##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \[\] Elementary \[ \] Middle \[ \] High
\[ \] K-12

Name of Principal [Ms. Lisa Long]{.underline}

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

Official School Name [W.H.L. Wells Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [3427 Mission Ridge Road]{.underline}

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

[Plano Texas 75023-8114]{.underline}

City State Zip Code+4 (9 digits total)

County [Collin]{.underline} State School Code Number\*
[043-910-116]{.underline}

Telephone [(469)752-3700]{.underline} Fax [(469)752-3701]{.underline}

Website/URL [http://k-12.pisd.edu/schools/wells]{.underline} E-mail
[lisa.long@pisd.edu]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Doug Otto]{.underline}

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

District Name [Plano Independent School District]{.underline} Tel.
[(469)752-8100]{.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. Duncan Webb]{.underline} (Specify: Ms., Miss,
Mrs., Dr., Mr., Other)

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the *No Child Left
    Behind -- Blue Ribbon Schools Award* in the past five years.

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

1\. Number of schools in the district: [43]{.underline} Elementary
schools

[12]{.underline} Middle schools

[0]{.underline} Junior high schools

[8]{.underline} High schools

[4]{.underline} Other

[67]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,689]{.underline}

Average State Per Pupil Expenditure: [\$9,269]{.underline}

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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: (USDE said Texas could use their
Oct. Snapshot data since that is what is on our website).

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

  **PreK**    N/A       N/A                    **N/A**      **7**       N/A       N/A         **N/A**

  **K**       49        34                     **83**       **8**       N/A       N/A         **N/A**

  **1**       35        42                     **77**       **9**       N/A       N/A         **N/A**

  **2**       47        33                     **80**       **10**      N/A       N/A         **N/A**

  **3**       43        41                     **84**       **11**      N/A       N/A         **N/A**

  **4**       34        52                     **86**       **12**      N/A       N/A         **N/A**

  **5**       32        34                     **66**       **Other**   N/A       N/A         **N/A**

  **6**       N/A       N/A                    **N/A**                                        

                                    **TOTAL                                                   476
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [69]{.underline} % White

the students in the school: [8]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year (not this
year's data): [19]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      42
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      46
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    88
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 453
                            the school as of October 1  

  **(5)**                   Total transferred students  .19
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           19
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [15]{.underline}

Specify languages: Arabic, Armenian, Bengali, Farsi, French, Hindi,
Hungarian, Kannada, Korean, Kurdish, Mandarin, Spanish, Tamil, Telugu,
and Vietnamese

9\. Students eligible for free/reduced-priced meals: [12]{.underline}%

Total number students who qualify: [58]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [7]{.underline} %

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

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

[7]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [12]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [12]{.underline} Specific Learning
Disability

[0]{.underline} Emotional Disturbance [24]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [0]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [1]{.underline} Multiple Disabilities
>
> *\** Some students are eligible for services based on more than one
> disability.

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

Paraprofessionals [10]{.underline} \_\_\_\_\_\_\_\_

> Support staff [4]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [53]{.underline} \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [21:1]{.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. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97%         97%         97%         97%         97%

  Daily teacher attendance  95%         93%         93%         93%         95%

  Teacher turnover rate     8%          8%          5%          8%          10%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

"Wells Elementary provides challenging opportunities in a nurturing
community allowing children to reach their potential*."*

Wells Elementary School is an extraordinary place. As educators, we see
our students as more than elementary school students. We see lifelong
learners who will participate as valuable members of the community.
Students, staff, and the community collaborate to ensure success for
each and every Wells Tiger. We view each day as an opportunity to make a
positive difference in the lives of children.

At Wells Elementary we work collaboratively with students, parents, and
staff to ensure a positive learning environment. Staff members greet the
students as they enter the building and set a positive tone for the day
ahead. We utilize the School-Wide Positive Behavior Support (SWPBS)
model to create a school climate focused on success for all students. We
have common expectations for students and staff. "Wells Tigers are:
Respectful, Responsible, Lifelong Learners." We work as a team to teach
and guide our students with a constant focus on these expectations.

