#####  U.S. Department of Education February 11, 2004

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

**Cover Sheet**

Name of Principal [Mrs. Tina M. Clyburn ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­]{.underline}

Official School Name James L. Wright Elementary

School Mailing Address 1702 S. Grinnell Street

Perryton, Texas 79070 - 4441

City State Zip Code+4 (9 digits total)

Tel. [( 806 ) 435-2371]{.underline} Fax [( 806 ) 434-8844]{.underline}

Website/URL [http://www.perrytonisd.com]{.underline} E-mail
[tclyburn@perrytonisd.com]{.underline}

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

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

(Principal's Signature)

Name of Superintendent [Mr. Robin Adkins]{.underline}

District Name [Perryton Independent School District]{.underline} Tel. [(
806 ) 435-5478]{.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 [Mr. Perry Allred]{.underline}

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 Signature)

**PART I -- ELEGIBILITY 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 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II -- DEMOGRAPHIC DATA**

**DISTRICT** -- Perryton Independent School District

1\. Number of schools in the district: [3]{.underline} Elementary
schools

[0]{.underline} Middle schools

[1]{.underline} Junior high school

[1]{.underline} High school

[1]{.underline} Other (Alternative Education Campus - gr. 6-12)

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,830]{.underline}

Average State Per Pupil Expenditure: [\$7,088]{.underline}

**SCHOOL**

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

(2001-2002 -- first year, 2002-2003 -- second year, 2003-2004 -- third
year.

The previous principal was employed at Wright Elementary for eleven
years.)

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

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

  **K**                                                         **7**                             

  **1**       66        69                         **135**      **8**                             

  **2**       96        63                         **159**      **9**                             

  **3**       86        49                         **135**      **10**                            

  **4**                                                         **11**                            

  **5**                                                         **12**                            

  **6**                                                         Other                             

                                    **TOTAL                                                       **429**
                                    STUDENTS at                                                   
                                    WRIGHT                                                        
                                    ELEMENTARY**                                                  
  ----------- --------- ----------- -------------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [47.0%]{.underline} White

the students in the school: [00.5%]{.underline} Black or African
American

[51.5%]{.underline} Hispanic or Latino

[00.5%]{.underline} Asian/Pacific Islander

[00.5%]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 13.24 %

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 24
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 34
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        58
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    438
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1324
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13.24%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [31.5
%]{.underline}

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

Number of languages represented: 4

Specify languages: Spanish, Gujavati (Indian), Japanese, Chinese

9\. Students eligible for free/reduced-priced meals: [60.1]{.underline}
%

[258]{.underline} Total Number of Students Who Qualify

10\. Students receiving special education services: [9.6]{.underline} %

> [41]{.underline} Total Number of Students Served

10\. (cont)

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

Autism Orthopedic Impairment

Deafness [1]{.underline} Other Health Impaired

Deaf-Blindness [14]{.underline} Specific Learning Disability

Hearing Impairment [13]{.underline} Speech or Language Impairment

Mental Retardation Traumatic Brain Injury

[10]{.underline} Multiple Disabilities Visual Impairment Including

[3]{.underline} Emotionally Disturbed Blindness

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

    **Number of Staff**

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

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

**Classroom teachers** [23]{.underline} \_\_\_\_\_\_\_\_

**Special resource teachers/specialists** [8]{.underline}
[3]{.underline}

(counselor, nurse, ESL reading, (speech pathologist,

Bi-lingual, 2 Sp Ed, music, PE) librarian, GT)

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

(office staff, instructional paraprofessionals)

> **Support staff** [15]{.underline} \_\_\_\_\_\_\_\_

(cafeteria, custodians)

> **Total number** [59]{.underline} [3]{.underline}

12\. Average school student-"classroom teacher" ratio:
[18.65:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage

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

  Daily student attendance 96.9%       96.6%       96.6%       96.6%       96.8%

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

  Teacher turnover rate    6.5%        9.7%        2.8%        2.8%        8.8%

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

**PART III - SUMMARY**

James L. Wright Elementary, comprised of grades one through three, is
located in Perryton, Texas, a small, rural town located at the very top
of the Texas Panhandle. Wright Elementary is a school that is safe and
orderly, and whose students and staff have aspirations to reach the
highest goals possible. The staff at Wright Elementary, with the support
and involvement of parents and community, works hard every day to make
learning a priority and to help each student reach his or her potential.

