         20%         20%         17%         13%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **5 (Continued)** Test: **Colorado Student Assessment Program
(CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **WRITING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        98%         100%        N/A         N/A

  \% At or Above Partially Proficient  98%         98%         100%        N/A         N/A

  \% At or Above Proficient            78%         94%         77%         N/A         N/A

  \% At Advanced                       12%         39%         14%         N/A         N/A

  Number of students tested            59          56          56          N/A         N/A

  Percent of total students tested     100%        98%         100%        N/A         N/A

  Number of students excluded          0           1           0           N/A         N/A

  Percent of students excluded         0%          2%          0%          N/A         N/A

  **STATE SCORES**                                                         N/A         N/A

  \% At or Above Unsatisfactory        99%         98%         96%         N/A         N/A

  \% At or Above Partially Proficient  93%         91%         89%         N/A         N/A

  \% At or Above Proficient            55%         53%         50%         N/A         N/A

  \% At Advanced                       10%         8%          8%          N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **6** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **READING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        100%        N/A

  \% At or Above Partially Proficient  100%        100%        98%         96%         N/A

  \% At or Above Proficient            100%        96%         91%         89%         N/A

  \% At Advanced                       33%         19%         27%         18%         N/A

  Number of students tested            57          57          56          57          N/A

  Percent of total students tested     100%        100%        100%        100%        N/A

  Number of students excluded          0           0           0           0           N/A

  Percent of students excluded         0%          0%          0%          0%          N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         97%         96%         97%         N/A

  \% At or Above Partially Proficient  87%         87%         86%         85%         N/A

  \% At or Above Proficient            67%         66%         65%         63%         N/A

  \% At Advanced                       12%         8%          9%          8%          N/A

  **MATH**                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        99%         100%        100%        N/A         N/A

  \% At or Above Partially Proficient  91%         100%        96%         N/A         N/A

  \% At or Above Proficient            72%         86%         87%         N/A         N/A

  \% At Advanced                       34%         33%         39%         N/A         N/A

  Number of students tested            57          57          56          N/A         N/A

  Percent of total students tested     100%        100%        100%        N/A         N/A

  Number of students excluded          0           0           0           N/A         N/A

  Percent of students excluded         0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         97%         97%         N/A         N/A

  \% At or Above Partially Proficient  81%         80%         81%         N/A         N/A

  \% At or Above Proficient            53%         50%         51%         N/A         N/A

  \% At Advanced                       18%         18%         16%         N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **6 (Continued)** Test: **Colorado Student Assessment Program
(CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **WRITING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        N/A         N/A

  \% At or Above Partially Proficient  100%        100%        100%        N/A         N/A

  \% At or Above Proficient            96%         91%         82%         N/A         N/A

  \% At Advanced                       35%         28%         25%         N/A         N/A

  Number of students tested            57          57          56          N/A         N/A

  Percent of total students tested     100%        100%        100%        N/A         N/A

  Number of students excluded          0           0           0           N/A         N/A

  Percent of students excluded         0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         98%         96%         N/A         N/A

  \% At or Above Partially Proficient  93%         92%         89%         N/A         N/A

  \% At or Above Proficient            56%         55%         50%         N/A         N/A

  \% At Advanced                       10%         9%          8%          N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **7** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **READING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        99%         98%         100%        100%        100%

  \% At or Above Partially Proficient  99%         96%         96%         98%         100%

  \% At or Above Proficient            88%         87%         94%         93%         94%

  \% At Advanced                       21%         21%         23%         32%         10%

  Number of students tested            61          55          56          56          50

  Percent of total students tested     100%        98%         100%        100%        100%

  Number of students excluded          0           1           0           0           0

  Percent of students excluded         0%          2%          0%          0%          0%

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         97%         97%         96%         97%

  \% At or Above Partially Proficient  84%         83%         83%         85%         85%

  \% At or Above Proficient            61%         61%         60%         63%         59%

  \% At Advanced                       7%          7%          8%          8%          4%

  **MATH**                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        99%         N/A         N/A

  \% At or Above Partially Proficient  97%         96%         97%         N/A         N/A

  \% At or Above Proficient            81%         61%         76%         N/A         N/A

  \% At Advanced                       33%         25%         30%         N/A         N/A

  Number of students tested            61          55          56          N/A         N/A

  Percent of total students tested     100%        100%        100%        N/A         N/A

  Number of students excluded          0           0           0           N/A         N/A

  Percent of students excluded         0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        99%         98%         95%         N/A         N/A

  \% At or Above Partially Proficient  77%         79%         74%         N/A         N/A

  \% At or Above Proficient            42%         41%         38%         N/A         N/A

  \% At Advanced                       15%         13%         11%         N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **7 (Continued)** Test: **Colorado Student Assessment Program
(CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **WRITING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        99%         100%        100%

  \% At or Above Partially Proficient  100%        100%        99%         100%        100%

  \% At or Above Proficient            92%         85%         92%         89%         92%

  \% At Advanced                       38%         18%         21%         30%         16%

  Number of students tested            61          55          56          56          50

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

  Number of students excluded          0           0           0           0           0

  Percent of students excluded         0%          0%          0%          0%          0%

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         98%         96%         96%         95%

  \% At or Above Partially Proficient  92%         93%         92%         92%         91%

  \% At or Above Proficient            52%         53%         50%         53%         53%

  \% At Advanced                       10%         9%          8%          9%          10%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **8** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **READING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        93%         N/A