The cultural diversity of the Wells community enriches the lives of our
students and staff. We embrace and celebrate the diversity on our
campus. Parents and staff organize a Family Multi-Cultural event each
year where students and families have opportunities to share their
culture with the entire Wells community. The event begins with a Parade
of Nations, in which students carry the flags of their home countries,
and culminates with students performing ethnic dances and songs for the
audience.

We welcome new students to our school on a regular basis. All new
students participate in an orientation designed to help them feel
comfortable in their new learning environment. During the orientation
they meet the principal, counselor, nurse, office staff, librarian, and
many other staff members they will work with at Wells. Students are
given an explanation of our school expectations and spend time
discussing any questions they have about their new school. At the
conclusion of each orientation session, students are given a "Tiger
Pride" t-shirt. We receive positive feedback from parents and have found
that our new student orientation is very beneficial as students become
active participants in our school community.

The Wells community is committed to providing an outstanding
instructional program for our students. We evaluate student performance
regularly and target instruction to meet individual needs. Our
curriculum is based on the most current, research-based instructional
strategies and is designed to maximize student learning. Grade level
teams meet regularly to plan targeted instruction and develop plans for
differentiation.

Students are actively engaged in exciting learning opportunities each
day. Music, art, physical education, guidance classes, special
education, English as a Second Language (ESL), the gifted and talented
program, and the library media center enhance our strong educational
programs. Teachers also provide a variety of after school activities
such as small group tutoring, a writing academy for all 4^th^ grade
students, music club, art club, library club, and photography club.
Community service is also an integral part of our school program.
Students eagerly organize and execute community service projects, such
as donating materials and funds to animal shelters, children's
hospitals, and many other organizations within our community.

The entire school staff devotes great time and energy to promoting
student success and achievement. Students, staff, and the community
partner to accomplish our goals and make Wells Elementary a great place
for kids. We are proud of our tremendous accomplishments, which are a
direct result of collaboration and focus on student needs. We provide an
exceptional learning environment customized to meet the unique needs of
each and every Wells Tiger.

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

1.  **Assessment Results:**

In accordance with state statutes, all elementary public schools in
Texas are evaluated by the Texas Education Agency (TEA) according to the
academic performance of students in grades 3-5. Each spring, students in
grades three through five take the Texas Assessment of Knowledge and
Skills (TAKS), a battery of exams that measure student understanding of
concepts and skills in mathematics, reading, writing, and science.
Special education students who are unable to take TAKS are required to
take an alternative assessment, the State-Developed Alternative
Assessment (SDAA) or TAKS Alternative (TAKS-ALT) for students with
significant disabilities. Student results are compared to state
standards to determine the level of achievement that may be credited to
a campus. Both aggregate (for all students) and disaggregate (among
different ethnic groups, special education populations, and low
socio-economic populations) results are evaluated. The state legislature
determines the standard for passing each of the subject exams, set at a
scale score of 2100, or more than 70% correct answers. Research has
documented the Texas exams for elementary students as among the most
demanding exams in the nation.

In the ten-year history of the state accountability system, Wells
Elementary has received the highest ratings for student academic
performance. Over 90% of tested students (and all eligible subgroups)
have met the state's performance standards in reading, mathematics,
writing, and science, earning Wells Elementary the highest state rating
of an "Exemplary" campus. Furthermore, Wells Elementary has received
special recognition from the state agency for its superior levels of
academic performance in all four subject areas of testing. In Texas, a
campus is awarded "Commended" for a minimum number of students answering
over 90% of the test items correctly. When compared to the state's
average during each of the past five years, Wells has had more students
achieving "Commended" status than the state or region. This level of
performance indicates that students at Wells receive an exceptional
education in the core academic areas. Our special education population
has met these same high standards on the SDAA. One hundred percent of
those students tested on the SDAA met their projected levels of
achievement as set by each child's Admission, Review and Dismissal (ARD)
committee.

