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

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

**Cover Sheet**

Name of Principal [Mrs. Kay Collins]{.underline}

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

Official School Name [South Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [305 South 5^th^]{.underline}
[Ave.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Brighton]{.underline} [Colorado]{.underline} \_ \_
\_\_\_[80601-2111]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 303 )]{.underline} [655-2600]{.underline} Fax [( 303
)]{.underline} [655-2649]{.underline}

Website/URL <http://www.brightonps27j.k12.co.us/> E-mail
[kcollins@brightonps27J.K12.co.us]{.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 [Janaury 30, 2004\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. John Hefty]{.underline}

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

District Name [Brighton 27J School District]{.underline} Tel. [( 303)
655-2900\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 [January 30, 2004\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Yolanda Sandoval

(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 [January 30, 2004\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(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.

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

**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:
\_\_\_[5\_\_]{.underline}Elementary schools

\_\_\_[2\_\_]{.underline} Middle schools

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

[\_\_\_1\_\_]{.underline} High schools

[\_\_\_3\_\_]{.underline} Other (Briefly explain) K-8

2.  Charter K-8 Schools

[1]{.underline} Charter Middle/High School

\_\_\_[14]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_[5748.11]{.underline}

Average State Per Pupil Expenditure: \_\_[5899.20]{.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
>
> \[ \] Suburban
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.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**       25        58                     **83**       **7**                             

  **1**       31        36                     **67**       **8**                             

  **2**       42        37                     **79**       **9**                             

  **3**       36        47                     **83**       **10**                            

  **4**       44        28                     **72**       **11**                            

  **5**       50        44                     **94**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   478
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [34]{.underline}% White

the students in the school: [1]{.underline} % Black or African American

[65]{.underline}% Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year[:
36.44%]{.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 83
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 89
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        172
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    472
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .3644
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    36.44
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school[: 39%]{.underline}

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

Number of languages represented: [3]{.underline}

Specify languages: English

Spanish

Czech

9\. Students eligible for free/reduced-priced meals:
\_\_\_[56]{.underline} %

[\_ 263]{.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.

8.  Students receiving special education services:
    [\_\_\_\_9.4]{.underline}%

> \_\_\_\_[45]{.underline} Total Number of Students Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism [\_\_\_2]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [\_\_\_2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[12]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [\_\_24]{.underline} Speech or Language
Impairment

[\_\_3]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

[\_\_3]{.underline} 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\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[19\_]{.underline} [\_\_\_\_]{.underline}
[1\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_6]{.underline}\_\_
[\_\_\_\_]{.underline} [1\_\_\_]{.underline}

Paraprofessionals \_\_[12]{.underline}\_\_ [\_\_\_]{.underline}
[1\_\_\_]{.underline}

> Support staff \_\_\_\_\_\_\_ [1\_\_\_]{.underline}
>
> Total number \_\_[38\_\_\_]{.underline} [\_\_\_]{.underline}
> [4\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio: \_\_\_[19 to
1]{.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 95.03       93.92       94.37       95.05       NA

  Daily teacher attendance 97%         97%         95%         NA          NA

  Teacher turnover rate    8%          5%          7%          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

                                                        

                                                        

                                                        

                                                        

                                                        

                                                        

                                                        

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

**PART III ‑ SUMMARY**

South Elementary School, a K-5 public school, is located in Brighton,
Colorado twenty miles north of Denver. The school serves a very diverse
population of students. The South Elementary area of attendance includes
students from the very high socioeconomic population of Brighton to
those students living at the poverty level. The makeup of the student
population is 65% Hispanic, 34% White, while the remaining1% of the
student population is comprised of Native American, Black, and Asian
American students. Thirty nine percent of our students are limited
English proficient students. South Elementary meets the needs of our
limited English proficient (LEP) students by providing instruction in
their native language of Spanish at all grade levels.

The South Elementary motto states best what we believe about our
students and what we want them to believe about themselves: *"South
Elementary is a place where I want to be. I will do my best, and I will
treat others the way I want to be treated. I choose to be respectful,
responsible, and be a good listener. I believe in caring for others, my
school and myself."* The South Elementary motto can be heard throughout
the hallway each morning as the entire school recites it together. The
beliefs and values in the South Elementary motto go hand in hand with
being a Character Count school where we focus on building the six
pillars of character in each one of our students: respect,
responsibility, caring, fairness, trustworthiness, and citizenship.
South Elementary has created a positive learning environment where
students feel safe and where behaviors not conducive to learning are
unacceptable.

The staff of South Elementary is committed to being a professional
learning community where the data guides and directs our building level
staff development and the need for instructional improvement. We are
committed to learning and growing together as a staff through ongoing
book studies that focus on the most effective instructional practices
and methods that will enable our students to learn in an environment
that recognizes the students individual learning style and need for
differentiated instruction.

