##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Miss Kathy Fabrizius]{.underline}

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

Official School Name [Kit Carson R-1 Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 185 102 West 5^th^ Avenue]{.underline}

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

[Kit Carson Co\_\_\_\_
80825-0185\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(719) 962-3219]{.underline} Fax [( 719) 962-3317]{.underline}

Website/URL [www.kcsdr1.org]{.underline} E-mail:
[kfab@rebeltec.net]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Gerald Keefe]{.underline}

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

District Name [Kit Carson R-1 School District]{.underline} Tel. [( 719)
962-3219]{.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: [Mr. Geoffrey Wolff]{.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 I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_1\_\_ Elementary schools

\_\_1\_\_ Middle schools

\_\_1\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_\_Other (Briefly explain)

\_\_3\_\_\_TOTAL

2\. District Per Pupil Expenditure: \_13,781\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_9,331\_\_\_\_\_\_\_\_\_\_\_

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ x \] Rural

4\. \_\_\_[10]{.underline}\_\_\_\_ 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 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**       7         4                      **11**       **7**                             

  **1**       1         3                      **4**        **8**                             

  **2**       1         5                      **6**        **9**                             

  **3**       1         2                      **3**        **10**                            

  **4**       4         4                      **8**        **11**                            

  **5**       2         3                      **5**        **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   37
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 75 % White

the students in the school: % Black or African American

[25]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_23\_\_\_\_%

> (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 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

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

  **(4)**     Total number of students in the    46
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .23
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    23
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_5\_\_\_\_%

\_\_\_1\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_1\_\_\_\_\_

Specify languages:

Spanish

9\. Students eligible for free/reduced-priced meals: \_46\_%

\_\_17\_\_\_\_\_\_Total Number Students Who Qualify

> If this method does not produce 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: \_\_\_10\_%

\_\_4\_\_\_\_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 \_\_4_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_1\_\_\_\_ \_\_\_\_1\_\_\_\_

Classroom teachers \_\_\_5\_\_\_\_ \_\_\_\_1\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_1\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_1\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_6-1\_\_\_\_\_\_

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.)

  ------------------------ --------------------- ---------------------- --------------------- --------------------- ---------------------
                           2002-2003             2001-2002              2000-2001             1999-2000             1998-1999

  Daily student attendance [95.1%]{.underline}   [95.9%%]{.underline}   [96.4%]{.underline}   [96.2%]{.underline}   [95.8%]{.underline}

  Daily teacher attendance [97%]{.underline}     [99%]{.underline}      [98.5%]{.underline}   [98.1%]{.underline}   [98%]{.underline}

  Teacher turnover rate    [18%]{.underline}     [0%]{.underline}       [0%]{.underline}      [0%]{.underline}      [0%]{.underline}

  Student dropout rate     [NA]{.underline}      [NA]{.underline}       [NA]{.underline}      [NA]{.underline}      [NA]{.underline}

  Student drop-off rate    NA                    NA                     NA                    NA                    NA
  ------------------------ --------------------- ---------------------- --------------------- --------------------- ---------------------

**Part III Summary**

**Kit Carson Elementary, which is located in Kit Carson Colorado, is a
K-5 public school located on the Eastern plains. Kit Carson Elementary,
as well as the entire Kit Carson R-1 District, has high expectations for
all district students. The Districts primary focus, in addition to
academic achievement, is the development of well rounded, socially
conscious young men and women, who through the development of their
individual abilities and talents, will make a positive difference in the
world. In order to accomplish this goal, students must be competent in a
wide variety of areas. In addition to the Districts strong emphasis on
Reading, Writing, and Math, students also are exposed to a wide variety
of programs emphasizing the importance of physical activity and the
arts.**

**The town of Kit Carson and the surrounding area are rural in nature
with a total population base of approximately 600 people. Farming and
ranching activities help drive the local economy. The Kit Carson area is
also rich in natural resources and a large oil and gas presence also
fuels the area economy. However, due to constant economic fluctuations
and the seasonal employment associated with farming activities, the
districts mobility rate is greater than many schools in the state.**

**The current staff at Kit Carson Elementary has an average teaching
experience of more than twenty years with all of those years of service
earned at Kit Carson R-1. This stability has provided for a staff that
both knows and appreciates the needs and concerns of not only their
students, but those students' families as well. The positive, supportive
environment of the community and the school has enabled the District to
field numerous teaching applications when an opening does occur, which
is rarely.**