Although Wells Elementary does not have significant subgroups in
socioeconomic or ethnic terms, the campus experiences spurts of growth
in these populations. When the these populations have grown large enough
to report, the percent passing is always at or very near to 100% meeting
the standard on state exams.

Third and fifth grade students take the Measures of Academic Progress
(MAP) test, a computerized achievement test in mathematics, reading, and
language. This customized measure of assessment is designed to
continually adjust during administration, to accurately monitor growth
over time, and/or can be used as an indicator towards students' success
on state standards.

The Cognitive Abilities Test (CogAT) is administered to all third and
fifth grade students. This standardized assessment gives teachers and
parents a snapshot of each student's potential for academic achievement.
These scores, along with district diagnostic instruments, provide the
necessary tools to place students in the appropriate programs and
instructional settings.

The Reading Proficiency Tests in English (RPTE) is administered to
Limited English Proficient (LEP) students in grades three through five
and provides a statewide, standardized measure of how well these
students are learning to read in English. One hundred percent of our
students demonstrated a high level of proficiency as measured on this
assessment instrument.

In addition to performing well above district and state standards, Wells
Elementary has performed well above the standards set forth for meeting
the federal Adequate Yearly Progress (AYP) as described in the No Child
Left Behind Act of 2001 (NCLB). The attendance rates of all groups is
greater than 95% and the exam participation rate 99% and exam
performance rates 96% for all groups are well above the AYP standards
since the initiation of NCLB.

State Assessment Information:
http://www.tea.state.tx.us/student.assessment/index.html (assessment)
and http://www.tea.state.tx.us/accountability.html (accountability).

2.  **Using Assessment Results:**

Wells Elementary is a data-driven campus. Teachers use assessment data
to propel student learning and school performance. Teachers track
student growth through district-developed diagnostic tests, which are
administered at the beginning, middle, and end of the year. With the
additional data gained from state-required Texas Assessment Knowledge
and Skills (TAKS), Cognitive Abilities Test, Texas Primary Reading
Inventory, Measures of Academic Progress, and benchmarks, teachers
identify each student's strengths and weaknesses in reading, writing,
science, and math. In the past two years, the state has increased the
difficulty of its testing, raising the standards for all students. Our
teachers were involved in professional development for assistance in
interpreting these new expectations. Participants gained a deeper
understanding of complex state objectives (TEKS) and how to apply them
in the classroom.

The data from diagnostic and state testing is entered into the district
software which generates reports that track student progress, identify
academic needs, analyze campus achievement, and profile campus
demographics. Teachers use this data to direct instruction, write goals
for Individual Education Plans, devise individual and group lesson
plans, and target areas for growth. In addition, this data identifies
students who are candidates for Kindergarten Accelerated Reading (KAR),
Plano Accelerated Reading (PAR), and Accelerated Instruction in Math
(AIM), instructional programs designed to remediate and further close
the achievement gap for all students. This information is also used in
Campus Assessment Team (CAT) meetings to develop accommodation plans for
students or determine the need for referrals to English as a Second
Language (ESL), special education, dyslexia instruction, language
development, the gifted and talented program or other district programs.

Teachers continually meet in subject area groups to vertically align
curriculum and instruction based on current student performance. Team
meetings occur weekly, allowing teachers to analyze data and adjust
goals. General and special education teams collaborate and support each
other in co-teaching and tutoring. Team meetings, general-to-special
education collaborations, co-teaching, and tutoring are all methods used
to analyze data, adjust goals, and support student learning. As a
result, Wells Elementary has consistently increased its state test
scores and earned an "Exemplary" rating.

3.  **Communicating Assessment Results:**

One of our goals at Wells Elementary is to involve all stakeholders
through effective communication. Early in the year, each grade level
holds a Parent Information Night designed to provide parents with
critical information regarding curriculum, assessments, and strategies
to support the learning process at home. Parent conferences occur after
the first nine weeks and throughout the year as needed to keep parents
informed and to celebrate student successes and review individual goals.

