##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply[) X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal: [Mrs. Debbie Pierre]{.underline}

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

Official School Name: [Cheyenne Mountain Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address[: 5250 Farthing Drive]{.underline}

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

[Colorado Springs]{.underline} [CO]{.underline} [80906-5963]{.underline}

City State Zip Code+4 (9 digits total)

County: [El Paso]{.underline} State School Code Number[\*
1586]{.underline}

Telephone [(719)576-3080]{.underline} Fax [(719)576-6834]{.underline}

Website/URL <http://schools.cmsd12.org/chey_mtn_elem/> E-mail
Pierre@cmsd.k12.co.us

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. Walt Cooper

District Name: Cheyenne Mountain School District #12 Tel. (719)475-6100

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. Janet Suthers

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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: 6 Elementary schools

0 Middle schools

1 Junior high schools

1 High schools

1 Other (Charter School Grades K -- 8)

9 TOTAL

2\. District Per Pupil Expenditure: \$7,649

Average State Per Pupil Expenditure: \$10,592

**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\. [13]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**       15        25                     **40**       **8**                             

  **1**       23        23                     **46**       **9**                             

  **2**       23        25                     **48**       **10**                            

  **3**       18        25                     **43**       **11**                            

  **4**       25        24                     **49**       **12**                            

  **5**       22        31                     **53**       **Other**                         

  **6**       21        29                     50                                             

                                    **TOTAL                                                   329
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 87% White

the students in the school: 3% Black or African American

7% Hispanic or Latino

3% Asian/Pacific Islander

0% 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: 4%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 329
                            the school as of October 1  

  **(5)**                   Total transferred students  .04
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.95
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 3%

10 Total Number Limited English Proficient

Number of languages represented: 6

Specify languages: Spanish, Chinese, Dutch, German, Korean,
Arabic-Lebanon

9\. Students eligible for free/reduced-priced meals: 2%

Total number students who qualify: 7

> 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: 5%

15 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

0 Autism 0 Orthopedic Impairment

0 Deafness 0 Other Health Impaired

0 Deaf-Blindness 12 Specific Learning Disability

0 Emotional Disturbance 3 Speech or Language Impairment

0 Hearing Impairment 0 Traumatic Brain Injury

> 0 Mental Retardation 0 Visual Impairment Including Blindness
>
> 0 Multiple Disabilities

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 0

Classroom teachers 13 0

Special resource teachers/specialists 5 7

Paraprofessionals 0 0

> Support staff 0 5
>
> Total number 19 12

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[25:1]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   96%         96%         96%         96%         96%

  Daily teacher attendance   95%         96%         96%         94%         NA%

  Teacher turnover rate      7%          13%         7%          3%          7%

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

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

#  PART III -- SUMMARY

Standing as a beacon to Colorado Springs, Cheyenne Mountain Elementary
School is a model of educational excellence for not only the Pikes Peak
Region, but also for the state of Colorado. The district's mission is to
enable every student, in every classroom to achieve. No excuses. No
exceptions. Our goal is to create an atmosphere that sparks the
potential in each student. It has been said that every invention and
discovery begins with an idea. A bright thought illuminates one mind;
however, when shared, the new idea inspires and empowers others. We
strive to enlighten students, energize their potential, and spark the
genius in every child. It becomes our mission to ensure that students'
individual needs are addressed. The light strand represents the unity
and connectivity encompassing our professional staff, parents, and
community to ensure that our school shines brightly. We illuminate
learning by not only teaching the essential state standards, but also by
providing a wide variety of individual programming, enrichment
opportunities, and experiential learning adventures. We set very high
yet attainable goals for all our students. While assuring that each and
every academic lesson addresses the standards, we believe that educating
the whole child means providing many avenues of exploration and
energizing students not only to learn, but to live life fully.

