##### REVISED April 4, 2005

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

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal \_\_\_[Mr. Antonio D. Giurado]{.underline}

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

Official School Name [Maple Grove Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [3085 Alkire Street]{.underline}

City [Golden]{.underline} State [CO Zip Code 80401-1626]{.underline}

County [Jefferson]{.underline} School Code Number\* [25100]{.underline}

Telephone [(303) 982-5808]{.underline} Fax [(303) 982-5815]{.underline}

Website/URL [jeffcoweb.jeffco.k12.co.us/elem/maplegrove]{.underline}
E-mail [agiurado@jeffco.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

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

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Jane Barnes

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION­**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [93]{.underline} Elementary
schools

[19]{.underline} Middle schools

[17]{.underline} Junior high schools

[14]{.underline} High schools

[7]{.underline} Other

[150]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$3,756.00]{.underline}

Average State Per Pupil Expenditure: [\$5,519.00]{.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\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       25        24                     **49**       **8**                             

  **1**       29        26                     **55**       **9**                             

  **2**       33        27                     **60**       **10**                            

  **3**       32        30                     **62**       **11**                            

  **4**       23        23                     **46**       **12**                            

  **5**       30        26                     **56**       **Other**                         

  **6**       29        24                     **53**                                         

                                    **TOTAL                                                   381
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[6]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      14
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 23
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 381
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .06
                            by total in row (4)         

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

8\. Limited English Proficient students in the school: [1]{.underline} %

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

Number of languages represented: [5]{.underline}

Specify languages: Spanish, Japanese, Farsi, Korean, and Khana

9\. Students eligible for free/reduced-priced meals: [5]{.underline} %

Total number students who qualify: [18]{.underline}

> If this method does not produce an 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: [9]{.underline} %

[35]{.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.

[2]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [5]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [7]{.underline} Specific Learning Disability

[12]{.underline} Hearing Impairment [8]{.underline} Speech or Language
Impairment

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

[1]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

\_\_\_\_Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [18]{.underline} [1]{.underline}

Special resource teachers/specialists [2]{.underline} [10]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [15]{.underline}

> Support staff [5]{.underline} [2]{.underline}
>
> Total number [26]{.underline} [28]{.underline}

12\. Average school student-"classroom teacher" ratio: [24 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.)

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

  Daily student attendance  97 %        97 %        96 %        97 %        98 %

  Daily teacher attendance  94 %        95 %        94 %        96 %        n/a %

  Teacher turnover rate     5 %         4 %         3 %         4 %         n/a %

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

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

**PART III -- SUMMARY / SCHOOL SNAPSHOT**

Maple Grove Elementary is a part of the Jefferson County Public School
System, the largest school district in the state of Colorado. As a
neighborhood school, Maple Grove has many exceptional qualities that
enhance its learning environment and the larger community. Maple Grove's
primary mission is to produce self-disciplined problem solvers who are
able to meet or exceed all content standards, work well with others, and
are enthusiastic about learning. With these instilled abilities, Maple
Grove students prove to be lifelong learners and contributing members of
the community, both locally and globally.

Our academic success as a community is a reflection of three key
ingredients. First, and foremost, we believe that our success over the
years starts with the great families at our school. Maple Grove students
are highly motivated, come to school ready to learn, and benefit greatly
from the high level of parental involvement and the close partnership
between home and school. The community has a low mobility rate, and the
school takes particular pride in the fact that thirty percent of the
school population is choice enrolled. Because of the school's
outstanding reputation for academic performance, parents want their
children to be educated at Maple Grove.

Second, we believe that our school philosophy of establishing high
expectations and placing a priority on the core academics is another key
to our success. Maple Grove's instructional program is aligned with the
Jefferson County School District Strategic Plan, District and State
Standards and Performance Expectations, as well as research-based
instructional practices. This structure emphasizes each student's
intellectual stimulation and progression. Students are motivated to move
along the learning continuum, are given opportunities for higher-level
thinking, and in most cases are expected to surpass district grade-level
expectations. Student progress is formally assessed through the
administration of the Colorado Student Assessment Program, and data is
continually collected on student progress in order to drive instruction.
Maple Grove has high expectations for academic performance by all
students and has continuously demonstrated these expectations through
exemplary test scores, innovative instructional methods, and vigorous
curriculum for many years. Maple Grove's high expectations, innovations,
and performance have been noted and awarded throughout recent years,
including the following:

-   Colorado Department of Education's *John Irwin School of Excellence*
    award (2000-2001, 2001-2002, 2002-2003, and 2003-2004 school years)

-   Jefferson County School District's *High Performing* and
    *Accredited* school designations (2003-2004)

-   Colorado Power Library Project's designation as a *High Performing
    Power Library*

-   Meeting the *Adequate Yearly Progress* for the *No Child Left Behind
    Act* (2003-2004)

-   The first Jefferson County school to use a sound field system in
    every classroom that amplifies a teacher's voice so that,
    essentially, every student is "in the front row."

Finally, the last key ingredient to our success is the outstanding
principal, teachers, and support staff. Maple Grove is very fortunate to
have strong leadership from the principal and so many talented, highly
skilled, and dedicated staff members who actively cultivate a nurturing
learning environment. At Maple Grove, it is believed that the student is
at the center of everything we do. Every adult is responsible for
maximizing the learning potential of every child. Thus, the staff
supports a systemic approach to teaching, incorporating a variety of
ability-based styles and techniques to advance each student to the next
level of learning. All staff members actively participate in on-going,
cohesive, systemic and systematic staff development. They are,
themselves, lifelong learners.