The staff at Wells Elementary provides feedback to students regarding
academic performance on a regular basis. Portfolio reporting is used in
kindergarten, first, and second grades. Students in third, fourth, and
fifth grade receive report cards at the end of each nine-week grading
period. Teachers review progress with students to celebrate
accomplishments and set goals for improvement.

We communicate using weekly school and grade-level newsletters, our
school website, and e-News (campus and district information) to
communicate events and information to parents and the community. The
School Based Improvement Committee (SBIC), made up of community
representatives, parents, teachers and paraprofessionals, meets three
times each year to analyze assessment data, review instructional plans,
and set campus goals. The principal reviews the Texas Education Agency
school report card at our annual public SBIC meeting and during Parent
and Teacher Association (PTA) parent education sessions. All parents
receive copies, and an explanation, of the campus report card in their
child's weekly communication folder. The school counselor conducts
meetings during the school year to review, discuss, and interpret
testing results with parents. Campus accountability results are
published in local newspapers and posted on the district website.

4.  **Sharing Success:**

The Plano Independent School District (PISD) provides opportunities for
schools throughout the district to share their best practices and
successes. We continually explore new ideas to ensure success for each
and every student. We are currently implementing School-Wide Positive
Behavior Support (SWPBS) at Wells Elementary and have shared our
implementation plan and successes with other schools. We welcome
visitors from other schools and enjoy the opportunity to showcase our
instructional program. Universities request that their student teachers
be assigned to master teachers at Wells.

Each year the Plano ISD Education Foundation awards grant to teachers in
the district. Teachers submit innovative grant proposals and are awarded
grants based on specific criteria designed to identify grants that will
significantly impact student achievement. Teachers at Wells have
received over \$5,900 in grant money from the Plano ISD Education
Foundation during the past three years. The following is a list of
grants we have received: "Writers Briefcase on the Go!", "Family Math
Kits", and "SMARTS". "Writers Briefcase on the Go!" gives students the
opportunity to practice writing skills and creativity at home by
creating and publishing books. "Family Math Kits" provide families with
real-world mathematics problems and math tools to solve math problems
together as a family. "SMARTS" (See My Abilities Rise w/ Reasoning and
Thinking Skills) focuses on critical thinking skills. We purchased a
large collection of higher level critical thinking games which are
designed to capture student interest while teaching the methods used to
master comprehension, logic, and intellectual perseverance. Teachers
frequently share these projects with other teachers throughout the
district.

Wells Elementary is also a part of the Western States Benchmarks
Consortium, which is a select group of districts located around the
country that are committed to identifying and sharing best practices and
to closing the achievement gap for all students. We are a strong
learning community focused on sharing our resources with other schools
while continuing to learn and grow as educators.

[]{.mark}

[]{.mark}

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

The core curriculum taught at Wells Elementary is based on the Texas
Essential Knowledge and Skills (TEKS) and aligned to the Texas
Assessment of Knowledge and Skills (TAKS). Teachers utilize various
tools and best practices to monitor student progress and ensure success
for all students. These include observations, student-teacher
conferences, tutoring, interviews, discussions, projects, simulations,
performance tasks, rubrics, various questioning strategies, and formal
and informal assessments. The curriculum is housed in an electronic
curriculum planner, which allows teachers and administrators immediate
access. Teachers collaborate with colleagues in all grade levels and
across all subjects to ensure continuity in all areas of the curriculum.

Reading, writing, listening, and speaking are the core components of the
language arts curriculum taught at Wells Elementary. Our language arts
program provides a balanced approach to literacy instruction that
combines the best theory and learning strategies to match the learning
styles of individual students. This curriculum promotes reading growth
by integrating phonics, spelling, and language skills to connected texts
in reading and writing. The scope and sequence of the curriculum and
TEKS provides for instruction that meets the diverse needs of our
students. The curriculum is designed to promote acceleration in the
language arts processes with the goal of all students reading and
writing at their potential.