**Kit Carson Elementary has also earned a reputation for academic
excellence as 15% of the District's total enrollment base is from out of
area school districts. The District also features one of the states best
K-12 music programs as students grades 3-12 are part of the Districts
performing concert band. Eight first place finishes in eleven years of
competition at the multi-state concert band competition in Colorado
Springs are testament to that fact. Also Kit Carson Elementary is a
Kennedy Imagination Celebration Outpost School. Less than half a dozen
schools state wide were so designated for this honor. Kit Carson
Elementary students and teachers receive free trips to performances in
Colorado Springs, as well as training, and other materials related to
the arts.**

**The patrons of Kit Carson Elementary are proud of the continual
improvement in the performance of its students. In the last three years
the school has increased its ratings, as measured by the annual
Department of Education School Accountability Reports, from Average to
High to Excellent. At each phase of the process the school has earned a
Significant Improvement rating as well. The District is also encouraged
by the fact that despite a growing at risk population, that student test
performance has improved each year, for all students, regardless of
ethnicity or socio-economic status.**

**Kit Carson Elementary attributes this increase in student achievement
to the following factors: 1) teacher training and alignment of
curriculum with Colorado Content Standards 2) high expectations for all
students 3) parental and community expectations for success and 4)
competitive nature of the District as a whole. Kit Carson R-1 enjoys a
strong reputation for success not only in academics but in all its extra
curricular activities as well. That competitive nature is also evidenced
by the fact that the Districts National Academic League team is a two
time state champion and one time state runner up. Those students, grades
5-8, defeated another Colorado school four times their size for that
honor. The NAL squad also competed via fiber optics against a Boston
based middle school of 1000 students and was defeated by only one
point.**

**[Part IV- Indicators of Academic Success]{.underline}**

**At Kit Carson R-1 Elementary School all students in grades 3-5 are
required to take the Colorado State Assessment known as CSAP. Student
results on these exams are then categorized as Advanced, Proficient,
Partially Proficient and Unsatisfactory. Student scores of Proficient
and Advanced are considered to be passing marks.**

**In six of the seven assessed area, Kit Carson students outperformed
the averages of students across the state. In addition, the rate of
improvement at Kit Carson across all the assessments almost doubles that
of all Colorado students.**

**[Reading Grade 3]{.underline}- The District's cumulative proficiency
rate over the last three years is nearly 77 percent while the average
for the entire state was just under 73 percent. Also over the last three
years there was an increase of 2% of third grade students in Colorado
achieving proficiency in reading while at Kit Carson an increase of 14%
was registered.**

**[Reading Grade 4-]{.underline}The District's cumulative proficiency
rate over the last three years is nearly 77 percent while the average
for the entire state was 62 percent.**

**[Reading Grade 5-]{.underline} The District's cumulative proficiency
rate over the last three years is 67 percent while the average for the
entire state was 64 percent. Also the District's rate of fifth grade
elementary students scoring unsatisfactory dropped from 11 percent to 9
percent to 0 percent during that same period.**

**[Math Grade 5-]{.underline} The District's proficiency rate in math
has improved dramatically over the last three years with proficiency
levels increasing during that time span from 55 percent to 73 percent to
80 percent. Kit Carson fifth graders scored at nearly double the state
average for advanced students over the last two years. During that same
time Kit Carson's math performance improved at a rate five times greater
than the rest of the state.**

**Due to the fact that Kit Carson R-1 has a limited student enrollment
it is not statistically relevant to report minority population scores.
The District is also unable to publicly report those scores due to
confidentiality issues. However, Kit Carson Elementary met the criteria
as established for Blue Ribbon status due to the fact that its minority
and "disadvantaged" population achievement levels were increasing along
with that of the general school population.**

**Students in grades K-5 also take the Terra Nova Multiple Assessment
tests and District cumulative scores are well in excess of national
norms as well. A sample of Kindergarten and First grade performance is
provided later for your examination. All students take the examination
and there have been no exemptions over the last three years.**

**[Analysis of Assessment Data:]{.underline}**

**At Kit Carson R-1 Elementary, and throughout the entire K-12 District
as well, teachers have been trained by both Colorado Department of
Education and CTB McGraw Hill personnel in how to read and understand
student assessment reports.**