In the foothills of Cheyenne Mountain, our elementary school overlooks
the city of Colorado Springs. Sitting in the shadow of NORAD, Cheyenne
Mountain Elementary (CME) is celebrating its 20th anniversary as 329
students come together for an electrifying educational experience. We
believe that our children are the single most important element in all
our endeavors. We strive to act with uncompromising honesty and
integrity as we balance the practical with the ideal and endeavor to
meet our challenges with optimism and confidence. We hope to challenge
our students to realize their full potential, and we are determined to
contribute to their excellence. Our students, staff, and community have
a common vision and share the value of academic success. We know that
many of our families have purchased their homes based on the reputation
of our school and its long-standing history of success. Parents share
our high expectations and endorse a demanding curriculum. The
extraordinary support by our community, the tireless efforts of our
volunteer parents and patrons, and our highly qualified staff contribute
to our goal of providing an exemplary education for each child at CME.
The efforts of everyone at CME have produced results. For the fourth
year in a row, 90% of CME students have scored proficient or advanced in
reading and math, earning CME the School of Excellence Award given by
the state of Colorado. Of the 978 elementary schools in Colorado, CME
ranks in the top ten percent. Grants and fund- raising efforts have
allowed our school to acquire remarkable resources and to support the
children through the purchase of books, technology, equipment, classroom
resources, support materials, and to hire additional staff.

Cheyenne Mountain's dynamic educational experience are manifold: band,
concerts, music, musicals, choir, art, art shows, physical education,
intramural sports, inner-school athletics, Spanish, after-school
enrichment classes, student council, video announcements, an
award-winning technology program, gifted education, special education, a
20,000-volume library, science and math nights, science fairs, book
fairs, book publishing, author nights, literacy coaching, mentorships,
bully-prevention programs, friendship and study-skill groups, movie
nights, ice cream socials, fun-fitness weeks, food and toy drives,
fundraisers for charities, outdoor education camps, Revolutionary War
reenactments, track days, Science and Math Olympiads, reading contests,
recycling, environmental beautification projects, and community outreach
lessons. These illuminating activities occur in addition to the rigorous
standards-based academic curriculum through which CME consistently
scores as one of the top elementary schools in the state of Colorado.
Although CME exceeds state performance expectations, we continually
strive to focus on individual students and employ ascending levels of
demand by which we escalate the curriculum to match each learner's
profile. We seek to highlight the personal growth of each child and
illuminate passions in learning while increasing the likelihood of
self-actualization and productivity. Feel the energy! At CME we spark
success in each and every student through a vast array of programming
opportunities.

**PART IV - INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results**

Cheyenne Mountain Elementary is proud that for the fourth year in a row
it has attained the ranking of "School of Excellence" in the state of
Colorado. CME's test results on CSAP last spring were the fourth highest
in Colorado. The Colorado Department of Education has awarded CME the
John Irwin School of Excellence Award since its inception in 2002. A
"School of Excellence" is one of the top 10% of schools in the state of
Colorado. In addition, this year CME has earned the distinction of
having made "Significant Improvement" according to criteria established
by Colorado in comparing tests from two consecutive years. CME made a
15% gain in test scores from 2004 to 2005. Based on the federal No Child
Left Behind Act, CME has achieved the goal of making Adequate Yearly
Progress (AYP) in both reading and math every year. CME had twelve
subgroups of students that were assessed, and all twelve groups met the
goal of Adequate Yearly Progress. The Colorado School Assessment Program
(CSAP) includes tests in reading, writing, math, and science designed by
the Colorado Department of Education to measure student achievement in
relationship to the Colorado Model Content Standards. In reading for
grades 3 - 6, 94% of our students achieved or exceeded the standard
established by the state by scoring proficient or advanced. Statewide,
68% of the students achieved this level for Colorado. In writing for
grades 3 - 6, 92% scored at Proficient or Advanced compared to 56%
statewide. In math for grades 3 -6, 96% of the students scored
Proficient or Advanced, compared to 63% statewide. According to state
criteria, 98.7% of our students exceeded the achievement performance
target. State data may be found at http://www.cde.state.co.us/.

Each fall students in grades 3 - 6 take the nationally normed Iowa Test
of Basic Skills. According to this year's data, third graders scored 82%
in reading and 89% in math. Fourth graders scored 84% in reading and 90%
in math; fifth graders 77% in reading and 85% in math; sixth graders,
83% in reading and 92% in math. Our students consistently place in the
advanced area on nationally normed tests. Last year our sixth grade
class scored in the top 5% of all schools that participated in the
worldwide contest, Math Olympiad.

Based on the various subgroups of students assessed on CSAP, there is
not a statistically significant difference between our general
population and our subgroups. In the few places where we do see a slight
difference, we have developed specific goals for these groups and
implemented a plan of action for differentiated instruction. In sixth
grade, our goal is to increase to 66% the number of special education
students scoring proficient on state assessments. In fourth grade, 100%
of our gifted students will be proficient in reading and improve their
writing abilities. In fourth grade, 80% of our English Language Learners
will be proficient on all areas of state assessments.