Maple Grove values the advancement of each and every child who walks its
halls: each is a precious gift to be nurtured. Maple Grove is proud of
its achievements, yet remains humbled toward its purpose. Thank you for
the honor of being nominated as a ***No Child Left Behind -- Blue Ribbon
School.***

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

1\. **ASSESSMENT RESULTS**

The Colorado Student Assessment Program (CSAP) is a standards-based,
multi-format (multiple choice and constructed response) assessment
designed to provide a picture of student performance to school
districts, educators, parents, and the community. The CSAP is
administered in the spring (February-April) each year to every student
in the state with the results available to schools between the end of
the school year and late summer for analysis and disaggregation. 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 assessed. The Colorado Model Content Standards adopted by
the State Board of Education serve as guidelines that describe what
students should know and be able to do at specific grade levels. Items
on the CSAP assessments are intended to measure performance and provide
the public with information on the performance of Colorado schools
relative to these standards. The results are also designed to be used to
target instruction for specific subgroups and improve curriculum and
instruction at the district level as well as school sites. The
performance levels adopted by the State Board of Education for the CSAP
are Advanced, Proficient, Partially Proficient, and Unsatisfactory. The
State of Colorado has established levels of "Proficient" and "Advanced"
as the two levels of passing on the Colorado Student Assessment Program.
Scores of "Unsatisfactory" and "Partially Proficient" are non-passing
scores. For more information on Colorado K-12 Academic Standards and
Performance Level Descriptors visit the Colorado Department of Education
website at http://www.cde.state.co.us/.

At Maple Grove, all third through sixth grade students participated in
CSAP during the 2003-2004 school year. Analysis of Maple Grove's CSAP
data indicates the majority of students in third through sixth grades
performed at the proficient/advanced category in reading, scoring a 95%
proficient/advanced average overall. This is significantly higher than
the State of Colorado average of 68% proficient/advanced. As for student
achievement in writing, Maple Grove students in third through sixth
grades scored 87% proficient/advanced. This is notably higher than the
state average of 54%. Maple Grove fifth and sixth graders, at 88%
proficient/advanced, outscored the state average of 56% on the CSAP Math
test.

When looking at trends in achievement scores over a five-year period,
Maple Grove's aggregate score has steadily climbed from 78.3% in the
1999-2000 school year to 90.2% in the 2003-2004 school year. No students
scored at the unsatisfactory level during the 2003-2004 year. Reading
scores have steadily increased with a decrease in students scoring
partially proficient and an increase in students scoring
proficient/advanced since the inception of CSAP at the different grade
levels. Writing scores have also increased, with the most notable being
fourth grade writing scores improving from 59% in 1999-2000 to 91 % in
2001-2002. Fifth grade math scores have remained consistent all five
years of CSAP testing with scores between 85% to 87%, while sixth grade
scores have improved with a steady decrease of students scoring
partially proficient.

At Maple Grove, the staff has worked diligently to move students scoring
unsatisfactory/partially proficient to the proficient/advanced levels.
Now, one of the greatest challenges facing the Maple Grove staff is
moving more students from the proficient to the advanced performance
level while maintaining the high academic performance already in place.
Maple Grove has disaggregated the data to identify any disparities and
to focus instruction. Maple Grove does not have significant achievement
gaps when examining subgroups by ethnicity. The only significant
discrepancy in achievement occurs when examining the subgroups by gender
within the area of writing. More girls than boys are proficient/advanced
in writing on the third through sixth grade assessments. A focus of
staff development continues to be writing, and we are examining the
differences between boys and girls and their writing development so that
we can provide instruction that will ensure that students, regardless of
gender, score in the proficient/advanced range.

**2. DATA AND STUDENT PERFORMANCE**

Formal and informal assessments allow the staff at Maple Grove to
effectively monitor, enhance, and improve student performance and
instruction. In third through sixth grade, the Colorado State Assessment
Program provides information and evaluates students' mastery of the
state content standards. Terra Nova provides information at second
grade. The staff uses the data to identify gaps and to target specific
subgroups. The data is used to improve, enhance, and expand curriculum
and instruction. The data also guides achievement goals for the
Accreditation and Improvement Plan. Goals have been identified within
the plan to increase student achievement in reading, writing, and
mathematics.

On-going assessment of and for learning within the classroom helps
identify and target individual student needs and drive instruction.
Teachers use individual reading inventories, anthology theme tests, and
district reading assessments. In addition, teachers collect a
comprehensive classroom body of evidence for each child, which may
include examples of reading comprehension, fluency checklists, running
records, self-assessment, and reading behaviors. When an area needing
growth is noted, teachers adjust instruction by using a variety of
instructional methods. Students' writing needs are determined by writing
samples and the district writing continuum, Six Trait Writing Rubric,
and embedded assessments. In mathematics, informal and district embedded
assessments support acquired concepts and processes, providing useful
information about student learning. The use of pre-tests and post-tests
in math help determine individual needs, the effectiveness of
instruction, and student achievement. District embedded assessments in
science and social studies also provide achievement information.
Informal assessments, such as teacher observation and daily curricular
assignments, also drive instruction and assist in planning for high
achievement.

In addition, students with special needs are monitored regularly.
Special education goals on a child's Individual Education Plan are
addressed annually through assessments. Modifications and accommodations
occur for these students. The Cognitive Ability Test is administered at
second grade to provide early identification of students with advanced
potential. Collaboration among the parents, teachers, and the district
places identified students on Advanced Learning Plans (ALP). The goals
and strategies outlined in a child's ALP are used to enhance
instruction.

Through the use of a multitude of assessment tools, articulation between
teachers and parents, and the evaluation of data, student performance
and instructional quality continuously improve.

**3. COMMUNICATION**

Maple Grove uses a variety of methods to communicate student performance
and assessment data to parents, students, and the community. These
methods include a mixture of formal and informal communication prepared
by both the principal and the teaching staff. Some communication tools
are used systemically, while others are grade-level specific. Whatever
communication device is used, the staff at Maple Grove believes that
regular and on-going communication about student performance is an
important link to the community served.