Over the past several years, the population of Perryton has changed from
a primarily white and middle-class community into a community with a
diverse population both ethnically and economically. Change in the
economic base and the need for workers in agribusiness in the Perryton
area has resulted in a school population which is sixty percent
economically disadvantaged, fifty-two percent Hispanic, a small
percentage of other ethnicities, and forty-seven percent white.
Thirty-two percent of our students are limited English speakers and
thirty-two percent are migrants. Ten percent of our students are
immigrants to the United States from Mexico, Japan and Canada.

While we recognize our differences, we also affirm our similarities at
Wright Elementary. Each school day begins with an all-school assembly in
the gymnasium where students and staff recite the Pledge of Allegiance
to the flags of the United States and Texas. After the pledges and one
minute of silent reflection, students and staff recite the following
pledge written by educator/speaker Riney Jordan: "Today I will do more
than I have to do; I will treat others as I want to be treated, and I
will try to become a better person." The morning meeting at Wright sets
the tone for mutual respect and a positive day.

The mission of James L. Wright Elementary is to prepare children to
function successfully in a changing world by teaching every student to
**REACH.** Students will strive to exhibit:

-   **R**espect for themselves and others

-   **E**nthusiasm for education

-   **A**ccountability

-   **C**reativity

-   **H**igher order critical thinking skills

To help students meet the challenge of our mission, Wright staff members
have high expectations for every student across ethnic and economic
lines, and encourage support from parents and our community. Wright
Elementary has a Parent Teacher Organization, a migrant parent group,
and an active group of community members and high school students who
serve as literacy volunteers. *Muffins for Moms* and *Donuts for Dads*,
parent involvement literacy programs for each homeroom class, have
approximately 90% attendance rates. Honor rallies are held for the
community to recognize our students' achievements each six weeks. We
have extensive after-school reading and math programs and offer summer
school to all students who need acceleration in basic skills
acquisition, as well as English as a Second Language (ESL) and bilingual
programs. Program effectiveness is monitored by formal and informal
assessment of student growth in academic skills throughout the year and
is reviewed by the Campus Educational Improvement Council based upon the
comprehensive needs assessment.

Visitors to James L. Wright have commented that the climate of our
school is warm and positive. This is a school where students are valued
by every staff member, and are expected to succeed and achieve at the
highest levels possible. It is the endeavor of our staff to include all
students in the learning process in spite of any physical or mental
differences. The recent reduction of funding from the State of Texas has
resulted in an attrition of employees at this campus and throughout the
district. It has become incumbent on the staff members of our school to
alter perceptions and methodologies in order to meet the changing needs
of each child in our school.

The expectation at Wright Elementary is that all of us -- students,
parents, community members and staff -- will put forth the required
effort to ensure that we experience success in a positive and caring
child-centered climate. No one rises to low expectations, and we will
continue to raise the bar so that our students will develop skills
essential to the success of citizens in our diverse and advancing
society.

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

1\. Assessment results in reading and mathematics for James L. Wright
Elementary students are displayed in Tables 1-3 at the end of this
application. The primary subgroups at Wright Elementary are White,
Hispanic (which includes ESL and Migrant) and Economically
Disadvantaged. Texas standards of performance for statewide testing have
become more stringent with the transition to the prescribed state
curriculum, TEKS (Texas Essential Knowledge and Skills). No TEKS were
assessed in 1999 and were gradually included in the TAAS until the 2003
TAKS, which is entirely TEKS-based. It is evident that James L. Wright
Elementary has met the challenge set forth by the state to intensify
math and reading curriculum, as our students have shown growth in all
scores across economic and ethnic lines.