**Teachers are provided with a detailed analysis of individual student
performance and entire classroom performance. Teachers then are required
to use that assessment data to identify individual student and class
strengths and weaknesses.**

**Individual Learning Plans or (ILP's) are developed for each student in
the area of reading. The same process is also used for math student's
grades four and five where the instructor uses Terra Nova assessment
data to identify those students at risk of failing the fifth grade state
math assessment (CSAP). Terra Nova results have a high correlation to
anticipated CSAP proficiency levels. Those students are then given extra
assistance and remediation in those areas targeted for improvement.**

**Teachers have also been required to make presentations the District's
Accountability Committee and Board of Education to show how they have
used that data to improve student performance. For example, if test data
reveals student(s) weakness in two digit multiplication then remediation
activities to strengthen that area are provided.**

**Elementary staff is also expected to modify their presentation
strategies if a significant number of students are found to be below
proficient in a state standard or sub standard.**

**Assessment data also drives the assignment of students to the
Districts after school and Saturday remediation sessions. Any student
receiving a score of Unsatisfactory on any Colorado Student Assessment
Program test is required to attend the remediation program where target
specific activities are provided.**

**[Communication of Student Performance]{.underline}**

**Communication of student performance is accomplished through a myriad
of mediums. Once student results have been determined, that information
is shared with all stake holders of the District, via the Districts
monthly community mailing.**

**Parents are also given detailed reports of their child's progress in
meeting established standards in the following areas (1) State
Assessments (2) Standardized Nationally Normed Assessments and (3) All
other areas not subject to traditional testing methods such as Physical
Education, Music, Art, etc. Teachers also meet individually with each
student to personally discuss student strengths and weaknesses.**

**In addition to parent and taxpayer reports on student progress, the
District Accountability Advisory Committee, and the Kit Carson R-1 Board
of Education, also review cumulative student data and examine the most
recent school report card grades as well.**

**The Superintendent of Schools also writes annual articles about the
schools performance for the local county newspaper, [The Range
Ledger.]{.underline} Communication about all student performance and
accomplishments is done in a timely and fluid manner.**

**Teachers also communicate with parents at scheduled parent-teacher
conferences and through the use of four and a half week reports. Also
because Kit Carson R-1 is a small rural district parents discuss student
performance at a variety of community functions as well.**

**[Sharing Success with other Schools:]{.underline}**

**Kit Carson R-1 Elementary School is noted for its willingness to share
strategies, philosophies, and methods of instruction, that have led to
the Districts success.**

**That willingness is documented by teacher's attendance at regular Math
and Language Arts meetings, called clusters. Under the cluster format
area teachers learn about and share successful teaching strategies. Kit
Carson R-1 teachers have been active participants in these cluster
meetings for more than a decade.**

**The District Superintendent also attends monthly area Superintendent
Meetings where discussions regarding student achievement are part of the
monthly agenda. Kit Carson R-1 has been recognized for its performance
numerous times at those meetings and the Superintendent has given
reports about the programs and strategies that have led to the Districts
overall academic success.**

**Kit Carson Elementary has also opened its doors to prospective
teachers, who have expressed an interest in either observing a classroom
teacher, or completing a student teaching experience within the schools
walls. The Elementary staff has supervised three student teaching
candidates in the last three years and has supervised two other teacher
observations as well. District administration has fostered this
relationship with prospective teachers by waiving all fees due to the
District for the monitoring of student teachers.**

**Another approach used by the district for sharing its success has been
direct teacher participation at a variety of state sponsored workshops
and conferences. Kit Carson R-1 Elementary teachers for example are
annual participants at the Colorado Council for the International
Reading Association (CCIRA) conference held in Denver where successful
techniques and strategies are shared.**

**Part V -- Curriculum and Instruction**

**[Curriculum]{.underline}**

**All curriculum District wide is aligned with Colorado Content
Standards and Grade Level Expectations. That process began in 1994
through the review and study of the Colorado Model Content Standards by
the staff, board of education and the Districts Accountability
Committee. That review process is on going and teachers are continually
challenged to refine instructional content and techniques to ensure
alignment with adopted content standards.**

**Specific curriculum objectives are met by utilizing the following
programs and resources.**

**\*Reading- Harcourt Brace reading series grades K-5. Leveled books and
Accelerated Reader. CSAP Coach Reading Series (90 minutes daily
minimum)**

