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

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

**Cover Sheet**

Name of Principal [Mr. Robert W. Pereira]{.underline}

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

Official School Name [Country Christian School]{.underline}

(As it should appear in the official records)

School Mailing Address[: W 329 N4476 Lakeland Drive]{.underline}

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

City Nashotah State WI 53058-9502

Tel. [( 262 ) 367-3756]{.underline} Fax [(262 ) 367-4045]{.underline}

Website/URL [www.countrychristianschool.com]{.underline} E-mail
[bpereira@countrychristianschool.com]{.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.

[Robert W. Pereira (signature on mailed copy)]{.underline} Date
[12/17/03]{.underline}

(Principal's Signature)

Name of Superintendent\* [(Administrator) Mr. Robert W.
Pereira]{.underline}

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

District Name [Country Christian School]{.underline} Tel. [( 262 )
367-3756]{.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.

[Robert W. Pereira (signature on mailed copy)]{.underline} Date:
[12/17/03]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Gerry Sandel

(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.

[Gerry Sandel (signature on mailed copy)]{.underline} Date
[12/17/03]{.underline}

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

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

**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: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

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

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

\_\_\_\_\_ Other (Briefly explain)

\_[N/A\_\_\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_[N/A]{.underline}

Average State Per Pupil Expenditure:
\_\_\_\_\_\_[N/A]{.underline}\_\_\_\_

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

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

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

4\. [9]{.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**       15        6                      **21**       **7**       6         14          20

  **1**       13        14                     **27**       **8**       10        9           19

  **2**       10        15                     **25**       **9**       N/A       N/A         N/A

  **3**       10        7                      **17**       **10**      N/A       N/A         N/A

  **4**       7         8                      **15**       **11**      N/A       N/A         N/A

  **5**       10        6                      **16**       **12**      N/A       N/A         N/A

  **6**       9         10                     19           K/4         4         5           9

                                    **TOTAL                                                   188
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96.4]{.underline} % White

the students in the school: [1.0]{.underline} % Black or African
American

[2.1]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1.6%]{.underline}

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

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

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

  **(3)**     Subtotal of all transferred        4
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    244
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .016
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.6
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: [English]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_0[\_\_\_]{.underline}%

\_\_\_\_\_[0]{.underline} 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:
\_\_\_\_\_[0]{.underline} %

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

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

[\_0 \_]{.underline}Autism \_[0]{.underline} Orthopedic Impairment

[\_0]{.underline} Deafness \_[0]{.underline} Other Health Impaired

[\_0]{.underline} Deaf-Blindness \_[\--]{.underline} Specific Learning
Disability---[only 10 minor]{.underline}

[\_0]{.underline} Hearing Impairment \_[0]{.underline} Speech or
Language Impairment

\_[0]{.underline} Mental Retardation \_[0]{.underline} Traumatic Brain
Injury

\_[0]{.underline} Multiple Disabilities \_[0]{.underline} 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\_\_\_]{.underline} [1\_\_\_\_\_]{.underline}

Classroom teachers \_\_\_\_[9]{.underline}\_\_\_\_ [\_\_
6]{.underline}\_\_\_\_

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

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_[4]{.underline}\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_4\_\_\_\_
>
> Total number \_\_\_\_[10]{.underline}\_\_ \_\_\_\_\_\_20\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_\_\_[1: 15
¾]{.underline}

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

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

  Daily student attendance [96.6%]{.underline}   [96.4%]{.underline}   [96.2%]{.underline}   [96.5%]{.underline}   [95.8%]{.underline}

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

  Teacher turnover rate    [15.7%]{.underline}   [11.7%]{.underline}   [5.8%]{.underline}    [5.5%]{.underline}    [6.6%]{.underline}

  Student dropout rate     [N/A]{.underline}     [N/A]{.underline}     [N/A]{.underline}     [N/A]{.underline}     [N/A]{.underline}

  Student drop-off rate    N/A                   N/A                   N/A                   N/A                   N/A
  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------

14\. 7**(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003. **[N/A]{.underline}**

+-----------------------------------------------------+----------------+
| 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**

# Country Christian School's Mission Statement

*"The mission of Country Christian School is to provide an exemplary
education from a Christian*

*perspective that prepares our students to live in a manner that will
bring glory to God and make*

*an impact on our world."*

Six families who lived in the surrounding area of Nashotah, WI were
concerned that their children were not becoming strong readers. New
methods of reading had been introduced in their local schools and there
was a de-emphasis of phonics instruction. Mastery of math facts was not
considered to be a priority or necessary in laying a solid foundation.
The families sought to work through the local school district and be as
supportive as possible. They appealed to the schools to at least try a
pilot program utilizing these methods. However, their requests were
refused. The six families were also concerned that their students
receive a worldview similar to what was being taught at home and at
church so that there would be consistency. The idea to begin a Christian
school developed and came to fruition in 1978.