Tables 1A and 1B indicate the growth of student subgroup performance in
mastering minimum expectations on Texas' mandated tests (TAAS 1994-2002,
TAKS 2003) in reading and mathematics. The growth in the White, Hispanic
and Economically Disadvantaged groups grew in percent of students
mastering as follows: Reading: White -- from 78% mastery to 100% mastery
(+22), Hispanic -- from 64% mastery to 100% mastery (+36), Economically
Disadvantaged -- from 56% mastery to 100% mastery (+44); Math: White --
from 65% mastery to 97% mastery (+32), Hispanic -- from 44% mastery to
93% mastery (+49), Economically Disadvantaged -- from 45% mastery to 92%
mastery (+47). Wright has been successful in closing the gaps among our
subgroups in reading and mathematics.

Tables 2A and 2B illustrate Wright Elementary subgroup growth in minimum
expectations in reading and math from 2001 to 2003, as compared to the
same subgroup growth of students throughout the State of Texas. Wright
Elementary students have consistently scored higher than those in the
same groups in the state.

Tables 3A and 3B present a more in-depth picture of student performance
from 1999 to 2003. On these charts, meeting minimum expectations is
considered Basic, and scoring at 95% or greater plus mastering all
objectives is Advanced or Commended. All scores are given in percentages
unless otherwise indicated. The Texas Learner Index (TAAS) and Scaled
Scores (TAKS) are not stated as percentages of items correct. They are
standard scores whose primary functions are to describe how far above or
below the passing standard the student scored, and to provide a base to
measure student progress over time. While the percent of students in all
subgroups performing at the Advanced or Commended levels is increasing,
Wright Elementary staff members are aware that there is still a
difference between the performances of All Students and the subgroups.
The percentage of students in each subgroup who have reached the
Advanced or Commended levels of performance is not as large as we would
like, and we will continue to work toward reducing these gaps so all
students achieve at higher levels of performance.

At the top of Tables 3A and 3B, the numbers of students tested and
excluded from TAAS or TAKS are listed. All students at James L. Wright
are assessed by various tests which are determined to be appropriate to
meet individual needs. In different years, there may be more or fewer
students with special needs in a given group. Students are exempted from
TAAS or TAKS for the following reasons: Special Education students as
determined by the ARD committee are tested by the SDAA (State Developed
Alternative Assessment) or, in a very few cases, an LDAA (Locally
Developed Alternative Assessment); LEP (Limited English Proficient)
students who are recent immigrants to the United States and are
non-English speakers are tested by the RPTE (Reading Proficiency Test in
English) and a locally developed assessment in math. All students,
regardless of the testing instrument administered, are required to show
Adequate Yearly Progress, and intervention plans are developed as
needed.

2\. Wright Elementary staff members utilize assessment data in a variety
of ways to diagnose the individual needs of every student in basic
skills acquisition, and to prescribe a plan for intervention. In the
summer, the counselor and principal review every student's testing
information from the previous spring. The Texas Primary Reading
Inventory scores, the Metropolitan (MAT 8) achievement test results, and
the grade two OLSAT (Otis-Lennon School Ability Test) are charted for
every student. Students are placed in classrooms in the most
heterogeneous manner possible based on standardized testing results.
Students are referred to our gifted and talented program for further
evaluation and instruction as indicated. Also, ESL, bilingual and
at-risk students are identified and provided curricular support.

From the first week of school, students are identified by test scores to
indicate the need for intervention in reading. Each teacher conducts a
reading tutorial class after school for an additional half-hour three
days a week. This program, called Reading Club, is designed to develop
the reading skills that are prescribed for individual students.

Third grade students take benchmark or practice TAKS examinations in
math and reading in October, January and February (reading) or March
(math). After each test, students are grouped according to individual
skills acquisition for a TAKS preparatory class which provides
intensified instruction in reading and math.

The campus improvement plan is structured around assessment results.
TAKS, MAT 8 and TPRI results are used to evaluate the effectiveness of
instructional programs. It is the goal of our school to instruct
students according to individual needs so that students perform at
higher levels than merely meeting minimum standards on assessments.

3\. The educational progress of each child at Wright Elementary is
communicated to parents on a regular basis. Progress reports are sent
during the third week of the grading period to the parents of each child
struggling in any subject. Each six weeks, teacher given grades are
shared on the report card. At the end of the first six weeks and the end
of the first semester, the district schedules early dismissal for
students so that teachers can hold parent conferences to discuss each
child's progress. Translators are provided, as needed, for all parent
conferences.