**\*Math- Foresman-Wesley math series grades K-5. CSAP Coach Math Series
(45 minutes daily)**

**\*Writing- Read-Write Connection and Step up to Writing. CSAP Coach
Writing**

**\*Language Arts**

**\*Science (30 minutes four times a week)**

**\*Social Studies (30 minutes three times a week)**

**\*Music (30-45 minutes daily with music instructor)**

**\*Physical Education (30-45 minutes daily with certified instructor)**

**\*Library Skills (30 minutes per week with media specialist)**

**\*Art- Instruction is designed to complement integrated curriculum
units.)**

**Technology- Kit Carson R-1 School District has an approved state
technology plan which includes a variety of computer and technology
related programs. Kit Carson Elementary students also use a wide variety
of curriculum specific computer software programs. Elementary students
receive technology related instruction from the K-12 Technology and
Media specialists as well. Students have used computers, scanners, and
publishing software programs to create world travel brochures, and to
prepare other multi disciplinary reports. All students entering sixth
grade have received some basic word processing instruction.**

**Kit Carson Elementary also offers after school music instruction and
students, grades 3-12 are part of the District's Wind Ensemble concert
group. The Kit Carson R-1 Wind Ensemble was selected to perform at the
Colorado Association of School Boards conference and was one of only two
featured bands state wide selected to open the 2004 Colorado Music
Educators Conference in Colorado Springs. Kit Carson Elementary also had
the highest percentage of students selected for Elementary Honor Band
last year in the sixteen- school East Central Region.**

**Fifth grade students are also encouraged to participate in the 5-8
National Academic League program. This academic competition is sponsored
on a state wide basis with approximately 20 teams participating. Kit
Carson R-1 is a former two time state champion in this competition.**

**Elementary students are also offered after school and Saturday
remediation sessions as needed.**

**[Reading Curriculum]{.underline}**

**At Kit Carson Elementary a modified balanced literacy model has been
employed. The key components of this approach include activities such as
shared reading, reading aloud, phonics, and guided and independent
reading. Reading instruction is scheduled for a minimum of ninety
minutes daily**

**The results from a variety of assessments such as Qualitative Reading
Inventories, DIBELS, state assessments, Terra Nova and teacher
observations are used to determine individual student reading abilities.
Students are then placed in non age specific reading groups that best
represent each students reading level. Teachers are assigned to student
groups that best match teacher strengths with student needs.**

**Both basal readers and leveled books are used to enhance student
performance. The District also emphasizes a strong phonics based
background and students experiencing difficulty are remediated primarily
through the use of phonics based activities. One such instructional tool
is called Lightning Phonics, under this program students spend three
minutes before school each morning quickly reviewing and reciting
phonics rules and sounds.**

**All reading activities are in alignment with both District and state
level model content standards. Grade level expectations established by
the Colorado Department of Education also guide student instruction.**

**Kit Carson Elementary also participates in the district adopted
Accelerated Reader Program where students are required to read a variety
of challenging books. Comprehension of that material is assessed by the
administration of a computer generated exam.**

**Students meeting specific reading targets for the year are rewarded
with a year end trip to a Colorado Rockies baseball game. This has
served as an extremely effective motivational tool for students.**

**The District adopted its current reading philosophy in 1995 after the
completion of a year long study conducted by the District's
Accountability Committee.**

**[Other Curriculum]{.underline}**

**[Math]{.underline}**

**The math curriculum at Kit Carson R-1 Elementary is aligned with
Colorado Content Standards and Grade Level Expectations. Thus all
teaching units and lessons are tailored to meet the aforementioned
standards.**

**Kit Carson Elementary adopted the Foresman-Wesley textbook series
after a thorough textbook review was completed in 1999. It was
determined that the format, activities, and language of that series were
similar to that contained on the annually administered Colorado Student
Assessment Program (CSAP) test for fifth grade.**

**The District has also integrated its math units to include real life
practical applications as well. Student's measure distances from point
to point, use recipes and measuring tools to cook foods in the school
kitchen. Students also use support materials that stress the skills
required for successful CSAP performance. A strong emphasis is placed on
the acquisition of basic math skills such as addition, subtraction,
multiplication and division at the appropriate grade levels. Calculators
are not permitted in Kit Carson R-1 until a student has reached at least
the sixth grade. A great emphasis is also placed on reasoning and
critical thinking skills and story problems are a staple of the math
curriculum.**