We have created partnerships with the University of Colorado and the
University of Northern Colorado where we are instrumental in the
training and education of student teachers. South Elementary coordinates
and seeks funding for our senior citizen volunteer program where a
senior citizen can receive reimbursement on their school tax portion of
their property taxes for volunteering over sixty hours in our school. We
have a huge number of parent volunteers who spend time weekly to help in
the classrooms, office and library.

South Elementary is a school beating the odds. In the spring of 2003
"Just for Kids" data, which compares the Colorado State Assessment data
of schools with like demographics, South Elementary was named in the top
five of performing schools for third, fourth and fifth grade students in
the State of Colorado. With over one third of our students having
Spanish as their first language and fifty-eight percent of our students
on free and reduced lunch we have faced instructional challenges, but
the data shows we are achieving success with our students in these
categories. Our 2003 results showed that 60% of South Elementary
students that are on free and reduced lunch were proficient on all
Colorado State Assessments (CSAP) as compared to a statewide average of
42% proficient.

South Elementary provides an exemplary bilingual education program for
our limited English students, which has been evidenced by our student
achievement data. In 2003, 59% of Hispanic students at South Elementary
were proficient in English reading on the Colorado State Assessment, as
compared to a statewide average of 41% proficient. We believe strongly
that the most effective program for a second language learner is to
provide native language instruction in all content areas. When a student
has reached proficiency in the first language the transition into the
second language is much easier and quicker. Our number of second
language learners continues to grow as parents across the school
district opt to enroll them in our program.

Our mission at South Elementary is to create students that are lifelong
learners that recognize the need to have knowledge and to experience
success in a changing and challenging world. We have made great strides
in becoming a school of excellence that meets the academic and emotional
needs of all children.

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

At South Elementary all students in grades 3-5 are required to take the
Colorado Student Assessment Program (CSAP) assessment each spring.
Scores on the CSAP are reported as Unsatisfactory, Partially Proficient,
Proficient, and Advanced. Scores of Proficient and Advanced are
considered passing scores.

The CSAP is a standards-based assessment multi-formatted assessment. The
primary purpose of the assessment program is to determine the level at
which Colorado students meet the State Model Content Standards in the
content areas that are assessed.

English language learners (ELL) students who have Spanish as their
native language have the opportunity in the State of Colorado to take
the Colorado State Assessment in Spanish. At the fourth grade level,
students that have not been in our school system consistently over a
three-year period can take the assessment in Spanish, but all other ELL
fourth grade students must take the CSAP in English. Due to this, many
times we see a drop in our number of students scoring as proficient from
third grade to fourth grade. All fifth-grade students regardless of
their English language proficiency must take the CSAP in English.

When comparing our English language learners (ELL) to other ELL students
in the State of Colorado, South Elementary students are making
significant success

**2003 Colorado State Assessment (CSAP)-Fifth-Grade Math-Bilingual ELL
Program**

  ------------- ---------------- ------------ ------------ ------------ ---------
                Unsatisfactory   Partially    Proficient   Advanced     Total \#
                                 Proficient                             Tested

  South         0%               33%          46%          21%          24
  Elementary                                                            

  State of      36%              41%          13%          2%           1271
  Colorado                                                              
  ------------- ---------------- ------------ ------------ ------------ ---------

**2003 Colorado State Assessment (CSAP)-Fifth Grade Reading-Bilingual
ELL Program**

  ------------- ---------------- ------------ ------------ ------------ ---------
                Unsatisfactory   Partially    Proficient   Advanced     Total \#
                                 Proficient                             Tested

  South         17%              35%          43%          5%           23
  Elementary                                                            

  State of      46%              25%          14%          0%           1273
  Colorado                                                              
  ------------- ---------------- ------------ ------------ ------------ ---------

**2003 Colorado State Assessment (CSAP)**-Fourth Grade Reading-Bilingual
ELL Program

  ------------- ---------------- ------------ ------------ ------------ ---------
                Unsatisfactory   Partially    Proficient   Advanced     Total \#
                                 Proficient                             Tested

  South         16%              42%          42%          0%           19
  Elementary                                                            

  State of      44%              35%          20%          1%           986
  Colorado                                                              
  ------------- ---------------- ------------ ------------ ------------ ---------

**2003 Colorado State Assessment (CSAP) --Third Grade Reading Assessment
in Spanish**

  ------------- ---------------- ------------ ------------ ------------ ---------
                Unsatisfactory   Partially    Proficient   Advanced     Total \#
                                 Proficient                             Tested

  South         0%               16%          64%          20%          21
  Elementary                                                            

  State of      14%              22%          54%          9%           63%
  Colorado                                                              
  ------------- ---------------- ------------ ------------ ------------ ---------

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

South Elementary is a data rich school along with being a data-driven
school. Teachers are encouraged to use daily informal and formal
assessments to plan and organize instruction to better meet the needs of
the students. Data is gathered from daily practice work, curriculum
assessments, and district and state assessments. Teachers periodically
complete running records on students and give students individual
reading inventories to give them a clear understanding of a child's
reading level. The analyzing of an individual student's data gives our
teachers an understanding of that students' academic strengths and
weaknesses, which allows them to differentiate instruction for that
student.