Standardized testing information is also shared with parents. All third
grade students' Texas Assessment of Knowledge and Skills (TAKS) results
in reading and math are mailed to the parents with an information
brochure written in English and in Spanish. If a third grade student
performs unsuccessfully on reading or math TAKS assessments, parents are
personally contacted to discuss intervention plans. Letters are mailed
to all first and second grade parents stating group and individual
results of the Texas Primary Reading Inventory (TPRI) and the
Metropolitan Achievement Test 8 (which measures student performance in
reading, math and language). Third grade parents receive an additional
letter in the fall listing accumulated test results for their student
and indicating an intervention plan if the student is considered to be
at risk of failing the TAKS. A brochure explaining the Student Success
Initiative (SSI) is mailed to second and third grade parents so they
will be aware of the fact that students not passing the minimum standard
on TAKS reading in the third grade will be retained.

Communication with parents is an important part of supporting student
success at Wright. Parents receive letters, memos and a monthly calendar
in both English and Spanish on a regular basis. Works of student
writing, photographs and articles about Wright Elementary are published
each month on a full page in the community newspaper, *The Perryton
Herald*. Parents are always encouraged to meet with teachers, the
counselor, and the principal to discuss student assessment results,
academic progress and other concerns affecting their child's success.

4\. James L. Wright Elementary shares its best instructional practices
with other schools through various venues. The TAKS 2003 Reading
Intervention Model developed at this campus was duplicated and made
available at Region 16 Education Service Center meetings designed to
help schools satisfy state mandates in reading.

Several area schools have made site visits to James L. Wright
Elementary. Visits allow a team to observe various facets of Wright
Elementary's programs to gain information on instructional practices
which have proven to be effective at our school.

Wright Elementary has placed information on Perryton ISD's website
indicating our nomination as a Blue Ribbon School. Those who access the
website can learn about Blue Ribbon schools and the fact that Wright
Elementary has been nominated for demonstrating growth in TAAS/TAKS
scores. In addition, news articles highlighting Wright Elementary and
the Blue Ribbon nomination have been printed in the *Amarillo Globe
News* and our local newspaper, *The Perryton Herald.* The Perryton radio
station, KEYE, hosts a morning program broadcast in a wide area of the
Panhandle which includes surrounding school districts. This radio
program provides another media source to disseminate information
concerning instructional practices at our school. If James L. Wright
receives the Blue Ribbon School Award, information will be presented
through the media and Region 16 Education Service Center to herald our
success, and to distribute information as to how we have made impressive
gains in academic performance.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Wright Elementary instructors follow an aligned, rigorous curriculum
designed to meet the needs of all learners, regardless of skill
acquisition or ability level. Teachers at Wright follow district
curriculum guides based on the Texas Essential Knowledge and Skills
(TEKS). The TEKS are vertically aligned student objectives which allow
teachers to deliver a comprehensive curriculum from grade level to grade
level.

Research by *The Education Trust, Washington, DC,* has indicated that
student success is based on great teaching. Wright teachers are among
the best, as can be determined by our students' test scores. While the
teacher is at the core of curriculum delivery, Wright Elementary also
implements several instructional programs which have aided instruction.
Our basic reading program consists of basal reading, Saxon phonics in
grade one and two, and small reading group instruction. In addition to
these basic reading strategies, the Accelerated Reader program is an
important part of Wright's reading success. First grade students also
attend the Waterford Reading Lab daily to reinforce reading skills
taught in the classroom. Math instruction includes Saxon math, math
meetings and manipulatives as a part of math instruction. A new addition
to curriculum enhancement at Wright is the SuccessMaker Computer Lab for
reading, language and math. The broad availability of technology at
Wright Elementary is an important aid to student success.

Writing is a difficult skill to develop, especially for students with
emerging literacy which, in our case, is often combined with English as
a Second Language issues. Correct language usage, spelling and writing
are taught in a scope and sequence appropriate for each grade level and
for individual learners. Students develop writing skills through
language instruction, daily journal writing and integrated writing
lessons in other curricular areas. In the past two years, second and
third grade teachers have received training to facilitate the use of a
writing program, *The Writing Academy*, which is now a portion of our
language arts curriculum.

