##### REVISED -- March 13, 2006

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

*U.S. Department of Education*

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

Name of Principal [Mrs. Karen White]{.underline}

Official School Name [Robert H. Rockenbaugh Elementary]{.underline}

School Mailing Address [301 Byron Nelson Parkway]{.underline}

[Southlake Texas 76092-7423]{.underline}

City State Zip Code+4 (9 digits total)

County [Tarrant]{.underline} State School Code Number\*
[220919104]{.underline}

Telephone [( 817) 949-4700]{.underline} Fax \_\_[( 817)
949-4747]{.underline}

Website/URL
[www.southlakecarroll.edu/Rock/res/](http://www.southlakecarroll.edu/Rock/res/)
E-mail <whitek@cisdmail.com>

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. David Faltys]{.underline}

District Name [Carroll Independent School District]{.underline} Tel.
[(817) 949-8282]{.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 [Mrs. Erin Shoupp]{.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/Chairperson's Signature)

*.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [7]{.underline} Elementary
schools

5 campuses K-4, 2 campuses 5^th^-6^th^

[2]{.underline} Middle schools

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

[2]{.underline} High schools

1 campus is 9^th^-10^th^, 1 campus 11^th^-12^th^

[11]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,672.00]{.underline}

Average State Per Pupil Expenditure: [\$8,916.00]{.underline}

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    17        3                      **20**       **7**                             

  **K**       51        49                     **100**      **8**                             

  **1**       57        46                     **103**      **9**                             

  **2**       58        54                     **112**      **10**                            

  **3**       68        59                     **127**      **11**                            

  **4**       64        61                     **125**      **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   587
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [90]{.underline} % White

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

[4]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

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

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

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

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

  **(2)**                   Number of students who      12
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    36
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 587
                            the school as of October 1  

  **(5)**                   Total transferred students  .061
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: [.2]{.underline}
%

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

Number of languages represented: [1]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [.4]{.underline} %

Total number students who qualify: [2]{.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: [13%]{.underline}

[74]{.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.

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

\_\_\_\_Deafness [9]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [22]{.underline} Specific Learning Disability

[3]{.underline} Emotional Disturbance [29]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [2]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [35]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} [2]{.underline}

Paraprofessionals [11]{.underline} \_\_\_\_\_\_\_\_

> Support staff [5]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [58]{.underline} [2]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[17:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

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

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

  Daily teacher attendance   95%         95%         94%         92%         95%

  Teacher turnover rate      19%         38%         17%         26%         13%

  Student dropout rate       NA          NA          NA          NA          NA
  (middle/high)                                                              

  Student drop-off rate      NA          NA          NA          NA          NA
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

# 

# Part III -- Summary

Wealth -- that would appropriately describe the affluence of the
community we serve, but we possess assets of a greater significance than
the taxable assessed value of the homes in our district. We have a
wealth of dedicated teachers delivering a rigorous, aligned curriculum,
plus parents that are highly involved in all aspects of our school, and
students that are enthusiastic, creative, and motivated to succeed.
Rockenbaugh's mission is to remain committed to continuous improvement
ensuring each student is valued, challenged, and successful.

Robert H. Rockenbaugh Elementary was established in August, 1997, as the
fourth elementary school in the Carroll Independent School District
(CISD). Located in Southlake, Texas near the Dallas-Fort Worth Airport,
our current enrollment is 596 students in Pre-K -- 4^th^ grade. Our
district mascot is the dragon which is one of the unifying factors for
the campuses of CISD.

The leadership of Rockenbaugh began with Meryl Babcock, who opened the
campus as a first-year principal. She had a vision of what our campus
could become, and selected teachers that would assist her in creating an
environment of excellence. Mrs. Babcock left two years ago, but the
strength of the campus continues with the current principal and the
shared leadership of teachers. Each grade level has a teacher appointed
to the role of team leader and another teacher is the curriculum
coordinator. Those leaders work collaboratively with campus
administrators to ensure delivery of a strong curriculum, consistent use
of student assessment data, and developing plans for continued
improvement through professional learning.

The attitude of continuous improvement can be seen in classrooms
throughout the campus. Staff members participate in book studies,
research new instructional strategies, and implement methods that
increase student success. We believe our continued learning is necessary
to increase student learning. Collaboration is important in the planning
of all instruction within a grade level, and common planning times are
scheduled each day while students are engaged in science lab, art,
music, physical education, and library.