Staff development decisions are based on assessment data. The staff
through horizontal and vertical teams, analyzes the data looking for
those areas that students as a whole are consistently weak. Staff
development is then planned and organized around those weak areas. We
focus on the area of concern, researching best instructional practices
and evaluating our current instructional practice along with evaluating
our curriculum for concept development. Last year, we found that across
all grade levels spelling was an area that needed improvement. We sought
and implemented a curriculum that would provide for a consistent,
developmentally appropriate method for teaching spelling.

Teachers and horizontal teams routinely use the assessment data to make
decisions on instructional placement into content area groups, Title I,
ESL programs and recommendation for special education.

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

In an effort to keep parents, students, and the community informed about
the results of the assessment process, South Elementary School shares
the yearly Colorado Student Assessment Program (CSAP) results in a
letter to all parents. Parents also receive their own individual
student's summary of their CSAP performance outlining those areas of
proficiency and those areas of concern. The State of Colorado issues a
yearly school report card to every school in the state. The report card
compares the school's performance on the Colorado Student Assessment
Program (CSAP) to other schools in the state and gives each school a
rating of Excellent, High, Average, Low or Unsatisfactory. The report is
given to each parent so that they will know how their school is doing in
comparison to others in the state. The South Elementary Accountability
Report is shared annually in the fall with all parents, which summarizes
the assessment data, the attainment of the school's goals along with
outlining the goals for the new school year.

Teachers regularly communicate student academic progress with parents
through the use of daily planners, weekly progress reports, mid-term
reports, quarterly report cards, phone calls, and home visits. "Thursday
Folders" go home weekly with South Elementary school information, graded
student work, as well as notes about student achievement efforts and
behavior, which parents sign and may share any comments or questions for
the classroom teacher. Twice yearly, Parent/Teacher conferences are held
in which teachers have the opportunity to share assessment data, daily
work grades and student expectations for achievement. The principal
communicates monthly to parents through the school newsletters and at
the Parent Advisory Committee meetings which are conducted in both
languages and are open to all parents.

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

Historically, the South Elementary staff and principal have been asked
within the Brighton 27J School District and the State of Colorado to
share with others what we have found to be effective "best practices"
for our population of students and to lead in-services in various areas
of curriculum. We have built our knowledge of best practices through
reading the research, through the sharing of what individual teachers
have found to be effective practices, but most importantly through the
willingness for trial and error.

We recognize and value the learning opportunities that come when
professionals gather together to have those rich conversations or when
we have the occasion to watch and observe a fellow teacher. If we as a
school can be instrumental in the learning and growing, or in the
success of another teacher, principal or school we are more than happy
to open our doors to them. We have a passion for excellence and a drive
to be effective in our instructional delivery and methods. It is our
desire to share any knowledge and experiences we have gained that have
proven to be successful.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum:**

South Elementary provides a comprehensive curriculum to its students.
Because we align our district standards and teaching to the Colorado
State Model Content Standards, our standards are high and measurable.
Instruction is guided by standards and driven by student performance.
Students daily receive instruction in the following content areas:
reading, writing, language arts, math, science, and social studies.

In an effort to make effective academic improvements, the schedule was
reformed to provide:

a.  Grade-level blocks of time for reading, math and specials.

b.  Planning time for grade-level teachers so that teachers could plan
    and organize instruction together.

c.  Resources, instructional Para support, Title 1 Reading services,
    Special Education, and other building resources into grade-level
    blocks of time to reduce instructional group size and better meet
    the needs of students.

Literacy forms the core of our instruction. Students receive one hour
and forty-five minutes of reading instruction daily. Our forty-five
minute flexible reading block allows the provision of small group
instruction for all students. Students are placed into a flexible group
according to their reading level, as determined by individual and whole
group assessments, which allows us to meet the needs of the very low
reader and the very high. These flexible groups change throughout the
year as students progress. During this flexible block struggling readers
are placed into a reading intervention program with a reading resource
teacher, Title I, Special Education, or with a building reading resource
teacher. Third, fourth and fifth grade higher-level readers are able to
participate in the Junior Great Books program.

Children write at all grade levels, in all curricular areas and for a
variety of purposes. The teaching staff has worked to create a scoped
and sequential curriculum that focuses on each trait of the Six-Trait
writing program. In a writer's workshop approach students utilize the
writing skills of planning, drafting, revising, editing and rewriting.
Students learn to conference with their peers and to use rubrics to
score writing pieces.

Each grade level receives math instruction for one hour each day. The
math instruction focuses on building a strong number sense, computation
skills and higher-level problem solving. Students also receive
instruction in Science and Social Studies using a curriculum that is
aligned to the standards. The science curriculum utilizes the scientific
process involving hypothesizing, analyzing and concluding.