  \% At or Above Partially Proficient  95%         100%        100%        91%         N/A

  \% At or Above Proficient            90%         100%        96%         71%         N/A

  \% At Advanced                       33%         27%         29%         14%         N/A

  Number of students tested            42          49          48          49          N/A

  Percent of total students tested     100%        100%        100%        94%         N/A

  Number of students excluded          0           0           0           3           N/A

  Percent of students excluded         0%          0%          0%          6%          N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         96%         96%         97%         N/A

  \% At or Above Partially Proficient  86%         86%         85%         86%         N/A

  \% At or Above Proficient            64%         66%         65%         64%         N/A

  \% At Advanced                       10%         10%         8%          8%          N/A

  **MATH**                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        100%        98%

  \% At or Above Partially Proficient  95%         98%         100%        84%         91%

  \% At or Above Proficient            69%         76%         84%         41%         47%

  \% At Advanced                       33%         27%         38%         18%         14%

  Number of students tested            42          49          48          49          43

  Percent of total students tested     100%        100%        100%        100%        98%

  Number of students excluded          0           0           0           0           1

  Percent of students excluded         0%          0%          0%          0%          2%

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         98%         96%         96%         93%

  \% At or Above Partially Proficient  70%         68%         70%         69%         66%

  \% At or Above Proficient            41%         39%         39%         39%         33%

  \% At Advanced                       16%         13%         13%         14%         10%
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **8 (Continued)** Test: **Colorado Student Assessment Program
(CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **WRITING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        N/A         N/A

  \% At or Above Partially Proficient  100%        100%        100%        N/A         N/A

  \% At or Above Proficient            88%         90%         90%         N/A         N/A

  \% At Advanced                       29%         24%         17%         N/A         N/A

  Number of students tested            42          49          48          N/A         N/A

  Percent of total students tested     100%        100%        100%        N/A         N/A

  Number of students excluded          0           0           0           N/A         N/A

  Percent of students excluded         0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         97%         96%         N/A         N/A

  \% At or Above Partially Proficient  92%         92%         91%         N/A         N/A

  \% At or Above Proficient            49%         49%         50%         N/A         N/A

  \% At Advanced                       8%          9%          8%          N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **9** Test: **Colorado Student Assessment Program (CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **READING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        99%         N/A

  \% At or Above Partially Proficient  100%        100%        100%        99%         N/A

  \% At or Above Proficient            100%        96%         96%         92%         N/A

  \% At Advanced                       55%         14%         8%          24%         N/A

  Number of students tested            31          28          25          41          N/A

  Percent of total students tested     100%        100%        100%        100%        N/A

  Number of students excluded          0           0           0           0           N/A

  Percent of students excluded         0%          0%          0%          0%          N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        97%         95%         94%         95%         N/A

  \% At or Above Partially Proficient  88%         86%         85%         86%         N/A

  \% At or Above Proficient            67%         66%         66%         64%         N/A

  \% At Advanced                       6%          5%          7%          8%          N/A

  **MATH**                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        99%         100%        N/A         N/A

  \% At or Above Partially Proficient  100%        92%         84%         N/A         N/A

  \% At or Above Proficient            71%         60%         44%         N/A         N/A

  \% At Advanced                       32%         14%         24%         N/A         N/A

  Number of students tested            31          28          25          N/A         N/A

  Percent of total students tested     100%        100%        100%        N/A         N/A

  Number of students excluded          0           0           0           N/A         N/A

  Percent of students excluded         0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        98%         95%         94%         N/A         N/A

  \% At or Above Partially Proficient  63%         61%         60%         N/A         N/A

  \% At or Above Proficient            33%         31%         31%         N/A         N/A

  \% At Advanced                       10%         8%          9%          N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Grade: **9 (Continued)** Test: **Colorado Student Assessment Program
(CSAP)**

Edition/Publication Year: **Annual** Publisher: **CTB/McGraw Hill**

Ethnicity and Socioeconomic status are not included on the state
assessment reports for our school. Due to the small percentage of
students at our school in each of these categories, the disaggregation
of test scores is not possible. Colorado started the state assessments
in 1998. Initial testing occurred for 3^rd^ and 4^th^ grade reading and
4^th^ grade writing. Now the testing has been expanded to 3^rd^ --
12^th^ grades and includes math and science assessments as well. The
goal for students on the Colorado state assessments is to be in the "at
or above proficient" level.

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
  **WRITING**                          2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March       March       March       March       March

  **CLASS SCORES**                                                                     

  \% At or Above Unsatisfactory        100%        100%        100%        N/A         N/A

  \% At or Above Partially Proficient  100%        100%        100%        N/A         N/A

  \% At or Above Proficient            94%         93%         68%         N/A         N/A

  \% At Advanced                       13%         14%         12%         N/A         N/A

  Number of students tested            31          28          25          N/A         N/A

  Percent of total students tested     100%        100%        100%        N/A         N/A

  Number of students excluded          0           0           0           N/A         N/A

  Percent of students excluded         0%          0%          0%          N/A         N/A

  **STATE SCORES**                                                                     

  \% At or Above Unsatisfactory        96%         96%         95%         N/A         N/A

  \% At or Above Partially Proficient  92%         91%         89%         N/A         N/A

  \% At or Above Proficient            53%         51%         49%         N/A         N/A

  \% At Advanced                       7%          8%          8%          N/A         N/A
  ------------------------------------ ----------- ----------- ----------- ----------- -----------