**Teacher also uses Terra Nova and past CSAP results to determine the
effectiveness of instruction and to identify individual and group
weaknesses. Math performance has continually improved over the years and
the schools scores are consistently among the states best beating state
each and ever year with Kit Carson students doubling state averages as
it relates to the percentage of advanced students.**

**[Instructional Methods]{.underline}**

**Kit Carson Elementary utilizes a variety of differing instructional
methods to improve student performance for both proficient and non
proficient students. Through the use of a variety of assessment
instruments a complete portfolio of student performance is developed.
Student instruction is then tailored to address student strengths and
weaknesses.**

**Students who are experiencing difficulties in math and reading receive
extra assistance from the Districts Title 1 teacher. Also a twice a
month after school tutoring session are available for all students, as
well as seven half day Saturday tutoring sessions. At these sessions
individual classroom teachers are available to help their students in
any content area. Instruction is often one on one in nature and though
assistance is available in all areas, reading, writing, and math
instruction are the most commonly provided areas of assistance. Teachers
are routinely called upon to discuss their strategies for improving
student performance. All District staff is required to discuss those
strategies at both District Accountability and Board of Education
meetings. Here teachers share how they use assessment data to develop
individual and classroom teaching modifications that will help all
students reach proficiency.**

**Other methods that have proven effective are the implementation of the
"Six Traits Writing" and Read-Write Connection writing programs.
Students are also provided with "kid friendly rubrics" so that they may
share the responsibility for determining the effectiveness of their own
writing style. The District concentrates not only on correct format,
spelling, and grammar but also on providing life to ones writing as
well.**

**Students in the fourth and fifth grade have their instructional
divided into two half day blocks. Two teachers share instruction with
one responsible for Science, Social Studies and Math while the other
certificated staff member specializes in Reading and Writing. This
method of matching teacher expertise with student needs has proven to be
extremely effective in improving student performance.**

**Gifted students are encouraged to participate in the grades 5-8
academic competition team through National Academic League contests. Kit
Carson is a two time state champion and one time state runner up in this
competition.**

**[Professional Development:]{.underline}**

**Kit Carson R-1 School District is keenly aware of the unmistakable
connection between professional development and student achievement. The
school currently has six professional development days included in the
regular school calendar.**

**Teachers are also routinely released to attend subject specific staff
development opportunities offered by the East Central Cooperative of
Schools. These professional development opportunities have centered
primarily on strategies designed to increase student achievement, in
Reading, Writing and Math. During the last three years school staff has
received training in reading remediation strategies through the
institution of phonics based programs such as FAST and Lightning
Phonics. Teachers are also increasing their technology skills via a
Technology Access Grant received by the District. Teachers meet twice a
month to plan technology related units that address state content
standards.**

**New staff members are also trained in the area of writing to ensure
proficiency in the administration of the district adopted Six Traits and
Read-Write Connection writing programs. Staff also attended Math
Clusters where tactics for improving student performance in Math are
presented. Teachers have also received training in the analysis of
student test data and have made presentations to the Kit Carson R-1
Board of Education regarding their plans to use that data to improve
student achievement.**

**The Board of Education also employs a sick leave exchange program
where staff may use unclaimed sick leave to pay for college credit
earned in the summer. This includes tuition, books and a majority of
room and board costs as well.**

> **Colorado Student Assessment Program**
>
> **Reading**
>
> Grade\_\_3\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2000-2003
> Publisher: CTB McGraw Hill]{.underline}

What groups were excluded from testing: None
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month:                              Feb.        Feb.        Feb.

  **SCHOOL SCORES (in percent)**                                      

  Unsatisfactory or above                     100         100         100

  Partially Proficient or above               100         100         100

  Proficient or above                         88          66          75

  Advanced                                    25          16          25

  Number of Students Tested                   8           6           4

  Percent of Students Tested                  100         100         100

  Number Excluded                             0           0           0

  At or above Proficient                      88          66          75

  **STATE SCORES (in percent)**                                       

  Unsatisfactory                              7           9           8

  Partially Proficient                        17          18          18

  Proficient                                  65          61          63

  Advanced                                    10          11          10

  At or above Proficient                      74          72          72
  ------------------------------------------- ----------- ----------- -----------

( due to statistically insignificant numbers, and to protect the privacy
of individual students, specific ethnic and socioeconomic data is not
provided. However, the Elementary School was nominated by the Colorado
Department of Education because their data confirmed significant
achievement in both minority and "disadvantaged" student populations.)