Wright Elementary students are fortunate to have physical education and
music instruction every day. The physical education instructor teaches
movement in a manner to connect body and mind and to enhance gross and
fine motor development. Wright's music instructor teaches music theory,
performance art, and music for enjoyment. Each homeroom class
participates in an evening musical performance for the community,
complete with costumes and make-up. Every child, regardless of ability
or handicapping condition, is a participant in the class production.

Science and social studies instruction are TEKS based, with elements of
reading, math and writing integrated into the lessons. Hands-on
instruction is encouraged, and students enjoy such activities as science
experiments, mapping our community and studying about holidays around
the world. Character

education is addressed every morning in opening meeting when a segment
of *Project Wisdom* is shared with students and the Riney Jordan pledge
is recited.

Students who are recent immigrants to the United States and are
non-English speaking, receive bilingual instruction in math and reading
in the Spanish language. This year, students in the bilingual program
will be tested in Spanish on TAKS reading and math tests. Students who
are not recent immigrants to the United States, but are limited English
speakers, receive ESL instruction in order to enhance English
acquisition while being engaged in the mainstream curriculum.

Students with instructional needs beyond the regular Wright curriculum
receive specialized instruction by qualified personnel. Students who are
identified as gifted and talented receive weekly instruction by the
district's GT instructor, and students with learning disabilities are
taught in special education programs according to ARD committee
recommendations.

The curriculum at Wright is designed to generate learning for students
not only to prepare them for higher levels of learning, but also to
provide skills that students can transfer to every day situations. The
staff at Wright Elementary is dedicated to providing a curriculum which
will meet this standard.

2\. The reading curriculum at Wright Elementary is based on the
framework of the Texas Essential Knowledge and Skills. We believe at
Wright that the best strategy for reading instruction cannot be found in
any single program. We continue to develop our reading curriculum which
combines the best practices pulled from several programs. Wright's
reading program is delivered to students through basal reading, Saxon
phonics in grade one and two, and small reading group instruction.
Division of students into small groups for instruction is based on
performance on standardized reading tests such as the Texas Primary
Reading Inventory. In addition to these basic reading strategies, the
Accelerated Reader program is an important part of Wright's reading
success. Practice is an integral part of reading acquisition, and Wright
students are excited about reading because of the Accelerated Reader
program. First grade students attend the Waterford Reading Lab daily to
reinforce reading skills taught in the classroom. All students are
scheduled to work at individual levels in the SuccessMaker lab. Students
in the third grade are administered three TAKS practice examinations for
the purpose of placing students who lack reading skills in our
after-school reading intervention program called Reading Club. Student
participation and grouping is changed according to student need for
skills development after every practice TAKS examination. We believe
that reading is the key to success in all areas of the curriculum, and
we take every measure to ensure that our students are reading on grade
level by the time they leave the third grade and Wright Elementary.

3\. At Wright Elementary, mathematics is an essential part of each
student's instructional program. Mathematics instruction is TEKS based,
and Saxon math is incorporated into the curriculum by all teachers,
grades one through three. In addition to the general Saxon math
instruction, the SuccessMaker Lab provides prescribed math instruction
for all students. Teaching strategies include a Daily Word Problem,
morning math meeting, cooperative learning and instruction using
manipulatives. All students explore mathematical theory through the use
of hands-on activities. Higher order thinking skills are presented in
conjunction with basic skills in computation. Writing is integrated in
the math curriculum by asking students to write word problems based on
their own experiences. Third grade students receive additional skills
acquisition based instruction in a TAKS preparation class from March
through May, and students who need intervention receive after school
instruction in the Math Club program three days a week. Wright
Elementary staff members endeavor to teach math in such a way that
students have the fundamental base in mathematics which will prepare
them to bridge the gap between concrete and abstract thinking. It is our
goal to prepare Wright students for the challenges they will face in
future math coursework and to be able to use math skills in everyday
life.