The teachers at Maple Grove handle most of the communication to parents
and students regarding individual performance. Parent-teacher
conferences, report cards, and mid-term reports are the three formal
communication tools used by all teachers. Parent-teacher conferences are
held for all students in the fall, and spring conferences are scheduled
at the option of either the teacher or the parent. Report cards are
issued for kindergarten students twice a year. All other students
receive report cards three times a year. Mid-term reports are also
issued during second and third trimester. Teachers also meet with
parents to discuss, review, and set goals for students with special
needs. This includes Individual Educational Plans for students with
learning disabilities, Individual Literacy Plans for students who have
not met the requirements of Colorado\'s Basic Literacy Act, and Advanced
Learning Plans for gifted students.

Along with formal performance reports, all teachers provide informal
progress reports on a regular basis. Most grade levels use a weekly or
daily take-home folder containing graded work and comments regarding
student performance and behavior. All teachers provide continuous
feedback to students and parents through informal conferences and
written comments on graded work.

The principal takes the primary responsibility for announcing
school-wide assessment results and academic progress to the community.
School-wide and grade-level results on the Colorado Student Assessment
Program (CSAP) assessments for reading, writing, and math are presented
to the community each year at one of the monthly PTA and Partners in
Education (accountability committee) meetings. Results are also
announced in the monthly newsletter and on the school web page. Parents
receive CSAP individual reports for their child. In addition to CSAP
results, the annual School Accountability Report, issued by the Colorado
Department of Education (CDE), is sent home to every family. For the
past four years, Maple Grove has been designated as having *Excellent*
overall academic performance and *Stable* academic improvement by CDE.

**4. SHARING SUCCESS**

Maple Grove's commitment to excellence is a value and a practice that
the principal, the staff, the students, and the community are actively
sharing with others in the teaching field and the wider school
community. Currently, the principal attends articulation area meetings
with other administrators to discuss and improve aspects of curriculum,
formal assessment preparation, instructional practices, and materials
used. In addition, he facilitates site visitations regarding assessment
preparations, instructional practices, and examination of the sound
field system. In January, the principal conducts parent visitations for
new kindergarten and first grade families. The principal travels to
other schools and presents information on the sound field system. He
also works with local colleges to introduce prospective teachers to the
qualities a school seeks when hiring a new teacher.

The staff takes an active role in sharing ideas and success with others
in the teaching field. Many teachers have college field study students
who observe highly effective, quality teaching. Other master teachers
host student teachers within their classrooms, providing them the
opportunity to learn and the experiences needed to be successful in the
teaching field. The staff also shares with other teachers in the
district by inviting classroom observations, attending district
curriculum trainings and workshops, and exchanging information and
techniques that have proved to be effective.

Along with the principal and the staff, the students at Maple Grove have
spread the successes of their school. They attend several district
events, such as Reflections, Spelling Bees, Destination Imagination,
area music festivals and art shows, track meets, and chess tournaments.
Television stories and newspaper articles have featured our school's
effort, spearheaded by a Maple Grove student, to create Kids for
Harmony, a bully prevention program, which has been shared nationwide,
including with officials in the U.S. Department of Education. Maple
Grove's standard of high expectations is reflected in students'
performances and behavior.

Upon receiving the ***Blue Ribbon Award***, we will continue the
practices already taking place, but we will also look to implement other
ways of sharing our success. The district communications office will
notify the media, elected officials, business and community members. The
designation will be included on our web page, school brochure, and on
the district web page that is available to parents moving into the area.
We will commemorate this honor with a celebration to which we will
invite school district officials, state elected officials, and the whole
Maple Grove community. The administration, staff, and school community
are excited and committed to share the success of Maple Grove.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. CURRICULUM OVERVIEW**

Maple Grove believes that systemic and systematic education empowers the
mind and enriches character. Our curriculum is focused on the core
academic subjects of reading, writing, language arts, mathematics,
science and social studies, each integrated with the arts. These content
areas are addressed using research-based curriculum and targeted
supplementary materials. Diverse teaching styles are respected,
encouraged, and shared, with staff committees providing oversight for
the planning and implementation of best practices. Foundational learning
experiences for students allow all children to construct knowledge and
meaning while expanding their thinking.

Literacy instruction at Maple Grove aligns with the Colorado and
Jefferson County Content Standards. The data received from the Colorado
Student Assessment Program, in combination with on-going classroom
assessment, guides instruction to achieve these standards. The Jefferson
County Public Schools' document, Comprehensive Approach to Literacy
Instruction (CALI), used in kindergarten through sixth grade, presents a
systemic and extensive guide for literacy instruction. Kindergarten
through fourth grade utilizes guided reading practices with leveled
books in an effort to provide direct instruction and exposure to various
reading and comprehension strategies. Students are engaged in daily
reading instruction for a variety of purposes while exploring diverse
genres. Kindergarten instruction focuses on a comprehensive study of
phonological awareness, word recognition, and comprehension. In the
primary grades, the Houghton Mifflin anthology provides a fundamental
scope and sequence for literacy instruction while building upon and
expanding the skills learned in kindergarten. The intermediate grades
teach skills and strategies necessary for high achievement in literacy
using the Scott Foresman or McGraw-Hill reading anthology as a guide.
Maple Grove's writing curriculum emphasizes the writing process via the
Six + 1 Trait Writing Model, Step-Up-To-Writing strategies, and the
integration of writing into all content areas. Using Jefferson County's
writing continuum from CALI, teachers guide students' progression along
the continuum levels.

Maple Grove utilizes the Scott Foresman/Addison Wesley math series and
district math expectations and performance indicators, focusing
instruction on problem solving and critical thinking skills through the
use of authentic tasks and manipulatives, foundations in number sense,
and extensive writing to explain processes and concepts. Science and
social studies curricula are aligned with the district scope and
sequence. The Biological Science Curriculum Study (BSCS) units engage
students in the scientific inquiry process through tangible, hands-on
learning experiments in kindergarten through sixth grade. Maple Grove's
progressive social studies program provides modules concerning history
and geography in all grades. Using Jefferson County's curriculum guides
and other complementary materials for social studies instruction,
students realize the connection between the individual, community,
state, and world through explorations and research projects.