Our math curriculum is aligned with the standards developed by the
National Council of Teachers of Mathematics (NCTM). The curriculum is
based on the TEKS and is designed to build basic understandings in
numbers, operations, and quantitative reasoning; patterns,
relationships, and algebraic thinking; geometry and spatial reasoning;
measurement; and probability and statistics. The curriculum provides
opportunities for students to value mathematics, to become confident in
their ability to do mathematics, and stresses the importance of
experiences that relate mathematics to the real world. Students use
mathematical processes along with technology and other mathematical
tools to develop conceptual understanding and solve problems.

Social studies, science, and health are integrated into a curriculum
that is active, challenging, and student-centered. The curriculum was
developed by master teachers and connects the knowledge, skills,
strategies, and vocabulary from the disciplines of social studies,
science, and health with applications of reading, language arts, and
mathematical skills. It offers students numerous opportunities to read,
write, solve problems, and to access, synthesize, and use information.
The Integrated Curriculum incorporates technology as an integral part of
learning. Classroom technology tools include networked student and
teacher computers, CD-ROMs, laserdisc players, VCRs, large screen
monitors, digital cameras, and wireless laptop computers. This model
provides rich content, is naturally interconnected in real life, and is
based on the TEKS.

All students participate in physical education, art, and music. The
physical education department emphasizes fitness for life through
exercise and activities. Our visual arts program includes a curriculum
based on Discipline Based Art Education (DBAE); art production,
aesthetics, art history, and art criticism. Students are engaged in
activities where they see art of the highest quality, learn about the
elements and principles of design, and create works of their own based
on concepts taught. The goal of our music program is musical literacy
based on the teaching of Zoltan Kodaly. Students are engaged in
activities where they hear music of the highest quality, sing a variety
of folk music, play singing games, and read music independently.
Throughout the year students showcase their talents in performances for
students, staff, and the community.

**2**. **Reading:**

The reading program is designed to provide a balanced approach to
literacy instruction requiring a curriculum framework that gives reading
and writing equal status and combines the best theory and learning
strategies to match the learning styles of individual children. This
framework recognizes the importance of the cognitive and affective
dimensions of literacy and acknowledges the meaning-making involved in
the reading and writing program. The basis for our balanced literacy
program comes from the National Reading Panel Report's research-based
best practices.

In partnership, classroom teachers, ESL teachers, special education
teachers, gifted specialists, and a literacy specialist differentiate
curriculum to provide optimal learning in whole group, small group, and
individualized instruction. Some ESL and special education students are
served in other supplemental programs, in addition to the regular
classroom. Phonemic awareness and letter knowledge are taught in a
sequential way to facilitate reading and writing development. We provide
a literacy-rich environment where texts are read aloud daily as a model
for fluent reading expression and for developing structural awareness of
fiction and non-fiction while facilitating growth in vocabulary.
Instruction is designed produce readers who approach the reading task
expecting meaning, and who use phonological, syntactical, and semantic
clues in decoding.

Teachers utilize reflective teaching practices to continually assess
student progress through observing, evaluating, and planning
instruction. Teachers provide a classroom environment that facilitates
actively engaged learners. Teachers deliver guided reading instruction
at the child's instructional reading level, allowing students to move
from level to level in such a way that they are successful and
challenged to grow. Our integrated language arts program connects all
aspects of phonics, word study, vocabulary, reading comprehension,
grammar, spelling, and writing in meaningful context. Teachers create a
climate that promotes a love of reading and writing that will nurture
lifelong learning.

3.  **Math:**

The math program at Wells Elementary is built around a problem-centered
approach dedicated to providing a quality education for all students.
The math program promotes the learning of important and meaningful
mathematics through a coherent and comprehensive curriculum. Students
have opportunities to engage in problem solving activities connected to
experiences that relate mathematics to the real world. The district
developed online curriculum guide provides a spiraling scope and
sequence of instruction which utilizes multiple resources.

Conceptual models and manipulatives are used to teach abstract thinking
and computational fluency. Through the use of Cognitively Guided
Instruction (CGI), children utilize multiple solution strategies to
solve problems and extend their thinking. As a prelude to the
accelerated middle school math program, all of our fifth grade students
receive instruction using the Connected Math Project (CMP).