Country Christian School provides a quality education taught from a
Christian perspective. The school consists of students ranging in age
from four-year old pre-kindergarten through the eighth grade. It offers
a traditional program that emphasizes phonics instruction for reading as
well as memorization of basic math facts. Developing thinking and study
skills is an important part of our program. Because we desire to produce
students that will think concretely as well as abstractly, an excellent
balance of memorization of facts and higher level thinking skills is
taught in all subjects. Students receive a well-rounded education with
programs such as computers for all grades, Spanish for students in
grades 1-8, a Gifted and Talented program (grades 2-8), general music,
physical education, and art for all grades, and instrumental music
(grades 5-8).

Students have the opportunity to compete against other schools in speech
meets, Math Olympics, spelling bees, art festivals, science fairs, and
sporting events. Students in grade eight also have the unique
opportunity to compete in *We the* *People....The Citizen and the
Constitution,* an educational program funded by the U.S. Department of
Education. It is a simulated congressional hearing where students have
an opportunity to demonstrate their knowledge and understanding of the
Constitution and the Bill of Rights by testifying before an audience
made up of judges, legislators, and attorneys at the Wisconsin State
Capitol.

A full extra-curricular sports program is available for students in
grades four through eight. Flag football, volleyball, field and track,
basketball, and softball teams are offered. Students compete against
other private, parochial, and Christian schools in the greater Milwaukee
area.

While Country Christian School is well known for its strong academic
program, it is also known for its Christian foundation. Bible is a
separate subject, but all subjects are taught in light of God's Word and
it is integrated into the program. These teachings also carry over into
character development. Honesty, integrity, and doing one's best are
emphasized. As Country Christian School integrates these
characteristics, along with a strong academic program, the result is
leaders that will impact our society in a very positive way.

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

### 1. Assessment Results In Reading and Mathematics

Country Christian School uses a variety of assessments in order to
evaluate the progress students make on a yearly basis. The main
assessment is the Stanford Achievement Test. It is administered every
year to students in kindergarten through the eighth grade. The Stanford
Nine Version has been administered for the past several years. However,
beginning with the spring of 2003, the Stanford Ten Version was
administered. The change was made because the Association of Christian
Schools International (ACSI) was no longer making Stanford Nine
available. ACSI norms would not be available. Only national norms would
be. As a private Christian school, we appreciate seeing how our school
compares, not only with public schools, but also Christian schools.
These tests enable us to receive this information.

Country Christian School has been very pleased with its testing results.
Because of the strong emphasis it places on reading and math beginning
in the earliest grades, our students perform very well. They
consistently score among the top ten percent of the students nationally
according to the Stanford (Harcourt Educational Measurement) cut off
guidelines (enclosed in this packet).

Although we are not required to do so by the State of Wisconsin, Country
Christian School's third grade students take the Wisconsin Reading
Comprehension Test. There are four proficiency levels that students can
place in: Advanced (achievement is beyond mastery), Proficient
(competent in the content area and the student has mastered the
important knowledge and skills), Basic (somewhat competent in the
content area and the student has achieved most of the important
knowledge and skills), and Minimal (limited achievement in the content
area with major misconceptions or gaps in knowledge and skills tested in
the academic content area). Students at Country Christian School
consistently place almost exclusively within the Advanced and Proficient
areas. This demonstrates a very good understanding of reading.

# 2. How the Assessment Data Is Used To Understand and Improve Student and School Performance

Careful review is made of testing data. The Administrator receives the
data and shares it with the teachers. Because it is our desire to see
our students achieve to their fullest potential, individual classes are
tracked to assess their performance. We seek to determine whether or not
there are patterns which may indicate a weakness with the curriculum.
The staff will discuss this in depth. We realize that testing data
provides a very important "snapshot" of the school. However, we seek to
gain further input from the staff that works with the children on a
daily basis.