The Library Media Specialist at Maple Grove serves as an integral
contributor to curriculum and instruction. She collaborates with
classroom teachers to deliver instruction aligning with and supporting
classroom learning. Formal computer instruction occurs weekly in all
grade levels to facilitate student learning through modern technology.
In addition to integrating their content standards and expectations, the
art, music, and physical education teachers collaborate with classroom
teachers to align their instruction with what is occurring in the
classroom.

High expectations and high standards for academics and behavior are an
integral part of the Maple Grove culture. Structured, energetic and
thought-provoking classroom atmospheres maximize learning and ensure
opportunities for all students to succeed. Students' individual learning
styles are understood and respected. The staff is committed to equipping
all students with the skills necessary to achieve or exceed grade-level
expectations and reach their full potential at a pace that is
appropriate.

Maple Grove recognizes that the imparting of knowledge is the beginning
of wisdom. Through a diverse and comprehensive educational program,
Maple Grove seeks to plant the seeds in all children's minds that will
bear fruit throughout their lives.

**2. READING CURRICULUM**

Maple Grove uses the school district's Comprehensive Approach to Reading
Instruction (CALI) as well as Colorado State Standards as a framework
for all reading instruction in grades K-6. This framework requires that
reading instruction take place on a daily basis for a prescribed number
of minutes in an uninterrupted block of time at each grade level. At
Maple Grove, the allocated minutes are exceeded by overlapping reading
instruction into all subject areas throughout the day. The CALI includes
reading components such as small and whole group instruction, shared
reading, independent reading, reading aloud to students, and continuous
assessment. These components, which are used consistently by the
knowledgeable and insightful teaching staff, provide the foundation for
all reading instruction.

In addition, reading instruction focuses on the five elements of
scientifically based reading research: phonemic awareness, phonics,
fluency, vocabulary, and comprehension. It is these five elements that
teachers use to identify student needs and implement a variety of
instructional methods, such as corrective instruction and double dosing.
This approach is particularly effective when meeting the diverse needs
of the student population. Along with the general education and gifted
students, Maple Grove serves children with a variety of disabilities
including hearing impairments, down syndrome, and autism. Instruction
also includes the use of a variety of trade books, reading anthologies,
leveled books, and news magazines. These tools are used to develop a
multitude of reading skills and strategies. In addition, it has been a
long-standing expectation at Maple Grove that parents will support
reading at home to reinforce and celebrate their child's reading
successes. This is accomplished through assorted at-home reading
assignments that are required at all grade levels.

Another strong attribute that contributes to Maple Grove's success is
that teachers have high performance expectations for all students and
ensure that reading instruction builds from one grade level to the next.
Due to scheduled discussions between teachers at each grade level, there
is a clear understanding of what should be taught in order for students
to achieve success at the next grade level. From their early primary
years, the mindset is developed that all students are capable of
reading. The primary grades provide a rich literacy foundation with an
emphasis on traditional phonemic understanding and application. These
skills are consciously and persistently integrated into meaningful
curriculum. Because of this strong foundation, the majority of Maple
Grove students are fluent readers by the time they reach the
intermediate grades. This enables intermediate teachers to expand and
develop reading skills and strategies that go beyond what is expected by
the state and district standards.

**3. WRITING CURRICULUM**

The primary mission at Maple Grove is to create self-disciplined problem
solvers who are able to meet, and in most cases exceed, the writing
standards set by the state and the district. Maple Grove teachers
believe that writing in the classroom will help students grow into
effective problem solvers, life-long learners, and contributing members
of the larger community. Furthermore, the reading/writing connection is
greatly valued. Students are expected to write for a variety of purposes
and respond to literature using their writing skills. They are also
expected to use the writing process of planning, drafting, editing,
revising, and the production of a quality-finished product. Thus, Maple
Grove places a strong emphasis on teaching writing throughout all grade
levels and across all content areas.

Skills, strategies and behaviors are introduced and fostered at each
developmental stage on the writing continuum. Students become writers in
the primary grades, understanding the writing process, and how to write
for a variety of purposes and in several genres. These practices give
all students a concrete foundation as they move into the intermediate
grades. Instructional techniques for writing and the vocabulary outlined
in the Comprehensive Approach to Literacy Instruction are used
extensively. Students are introduced to the components of the Six + 1
Trait Writing Model. Instruction also includes such programs as Step Up
to Writing and Writer's Workshop.

Teachers work within vertical teams to scaffold their instruction so
that students gain the most from time spent on written communication
skills. Student progress is evaluated formally with the district
embedded assessments at second and fourth grades, Colorado State
Assessment Program (CSAP) writing at third through sixth grade, and by
using the JeffCo Writes / Six + 1 Trait Rubric. The data is examined and
teaching techniques are adjusted to meet the needs of all students.
Students are provided the individualized instruction they need to meet
or exceed the standards in writing. The writing curriculum is also
enhanced by various enrichment activities such as the Reflections
program, Young Writers Conference and the Science Fair. Maple Grove
expects all students, even those students who need modifications, to be
responsible learners of the writing process, to meet the writing
standards, and to score proficient to advanced on CSAP. We have made a
concerted effort as a staff to ensure all students become proficient
writers.

**4. INSTRUCTIONAL METHODS**

The Maple Grove school philosophy incorporates tried and true
traditional methods of delivering instruction along with the latest
successful research-based practices to meet the needs of all students.
Many of the instructional methods begin in kindergarten and are
systemically and systematically used through sixth grade. For example,
Maple Grove is the first Jefferson County School utilizing a sound field
system in every classroom. This electronic sound equipment amplifies a
teacher's voice, essentially placing every student "in the front row."
The system improves all students' academic achievement, speech
recognition skills and positive learning behaviors.