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

> **Colorado Student Assessment Program**
>
> **4^th^ Grade Reading**
>
> Grade\_\_4\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2000-2003
> Publisher: CTB McGraw Hill]{.underline}

What groups were excluded from testing: None

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month:                     March       March       Feb                     

  **SCHOOL SCORES (in percent)**                                                     

  Unsatisfactory or above            100         100         100                     

  Partially Proficient or above      100         100         85                      

  Proficient or above                72          100         62                      

  Advanced                           0           0           8                       

  Number of Students Tested          7           3           13                      

  Percent of Students Tested         100         100         100                     

  Number Excluded                    0           0           0                       

  At or above Proficient             72          100         62                      

  **STATE SCORES (in percent)**                                                      

  Unsatisfactory                     12          13          13                      

  Partially Proficient               24          24          23                      

  Proficient                         56          55          56                      

  Advanced                           7           6           7                       

  At or above Proficient             63          61          63                      
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

( due to statistically insignificant numbers, and to protect the privacy
of individual students, specific ethnic and socioeconomic data is not
provided. However, the Elementary School was nominated by the Colorado
Department of Education because test data confirmed significant
achievement in both minority and "disadvantaged" student populations.)

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

> **Colorado Student Assessment Program**
>
> **Reading**
>
> Grade\_\_5\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2000-2003
> Publisher: CTB McGraw Hill]{.underline}

What groups were excluded from testing: None
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month:                              March.      March.      Feb.

  **SCHOOL SCORES (in percent)**                                      

  Unsatisfactory or above                     100         100         100

  Partially Proficient or above               100         91          89

  Proficient or above                         80          54          67

  Advanced                                    20          9           0

  Number of Students Tested                   5           11          9

  Percent of Students Tested                  100         100         100

  Number Excluded                             0           0           0

  At or above Proficient                      80          54          67

  **STATE SCORES (in percent)**                                       

  Unsatisfactory                              13          14          12

  Partially Proficient                        19          20          22

  Proficient                                  58          56          56

  Advanced                                    8           7           8

  At or above Proficient                      66          63          64
  ------------------------------------------- ----------- ----------- -----------

( due to statistically insignificant numbers, and to protect the privacy
of individual students, specific ethnic and socioeconomic data is not
provided. However, the Elementary School was nominated by the Colorado
Department of Education because data confirmed significant achievement
in both minority and "disadvantaged" student populations.)

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

> **Colorado Student Assessment Program**
>
> **Math**
>
> Grade\_\_5\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2000-2003
> Publisher: CTB McGraw Hill]{.underline}

What groups were excluded from testing: None

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month:                     March       March       Feb                     

  **SCHOOL SCORES (in percent)**                                                     

  Unsatisfactory or above            100         100         100                     

  Partially Proficient or above      100         100         89                      

  Proficient or above                80          73          55                      

  Advanced                           40          37          11                      

  Number of Students Tested          5           11          9                       

  Percent of Students Tested         100         100         100                     

  Number Excluded                    0           0           0                       

  At or above Proficient             80          73          55                      

  **STATE SCORES (in percent)**                                                      

  Unsatisfactory                     12          12          14                      

  Partially Proficient               30          31          32                      

  Proficient                         36          35          38                      

  Advanced                           20          20          13                      

  At or above Proficient             56          55          51                      
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

(due to statistically insignificant numbers, and to protect the privacy
of individual students, specific ethnic and socioeconomic data is not
provided. However, the Elementary School was nominated by the Colorado
Department of Education because their data confirmed significant
achievement in both minority and "disadvantaged" student populations.)

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

> **Colorado Student Assessment Program**
>
> **Writing**
>
> Grade\_\_3\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2000-2002
> Publisher: CTB McGraw Hill\*]{.underline}

What groups were excluded from testing: None

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month:                                     March       March

  **SCHOOL SCORES (in percent)**                                 

  Unsatisfactory or above                            100         100

  Partially Proficient or above                      100         100

  Proficient or above                                63          50

  Advanced                                           13          0

  Number of Students Tested                          8           6

  Percent of Students Tested                         100         100

  Number Excluded                                    0           0

  At or above Proficient                             63          50

  **STATE SCORES (in percent)**                                  

  Unsatisfactory                                     6           7

  Partially Proficient                               360         40

  Proficient                                         41          43

  Advanced                                           16          8

  At or above Proficient                             57          51
  -------------------------------------------------- ----------- -----------

\* State test only has two years of history. Information provided as non
required additional documentation of student achievement, at or above
state averages, despite disadvantaged student population.