Although Country Christian School has a plan for curriculum review each
year, it may be necessary to alter that if it is determined there is a
need to do so. If it is determined that there is an area of the
curriculum that needs to be improved, we feel that it is in the best
interest of all not to wait until that subject comes up for review at a
future point. Testing data enters into this decision.

In addition to reviewing how the class as a whole performed, the staff
reviews the testing data to see how individual students have performed.
We want to know if each student is making at least one year's progress
academically. If not, we will seek what the reason might be. Conferences
may be scheduled with the parents to discuss this further.

**3. How the School Communicates Student Performance To Parents,
Students, and the Community**

All parents with students in kindergarten through the eighth grade
receive a copy of the Stanford Achievement Test results for their
children. Parents of third graders also receive the Wisconsin Reading
Comprehension Test results. An explanation of terms is provided to
parents to help them understand the meaning of the data. This
information enables them to comprehend how their children are
performing. An invitation is also extended to families to contact the
school if they have any additional questions.

The staff reviews the testing data to see how individual students have
performed. We want to know if each student is making at least one year's
academic progress. If not, we will seek to determine what the reason
might be. Conferences may be scheduled with the parents to discuss this
further.

In addition to the staff, Country Christian School has a Curriculum
Committee composed of parents who have an interest and/or expertise in
the area of curriculum. They meet with the administration, evaluate the
data, and discuss it. It is very helpful to obtain input from our school
families whose children are directly impacted by the curriculum.

The input given by the staff and Curriculum Committee is shared with the
Country Christian School Board. As the final decision-making body for
the school, it is important that this group be aware of our strengths
and weaknesses.

Because of its excellence, Country Christian School seeks to inform the
public of its student performance. At the beginning of each school year
there is a Parent Orientation/Open House. The school-wide results are
shared at this time. The information is also reported in our school
brochure. The data is oftentimes published in local newspapers when they
do a story pertaining to area-wide school scores. Student performance
publicized in local newspapers will also include the Honor Roll for
grades five through eight and other areas of academic achievement
(spelling bees, science fairs, art festivals, musical concerts, sports,
etc.).

**4. How the School Will Share Its Successes With Other Schools**

Country Christian School has the opportunity to share test results with
other schools in a variety of ways. Periodically, local newspapers
seeking to list test results from area schools will contact us. Various
schools view this information. Information is also listed in our
brochures and Christian schools oftentimes request copies of these
brochures, especially as they seek to update their own.

Country Christian School teachers interact with other public and private
teachers at teacher conventions and seminars they attend. As they talk
with these teachers, curriculum and test scores will frequently be
discussed.

Because our school administrator has been the Wisconsin state
representative to the Association of Christian Schools International
(ACSI) for the past sixteen years, administrators from many parts of the
Midwest will frequently contact him regarding our curriculum and test
scores. They will occasionally inquire as to why we do so well
academically.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. CURRICULUM**

Country Christian School is well known in the area for its strong
curriculum. The school stresses a traditional program, while also
emphasizing higher level thinking skills and problem solving

Math is an area that our students excel in. A traditional program is at
the core. We believe that students must first learn their basic math
facts. Therefore, time is spent in school reaching that goal. This is
accomplished by use of flash cards, speed drills, math games, etc.
Problem solving is stressed, especially in the intermediate and middle
school years because it is the true application of their math abilities.

Writing is an area that receives much attention at Country Christian
School. Students are given the opportunity to write beginning in
kindergarten. While it is important for students to write creatively
without concerns regarding every grammatical error made, they are
encouraged to proofread, correct their finished product, and be neat. As
a school, we feel it is very important that others be able to read what
is written and that the product be something they can be proud of.

Public speaking is an area that is of great importance. Therefore,
students have many opportunities to develop this area. It is very common
for them to participate in chapel presentations and Christmas programs,
do programs for parents in the classroom, as well as participate in the
statewide ACSI Speech Meet. These opportunities provide our students
with a way to develop poise as they stand before the public.

Science is an important area and our students have opportunities to not
only learn from the textbook and teacher notes, but through experiments.
Participation through a hands-on approach helps the experience become
more meaningful. Students also take part in science fairs. Projects are
judged and then put on display for an evening Open House that people
attend. The top winners are submitted to the ACSI Science Fair for a
statewide competition.