The non-English speaking students receive all core subjects in their
native language of Spanish until they show proficiency in their native
language. Non-English speaking students, in addition to their core
subjects, receive English as a second language instruction using Hampton
Brown's *[Into English]{.underline}*. Non-English speaking students who
enter kindergarten at South receiving 90% of their content area
instruction in their native language, by third grade they receive 50% of
their instruction and by fifth grade they are receiving 100% of their
instruction in English with support in their native language.
Non-English speaking students entering kindergarten at South Elementary
and exit at the completion of fifth-grade are leaving as bi-literate
students in English and Spanish. It is also our goal to have our second
language learners maintain their native language, therefore we continue
to provide instructional opportunities in their native language.

Physical education, music, computers and library comprise our special
schedule. Each child attends either physical education and computers or
music and library every day for one hour. At least once a week during
the students' library time our English-speaking students receive Spanish
as a second language instruction and our limited English proficient
students work on conversational English skills. During computer time
students receive individualized skill instruction utilizing the Compass
Learning Program. At the beginning of the school year, students are
assessed on a variety of content-based skills that are in alignment with
grade-level expectancies. An individual program for skill reinforcement
is then planned for that student with ongoing assessments while they are
in the computer lab. Teachers have the flexibility to program a specific
skill that needs to be reinforced in conjunction with what is being
taught in the regular classroom at that time.

Art is not a subject that is taught in isolation. Art is integrated
throughout the content areas when appropriate. We recognize that
students learn best through their strongest modality of learning and for
some of our students that modality is art. Our teachers work to plan
lessons that incorporate a variety of learning modalities.

Our character education program focuses on building the six pillars of
character (respect, responsibility, caring, fairness, citizenship and
trustworthiness) into all of our students so they will be "kids of
character." The half-time school counselor brings the Character Count
curriculum to each classroom in the building several times each year.
Selected students are recognized monthly by their classroom teacher as
being a "South Elementary Kid with Character." Classrooms also recognize
students who demonstrate acts of kindness with the wearing of the
classroom "kindness badge."

**Reading Curriculum**

The district K-5 adopted reading curriculum, Houghton Mifflin
*[Invitations to Literacy]{.underline}* is used throughout the building.
Teachers supplement the curriculum with additional reading materials
from our extensive literature island with books leveled according to
Fontas and Pinnell and the DRA reading

levels. Students not performing at grade-level in reading receive
instruction using Houghton Mifflin's Soar to Success and Early Success
reading intervention program that is in alignment with *[Invitations to
Literacy.]{.underline}*

*[Initiations to Literacy]{.underline}* is a balanced literacy
curriculum. Students read a variety of literature genres including
narrative text, expository text, and poetry. The curriculum is an
integrated curriculum where spelling, grammar and writing are part of
the daily instruction. This series, along with the curriculum
assessments, align with the Colorado Content Standards, which the CSAP
is based on. The district created a pacing chart for all teachers to
follow that ensures that all students are receiving instruction in the
essential skills and strategies, but most importantly that all students
are in pace to take the district-level reading assessments. We have
found a direct correlation to performance on the district level
curriculum assessments to performance on the CSAP. Teachers use the
district assessment results to plan and organize instruction around
student's weak areas. Along with utilizing district assessment results,
teachers periodically use an individual reading inventory such as the
DRA or QRI II to pinpoint a child's reading level and reading weakness
so that instruction can be formulated to strengthen skills.

**Math Curriculum**

The Scott Forsman/Addison Wesley Math series was chosen and adopted by
the school district for its alignment with the NCTM and State of
Colorado standards in Mathematics. Standards include the areas of number
sense, algebra, data analysis, geometry, measurement, and computation.
The curriculum is textbook based; however, supplementary materials such
as manipulatives are used whenever necessary to further students'
concept development. The Dale Seymour Publishing,
[Investigations]{.underline} curriculum is used to provide higher-level
problem solving practice that utilizes real world situations. Students
explore various ways to solve a problem and share their reasoning orally
and in written form. Basic number sense practice is given daily through
the use of the Mad Minute timed tests in addition, subtraction,
multiplication, division, and fractions. The district provides a pacing
chart to ensure that all tested skills and concepts are covered prior to
the quarterly district assessment being given. The fifth grade pacing
chart has aligned each essential skill and concept that is covered on
the fifth-grade CSAP I and ensures that it is taught, tested on and re
taught if necessary prior to the testing in March.

Daily one-hour classroom instruction focuses on developing
concepts/skills in each of the standards through the use of effective
teaching methods, which include the problem of the day, review and
reinforcement of the previous concept taught, lesson development and
guided practice. Guided practice, specific and ongoing student feedback,
and subsequent independent practice are used to reinforce concepts.

**Instructional Methods:**

We recognize that all students learn in different ways and what works
for one may not for another. We work to deliver instruction that
recognizes and draws on the student's background knowledge and
experiences. Our teachers employ differentiated instructional methods to
accommodate different learning styles. Faced with the challenge of
meeting a large range of individual needs, teachers use large and small
instructional groups, along with a variety of instructional strategies
and techniques. Teachers work to involve students in their own learning.