Students who are identified to be six months or more below grade level
in the area of reading are placed on an Individual Literacy Plan (ILP).
These students receive additional instruction and tutoring. A meeting is
held with the parents to suggest ways to support the child at home and
to inform them of the steps that will be taken at school to decrease the
gap. Summer school is offered for those students on a Literacy Plan.
Additionally, for any student struggling in reading or on an ILP, our
Helping One Student to Succeed (HOSTS) reading program ensures all
children make adequate yearly progress. Six percent of our students are
currently on an ILP, and twenty-seven students receive HOSTS support.

Each student in our building has a separate folder for literacy and
math. In these folders a collection of assessments is kept and recorded.
A child with a red folder is below grade level and an individual
Literacy Plan is developed. Those with a yellow folder are "On Watch"
and receive support to improve their content skills. Those students with
a green folder are at or above grade level and receive acceleration or
enrichment when appropriate.

The use of continual assessments and longitudinal comparisons allow the
teachers to determine if a child is ever struggling, not mastering
concepts, needing enrichment or having difficulty emotionally. Our
Resource Assistance Team (RAT) meets once a month. This includes all
resource, specials, and classroom teachers. Through collaboration, the
team reviews data and observations and develops an immediate plan of
action to assist a student with emotional, social, or academic problems.
We believe early intervention is critical to a child's success.

Numbers alone cannot measure success. Success also comes from the
illumination on a child's face. At CME, our children not only score in
the top of our state, but are also glowing with the excitement of
learning.

**2. Using Assessment Data**

Students achieve success and make yearly progress because of our high
expectations, rigorous curriculum, and strategies that we have in place
to ensure every child's needs are being addressed. We target our
instruction according to the assessments. Our longitudnal assessment
data light the way in determining the instructional resources,
techniques, and lessons we incorporate at CME. Before school begins,
teachers meet with the principal to dissect the state assessment data on
each student. Databases are created for each educational state standard,
and student names are added to categories indicating unsatisfactory,
partially proficient, proficient, or advanced. When a statistically
significant difference occurs within a subgroup, goals are written to
address the needs in the building accreditation plan. During the second
week of school, students attend a half-day so that individual
assessments can be performed on each student in the afternoon. From this
information, teachers then are able to group students according to needs
and establish appropriate instructional methods and material. The Iowa
Test of Basic Skills is given in October for grades 3 - 6. These data
are used to identify those students who qualify for the gifted and
talented program and also students who are below average and require
additional support. The Cognitive Abilities Test is given to all third
grade students to also provide us with another piece of information
about a child's potential to learn and achieve. Daily, ongoing
assessment is essential in determining if curriculum content requires
reteaching, acceleration, or extention. Pretests are given before units
to determine those students who have already mastered the skills and
need to be accelerated and enriched, and those students who will require
more support, additional materials, and manipulatives in order to master
the content area. Post-tests show if a student has mastered the material
and can go on, or if a student still needs work on this area before
proceeding. Assessments allow us continually to differentiate our
curriculum for each individual to ensure that a student not only is
successful, but also does not move on to the next level of content until
mastery has been achieved. Likewise, we regularly challenge the students
who need a higher level of instruction and do not allow them to spend
time reviewing information that they have already learned. The body of
evidence we acquire through assessments directs instruction. By studying
our longitudinal data, we are able to chart our strengths and weaknesses
from year to year. The one-size-fits-all curriculum is not acceptable to
the professionals at CME. Teachers energize our students by recognizing
that children require different types of instruction, at different
rates, and for different amounts of time.