Most students are in heterogeneous, self-contained classrooms for the
majority of instruction. At times, other instructional methods are used
to teach developmentally appropriate skills, to meet specialized
individual student needs, and to best utilize the expertise of the
staff. Departmentalizing in math, social studies and science occurs in
the intermediate grades. Students identified with special needs,
including deaf and hard of hearing students attending the District Oral
Center Program at Maple Grove, receive accommodations and modifications
based on individual needs. Other instructional techniques used at Maple
Grove encompass the following components:

-   Guided, shared, independent, and modeled

> reading and writing

-   Fluid mobility in leveled math and reading

> groups

-   Differentiated instruction

-   Corrective instruction

-   Double dose of reading

-   Peer and para-educator tutoring

-   Overlapping curriculum across content

> areas

-   Use of Blooms Taxonomy and Multiple

> Intelligence Theory

-   Class discussions that support critical and

> abstract thinking

-   Direct phonological instruction in the

> primary grades

-   Time given for traditional independent

> practice of skills

-   High utilization of visual aids

-   Use of assignment notebooks promoting

> time management and organization

-   Hands-on activities and use of

> manipulatives

-   Authentic experiences through curriculum

> related field trips and presentations

-   Parent volunteers used for reinforcement

> and enrichment.

**5. PROFESSIONAL DEVELOPMENT**

At Maple Grove, we believe that the student is at the center of all
professional development. All organizational and teacher learnings are
focused on improving the achievement of all students within the school
community. We believe that there is a direct correlation between student
achievement and the expertise and quality of the teachers. Thus,
professional development is based on the following research-based
principles:

-   Strive and envision excellence in teaching

-   Pursue learning to increase and ensure expertise

-   Continuously observe, assess, and evaluate the world we live in

-   Reflect on experiences, revisit goals and refine instructional
    practices.

Therefore, the administration and staff of Maple Grove are committed to
monthly, on-going, cohesive and systemic professional development. All
professional development is based on student needs as evidenced by a
comprehensive internal analysis of assessments and reflects district and
state expectations. While most other Jefferson County schools have an
Instructional Coach for staff development, Maple Grove has developed an
Instructional Leadership Team to plan professional development.
Professional Development at Maple Grove therefore includes:

-   Input from all staff members to collectively formulate the focus and
    goals of staff development

-   Staff development focused each year on a specific content area:
    i.e., reading instruction 2002-2003, writing instruction 2003-2004,
    mathematics instruction 2004-2005

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

-   Monthly professional development in addition to the designated six
    district days

-   Common planning times for grade-level teams and release time to
    attend district trainings

-   Differentiated professional development to facilitate professional
    growth

-   Professional development opportunities through multiple formats:
    mentoring, in-services, book studies, district training
    opportunities, and professional workshops and conferences.

We believe that the systemic practice of continuous, focused, on-going
professional development, in addition to a staff that strives for
excellence, has played a significant part in increasing student
achievement. Evidence of this is illustrated by gains in the Colorado
Student Assessment Program aggregate score from 78.3% in 1999-2000 to
90.2% in 2003-2004. Professional development is key to increasing
academic achievement for all students.

**PART VII -- ASSESSMENT RESULTS**

STATE CRITERION REFERENCED TESTS -- MAPLE GROVE ELEMENTARY

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. The performance levels adopted by the
State Board of Education for the CSAP are Advanced, Proficient,
Partially Proficient, and Unsatisfactory. The State of Colorado has
established levels of "Proficient" and "Advanced" as the two levels of
passing on the Colorado Student Assessment Program. Scores of
"Unsatisfactory" and "Partially Proficient" are non-passing scores.

For example, an explanation of what the standards required for third
graders for Advanced, Proficient, Partially Proficient, and
Unsatisfactory mean for English Language Arts Standard One is as
follows:

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

**ADVANCED**

Third grade students are advanced in reading comprehension when they can
comprehend a variety of texts including narrative, expository, and
poetry in an in-depth manner. They are able to:

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

-   Paraphrase and summarize information

-   Analyze the sequence of events

-   Identify and infer character traits and motives

-   Identify the theme of a narrative

-   Infer meaning from figurative language, including metaphor and
    personification

-   Interpret complex or content specific vocabulary

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

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

**PROFICIENT**

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

-   Draw inferences from what they read

-   Follow directions

-   Identify main idea and supporting details

-   Accurately and thoroughly sequence events

-   Draw conclusions

-   Determine cause and effect

-   Reread and search to confirm obvious information and meaning

-   Demonstrate thorough understanding of text through a written
    response

-   Understand vocabulary essential to the text

**PARTIALLY PROFICIENT**

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

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

-   Demonstrate minimal understanding in a written response

-   Demonstrate understanding of simple vocabulary

**UNSATISFACTORY**

Third grade students are unsatisfactory in reading comprehension when
they read narratives and simple expository text with familiar content
with little evidence of literal comprehension.

An example of what fourth grade students are expected to demonstrate for
English Language Arts Standard Two is as follows:

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

ADVANCED

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

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

> the prompt

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

-   Using a variety of sentence structures

-   Showing evidence of the use of transitions

In independent, unrevised writing, students demonstrate exceptional
writing skills by:

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

-   Using accurate word choice

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

-   Creating crafted and controlled writing that engage the audience

-   Using striking language

-   Using an effective variety of sentence structures and lengths

Given text, students demonstrate exceptional knowledge of:

-   Advanced vocabulary

-   Appropriate topic sentences and concluding sentences for paragraphs

PROFICIENT

In independently revised writing, students demonstrate writing skills
by:

-   Mostly focusing and organizing writing

-   Including relevant details

-   Having some variety in sentence structure

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

-   Writing a collection of thoughts that respond to the prompt

-   Providing minimal supporting detail

Given text, students demonstrate knowledge of:

-   Appropriate vocabulary

-   Modifiers

PARTIALLY PROFICIENT

Students demonstrate limited writing skills by:

-   Having an unclear focus on a topic

-   Lacking a clear beginning, middle, and/or ending

-   Beginning sentences the same way

-   Using language and/or vocabulary incorrectly

UNSATISFACTORY

Students demonstrate minimal writing skills by:

-   Lacking a focus on a topic

-   Lacking organization in writing

-   Using incomplete sentences

An example of what fifth grade students are expected to demonstrate for
Math Standard One is as follows:

*STANDARD ONE: NUMBER SENSE*

ADVANCED

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

-   Explaining conjectures using properties and characteristics of whole
    numbers

-   Recognizing and generating equivalent representations by decomposing
    and composing numbers

-   Demonstrating and justifying square numbers using pictures

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

PROFICIENT

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

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

-   Locating commonly used terminal decimals on a number line

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

-   Solving equations using number properties

-   Recognizing the equivalent relationship between fractions and
    percents

-   Identifying numbers by their characteristics and their number
    properties

-   Applying estimation to solve problems within ranges

PARTIALLY PROFICIENT

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

-   Associating pictorial models to represent fractions

UNSATISFACTORY

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

-   Adding numbers not in context

For more information on Colorado K-12 Academic Standards and Performance
Level Descriptors visit the Colorado Department of Education website at
http://www.cde.state.co.us/.

COLORADO STUDENT ASSESSMENT PROGRAM

3^RD^ GRADE READING

Grade: [3]{.underline} Test: [CSAP READING]{.underline}

Edition / Publication: [1999-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | Feb  | Feb  | Feb   | Feb  | Feb  |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 96%  | 95%  | 96%   | 94%  | 84%  |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 0%   | 5%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 100% | 95%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 95%  | 96%   | 94%  | 84%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 26%  | 35%  | 25%   | 27%  | 12%  |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 57   | 43   | 51    | 48   | 58   |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  | 98%  | 100% |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     | 1    | 0    |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    | 2%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 26   | 23   | 25    | 21   | 31   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 0%   | 3%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 100% | 97%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 96%  | 96%   | 100% | 91%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 27%  | 43%  | 28%   | 24%  | 16%  |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 31   | 20   | 26    | 27   | 27   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 0%   | 7%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 100% | 93%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 97%  | 95%  | 96%   | 93%  | 78%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 26%  | 25%  | 23%   | 30%  | 7%   |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 53   | 39   | 44    | 45   | 56   |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 0%   | 4%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 100% | 96%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 95%  | 95%   | 96%  | 85%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 28%  | 38%  | 27%   | 27%  | 13%  |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  | \*\* | \*\* |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 8%   | 7%   | 9%    | 8%   | 9%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 92%  | 93%  | 91%   | 92%  | 91%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 75%  | 76%  | 73%   | 74%  | 71%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 8%   | 10%  | 11%   | 10%  | 7%   |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 1%   | 1%    | 1%   | 2%   |
+--------------------------------+------+------+-------+------+------+

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

3^RD^ GRADE WRITING

Grade: [3]{.underline} Test: [CSAP WRITING]{.underline}

Edition / Publication: [2001-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | \*   | \*   |
|                                | arch | arch |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 86%  | 91%  | 92%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 86%  | 91%  | 92%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 23%  | 43%  | 22%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 57   | 44   | 51    |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 26   | 23   | 25    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 4%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 96%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 92%  | 96%  | 92%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 15%  | 57%  | 28%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 31   | 21   | 26    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 81%  | 86%  | 92%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 29%  | 29%  | 15%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 53   | 39   | 44    |      |      |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 3%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 97%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 85%  | 94%  | 91%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 23%  | 46%  | 20%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  |      |      |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  |      |      |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  |      |      |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 7%   | 6%   | 7%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 93%  | 94%  | 93%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 53%  | 58%  | 53%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 12%  | 16%  | 8%    |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 1%   | 2%    |      |      |
+--------------------------------+------+------+-------+------+------+

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

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

**4^TH^ GRADE READING**

Grade: [4]{.underline} Test: [CSAP READING]{.underline}

Edition / Publication: [1999-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | M    | M    |
|                                | arch | arch |       | arch | arch |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 89%  | 90%  | 96%   | 89%  | 83%  |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 0%    | 6%   | 3%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 100%  | 94%  | 94%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 89%  | 90%  | 96%   | 89%  | 83%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 9%   | 10%  | 27%   | 28%  | 15%  |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 47   | 49   | 45    | 54   | 59   |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  | 100% | 97%  |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     | 0    | 2    |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    | 0%   | 3%   |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 23   | 23   | 19    | 29   | 25   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 4%   | 0%    | 0%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 96%  | 100%  | 100% | 100% |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 91%  | 92%  | 95%   | 97%  | 88%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 17%  | 17%  | 16%   | 41%  | 16%  |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 24   | 26   | 26    | 25   | 34   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 12%  | 6%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 88%  | 94%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 87%  | 88%  | 96%   | 80%  | 85%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 0%   | 4%   | 35%   | 12%  | 15%  |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 43   | 41   | 42    | 53   | 55   |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 0%    | 6%   | 4%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 100%  | 94%  | 96%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 88%  | 88%  | 95%   | 88%  | 87%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 9%   | 10%  | 26%   | 28%  | 16%  |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  | \*\* | \*\* |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 11%  | 12%  | 13%   | 13%  | 13%  |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 89%  | 88%  | 87%   | 87%  | 87%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 65%  | 64%  | 63%   | 64%  | 63%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 5%   | 7%   | 6%    | 7%   | 7%   |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 1%   | 1%    | 2%   | 2%   |
+--------------------------------+------+------+-------+------+------+