When assessments results show that a student needs extra instruction
around a specific skill or concept, teachers work to group those
students for additional instruction. Teachers utilize the flexible
reading block to group students with like instructional needs. Also,
recess time and pulling students from computers or library allows
grade-level teachers extra instructional time to work with students to
help improve those areas of weakness.

Throughout the reading block, lessons are planned around the six
dimensions of reading; phonics, decoding, fluency, vocabulary
development, comprehension strategies and motivation to read. South
Elementary also focuses reading instruction on the essential strategies
that all good readers need to know and use: making connections,
questioning, visualizing, inferring, determining importance, and
synthesizing. These reading strategies are modeled by the teacher and
practiced by the student. This occurs throughout the year until the
students are consistently using their strategies independently. Teachers
use a variety of instructional methods such as guided reading, shared
reading and independent reading. Another method that teachers use is
literature circles where students orally discuss stories using
strategies in a natural context. Teachers also meet with students
individually in reading conferences to identify goals, assess through
running records, and model strategies to practice.

**Staff Development:**

Staff development at South is an on-going endeavor as we work to improve
student achievement. Staff development is imbedded in the bi-monthly
staff meetings and is built around the premise that every staff member
has expertise and knowledge to share. Through data analysis the staff
identifies those areas of strength and those areas in need of
improvement. Staff development is planned to address those areas through
looking at the current educational research, curriculum evaluation and
instructional methodology.

South Elementary is a professional learning community. Teachers have the
opportunity to meet daily to plan and organize instruction, to have
professional conversations, and to look at individual student's
performance. Book studies based on an identified area of instructional
improvement are on going at South. Teachers are encouraged to visit
one-another's classrooms and mentor each other. Staff development also
includes following protocols to look at student work to improve
instruction and to become "critical friends."

**Colorado Student Assessment Program**

**3^rd^ Grade Reading**

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

**Edition/publication year** [1997-2002]{.underline} **Publisher:** [CTB
McGraw-Hill]{.underline}

**What groups were excluded from testing?** [None]{.underline}

**Number excluded** \_\_[0]{.underline} **Percent excluded** [\_
0\_]{.underline}

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

**The results are reported according to the following performance
levels:**

**Advanced:** Third grade students are advanced in Reading Comprehension
if they can comprehend a variety of texts including narrative,
expository and poetry in an in-depth manner. They are able to restate
and evaluate main idea and significant details, problem and solution,
cause and effect, paraphrase and summarize information, analyze the
sequence of events. They are also able to identify and infer character
traits and motives, the theme of a narrative, meaning from figurative
language, including metaphor and personification, interpret complex or
content specific vocabulary, reread and search text to confirm less
obvious information and meaning, and draw conclusions by inferring from
the text using higher levels of thinking.

**Proficient**: Third grade students are proficient in Reading
comprehension when they can comprehend longer and increasingly difficult
text, including poetry. They are able to: draw inferences from what they
read, follow directions, identify main idea and supporting details,
accurately and thoroughly sequence events, draw conclusions, determine
cause and effect, reread and search to confirm obvious information and
meaning, demonstrate thorough understanding of text through a written
response, and understand vocabulary essential to the text.

**Partially Proficient:** Third grade students are partially proficient
in Reading Comprehension when they can comprehend simple narrative
and/or expository text with familiar content on a literal level. They
are able to: demonstrate limited accuracy in the identification and
sequencing of facts and events, demonstrate minimal understanding in a
written response, and demonstrate understanding of simple vocabulary.

**Unsatisfactory:** Third grade students are unsatisfactory in Reading
Comprehension when they read narratives and simple texts with familiar
content with little evidence of literal comprehension.

**South Elementary Colorado State Assessment Scores -- Third Grade
Reading**

-   The scores below are a compilation of the CSAP assessments given to
    South Elementary third grade students in Spanish and English.

-   Spanish speaking third grade students may take the third grade
    Reading CSAP in Spanish.

+----------------------------------+------+------+------+-------+-----+
|                                  | 2    | 2    | 2    | 1999  | 199 |
|                                  | 002- | 001- | 000- | -2000 | 8-1 |
|                                  | 2003 | 2002 | 2001 |       | 999 |
+----------------------------------+------+------+------+-------+-----+
| ##### TESTING MONTH              | Feb. | Feb. | Feb. | Mar.  | M   |
|                                  |      |      |      |       | ar. |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **SCHOOL SCORES**                |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| TOTAL -- Percent of students     |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   | 100 |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 100  | 95   | 91   | 84    | 90  |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 73   | 72   | 84   | 62    | 70  |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 14   | 15   | 18   | 9     | 0   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Number of students tested        | 70   | 93   | 68   | 79    | 76  |
+----------------------------------+------+------+------+-------+-----+
| Percent of total students tested | 100  | 100  | 100  | 99    | 100 |
+----------------------------------+------+------+------+-------+-----+
| Number of students excluded      | 0    | 0    | 0    | 1     | 0   |
+----------------------------------+------+------+------+-------+-----+
| Percent of students excluded     | 0    | 0    | 0    | 1     | 0   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **SUBGROUP SCORES**              |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **HISPANIC** **SUBGROUP**        |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Number of students tested        | 47   | 55   | 39   | 39    | 34  |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   | 100 |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 100  | 95   | 95   | 85    | 83  |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 68   | 73   | 90   | 64    | 68  |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 13   | 18   | 21   | 13    | 0   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **FREE/REDUCED LUNCH SUBGROUP**  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Number of students tested        | 50   | **Da | **N  | **A   |     |
|                                  |      | ta** | ot** | vaila |     |
|                                  |      |      |      | ble** |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 100  |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 66   |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 12   |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **STATE SCORES**                 |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   | 100 |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 92   | 90   | 91   | 90    | 87  |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 75   | 72   | 73   | 70    | 67  |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 10   | 11   | 10   | 7     | 8   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+