**3. Communicating School Performance**

The staff at CME expends great energy in meeting the needs of students
but also understands the importance of communicating with parents
regarding the child's progress. The staff is dedicated to keeping lines
of communication open and productive. Teachers' e-mail addresses are
given to parents at the beginning of the year, and parents are
encouraged to contact teachers anytime they have a question or concern.
Teachers send home monthly newsletters apprising parents of current
curriculum topics and how to support children at home. The school sends
two newsletters home each month outlining important school events,
educational articles, and upcoming activities. The school's Web site
includes important school information, the newsletter, and Internet
links for students to use at home. State assessment scores are sent home
to parents in the late summer. National norm testing scores are mailed
home in December. Two parent conferences are held throughout the year.
Parents also receive a state report showing how our school achieved
compared to other neighboring schools. A yearly School Accountability
Report (SAR), published by CDE, is distributed to all community members.
The school year begins with an ice cream social to give parents a chance
to meet each teacher personally and to begin establishing an open and
supportive relationship. Back-to-School Night is held several weeks into
the year to provide parents with a detailed overview of the school year
and curriculum. Each grade level has developed a brochure that informs
the parents of curriculum, behavior expectations and rules, and homework
policies. Our Young Author's Night allows parents to see the published
written pieces students have created throughout the year while also
enjoying all the artwork displayed throughout the halls. We encourage
community members to become HOSTS mentors. Informational Parent Meetings
are held several times throughout they year on such topics as bullying,
giftedness, reading, and test score analysis. We view parents and
community as our partners. We enlighten them about their child's
educational experience, and as a team we work together to ensure that
each child experiences a successful school year.

**4. Sharing Success**

We are electrified about learning at Cheyenne Mountain Elementary, and
we are always anxious to share our successes and expertise with anyone
who would like to come visit our school. Regularly, our principal takes
prospective homebuyers on a tour of our school. Consistently, these
parents choose a home in the CME neighborhood because of our historical
success. Mrs. Pierre takes the time to take parents on a tour and talk
with them about the many programs we provide for students to ensure
success. When state assessment scores are publicly released, our school
often receives requests from other principals or teachers who would like
to come and observe our teachers and programs in action. We are excited
about our outstanding educational programs and anxious to share them
with all interested visitors. Additionally, several of our staff members
are considered "experts" in a particular content area and conduct
school, district, and statewide inservice programs for educators.
Outstanding professionals in our building share their vast knowledge and
expertise through inservices in the areas of technology, writing,
reading, counseling, differentiated curricula, and math. Staff members
have presented workshops to district personnel and to schools and
teachers throughout the state. Our media specialist was selected to
present a course at the multi-state conference, Technology in Education
(TIE). Our principal also is a consultant in the areas of reading and
writing for the Colorado Association of School Administrators,
conducting statewide conferences. Mrs. Pierre was a member of the
training team for the Pikes Peak Literacy Project. For two years she
helped develop training modules for the Five Components of Reading.
Currently she teaches a course for prospective teachers at the
University of Colorado at Colorado Springs. CME continually honors
requests from school principals to observe our school and learn about
our techniques and methodologies. At CME we are excited to get others
charged-up and electrified about learning. Our doors are always open to
anyone who would like to visit.