Technology is an integral part of the mathematics program. Students are
taught appropriate use of calculators to promote conceptual development.
Computer programs are used to facilitate the development of conceptual
understanding, problem-solving, and critical thinking skills. These
programs are used to support instruction in the classroom and to extend
and enrich learning experiences.

Teachers use a variety of assessment strategies to measure students'
development of mathematics skills, conceptual understanding, and problem
solving abilities. These strategies include observation, interviews,
performance tasks, performance assessments, projects, rubrics, and
written formal quizzes and exams. Assessment results guide teachers in
developing instructional interventions and extensions designed to meet
the needs of each learner.

4.  **Instructional Methods:**

We use a variety of instructional methods and quality resources to
customize learning and motivate students. Teachers use flexible grouping
within each classroom to adjust instruction based on individual student
needs. Classroom instruction is designed around large group, small
group, and individual instruction. Lessons include multi-tasking
activities which provide students with opportunities to work in small
groups with the teacher, collaboratively with peers, and independently.
Teachers utilize strategies that promote critical thinking and encourage
students to ask questions as they assimilate new knowledge. Research,
guided by the Big Six, an information problem-solving method, requires
students to brainstorm, think critically, use a variety of resources for
gathering information, and produce quality products that demonstrate
mastery of learning objectives. Individual and small group tutoring
sessions are scheduled weekly to re-teach, reinforce, and extend the
curriculum to improve student achievement.

Some curriculum objectives are best taught through experiential
learning. In role play students assume the roles of others and explore
solutions to problems. Classroom and computer simulations enable
students to apply what they have learned to solve problems or to
experiment with alternative solutions. Students develop an understanding
of many science concepts through experiments conducted in the classroom.

Our curriculum provides many resources allowing teachers to
differentiate instruction based on individual needs. Teachers conduct
small-group and individual conferences with students on a regular basis
to provide immediate and meaningful feedback related to student
learning. Students experience real-world connections through field
trips, outdoor learning camp, local authors, artisans, and artists, fine
arts performances, and simulations of historical events. General
education teachers, special education teachers, and support staff
collaborate to meet the needs of each learner.

5.  **Professional Development:**

We are a community of learners devoted to gaining in-depth understanding
of the most effective ways to reach each child. Each year we develop our
professional development plan based on district goals, campus goals, and
identified student needs. Teachers receive building-level and
district-level training designed to strengthen their knowledge of
theory, brain-research, best practices in research-based instruction,
and strategies for practical application of materials provided by the
district and state. Professional development is presented by outside
consultants, district curriculum coordinators, counselors, district and
campus specialists, teachers, and campus administrators. Each teacher
receives training on the implementation of the Texas Essential Knowledge
and Skills. All teachers attend a minimum of thirty professional
development hours each year. Wells consistently exceeds this requirement
by participating in additional formal and informal training.

Each grade level team has a common planning time to discuss student
needs, develop teaching strategies, and brainstorm solutions to problems
based on assessment data. Our literacy specialist delivers on-going
training in effective reading strategies. A summer writing institute is
available for teachers to learn more about the writing process. Teachers
are also given opportunities to attend professional conferences. Plano
ISD offers to pay for a master\'s degree for teachers. Upon completion
of two years of service in the school district, teachers may elect to
apply for the Plano ISD Master\'s Program. The support staff attends
specialized training in their areas of expertise to stay abreast of
techniques and practices that foster student success. Professional
development opportunities are selected based on current campus goals and
target areas. The "Train the Trainer" model has proven to be an
effective practice by not only bringing effective strategies to our
teachers, but also fostering leadership within our school. The Wells
staff applies the knowledge gained from professional development
opportunities to ensure that all students reach their potential.