From the moment you enter our building and see the PTO bulletin boards
filled with photos of smiling faces, you'll find indicators of the value
we place on establishing a strong partnership with parents. Dad's
Invasion Day, Author Celebration Day, Family Funfest, Bingo Night,
Grandparents' Luncheon, Fall Cook-Out, and Mystery Readers are a few of
the opportunities involving members of the family in activities that
develop a system of support. Our parents give generously of their time
-- volunteering each day in our front office, helping in the cafeteria
on special occasions, supervising special interest clubs on campus,
creating delightful displays of student work, and assisting the teachers
with other responsibilities. Additionally, our parents provide financial
support by establishing several fundraisers during the year. We have
used those funds to purchase computers, classroom libraries, and
continued learning opportunities for our staff.

The children at Rockenbaugh are amazing! Each morning brings a new
opportunity to watch their happy smiles as they ride in on their bikes,
race off the bus, or give a last wave to their parent as they grab their
backpack from the car. There is no doubt about it, we've got great
students. Their individual talents and interests are recognized and
promoted through numerous campus clubs. We have Spanish Club, Chess
Club, Dragon Tale News (students staff our daily television broadcast of
announcements), Running Club, Jump Rope Club, Bluebonnet Club, Music
Makers, Safety Patrol, Recyclers, Odyssey of the Mind, Science Lab
Assistants, and Math Marvels. We also have several organizations that
meet regularly on our campus, including three groups of Brownies, Cub
Scouts, and four basketball teams.

We are a successful school - using a measure beyond test scores that is
found in the lasting value of relationships between teachers, students,
and parents. Success is seen in the campus culture that celebrates the
importance of working with children who will become our future leaders.
Our success is the commitment to create a place of excellence and
accomplishment for every child at Rockenbaugh.

# [PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline} 

## 

## 1. Assessment Results

In spring 2003, the Texas Education Agency implemented the Texas
Assessment of Knowledge and Skills (TAKS). The TAKS is a
criterion-referenced test developed to measure the statewide curriculum,
the Texas Essential Knowledge and Skills (TEKS) in reading, math,
writing, social studies, and science at designated grade levels
beginning with 3^rd^ grade. Test questions are categorized by objectives
that are vertically aligned 3^rd^-8^th^ grade and 9^th^-11^th^. The
tests increase in rigor each year to assess student learning along a
continuum.

Assessment results are used to determine student, campus, and district
performance. Standards for TAKS have been established through the use of
scale scores, a statistical measure that accommodates for differences in
the difficulty of tests used for each administration. There are three
levels of achievement. Commended Performance has a scale score of 2400
and indicates high academic achievement. This is the highest performance
level set by the State Board of Education. Met Standard has a scale
score of 2100 and represents satisfactory achievement with a sufficient
understanding of the knowledge and skills measured. Did not Meet the
Standard is below the passing standard and indicates that a student's
knowledge and skills are insufficient. Additional information on
assessment may be obtained at
<http://www.tea.state.tx.us/student.assessment/> .

Students that are served in special education receive accommodations and
are given the State-Developed Alternative Assessment II (SDAA II). In
spring 2005, the SDAA II was implemented because it is more closely
aligned with the TAKS. It asks questions in more authentic ways, and
assesses more of the Texas Essential Knowledge and Skills (TEKS) than
the previous SDAA. On the SDAA II, there are no predetermined passing
standards established by the state. Instruction and achievement levels
are developed for individual students by the Admission, Dismissal, and
Review (ARD) committee. Test results indicate if a student Met ARD
Expectations by reporting a "Yes" or "No".

Rockenbaugh has maintained excellent assessment results and increased
student performance. Since the inception of TAKS, we have had 98-100% of
our students achieving Met Standard or above for each grade level and
subject tested. The Commended Performance achieved by our students has
increased consistently in the past three years, reflecting the depth of
our instruction. The 3^rd^ grade scores have risen from 53% to 81% in
reading, and from 57% to 78% in math. Our 4^th^ grade scores have
increased from 43% to 59% in reading, 46% to 68% in math, and 41% to 62%
in writing. Although our campus does not have subgroups large enough to
be accountable by state standards, we strive to ensure continued
progress for all students.