**PART V - CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The invention of the light bulb led to illumination. At Cheyenne
Mountain Elementary we seek to illuminate each child with a very
essential core curriculum. From this core come the many branches that
spark ingenuity, creativity, and excitement for learning. Excellence in
education is deeply rooted in the strong foundation of a rigorous
standards-based curriculum at CME. This core includes key content,
assessments, meaningful learning activities, a variety of resources,
grouping of students, and products based on learning levels. Each
textbook, lesson, and assignment incorporates one or more of the
essential academic standards as determined by the Colorado Department of
Education. CME's curriculum consists of reading, English, spelling,
writing, math, social studies, science, and Spanish. Formative and
evaluative assessments are administered throughout the year, and
individual, small group, and whole class lessons are designed based on
these assessment data. No two years are ever alike at CME, as we
continually make modifications to meet the changing needs of our
students. Flexible, needs-based grouping is used for optimum learning.
Small groups requiring acceleration move at a faster pace with
additional enrichment. Other groups might require reteaching of skills
not yet mastered. One or two students might have lessons designed
specifically for their needs using different materials and teaching
techniques. Resource teachers and trained volunteers allow for CME to
tailor lessons to individual students' needs, not just to an entire
classroom. Standards-based textbooks are used as the primary resource
for reading, math, English, and social studies. Our math and reading
textbooks are from Scott Foresman, and our social studies is published
by McGraw Hill. In addition to textbooks, supplementary materials are
used to enhance lessons. Novels, periodicals, computers, manipulatives,
games, videos, and contests all supplement daily lessons. Motivational
reading contests are held throughout the school using the Scholastic
Reader Program. Literacy circles, paired and guided reading, and the
HOSTS program all allow for optimum literacy instruction. Reading
instruction places a strong emphasis on phonemic awareness, phonics,
fluency, vocabulary, and comprehension. The focus of math instruction
includes computation, number sense, writing-in-math, problem solving,
data analysis, geometry, and algebra concepts. Our textbook and lessons
are aligned to the National Council of Teachers of Math Standards. Math
concepts and vocabulary are strengthened through the use of Stand Out
Math where teachers use chants, rhymes, and raps to lead students to
successfully solve problems kinesthetically, orally, and visually.
Social studies instruction includes geography, communities, history, and
government. Themes in social studies are enriched through field trips,
Web quests, simulations, and cultural awareness days. Our science
curriculum utilizes science kits, which emphasize the experimental
design method using hands-on activities. Topics include physical, life,
earth, and space science. Professional scientists are brought in during
Science Nights and students visit various science stations. Fifth
graders participate in a science fair. Sixth graders compete in the
nationally acclaimed Science Olympiad and Math Olympiad. A strong
emphasis is placed on writing at CME. Teachers use Step Up to Writing
and Six Traits of Writing. Writing instruction utilizes a multi-sensory
approach providing explicit and direct instruction in narrative and
expository writing. The Six Traits emphasize word choice, sentence
fluency, voice, ideas, conventions, and organization. All students,
kindergarten through sixth, work throughout the year to publish many
different types of writing. Three pieces are then showcased and shared
at our annual Young Author's Night. Acclaimed authors are brought in
during the day to share with students the gift of writing, illustrating,
and publishing. That night, parents come to read the students' published
pieces and view their artwork. CME's supplemental curriculum consists of
students participating in physical education, art, and music. All 4 - 6
graders are given the opportunity during the school day to participate
in instrumental music. Physical education, music, art, and technology
all follow a curriculum that is strongly based on state standards and
integrated into classroom curriculums. In art, students are exposed to a
variety of mediums, study various artists, visit the local Fine Arts
Center, and work on projects that connect with themes taught in the
classroom. Individual student artwork is always displayed throughout the
building. We embrace the philosophy that the arts enhance student
achievement. Resource teachers provide support in gifted and special
education, speech, occupational therapy, and English as a second
language. All students receive ninety minutes of Spanish instruction
each week. The goal of this program is the help students learn to
communicate in Spanish through speaking, writing, and reading. CME
illuminates students through a rigorous core curriculum, and then sparks
ingenuity and inventiveness through the additional resources and
programs used to strengthen our educational excellence.

**2. Reading**

CME's reading curriculum represents a network of many strands coming
together to ensure that each child not only meets state standards, but
also exceeds grade level expectations and shines in the area of reading.
Our outstanding reading scores demonstrate how our philosophy of using a
wide variety of instructional techniques to meet needs is preferable to
using a single teaching method. Each fall the following battery of
assessments is given to students: Adams 50, STAR, basal placement tests,
Diagnostic Assessment of Reading, Informal Reading Inventories, and the
Dynamic Indicators of Basic Early Literacy Skills. Students take Reading
Counts tests on their independent reading selections. These tests
collectively assess the Five Components of Reading and are used as
initial screening, progress monitoring, and end-of-year assessments to
meet the Colorado Basic Literacy Act regulations. Our strong belief in
early intervention practices guides how support staff are allocated to
assist young readers. In addition, state assessment results are
thoroughly scrutinized to determine a student's strengths and weaknesses
on the six state reading content standards. Each teacher is given
his/her current students' historical CSAP testing results. The teacher
collaborates with his/her grade level team partner and building
colleagues to achieve individual student goals. Together they develop
flexible groups based upon subcontent area needs, write goals for
improvement, and design curriculum maps and pacing guides for the year.
One-on-one instruction, small group, direct, and indirect instruction
are given at the students' instructional level. The first ninety minutes
is devoted to an uninterrupted literacy block. Reading and writing are
integrated across all curriculum areas. Specials teachers incorporate
reading and writing strategies within their curricula. Each teacher has
access to leveled readers, and a multitude of non-fiction texts is
available in every classroom. Reading materials are purchased to support
the identified, varying reading levels of all our K - 6 students. The
basal was selected because of its alignment to state standards,
differentiated lessons and activities, strength in the Five Components
of Reading, and award-winning, challenging literature. Guided reading
instruction occurs with the basal and supplementary novels. Students
enhance their writing skills as they respond to higher level questions
about their reading choices. Poetry is analyzed, including author's
purpose, author's viewpoint, tone/mood, and evidence to support
conclusions made. The research-based reading program, HOSTS, provides
literacy support and enrichment. Individualized reading profiles
indicating individual strengths and weaknesses are generated by the
HOSTS software. Trained volunteers and reading specialists meet with the
child four times a week to complete the prescribed lessons, since
one-on-one mentoring has been found to be the most successful tool to
improve reading ability. Tremendous energy is invested in making sure
all students at CME not only are reading at grade level, but also are
passionate about literature.