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

> **Colorado Student Assessment Program**
>
> **4^th^ grade writing\***
>
> Grade\_\_4\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2000-2003
> Publisher: CTB McGraw Hill]{.underline}

What groups were excluded from testing: None

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month:                     March       March       Feb                     

  **SCHOOL SCORES (in percent)**                                                     

  Unsatisfactory or above            100         100         100                     

  Partially Proficient or above      100         100         77                      

  Proficient or above                43          67          23                      

  Advanced                           29          33          8                       

  Number of Students Tested          7           3           13                      

  Percent of Students Tested         100         100         100                     

  Number Excluded                    0           0           0                       

  At or above Proficient             43          67          23                      

  **STATE SCORES (in percent)**                                                      

  Unsatisfactory                     9           8           13                      

  Partially Proficient               39          40          46                      

  Proficient                         42          42          35                      

  Advanced                           10          8           2                       

  At or above Proficient             52          50          38                      
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* Provide only a baseline data to be reference against 5^th^ grade
writing scores. Non-required information but helpful in providing
additional data regarding student achievement.

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

> **Colorado Student Assessment Program**
>
> **5^th^ grade writing**
>
> Grade\_\_5\_\_\_\_\_\_
>
> Test:\_\_CSAP\_\_\_\_\_\_\_\_Edition/publication year: [2001-2003
> Publisher: CTB McGraw Hill\*]{.underline}

What groups were excluded from testing: None

> Number excluded\_\_\_0\_\_\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_

  -------------------------------------------------- ----------- -----------
                                                     2002-2003   2001-2002

  Testing month:                                     March       March

  **SCHOOL SCORES (in percent)**                                 

  Unsatisfactory or above                            100         100

  Partially Proficient or above                      100         100

  Proficient or above                                60          64

  Advanced                                           20          9

  Number of Students Tested                          5           11

  Percent of Students Tested                         100         100

  Number Excluded                                    0           0

  At or above Proficient                             60          64

  **STATE SCORES (in percent)**                                  

  Unsatisfactory                                     7           7

  Partially Proficient                               38          39

  Proficient                                         45          43

  Advanced                                           8           8

  At or above Proficient                             53          51
  -------------------------------------------------- ----------- -----------

\*State test in this area contains only two years of data. Information
provided as non-required additional documentation of improvement of
fourth grade scores from previous years.

According to guidelines established by the state of Colorado scores of
Proficient and Advanced are deemed to be passing scores. Partially
Proficient and Unsatisfactory are non passing marks.

**[TERRA NOVA/ITBS Math]{.underline}**

Grade\_\_\_\_1\_\_\_\_ Test:\_\_\_TerraNova/ITBS in
2001\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher CTB McGraw
Hill/Riverside\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing?
None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  Testing month                          April       April       May

  **SCHOOL SCORES**                                              

  Total Score                            56.6        54.7.0      37.6

  Number of students tested              11          6           7

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0
  -------------------------------------- ----------- ----------- -----------

A score of 50 indicates average performance as it relates to nationwide
achievement. Iowa Test of Basic Skills used in 2000-2001. Due to
statistically insignificant numbers, and to protect student privacy,
results are not broken down into categories of race or ethnicity.
However, school was nominated based on improved performance of minority
and disadvantaged sub groups.

**[TERRA NOVA READING]{.underline}**

Grade\_\_\_\_K\_\_\_\_ Test:\_\_\_TerraNova/ITBS in
2001\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_2000\_\_\_\_\_ Publisher CTB McGraw
Hill/Riverside\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing?
None\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  Testing month                          April       April       May

  **SCHOOL SCORES**                                              

  Total Score                            79.1        64.0        73.0

  Number of students tested              7           8           7

  Percent of total students tested       100         100         100

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0
  -------------------------------------- ----------- ----------- -----------

A score of 50 indicates average performance as it relates to nationwide
achievement. Iowa Test of Basic Skills used in 2000-2001. Due to
statistically insignificant numbers, and to protect student privacy,
results are not broken down by race or ethnicity. However, school
received nomination on increase of student performance for minority and
disadvantaged groups.