Foreign language is taught beginning on the first grade level. On the
elementary level, students receive instruction one day per week.
However, by the time they are in middle school, instruction occurs three
times per week for students in grades seven and eight. The equivalent of
Spanish I is covered in those grades. Therefore, students may have the
opportunity to test out of Spanish I when they reach high school.

Art and music (general and instrumental), as well as physical education
classes are areas that all students participate in. There are special
teachers for grades one through eight teaching the subjects. The
programs are outstanding. Artwork is exhibited and has been entered in
area art contests throughout the community and at teacher conventions.
Our music students perform, not only at our school, but also for various
community groups and in parades.

While stressing a traditional education, technology is a key area of the
school program in developing well-rounded students. We have a computer
lab with twenty-six networked computers. Students attend computer
classes twice per week and also utilize them in their own classroom.
Every classroom also has between two to three computers in it.

Our program is a well-rounded one and local high schools have often
commented how well prepared our students are.

**2. Reading Curriculum**

The reading program at Country Christian School has been a key to the
school's growth. The school has an excellent reputation in the community
for producing strong readers. Our kindergarten lays a solid foundation
utilizing phonics as the core of the reading program. Knowing how to
decode words results in strong, confident readers. Reading comprehension
is also stressed on that level. This program is continued throughout the
grades. Because there is an emphasis on reading, it enables students to
do well in the various subjects.

Not every word in the English language is phonetic. Therefore, students
need to learn sight words as well. However, it is our belief that many
schools have swayed too much in that direction to the detriment of
phonics instruction. Giving students the key to decode words results in
strong readers. It is very rare that a student graduates from
kindergarten without the ability to read paragraphs and stories fairly
fluently as well as have the ability to tell what the story was about.

It is Country Christian School's desire to produce students who enjoy
reading. Therefore, one of the new programs instituted at the school in
the 2003-04 school year is a period of time ranging from 45 minutes for
students in the younger grades to 1½ hours in the older grades for
students to stop everything and read. Much of the time is spent reading
individually but parents are also invited to some grades to share
stories with students. This program has resulted in great enthusiasm and
will be repeated once per quarter.

**3. Another Area of the Curriculum Relating To the School's Mission
Statement**

Bible class is an area of great importance to the program at Country
Christian School. It is not just taught as a religion class or an
academic subject. A relationship with God is stressed. The Bible is at
the core of the total program. All subjects are integrated and taught in
light of God's Word. It is our desire to not only teach our students
academic content, but also how to live according the teachings in the
Bible.

Our Bible classes consist of a Bible curriculum, memorization and
application of Scripture, and seeking opportunities to reach out to our
community. Students are also taught the importance of acting in such a
manner that will bring honor to Christ. Honesty, integrity, working to
our fullest potential, etc. are attributes that are encouraged.

The school's mission statement is as follows:

*"The mission of Country Christian School is to provide an exemplary
education from a Christian*

*perspective that prepares our students to live in a manner that will
bring glory to God and make*

*an impact on our world."*

There is no doubt that the strong quality educational program our
students receive, coupled with strong personal characteristics, will
provide employers with the type of employees they desire. We truly
believe that our students will also rise up to be the leaders our
country is in need of.

**4. Different Instructional Methods Used To Improve Student Learning**

Realizing that students learn in a variety of ways, Country Christian
School seeks to use various teaching strategies in its program. We have
students that are visual, auditory, and kinesthetic learners. We desire
to incorporate as many teaching strategies as possible into our lessons.
This is seen, for instance, in our math instruction as students listen
to the lesson presented by the teacher. There is also opportunity to
work at the board or at their desks, use manipulatives, and play games.
While our reading program stresses phonics as a primary method,
individual differences are allowed for. In some rare cases, sight words
may be the primary method used for some. Students also learn their
letters and sounds in a variety of ways, including having the
opportunity to trace them in sand if necessary.

In order to stress higher level thinking skills, Bloom's Taxonomy is
utilized at Country Christian School. There are various levels with
increasing complexity: Level 1: Knowledge; Level II: Comprehension;
Level III: Application; Level IV Analysis; Level V: Synthesis; Level VI:
Evaluation. Teachers seek to utilize the various levels in their
classrooms. Use of Bloom's Taxonomy enables the teachers to
individualize instruction. The class may be studying a common topic but
students can work on projects on various levels according to their
abilities.

Teachers are held accountable for using Bloom's Taxonomy. Occasionally,
during faculty meetings they are told to report on how they are
utilizing it. This has been very helpful in meeting the varying needs of
the student body.