**3. Other Curriculum**

The curriculum area we choose to spot light is our award-winning,
state-of-the art technology program. The integration of technology into
the core curriculum is a trait that sets CME apart from many other
standards-based schools. Our program has been recognized by the Colorado
Springs Chamber of Commerce as a winner of the Excellence in Education
Award. CME has been asked to present its program at a multi-state
technology conference. We have had schools from throughout the state
visit us to observe our plan in action. There are three components to
our technology plan. First, support is given to teachers to implement
and use technology in daily lessons. A full-time media specialist
supports teachers through modeling lessons, setting up equipment, and
designing lessons that correlate with grade level curriculum. Each
teacher also has a computer mentor. Several expert teachers in the area
of technology help support colleagues in acquiring essential skills.
Secondly, the technology curriculum supports each grade level's
standards and correlates with class lessons. Assignments given in the
core curriculum utilize technology to allow students to learn word
processing, make spreadsheets and graphs, use the Internet, produce
multimedia presentations, and create graphic art designs. For example,
fourth grade students learn about national parks. Each student
researches a park using the Internet and creates a three-fold brochure
using word processing. The brochure includes facts about the park and
also incorporates a chart created in a graphing program and a picture
created in a draw-and-paint program. The third component encompasses our
multimedia productions. CME was the first elementary school in our city
to broadcast daily video announcements. Sixth grade students take turns
as broadcasters, and video footage set to music features current school
activities. CME is cognizant of the importance of our students' being
technologically literate and strengthening their knowledge of the core
curriculum through the daily use of technology.

**4. Instructional Methods**

Instruction at CME is driven by assessment. We first begin by thoroughly
examining each student's body of evidence and highlighting standards
where a student is not proficient or advanced. Then the process of
individualized assessment begins. Each student is given individualized
testing in reading, writing, and math. A Body of Evidence is collected
on each student K -- 6^th^ grade. After these assessments are initially
completed, a teacher can identify those students on, at, or below grade
level, and the academic strengths and weaknesses for each child. From
these data teachers develop their curriculum and design instruction.
Assessments are continually given throughout the year. Flexible groups
are formed according to needs. Resource teachers, mentors, and trained
volunteers all assist with these small groups. An emphasis on reading is
given to the Five Components of Reading: phonics, phonemic awareness,
fluency, vocabulary, and comprehension. If a child is six months or more
below grade level in reading, the child is placed on an Individual
Literacy Plan. Learning specialists and trained volunteers mentor this
child four times a week through our Helping One Student to Succeed
Program (HOSTS). In math, some students may receive small group
instruction in a modified curriculum to include more manipulatives or
different instructional techniques. Accelerated math classes are
provided to students who need to move at a faster and more advanced
pace. Multi-sensory approaches are used throughout the building during
math instruction. In social studies and science numerous variety of
resources are used to match reading and ability levels, and project
choices are given to meet all levels of learners. Curriculum maps and
pacing guides are used to ensure that all standards are covered by the
end of the year. The Resource Assistance Team (RAT) meets monthly.
Technology is used to strengthen every curriculum area. When light
shines through a prism, myriad colors appear. CME's instructional
methods reflect the variety in our students' needs on a daily, monthly,
and yearly basis.