**Colorado Student Assessment Program**

> **4th Grade Reading**

**Grade**[\_\_\_\_4\_\_\_]{.underline} **Test**\_\_[CSAP\_]{.underline}

> **Edition/publication year**\_[1998-2003\_\_]{.underline}
> **Publisher** \_\_\_[CTB McGraw-Hill\_]{.underline}

**What groups were excluded from testing?** [None]{.underline}

> **Number excluded** \_\_[0]{.underline} **Percent excluded** [\_
> 0\_]{.underline}

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

-   Standard One: Students read and understand a variety of materials

-   Standard Four: Students apply thinking skills to their reading

-   Standard Five: Students read to locate information from a variety of
    sources

-   Standard Six: Students read and recognize literature as a record of
    experiences

**The results are reported according to the following performance
levels:**

**Advanced:** An advanced fourth grade student used multiple strategies
to read a variety of selections to demonstrate a deeper understanding of
the text, responds to a specific text by thoroughly categorizing facts
and details using a graphic organizer, differentiating fact from
opinion, evaluating the main idea, defining both a problem and a
solution, defending and thoroughly supporting a reaction to a text, or
interpreting the author's style. They demonstrate skill in finding and
using information from a complex variety of sources.

**Proficient**: A fourth grade student who is proficient demonstrates
comprehension of a variety of reading selections by using multiple
strategies such as context and visual clues, word parts (prefixes and
suffixes), or multiple word meanings and idiomatic expressions. They
respond to a specific text by: understanding and following directions,
recognizing the author's point of view and purpose, expressing a
character's reactions or explaining a reaction to the text, locating
relevant information, or making predictions and drawing conclusions.

**Partially Proficient:** A partially proficient fourth grader
demonstrates use of limited strategies to comprehend reading materials
using context clues to comprehend word meanings, recalling details to
answer questions, and skimming to locate a limited number of details.
These students demonstrate analysis of a text by using a graphic
organizer to categorize facts. They also demonstrate accurate
identification and use of information presented in the text. Partially
proficient fourth grade students demonstrate the ability to read and
respond to literature by: classifying vocabulary in a basic way,
understanding a text at a literal level.

**Unsatisfactory:** A fourth grade student receiving an unsatisfactory
demonstrates minimal evidence of comprehension of a text that has
substantial textual or visual support/clues. They give inconsistent
responses to a specific task when predicting or drawing conclusions
using text and/or visual clues and demonstrate limited accuracy in the
identification and use of facts presented in the text.

**South Elementary Colorado State Assessment Scores-Fourth Grade
Reading**

-   The scores below are a compilation of the CSAP assessments given to
    South Elementary fourth grade students in Spanish and English.

-   A fourth grade Spanish speaking student who has not been in our
    school consistently over the last three years may take the fourth
    grade Reading CSAP in Spanish, otherwise they must take the
    assessment in English.

+----------------------------------+------+------+------+-------+-----+
|                                  | 2    | 2    | 2    | 1999  | 199 |
|                                  | 002- | 001- | 000- | -2000 | 8-1 |
|                                  | 2003 | 2002 | 2001 |       | 999 |
+----------------------------------+------+------+------+-------+-----+
| ##### TESTING MONTH              | M    | Feb. | M    | March | Ma  |
|                                  | arch |      | arch |       | rch |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **SCHOOL SCORES**                |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| TOTAL - Percent of Students      |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   | 100 |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 88   | 86   | 76   | 74    | 84  |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 45   | 69   | 51   | 43    | 44  |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 1    | 7    | 4    | 1     | 2   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Number of students tested        | 86   | 63   | 74   | 81    | 62  |
+----------------------------------+------+------+------+-------+-----+
| Percent of total students tested | 100  | 100  | 97   | 99    | 98  |
+----------------------------------+------+------+------+-------+-----+
| Number of students excluded      | 0    | 0    | 2    | 1     | 1   |
+----------------------------------+------+------+------+-------+-----+
| Percent of students excluded     | 0    | 0    | 3    | !     | 2   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **SUBGROUP SCORES**              |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **HISPANIC SUBGROUP**            |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Number of students tested        | 52   | 34   | 38   | 41    | 29  |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   | 100 |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 89   | 91   | 76   | 66    | 79  |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 37   | 71   | 45   | 29    | 34  |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 0    | 12   | 3    | 0     | 0   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **FREE/REDUCED LUNCH SUBGROUP**  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Number of students tested        | 39   | **Da | **N  | **A   |     |
|                                  |      | ta** | ot** | vaila |     |
|                                  |      |      |      | ble** |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 90   |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 44   |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 3    |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| **STATE SCORES**                 |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   | 100 |
+----------------------------------+------+------+------+-------+-----+
| At or above Partially Proficient | 87   | 85   | 86   | 89    | 88  |
+----------------------------------+------+------+------+-------+-----+
| At or above Proficient           | 63   | 61   | 63   | 62    | 59  |
+----------------------------------+------+------+------+-------+-----+
| Advanced                         | 7    | 6    | 7    | 9     | 7   |
+----------------------------------+------+------+------+-------+-----+
|                                  |      |      |      |       |     |
+----------------------------------+------+------+------+-------+-----+