4\. The students at Wright Elementary are diverse both ethnically and
socio-economically. The key instructional method employed at our school
is to meet our students at the level of their skill acquisition with
comprehensive instructional strategies. Wright Elementary is a
child-centered school which is reflected in the school's organizational
structure. Although each class is comprised of heterogeneous learners,
basic skills instruction is delivered according to the differing needs
of the students. This is managed by small group instruction, and
grouping by skill acquisition for specific learning activities. An
extensive assessment program is necessary in order to make sure that
students are being instructed according to the skills they have not
acquired. Teachers use different strategies to deliver instruction, such
as cooperative group activities, peer tutoring and re-teaching. Teachers
structure lessons by incorporating questioning techniques that require
students to use higher order thinking skills. Technology is integrated
in all areas of the curriculum at Wright Elementary, not only to
increase skill acquisition, but also to help our students become
computer literate.

Students who need additional intervention in math and reading are
invited to stay after school three days a week for small, skills based
group instruction. These students are evaluated at least three times
yearly in order to determine the skills they have acquired so that the
groups can be shifted according to need. Specialized and regular
classroom teachers are in charge of a Reading or Math Club so that the
student teacher ratio is approximately five students to every
instructor. Students who stay after school for either Reading Club, Math
Club or Homework lab are provided a federally funded snack. Migrant,
ESL, At-Risk and students who are in danger of retention are invited to
attend a four week long half-day summer program. In the summer of 2003,
over 140 Wright students took advantage of our summer program, which
provided instruction to prevent retention, summer regression and to
enhance basic skills. Plans are underway to continue Wright Elementary's
summer intervention program which will include a breakfast and lunch
program for our students.

5\. James L. Wright Elementary is dedicated to providing each staff
member with opportunities to grow professionally and to gain new skills
to facilitate student success. Professional development at Perryton ISD
has been geared toward closing the gap between subgroup populations.
These programs have provided the teachers with the tools necessary to
meet the differing needs of students. Randy Sprick's *Safe and Civil
Schools,*the *Texas Behavior Support Initiative,* and *Crisis Prevention
Intervention*, designed to build safe school climates, have provided
training to three separate Wright instructional teams. Academic training
has been attended by all Wright's teachers in writing, math and reading
on a yearly basis to stay current on the latest teaching techniques.

To meet the needs of limited English speaking students, the district has
provided training and funding for the Excet test (certification
assessment for Texas educators) in English as a Second Language (ESL)
and fees for adding this credential to teaching certifications. Seven
professional employees at Wright Elementary are participating in this
initiative, which could bring ESL certified teachers to a total of
fourteen. ESL strategies were presented at a district-wide staff
development to give all teachers tools to help second language learners
be more successful. Perryton ISD also has a very active migrant program
which provides nighttime and summer training for parents, students and
teachers. The *Side-by-Side* conference is held annually in conjunction
with Special Education to provide recognized speakers to inform parents
and teachers concerning child development and strategies to increase
academic support.

Teachers in our district attend the *At-Risk Conference* at the Region
16 Education Service Center each year. Nationally known speakers and
trainers participate in this conference to offer ideas and instructional
strategies to help students who are identified as at risk for failing
academically in school. The principal and counselor at Wright Elementary
received *Poverty Training* developed by Dr. Ruby Payne. This training
is instrumental in understanding the differing educational needs of
students who live in poverty, and to provide specific instructional
strategies for these students. Plans are being discussed to make
*Poverty Training* available to all staff members at Wright Elementary
in the near future. Counselors in our district attend the *Texas
Assessment Conference* in Austin, Texas to keep abreast of current state
and national testing practices and standards. The administration and
staff will continue to budget for student success through professional
development for all staff members.

**PART VII -- ASSESSMENT RESULTS**

**James L. Wright Elementary**

> Grade [3]{.underline}
>
> Test [Texas Assessment of Knowledge and Skills - TAKS]{.underline}
>
> Edition/publication year [2003]{.underline} Publisher [Texas Education
> Agency]{.underline}
>
> Number of students in the grade in which the test was administered
> [138]{.underline}
>
> Number of students who took the test [116 reading, 121
> math]{.underline}

Students who were excluded from testing and how they were assessed:

> **Reading** - [18 special education students, for whom the TAKS was
> inappropriate for evaluation purposes, took SDAA (State Developed
> Alternative Assessment) as determined by ARD committee.]{.underline}
>
> **Math** -- [13 special education students, for whom the TAKS was
> inappropriate for evaluation purposes, took SDAA as determined by ARD
> committee.]{.underline}
>
> **LEP** -- [4 students (Limited English Proficient and recent
> immigrants to the US) took the RPTE-(Reading Proficiency Test in
> English) for reading assessment and LDAA (Locally Determined
> Alternative Assessment) for evaluation of progress in
> math.]{.underline}
>
> Number excluded **Reading** [22]{.underline} Percent excluded [15.9
> %]{.underline}
>
> Number excluded **Math** [17]{.underline} Percent excluded [12.3
> %]{.underline}
>
> **Basic** -- met passing standard as set by the state board of
> education.

**Advanced** -- considered to be Academically Recognized or Commended by
state standards.

(Approximately 95% correct and mastering all objectives)

> **Table 1A --** **Reading: Third Grade**
>
> **Growth of Subgroups - Percentage Mastering Minimum Expectations**
>
> **James L. Wright Elementary -- 1994 to 2003**

![](media/image1.wmf){width="6.561111111111111in"
height="3.3131944444444446in"}

> Note: More rigorous TEKS standards were gradually introduced in
> TAAS/TAKS testing from 2000 to 2003.
>
> **Table 1B -- Mathematics: Third Grade**
>
> **Growth of Subgroups -- Percentage Mastering Minimum Expectations**
>
> **James L. Wright Elementary -- 1994 to 2003**

![](media/image2.wmf){width="6.559027777777778in"
height="3.2979166666666666in"}

> Note: More rigorous TEKS standards were gradually introduced in
> TAAS/TAKS testing from 2000 to 2003.
>
> **Table 2A -- Reading: Third Grade**
>
> **Growth of Subgroups - Percentage Mastering Minimum Expectations**
>
> **James L. Wright Elementary Compared to State of Texas Scores**
>
> **2001 to 2003**
>
> ![](media/image3.wmf){width="6.0in" height="3.3645833333333335in"}
>
> **Table 2 B -- Mathematics: Third Grade**
>
> **Growth of Subgroups -- Percentage Mastering Minimum Expectations**
>
> **James L. Wright Elementary Compared to State of Texas Scores**
>
> **2001 to 2003**
>
> ![](media/image4.wmf){width="6.010416666666667in" height="3.375in"}
>
> **Table 3A - Reading: Third Grade**

**Test Scores -- State Criterion Referenced Test -- 1999-2002 TAAS, 2003
TAKS**

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

  Testing month - April (unless      TAKS        TAAS        TAAS        TAAS        TAAS
  otherwise indicated)                                                               

                                                                                     

  **JAMES L. WRIGHT ELEMENTARY       (March +                                        
  SCORES**                           April)                                          

  \% At or Above Basic               100%        93%         92%         87%         93%

  \% At Advanced (Commended)         18%         29%         21%         35%         29%

  Average Scaled Score or Texas      2255        84          85          83          85
  Learner Index                                                                      

  Number of students tested          116         107         116         136         147

  Percent of total students tested   84%         94%         82%         86%         90%

  Number of students excluded        22          7           26          22          17

  Percent of students excluded       16%         6%          18%         14%         10%

                                                                                     

  **SUBGROUP SCORES**                (March                                          
                                     +April)                                         

  **1. Hispanic -- (Includes LEP,                                                    
  Migrant)**                                                                         

  \% At or Above Basic               100%        89%         87%         74%         84%

  \% At Advanced (Commended)         4%          19%         10%         22%         20%

  Average Scaled Score or Texas      2197        80          82          76          82
  Learner Index                                                                      

  Number of students tested          52          47          62          54          64

                                                                                     

  **2. White**                                                                       

  \% At or Above Basic               100%        97%         98%         95%         99%

  \% At Advanced (Commended)         31%         38%         35%         46%         40%

  Average Scaled Score or Texas      2304        88          89          87          88
  Learner Index                                                                      

  Number of students tested          62          58          52          79          83

                                                                                     

  **3. Economically Disadvantaged**                                                  

  \% At or Above Basic               100%        90%         90%         79%         88%

  \% At Advanced (Commended)         10%         20%         8%          27%         9%