**5. Professional Development**

The ability to provide a program of educational excellence at CME is
largely based on the expertise of our staff and the dedication they have
in making CME shine. Seventy-seven percent of the teaching staff at CME
has a master's degree in a field of education or are currently working
on earning an advanced degree. The average years of teaching experience
in our building is twelve years. Five staff develop days have been
implemented into the school calendar. Based on our assessment data,
curriculum adoption, or current research, inservices are designed to
further the staff's expertise and knowledge. All classroom teachers have
received extensive training in how to perform many different types of
reading assessments that are administered throughout the year to every
student in the building. Teachers receive ongoing inservices on the Five
Components of Reading. A video inservice by Sopris West on "Closing the
Achievement Gap for Strong Readers" was purchased to support reading
instruction. Teachers attended multiple training days on mastering the
STEP UP Math program aimed at strengthening the acquisition of math
vocabulary through the use of rhymes, raps, and songs. Teachers are
encouraged to attend workshops in areas of interest, are provided a
substitute, and have the workshop paid for through professional
development funds. The staff meets twice a month for after-school
meetings. At least one of these monthly meetings incorporates a mini
inservice by a staff member on a successful teaching technique or
knowledge gained from a recently attended workshop or class. CME
utilizes the "trainer of trainers" model where colleagues share
expertise with other staff members. Once a month, book studies are held
at lunch. Last, the staff of CME is reading and studying the research by
Mel Levine. Dr. Levine is the leading expert on the eight fundamental
components of learning that draw on a variety of neurodevelopmental
capacities of children. Two staff members attended a weeklong institute
in the summer and returned to train the staff in using the techniques
successfully employed by Dr. Levine. All teachers have a professional
development goal written into their yearly observation and evaluation.
All staff at CME are continually attending classes, employing new
research strategies, and incorporating new techniques to better their
teaching methods. A staff development survey is conducted each spring
determining the focus of educational opportunities to be provided the
following year. As a school, we are excited about finding new ways to
shine.

**VI. Assessment Data**

**3^rd^** Grade Reading

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing Month                      February    February    February    February    February

  **SCHOOL SCORES\***                                                                

  \% At or Above Meets State         91%         93%         85%         94%         96%
  Standards**\***                                                                    

  \% At Exceeds State                11%         27%         17%         28%         32%
  Standards**\***                                                                    

  Number of students tested          45          45          48          50          50

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

  Number of students alternatively   0           0           0           0           0
  assessed                                                                           

  Percent of students alternatively  0%          0%          0%          0%          0%
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Female                                                                         

  \% At or Above Meets State         96%         96%         89%         91%         100%
  Standards                                                                          

  \% At Exceeds State Standards      17%         28%         19%         27%         93%

  Number of students tested          23          25          27          22          21

  2\. Male                                                                           

  \% At or Above Meets State         86%         90%         81%         96%         52%
  Standards                                                                          

  \% At Exceeds State Standards      5%          25%         14%         29%         17%

  Number of students tested          22          20          21          28          29

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

**3^rd^** Grade Math

  ----------------------------------------------------------- -----------
                                                              2004-2005

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% At or Above Meets State Standards**\***                  98%

  \% At Exceeds State Standards**\***                         73%

  Number of students tested                                   44

  Percent of total students tested                            100%

  Number of students alternatively assessed                   0

  Percent of students alternatively assessed                  0%

                                                              

  SUBGROUP SCORES                                             

  1\. Female                                                  

  \% At or Above Meets State Standards                        100%

  \% At Exceeds State Standards                               70%

  Number of students tested                                   23

  2\. Male                                                    

  \% At or Above Meets State Standards                        95%

  \% At Exceeds State Standards                               76%

  Number of students tested                                   22

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

\*No state math testing prior to 2004 -- 2005

**4^th^** Grade Reading

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           93%         87%         96%         96%         96%
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  17%         21%         17%         21%         31%

  Number of students tested            46          53          52          52          52

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          0%          0%
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Female                                                                           

  \% At or Above Meets State Standards 96%         93%         95%         100%        97%

  \% At Exceeds State Standards        27%%        29%         19%         22%         30%

  Number of students tested            26          28          21          23          30

  2\. Male                                                                             

  \% At or Above Meets State Standards 90%         80%         97%         93%         95%

  \% At Exceeds State Standards        5%          12%         16%         21%         32%

  Number of students tested            20          25          31          29          22

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

**4^th^** Grade Math

  ----------------------------------------------------------- -----------
                                                              2004-2005

  Testing month                                               March

  **SCHOOL SCORES\***                                         

  \% At or Above Meets State Standards**\***                  98%

  \% At Exceeds State Standards**\***                         61%

  Number of students tested                                   46

  Percent of total students tested                            100%

  Number of students alternatively assessed                   0

  Percent of students alternatively assessed                  0%

                                                              

  SUBGROUP SCORES                                             

  1\. Female                                                  

  \% At or Above Meets State Standards                        96%

  \% At Exceeds State Standards                               69%

  Number of students tested                                   26

  2\. Male                                                    

  \% At or Above Meets State Standards                        100%

  \% At Exceeds State Standards                               50%

  Number of students tested                                   20

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

\*No state math testing prior to 2004 -- 2005

**5^th^** Grade Reading

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                    March       March       March       March       March