**Colorado Student Assessment Program**

> **5th Grade Reading**

**Grade** [\_5\_]{.underline} **Test**\_\_[CSAP\_]{.underline}

> **Edition/publication year:**\_[1999-2003\_\_\_\_]{.underline}
> **Publisher**:\_\_\_[CTB McGraw-Hill\_]{.underline}
>
> **What groups were excluded from testing?**
>
> *A student may not have been assessed at the fifth-grade level due to
> the student not able to take the assessment in English due to their
> recent arrival from a school in Mexico.*

**Number excluded:** [Varies]{.underline} **Percent excluded**:
[Varies]{.underline}

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

-   Standard One: Students read and understand a variety of materials

-   Standard Four: Students apply thinking skills to their reading

-   Standard Five: Students read to locate information from a variety of
    sources

-   Standard Six: Students read and recognize literature as a record of
    experiences

**The results are reported according to the following performance
levels:**

**Advanced:** Fifth grade students are advanced when they use multiple
strategies to read a variety of text selections and demonstrate insight
into text. They can respond to a specific text by generating solutions
to problems or applying information to a new situation. They demonstrate
skill in finding and using information from a variety of complex
sources, demonstrate the ability to read and respond to literature, use
knowledge of complex literary techniques (e.g., symbolism and metaphor)
and literary elements to interpret a variety of text.

**Proficient**: Proficient fifth-graders use multiple strategies to read
a variety of selections and demonstrate comprehension. They identify
sequential order in fiction and non-fiction text, determine main idea
from a variety of text, make inferences using contextual clues, and
generate a comparison or finding supporting details from similar
narrative texts. They respond to a specific text by analyzing, inferring
and making predictions, or drawing conclusions from text in various
genres. Proficient fifth-grade students demonstrate the accurate use of
information from a variety of reference sources and respond to
literature by identifying action and events in literature, using
knowledge of literary techniques to interpret a text and details of a
text.

**Partially Proficient**: A partially proficient 5^th^ grader used
limited strategies to demonstrate comprehension of reading materials by
identifying word meaning in context, determining obvious main idea in a
narrative text, identifying basic word meaning out of context, or
locating and recalling information in text with different structures.
Fifth-grade students are partially proficient when they begin to
demonstrate accurate identification and uses of information presented in
the text by locating information in sequence.

**Unsatisfactory:** Fifth Graders receiving an unsatisfactory
demonstrate little or no evidence of comprehension of a text that has
substantial textual or visual support/clues. They give inconsistent
responses to a specific task when predicting, drawing conclusions, or
using facts presented in the text.

**South Elementary Colorado State Assessment Scores -- Fifth Grade
Reading**

-   All fifth grade students regardless of first language or length of
    time in a school must take the fifth grade Reading CSAP in English.

+----------------------------------+------+------+------+-------+----+
|                                  | 2    | 2    | 2    | 1999  | 1  |
|                                  | 002- | 001- | 000- | -2000 | 99 |
|                                  | 2003 | 2002 | 2001 |       | 8- |
|                                  |      |      |      |       | 19 |
|                                  |      |      |      |       | 99 |
+----------------------------------+------+------+------+-------+----+
| ##### TESTING MONTH              | M    | M    | Feb. |       |    |
|                                  | arch | arch |      |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **SCHOOL SCORES**                |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| TOTAL -- Percent of Students     |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  | 100  | 100  |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 85   | 77   | 71   |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 66   | 54   | 46   |       |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 7    | 6    | 0    |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of students tested        | 67   | 96   | 69   |       |    |
+----------------------------------+------+------+------+-------+----+
| Percent of total students tested | 100  | 98   | 92   |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of students excluded      | 0    | 2    | 7    |       |    |
+----------------------------------+------+------+------+-------+----+
| Percent of students excluded     | 0    | 2    | 9    |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **SUBGROUP SCORES**              |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **HISPANIC SUBGROUP**            |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of students tested        | 41   | 47   | 44   |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  | 100  | 100  |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 83   | 68   | 60   |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 59   | 34   | 30   |       |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 5    | 2    | 0    |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **FREE/REDUCED LUNCH SUBGROUP**  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of tested students        | 34   | **Da | **N  | **A   |    |
|                                  |      | ta** | ot** | vaila |    |
|                                  |      |      |      | ble** |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 88   |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 79   |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 12   |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **STATE SCORES**                 |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  | 100  | 100  |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 85   | 83   | 86   |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 66   | 63   | 64   |       |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 8    | 7    | 8    |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+