**PART VII -- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject: [Reading]{.underline} Grade: [3]{.underline}

Test: [Texas Assessment of Knowledge and Skills (TAKS)]{.underline}

Edition/Publication Year: [2002 -- 2005]{.underline} Publisher: [Texas
Education Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2005  | 2004  | 2    | 2    |
|                                       | -2006 | -2005 | 003- | 002- |
|                                       |       |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing month                         | Feb   | Feb   | A    | A    |
|                                       | ruary | ruary | pril | pril |
+---------------------------------------+-------+-------+------+------+
| **SCHOOL SCORES\***                   |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | 100   | 100  | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 70    | 63    | 61   | 57   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 79    | 63    | 71   | 72   |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 94    | 93    | 96   | 100  |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 4     | 5     | 1    | 0    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 5     | 7     | 1    | 0    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| 1.  White                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | 100   | 100  | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 66    | 64    | 60   | 65   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 58    | 45    | 50   | 55   |
+---------------------------------------+-------+-------+------+------+
| 2.  Asian                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | 100   | 100  | \*   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 85    | 70    | 73   | \*   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 13    | 10    | 15   | \<10 |
+---------------------------------------+-------+-------+------+------+

\*Number too small to report within confidentiality requirements.

**STATE CRITERION-REFERENCED TESTS**

Subject: [Math]{.underline} Grade: [3]{.underline}

Test: [Texas Assessment of Knowledge and Skills (TAKS)]{.underline}

Edition/Publication Year: [2002 -- 2005]{.underline} Publisher: [Texas
Education Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2005  | 2004  | 2    | 2    |
|                                       | -2006 | -2005 | 003- | 002- |
|                                       |       |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing month                         | April | April | A    | A    |
|                                       |       |       | pril | pril |
+---------------------------------------+-------+-------+------+------+
| **SCHOOL SCORES\***                   |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 99    | 100   | 100  | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 60    | 69    | 64   | 54   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 80    | 62    | 74   | 72   |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 100   | 94    | 99   | 100  |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 0     | 4     | 0    | 0    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 0     | 6     | 0    | 0    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| 1.  White                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 98    | 100   | 100  | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 59    | 69    | 69   | 57   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 59    | 45    | 51   | 56   |
+---------------------------------------+-------+-------+------+------+
| 2.  Asian                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | 100   | 100  | \*   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 86    | 80    | 67   | \*   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 14    | 10    | 15   | \<10 |
+---------------------------------------+-------+-------+------+------+

\*Number too small to report within confidentiality requirements.

**STATE CRITERION-REFERENCED TESTS**

Subject: [Reading]{.underline} Grade: [4]{.underline}

Test: [Texas Assessment of Knowledge and Skills (TAKS)]{.underline}

Edition/Publication Year: [2002 -- 2005]{.underline} Publisher: [Texas
Education Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2005  | 2004  | 2    | 2    |
|                                       | -2006 | -2005 | 003- | 002- |
|                                       |       |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing month                         | April | April | A    | A    |
|                                       |       |       | pril | pril |
+---------------------------------------+-------+-------+------+------+
| **SCHOOL SCORES\***                   |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 96    | 99    | 92   | 95   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 32    | 47    | 36   | 35   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 56    | 79    | 74   | 91   |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 97    | 95    | 95   | 99   |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 2     | 4     | 3    | 0    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 3     | 5     | 4    | 0    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| 1.  White                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 95    | 98    | 92   | 97   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 34    | 45    | 41   | 43   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 38    | 53    | 59   | 67   |
+---------------------------------------+-------+-------+------+------+
| 2.  Asian                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | \*    | 100   | \*   | \*   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | \*    | 80    | \*   | \*   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | \<10  | 15    | \<10 | \<10 |
+---------------------------------------+-------+-------+------+------+

\*Number too small to report within confidentiality requirements.