  **SCHOOL SCORES\***                                                              

  \% At or Above Meets State       93%         96%         94%         94%         98%
  Standards**\***                                                                  

  \% At Exceeds State              37%         20%         18%         26%         29%
  Standards**\***                                                                  

  Number of students tested        46          54          51          47          52

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

  Number of students alternatively 0           0           0           0           0
  assessed                                                                         

  Percent of students              0%          0%          0%          0%          0%
  alternatively assessed                                                           

                                                                                   

  SUBGROUP SCORES                                                                  

  1\. Female                                                                       

  \% At or Above Meets State       96%         100%        100%        88%         96%
  Standards                                                                        

  \% At Exceeds State Standards    44%         22%         26%         23%         24%

  Number of students tested        27          23          19          26          25

  2\. Male                                                                         

  \% At or Above Meets State       89%         94%         91%         100%        100%
  Standards                                                                        

  \% At Exceeds State Standards    26%         19%         47%         29%         33%

  Number of students tested        19          31          32          21          27

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

**5^th^** Grade Math

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                    March       March       March       March       March

  **SCHOOL SCORES\***                                                              

  \% At or Above Meets State       93%         94%         90%         79%         92%
  Standards**\***                                                                  

  \% At Exceeds State              80%         59%         43%         40%         38%
  Standards**\***                                                                  

  Number of students tested        46          54          51          47          52

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

  Number of students alternatively 0           0           0           0           0
  assessed                                                                         

  Percent of students              0%          0%          0%          0%          0%
  alternatively assessed                                                           

                                                                                   

  SUBGROUP SCORES                                                                  

  1\. Female                                                                       

  \% At or Above Meets State       96%         100%        89%         69%         92%
  Standards                                                                        

  \% At Exceeds State Standards    81%         48%         37%         35%         44%

  Number of students tested        27          23          19          26          25

  2\. Male                                                                         

  \% At or Above Meets State       89%         90%         91%         90%         93%
  Standards                                                                        

  \% At Exceeds State Standards    79%         68%         47%         48%         33%

  Number of students tested        19          31          32          21          27

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

**6^th^** Grade Reading

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                    March       March       March       March       March

  **SCHOOL SCORES\***                                                              

  \% At or Above Meets State       98%         98%         98%         94%         96%
  Standards**\***                                                                  

  \% At Exceeds State              39%         42%         31%         25%         42%
  Standards**\***                                                                  

  Number of students tested        54          53          48          52          50

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

  Number of students alternatively 0           0           0           0           0
  assessed                                                                         

  Percent of students              0%          0%          0%          0%          0%
  alternatively assessed                                                           

                                                                                   

  SUBGROUP SCORES                                                                  

  1\. Female                                                                       

  \% At or Above Meets State       100%        100%        96%         91%         100%
  Standards                                                                        

  \% At Exceeds State Standards    36%         44%         33%         22%         44%

  Number of students tested        22          18          24          23          27

  2\. Male                                                                         

  \% At or Above Meets State       97%         97%         100%        97%         91%
  Standards                                                                        

  \% At Exceeds State Standards    41%         40%         29%         28%         39%

  Number of students tested        32          35          24          29          23

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

**6^th^** Grade Math

  ------------------------------------ ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       March

  **SCHOOL SCORES\***                                                      

  \% At or Above Meets State           94%         94%         73%         87%
  Standards**\***                                                          

  \% At Exceeds State Standards**\***  59%         64%         46%         44%

  Number of students tested            54          53          48          52

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

  Number of students alternatively     0           0           0           0
  assessed                                                                 

  Percent of students alternatively    0%          0%          0%          0%
  assessed                                                                 

                                                                           

  SUBGROUP SCORES                                                          

  1\. Female                                                               

  \% At or Above Meets State Standards 100%        94%         67%         83%

  \% At Exceeds State Standards        59%         56%         38%         43%

  Number of students tested            22          18          24          23

  2\. Male                                                                 

  \% At or Above Meets State Standards 91%         94%         79%         90%

  \% At Exceeds State Standards        59%         69%         54%         45%

  Number of students tested            32          35          24          29

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

**\*No state testing prior to 2002**