**Colorado Student Assessment Program**

> **5th** **Grade Math**

**Grade** [\_5\_]{.underline} **Test**\_\_[CSAP\_]{.underline}

> **Edition/publication year:**\_[1999-2003\_\_\_\_]{.underline}
> **Publisher**:\_\_\_[CTB McGraw-Hill\_]{.underline}
>
> **What groups were excluded from testing?**
>
> *A student may not have been assessed at the fifth-grade level due to
> the student not able to take the assessment in English due to their
> recent arrival from a school in Mexico.*

**Number excluded:** [Varies]{.underline} **Percent excluded**:
[Varies]{.underline}

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

-   Standard One Number Sense

-   Standard Two Algebraic Method

-   Standard Three Data Collection and Analysis

-   Standard Four Geometry

-   Standard Five Measurement

-   Standard Six Number Operations

**The results are reported according to the following performance
levels:**

**Advanced**: An advanced fifth grade student demonstrates exceptional
use of number sense and computational techniques. They use algebraic
methods to explore, model and describe patterns and functions. Advanced
students use data collection and analysis, statistics, and probability
well. They demonstrate exceptional use of geometric concepts,
properties, and relationships to solve problems. Advanced fifth graders
demonstrate exceptional use of a variety of tools and techniques for
measurement.

**Proficient:** Proficient fifth grade students demonstrate appropriate
use of number sense and computational techniques in problem-solving
situations, solving equations using number properties, or recognizing
the equivalent relationship between common fractions and percents. They
can use algebraic methods to explore, model and describe patterns and
functions; use data collection and analysis, statistics, and
probability: and geometric concepts, properties, and relationships.

**Partially Proficient**: Partially proficient fifth grade students
demonstrate limited use of number sense, computational technique,
algebraic methods to explore, model, and describe patterns and functions
and show limited use of data collection and analysis, statistics, and
probability.

**Unsatisfactory:** Fifth grade students who receive an unsatisfactory
demonstrate minimal ability with number sense and computation, algebraic
methods or geometric concepts, and data gathering or analysis.

**South Elementary Colorado State Assessment Scores -- Fifth Grade
Math**

-   All fifth grade students regardless of language or length of time in
    a school must take the fifth grade Math CSAP in English.

+----------------------------------+------+------+------+-------+----+
|                                  | 2    | 2    | 2    | 1999  | 1  |
|                                  | 002- | 001- | 000- | -2000 | 99 |
|                                  | 2003 | 2002 | 2001 |       | 8- |
|                                  |      |      |      |       | 19 |
|                                  |      |      |      |       | 99 |
+----------------------------------+------+------+------+-------+----+
| ##### TESTING MONTH              | M    | M    | M    | Sept. |    |
|                                  | arch | arch | arch |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **SCHOOL SCORES**                |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| TOTAL -- Percent of Students     |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 97   | 86   | 73   | 72    |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 69   | 46   | 39   | 14    |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 28   | 21   | 11   | 0     |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of students tested        | 68   | 97   | 69   | 66    |    |
+----------------------------------+------+------+------+-------+----+
| Percent of total students tested | 100  | 99   | 91   | 100   |    |
+----------------------------------+------+------+------+-------+----+
| Number of students excluded      | 0    | 1    | 7    | 0     |    |
+----------------------------------+------+------+------+-------+----+
| Percent of students excluded     | 0    | 1    | 9    | 0     |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **SUBGROUP SCORES**              |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **HISPANIC SUBGROUP**            |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of students tested        | 42   | 46   | 44   | 31    |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 88   | 50   | 66   | 64    |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 64   | 30   | 27   | 6     |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 24   | 13   | 2    | 0     |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **FREE/REDUCED LUNCH**           |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Number of students tested        | 32   | **Da | **N  | **A   |    |
|                                  |      | ta** | ot** | vaila |    |
|                                  |      |      |      | ble** |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 100  |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 72   |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 41   |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| **STATE SCORES**                 |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+
| At or above Unsatisfactory       | 100  | 100  | 100  | 100   |    |
+----------------------------------+------+------+------+-------+----+
| At or above Partially Proficient | 76   | 86   | 83   | 85    |    |
+----------------------------------+------+------+------+-------+----+
| At or above Proficient           | 56   | 55   | 51   | 47    |    |
+----------------------------------+------+------+------+-------+----+
| Advanced                         | 20   | 20   | 13   | 13    |    |
+----------------------------------+------+------+------+-------+----+
|                                  |      |      |      |       |    |
+----------------------------------+------+------+------+-------+----+