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

**4^TH^ GRADE WRITING**

Grade: [4]{.underline} Test: [CSAP WRITING]{.underline}

Edition / Publication: [1999-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | M    | M    |
|                                | arch | arch |       | arch | arch |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 81%  | 86%  | 91%   | 81%  | 59%  |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 0%    | 2%   | 5%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 100%  | 98%  | 85%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 81%  | 86%  | 91%   | 81%  | 59%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 21%  | 27%  | 29%   | 33%  | 14%  |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 47   | 49   | 45    | 54   | 59   |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  | 100% | 90%  |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     | 0    | 6    |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    | 0%   | 10%  |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 23   | 23   | 19    | 29   | 25   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 4%   | 0%    | 0%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 96%  | 100%  | 100% | 100% |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 91%  | 92%  | 95%   | 97%  | 80%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 35%  | 52%  | 21%   | 48%  | 24%  |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 24   | 26   | 26    | 25   | 34   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 4%   | 9%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 96%  | 91%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 71%  | 81%  | 88%   | 64%  | 62%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 8%   | 4%   | 35%   | 16%  | 6%   |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 43   | 41   | 42    | 53   | 55   |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 0%    | 2%   | 5%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 100%  | 98%  | 95%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 84%  | 83%  | 93%   | 81%  | 70%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 23%  | 27%  | 29%   | 34%  | 15%  |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  | \*\* | \*\* |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 7%   | 9%   | 8%    | 9%   | 11%  |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 93%  | 91%  | 92%   | 91%  | 89%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 54%  | 52%  | 52%   | 49%  | 48%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 10%  | 10%  | 8%    | 7%   | 8%   |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 1%   | 1%    | 3%   | 4%   |
+--------------------------------+------+------+-------+------+------+

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

**5^th^ GRADE READING**

Grade: [5]{.underline} Test: [CSAP READING]{.underline}

Edition / Publication: [2000-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | M    | \*   |
|                                | arch | arch |       | arch |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 96%  | 96%  | 91%   | 90%  |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 5%    | 2%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 96%  | 95%   | 98%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 96%  | 91%   | 90%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 13%  | 27%  | 23%   | 27%  |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 54   | 49   | 56    | 60   |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 98%  | 100%  | 100% |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 1    | 0     | 0    |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 2%   | 0%    | 0%   |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 25   | 20   | 30    | 24   |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 4%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 96%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 92%  | 100% | 97%   | 92%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 16%  | 25%  | 30%   | 25%  |      |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 29   | 29   | 26    | 36   |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 3%   | 12%   | 0%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 97%  | 88%   | 100% |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 100% | 97%  | 84%   | 89%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 10%  | 28%  | 15%   | 28%  |      |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 41   | 46   | 53    | 55   |      |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 2%   | 6%    | 0%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 94%   | 100% |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 95%  | 98%  | 92%   | 93%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 10%  | 26%  | 25%   | 27%  |      |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  | \*\* |      |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  | \*\* |      |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  | \*\* |      |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 11%  | 13%  | 14%   | 12%  |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 89%  | 87%  | 86%   | 88%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 71%  | 68%  | 66%   | 66%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 9%   | 8%   | 7%    | 8%   |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 2%   | 3%    | 3%   |      |
+--------------------------------+------+------+-------+------+------+

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

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

**5^TH^ GRADE WRITING**

Grade: [5]{.underline} Test: [CSAP WRITING]{.underline}

Edition / Publication: [2001-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | **   | **   |
|                                | arch | arch |       | \*** | \*** |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 89%  | 86%  | 84%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 2%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 98%  | 98%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 89%  | 86%  | 84%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 30%  | 10%  | 36%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 54   | 49   | 56    |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 98%  | 100%  |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 1    | 0     |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 2%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 25   | 20   | 30    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 90%  | 97%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 52%  | 10%  | 50%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 29   | 29   | 26    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 4%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 96%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 83%  | 86%  | 69%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 10%  | 10%  | 19%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 41   | 46   | 53    |      |      |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 2%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 98%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 88%  | 87%  | 85%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 32%  | 11%  | 36%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  |      |      |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  |      |      |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  |      |      |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 6%   | 7%   | 7%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 94%  | 93%  | 93%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 56%  | 55%  | 54%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 10%  | 8%   | 8%    |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 2%   | 2%   | 3%    |      |      |
+--------------------------------+------+------+-------+------+------+

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

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

5^th^ GRADE MATH

Grade: [5]{.underline} Test: [CSAP MATH]{.underline}

Edition / Publication: [1999-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | M    | M    |
|                                | arch | arch |       | arch | arch |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 85%  | 85%  | 86%   | 87%  | 87%  |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 9%    | 3%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 91%   | 97%  | 98%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 85%  | 85%  | 86%   | 87%  | 87%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 43%  | 44%  | 45%   | 48%  | 50%  |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 54   | 48   | 56    | 60   | 54   |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  | 100% | 98%  |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     | 0    | 1    |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    | 0%   | 2%   |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 25   | 20   | 30    | 24   | 23   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 3%    | 8%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 97%   | 92%  | 100% |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 84%  | 85%  | 94%   | 84%  | 87%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 44%  | 30%  | 47%   | 50%  | 48%  |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 29   | 28   | 26    | 36   | 31   |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 15%   | 0%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 85%   | 100% | 100% |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 86%  | 86%  | 77%   | 89%  | 90%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 41%  | 54%  | 42%   | 47%  | 52%  |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 41   | 45   | 53    | 55   | 51   |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 8%    | 0%   | 0%   |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 92%   | 100% | 100% |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 83%  | 84%  | 88%   | 89%  | 88%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 44%  | 47%  | 47%   | 49%  | 47%  |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  | \*\* | \*\* |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  | \*\* | \*\* |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 11%  | 12%  | 12%   | 14%  | 13%  |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 89%  | 88%  | 88%   | 86%  | 87%  |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 60%  | 58%  | 57%   | 54%  | 49%  |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 22%  | 20%  | 20%   | 17%  | 13%  |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 1%   | 1%   | 2%    | 2%   | 2%   |
+--------------------------------+------+------+-------+------+------+