  Average Scaled Score or Texas      2225        82          84          79          83
  Learner Index                                                                      

  Number of students tested          70          61          73          70          72

                                                                                     

  **STATE SCORES -% at or Above      (March                                          
  Basic**                            only\*)                                         

  **All Students**                   89%         87%         86%         87%         88%

  Average Scaled Score or Texas      2255        83          83          83          84
  Learner Index                                                                      

  **Hispanic**                       85%         83%         82%         83%         84%

  Average Scaled Score or Texas      2205        81          80          80          81
  Learner Index                                                                      

  **White**                          96%         94%         93%         93%         93%

  Average Scaled Score or Texas      2322        87          86          86          87
  Learner Index                                                                      

  **Economically Disadvantaged**     84%         81%         80%         81%         81%

  Average Scaled Score or Texas      2212        80          79          79          80
  Learner Index                                                                      

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

\*3^rd^ grade students were given 3 opportunities to meet minimum
expectations on the TAKS reading test. All eligible students tested at
James L. Wright met minimum expectations by the second reading test
administration. (State results are not summed for test administrations
subsequent to the March test.)

**Basic** -- Meets passing standard for that test and test date.

**Advanced (Commended)** -- Scored at an academically advanced level as
determined for that test. (Approximately 95% correct and mastering all
objectives)

**Table 3B - Mathematics: Third Grade**

**Test Scores -- State Criterion Referenced Test -- 1999-2002 TAAS, 2003
TAKS**

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

  Testing month - April              TAKS        TAAS        TAAS        TAAS        TAAS

                                                                                     

  **JAMES L. WRIGHT ELEMENTARY                                                       
  SCORES**                                                                           

  \% At or Above Basic               95%         94%         93%         83%         91%

  \% At Advanced (Commended)         18%         11%         15%         13%         27%

  Average Scaled Score or Texas      2231        84          84          78          82
  Learner Index                                                                      

  Number of students tested          121         109         120         143         149

  Percent of total students tested   88%         96%         85%         86%         91%

  Number of students excluded        17          5           22          15          15

  Percent of students excluded       12%         4%          15%         14%         9%

                                                                                     

  **SUBGROUP SCORES**                                                                

  **1. Hispanic -- (Includes LEP,                                                    
  Migrant)**                                                                         

  \% At or Above Basic               93%         88%         89%         66%         88%

  \% At Advanced (Commended)         14%         6%          8%          13%%        17%

  Average Scaled Score or Texas      2200        81          81          73          80
  Learner Index                                                                      

  Number of students tested          56          48          65          56          65

                                                                                     

  **2. White**                                                                       

  \% At or Above Basic               97%         98%         96%         93%         93%

  \% At Advanced (Commended)         21%         15%         26%         14%         35%

  Average Scaled Score or Texas      2255        86          86          82          83
  Learner Index                                                                      

  Number of students tested          63          59          53          84          84

                                                                                     

  **3. Economically Disadvantaged**                                                  

  \% At or Above Basic               92%         89%         94%         77%         92%

  \% At Advanced (Commended)         15%         6%          6%          11%         14%

  Average Scaled Score or Texas      2211        82          84          76          80
  Learner Index                                                                      

  Number of students tested          75          63          77          74          74

                                                                                     

  **STATE SCORES -% at or Above                                                      
  Basic**                                                                            

  **All Students**                   90%         87%         82%         80%         82%

  Average Scaled Score or Texas      2212        81          80          78          78
  Learner Index                                                                      

  **Hispanic**                       88%         83%         78%         75%         79%

  Average Scaled Score or Texas      2171        80          78          76          76
  Learner Index                                                                      

  **White**                          96%         93%         90%         88%         90%

  Average Scaled Score or Texas      2273        84          83          82          81
  Learner Index                                                                      

  **Economically Disadvantaged**     85%         81%         75%         72%         75%

  Average Scaled Score or Texas      2160        79          77          75          75
  Learner Index                                                                      

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

**Basic** -- Meets passing standard for that test and test date.

**Advanced (Commended)** -- Scored at an academically advanced level as
determined for each test. (Approximately 95% correct and mastering all
objectives)