Teachers will oftentimes stay to work with students after school or
during lunchtime. They can individualize instruction as needed for each
student by doing this. Parents have often commented how pleased they are
with all the extra effort teachers put into working with their children.
They are willing to do anything to help a child succeed.

**5. The School's Professional Development Program and Impact on
Improving Student Achievement**

It is very important for teachers to continue to grow and learn new
ideas. As the ideas are brought into the classroom, children are the
recipients of a richer education. Teachers at Country Christian School
have the opportunity to grow in a variety of ways. Every year our staff
attends the ACSI Teacher's Convention in Minneapolis. This two day
series of workshops and keynote speaker sessions enable the teachers to
gain new ideas. There are a great variety of sessions to chose from that
are very practical. There is also free time built into the schedule that
enables teachers from various schools to interact with each other and
share ideas. Because our staff stays overnight, they have extra
opportunities to also share ideas with each other.

Built into our budget is an amount for teachers to attend workshops
throughout the year that will enable them to grow and become better
teachers. Oftentimes, our school will send two teachers together so that
they can discuss the ideas learned. When they return to school, they
share what they have learned with their fellow staff at a faculty
meeting. This enables all the teachers to benefit from what has been
learned.

Occasionally during the year we will have speakers come to speak to the
teachers during one of their in-service meetings. These speakers
oftentimes speak on topics that will directly impact the learning that
goes on in the classrooms.

As teachers have gleaned new ideas from a variety of sources, students
have benefited and it has resulted in further student achievement.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Private school association(s): [Association of Christian Schools
International (ACSI)]{.underline}

[Wisconsin Council of Religious and Independent Schools
(WICRIS)]{.underline}

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_\_[X]{.underline}\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.) **[As per phone conversation with Mr. McTighe, I
was told to put in 2003-04 rates. The 2001-02 date was printed on the
form in error.]{.underline}**

[\$3,243.00]{.underline} [\$3,390.00]{.underline}
\$[3,390.00]{.underline} [\$3,390.00]{.underline}
\$[3,390.00]{.underline} \$[3,390.00]{.underline}

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$[3,390.00]{.underline} \$[3,390.00]{.underline}
[\$3,390.00]{.underline} \$\_[NA]{.underline}\_\_
\$\_\_[N/A]{.underline} \$\_\_\_[NA\_]{.underline}

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_[N/A]{.underline} \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? [\$4,193.00]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$\_
[800.00]{.underline}

4\. What percentage of the annual budget is devoted to
\_\_\_[6.2%]{.underline}

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction?
\_\_[28%]{.underline}

**PART VII - ASSESSMENT RESULTS: Stanford Achievement Test**

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

  Testing month                          April       April       April

                                         Stanford 10 Stanford 9  Stanford 9

  **Grade 8**                                                    

  Reading                                82          83          78

  Mathematics                            80          86          83

  Number of students tested              19          16          17

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  **Grade 7**                                                    

  Reading                                79          79          77

  Mathematics                            78          80          85

  Number of students tested              22          22          17

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  **Grade 6**                                                    

  Reading                                86          84          85

  Mathematics                            89          87          91

  Number of students tested              30          22          22

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  **Grade 5**                                                    

  Reading                                79          77          78

  Mathematics                            80          84          80

  Number of students tested              22          33          24

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  **Grade 4**                                                    

  Reading                                86          71          73

  Mathematics                            89          81          75

  Number of students tested              23          22          32

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

                                         2002-2003   2001-2002   2000-2001

  Testing month                          April       April       April

  **Grade 3**                            87          81          77

                                         86          88          89

  Number of students tested              23          23          23

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  **Grade 2**                                                    

  Reading                                75          89          84

  Mathematics                            75          91          89

  Number of students tested              23          25          25

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

                                                                 

                                                                 

  **Grade 1**                                                    

  Reading                                89          94          96

  Mathematics                            91          85          89

  Number of students tested              28          21          25

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

                                                                 

  **Grade K/5**                                                  

  Reading                                94          97          95

  Mathematics                            90          96          86

  Number of students tested              30          32          25

  Percent of total students tested       100%        100%        100%

  Number of students excluded            0           0           0

  Percent of students excluded           0           0           0

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

![](media/image1.jpeg){width="6.561805555555556in"
height="8.620138888888889in"}