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

COLORADO STUDENT ASSESSMENT PROGRAM

6^TH^ GRADE -- READING

Grade: [6]{.underline} Test: [CSAP READING]{.underline}

Edition / Publication: [2000-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | M    | \*   |
|                                | arch | arch |       | arch |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 98%  | 91%  | 92%   | 92%  |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 5%   | 0%    | 2%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 95%  | 100%  | 96%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 98%  | 91%  | 92%   | 92%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 51%  | 31%  | 38%   | 21%  |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 51   | 58   | 60    | 52   |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  | 98%  |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     | 1    |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    | 2%   |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 23   | 32   | 26    | 23   |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    | 0%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  | 100% |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 100% | 100% | 92%   | 96%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 48%  | 50%  | 38%   | 22%  |      |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 28   | 26   | 34    | 29   |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 12%  | 0%    | 3%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 88%  | 100%  | 97%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 80%  | 91%   | 94%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 54%  | 8%   | 38%   | 21%  |      |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 48   | 55   | 55    | 49   |      |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 5%   | 0%    | 2%   |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 95%  | 100%  | 98%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 98%  | 91%  | 93%   | 94%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 50%  | 29%  | 38%   | 22%  |      |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  | \*\* |      |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  | \*\* |      |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  | \*\* |      |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 11%  | 10%  | 10%   | 12%  |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 89%  | 90%  | 90%   | 88%  |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 69%  | 69%  | 69%   | 66%  |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 12%  | 8%   | 9%    | 8%   |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 2%   | 3%   | 3%    | 3%   |      |
+--------------------------------+------+------+-------+------+------+

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

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

COLORADO STUDENT ASSESSMENT PROGRAM

6^TH^ GRADE -- WRITING

Grade: [6]{.underline} Test: [CSAP WRITING]{.underline}

Edition / Publication: [2001-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | \*   | \*   |
|                                | arch | arch |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 90%  | 81%  | 83%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 3%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 97%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 90%  | 81%  | 83%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 25%  | 29%  | 33%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 51   | 58   | 60    |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 100% | 100%  |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 0    | 0     |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 23   | 32   | 26    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 100% | 97%  | 88%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 22%  | 53%  | 38%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 28   | 26   | 34    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 8%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 92%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 82%  | 61%  | 79%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 29%  | 0%   | 29%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 48   | 55   | 55    |      |      |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 4%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 96%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 90%  | 80%  | 84%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 25%  | 29%  | 35%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  |      |      |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  |      |      |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  |      |      |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 5%   | 6%   | 7%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 95%  | 94%  | 93%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 58%  | 57%  | 54%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 10%  | 9%   | 8%    |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 2%   | 3%   | 3%    |      |      |
+--------------------------------+------+------+-------+------+------+

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

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.

**COLORADO STUDENT ASSESSMENT PROGRAM**

6^TH^ GRADE -- MATH

Grade: [6]{.underline} Test: [CSAP MATH]{.underline}

Edition / Publication: [2001-2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+--------------------------------+------+------+-------+------+------+
|                                | *    | *    | **2   | *    | *    |
|                                | *200 | *200 | 001-2 | *200 | *199 |
|                                | 3-20 | 2-20 | 002** | 0-20 | 9-20 |
|                                | 04** | 03** |       | 01** | 00** |
+--------------------------------+------+------+-------+------+------+
| Testing Month                  | M    | M    | March | \*   | \*   |
|                                | arch | arch |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **SCHOOL SCORES**              | 92%  | 76%  | 84%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **TOTAL**                      |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 5%   | 2%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 93%  | 98%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 92%  | 76%  | 84%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 39%  | 48%  | 51%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students tested      | 51   | 58   | 61    |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of total students      | 100% | 98%  | 100%  |      |      |
| tested                         |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Number of students excluded    | 0    | 1    | 0     |      |      |
+--------------------------------+------+------+-------+------+------+
| Percent of students excluded   | 0%   | 2%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| **SUBGROUP SCORES**            |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| 1.  **FEMALE SUBGROUP**        | 23   | 32   | 26    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 0%   | 4%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 100% | 96%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 96%  | 91%  | 77%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 26%  | 63%  | 38%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 2.  **MALE SUBGROUP**          | 28   | 36   | 35    |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 12%  | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 88%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 89%  | 61%  | 89%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 50%  | 31%  | 60%   |      |      |
+--------------------------------+------+------+-------+------+------+
| 3.  **ETHNICITY -- WHITE       | 48   | 55   | 56    |      |      |
|     \*\*\***                   |      |      |       |      |      |
|                                |      |      |       |      |      |
| > Number of students tested    |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 0%   | 5%   | 0%    |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 100% | 95%  | 100%  |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 92%  | 77%  | 86%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 38%  | 47%  | 50%   |      |      |
+--------------------------------+------+------+-------+------+------+
| **4. LIMITED ENGLISH           | \*\* | \*\* | \*\*  |      |      |
| PROFICIENCY**                  |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **5. ECONOMICALLY              | \*\* | \*\* | \*\*  |      |      |
| DISADVANTAGED**                |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **6. STUDENTS with             | \*\* | \*\* | \*\*  |      |      |
| DISABILITIES**                 |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| **STATE SCORES**               |      |      |       |      |      |
+--------------------------------+------+------+-------+------+------+
| Unsatisfactory                 | 17%  | 17%  | 16%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Partially Proficient           | 83%  | 83%  | 84%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Proficient                     | 55%  | 53%  | 54%   |      |      |
+--------------------------------+------+------+-------+------+------+
| Advanced                       | 18%  | 18%  | 16%   |      |      |
+--------------------------------+------+------+-------+------+------+
| No Score Reported              | 2%   | 3%   | 3%    |      |      |
+--------------------------------+------+------+-------+------+------+

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

\*\*Subgroup is too small to report.

\*\*\*All other Ethnicity Subgroups (Hispanic, Black, Asian, American
Indian) are too small to report.