**STATE CRITERION-REFERENCED TESTS**

Subject: [Math]{.underline} Grade: [4]{.underline}

Test: [Texas Assessment of Knowledge and Skills (TAKS)]{.underline}

Edition/Publication Year: [2002 -- 2005]{.underline} Publisher: [Texas
Education Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2005  | 2004  | 2    | 2    |
|                                       | -2006 | -2005 | 003- | 002- |
|                                       |       |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing month                         | April | April | A    | A    |
|                                       |       |       | pril | pril |
+---------------------------------------+-------+-------+------+------+
| **SCHOOL SCORES\***                   |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 95    | 89    | 97   | 96   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 55    | 44    | 32   | 24   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 57    | 80    | 72   | 90   |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 97    | 95    | 92   | 99   |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 2     | 4     | 6    | 1    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 3     | 5     | 8    | 1    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| 1.  White                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 95    | 89    | 98   | 95   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 55    | 39    | 34   | 29   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 38    | 54    | 58   | 65   |
+---------------------------------------+-------+-------+------+------+
| 2.  Asian                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | \*    | 100   | \*   | \*   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | \*    | 73    | \*   | \*   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | \<10  | 15    | \<10 | \<10 |
+---------------------------------------+-------+-------+------+------+

\*Number too small to report within confidentiality requirements.

**STATE CRITERION-REFERENCED TESTS**

Subject: [Reading]{.underline} Grade: [5]{.underline}

Test: [Texas Assessment of Knowledge and Skills (TAKS)]{.underline}

Edition/Publication Year: [2002 -- 2005]{.underline} Publisher: [Texas
Education Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2005  | 2004  | 2    | 2    |
|                                       | -2006 | -2005 | 003- | 002- |
|                                       |       |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing month                         | Feb   | Feb   | M    | M    |
|                                       | ruary | ruary | arch | arch |
+---------------------------------------+-------+-------+------+------+
| **SCHOOL SCORES\***                   |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 99    | 97    | 98   | 93   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 49    | 53    | 54   | 35   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 75    | 72    | 84   | 100  |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 94    | 87    | 90   | 93   |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 3     | 9     | 9    | 7    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 4     | 11    | 10   | 5    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| 1.  White                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 98    | 96    | 97   | 95   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 43    | 53    | 65   | 32   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 51    | 57    | 62   | 75   |
+---------------------------------------+-------+-------+------+------+
| 2.  Asian                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | \*    | \*   | 95   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 77    | \*    | \*   | 50   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 13    | \<10  | \<10 | 20   |
+---------------------------------------+-------+-------+------+------+

\*Number too small to report within confidentiality requirements.

**STATE CRITERION-REFERENCED TESTS**

Subject: [Math]{.underline} Grade: [5]{.underline}

Test: [Texas Assessment of Knowledge and Skills (TAKS)]{.underline}

Edition/Publication Year: [2002 -- 2005]{.underline} Publisher: [Texas
Education Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2005  | 2004  | 2    | 2    |
|                                       | -2006 | -2005 | 003- | 002- |
|                                       |       |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing month                         | April | April | A    | A    |
|                                       |       |       | pril | pril |
+---------------------------------------+-------+-------+------+------+
| **SCHOOL SCORES\***                   |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | 100   | 96   | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 77    | 53    | 64   | 45   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 77    | 73    | 85   | 104  |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 97    | 90    | 91   | 95   |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 2     | 8     | 8    | 5    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 2     | 10    | 9    | 5    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| 1.  White                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | 100   | 98   | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 74    | 53    | 67   | 37   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 54    | 57    | 61   | 78   |
+---------------------------------------+-------+-------+------+------+
| 2.  Asian                             |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | 100   | \*    | \*   | 100  |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | 100   | \*    | \*   | 76   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | 13    | \<10  | \<10 | 21   |
+---------------------------------------+-------+-------+------+------+
| 3.  Economically Disadvantaged        |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard and Commended         | \*    | 100   | \*   | \*   |
+---------------------------------------+-------+-------+------+------+
| \% Commended                          | \*    | 36    | \*   | \*   |
+---------------------------------------+-------+-------+------+------+
| Number of students tested             | \<10  | 11    | \<10 | \<10 |
+---------------------------------------+-------+-------+------+------+

\*Number too small to report within confidentiality requirements.