Rockenbaugh's sustained improvement has earned our campus several
awards. The Texas Education Agency has rated our campus as Exemplary,
the highest accountability ranking in the state, based upon TAKS/SDAA II
scores. Our commended scores earned us the Gold Performance
Acknowledgements in reading, math, and writing. Additionally, for the
past three years, we have been named an Honor Roll School by the Texas
Business and Education Coalition and Just for the Kids, TBEC/JFTK.
[www.just4kids.org](http://www.just4kids.org/) *Texas Monthly* has given
Rockenbaugh a "Five Star Rating" indicating that it is in the top 20% of
schools in the state when compared to those with similar demographics.
*D Magazine* has listed our campus as one of the top 250 schools in the
Dallas-Fort Worth area, ranking number 5 in 2005, among "Upper Income"
campuses.

We are pleased with the state assessment results, but we are not
complacent. Our accomplishments serve as a catalyst to increase our
capacity for learning for staff and students. We will continue to strive
to improve the services, support, and outcomes for each child at
Rockenbaugh.

## 2. Using Assessment Results

Recognizing the importance of reviewing all data available on our
students is an integral part of planning in every area of our campus. We
believe that assessment should direct our decisions for the instruction
and types of intervention and/or enrichment provided for each student.
We review individual student progress in a variety of teacher groups to
broaden our ability to provide support. Our staff reviews are planned
and purposeful.

Establishing appropriate support for every student begins early in the
school year. These decisions are made after completing
district-developed assessments during the first six days of school, by
using early release days for students. All elementary campuses are
dismissed at 11:00 a.m. and teachers schedule a time to individually
assess each student during those afternoons. This allows us to develop
specific plans and work with campus teachers and the administrators to
provide help for students working below grade level.

Assessment is integrated in the daily structure as formative data used
to plan for student learning. Our K-2 teachers use running records and
reading conferences to document progress. We utilize pre-tests for each
math unit and use the results to form small groups for specific
instruction and/or enrichment for students that have mastered those
skills. Students also are provided with assessment tools to chart their
own learning. An example would be the use of a Reader's Notebook where
students chart the books they've read that week, determine what genre it
is, and what goals they have for reading. The teacher uses these
notebooks during their individual conference with the student.

Several campus groups meet regularly to review assessment results and
develop specific plans to assist students. "Progressors" is our reading
review team that meets each month to review the progress of all
kindergarten -- 2^nd^ grade students. We discuss types of support that
are needed for each student reading below grade level and how to improve
our programs. Every grade level has "Math Trackers" which meets each
six-weeks to review benchmarks, student work, and pre/post tests of
students. Each grade level meets weekly and part of each meeting is
designated to reviewing student progress and concerns.

## 3. Communicating Assessment Results

Establishing and maintaining strong communication with parents and
members of the community is a priority at Rockenbaugh. We establish both
formal and informal methods of information networks within and outside
of our school. We recognize the support gained from keeping parents
informed and involved with all aspects of our school, as well as the
daily progress of their children.

Communication begins before the first day of school with teachers
sending letters to their students with information about themselves and
some of the activities of the year. We schedule Curriculum Night to
provide an overview of the curriculum, our grading policy, strategies to
incorporate in reading at home, plus class routines and expectations for
behavior. Our campus has a web site for each grade level and a teacher
on each team designated to update it weekly. Parents can locate
information on upcoming tests and projects. Each teacher maintains daily
communication through student folders for sharing progress in behavior
and work habits. A "Wednesday Folder" is used to transfer completed work
and campus information notes. We use e-mail daily to inform parents of
concerns and the progress of their child. We also have one day each
semester on which every teacher is provided a substitute to allow them
to schedule conferences with all parents.

More formal methods of communicating assessment data and student
progress are scheduled and reviewed regularly. Progress reports are sent
to parents every three weeks if there are concerns related to behavior
or academic achievement. Report cards are provided every six weeks for
all students, and parents are encouraged to schedule a conference if
they have any questions. The principal reviews all report cards each six
weeks and notes any questions to discuss with the teacher. We have
developed a Reading Rubric to include with the report card that provides
a more objective measure of a student's skills in reading. The rubric
lists a student's reading level, fluency level, and level of
comprehension. The rubric also has the level for each area, noting if it
would be considered on, above, or below grade level at that point in the
year. Parents have found this to be more informative than a grade. We
have a Site-Based Decision Making Committee comprised of teachers,
campus administrators, parents, and community representatives that
reviews assessment data and determines needs and goals related to
instruction and staff development. Minutes from each meeting are posted
on our campus web site for a wider distribution of discussions and
plans. A Campus Report Card is sent to parents each year to inform them
of Rockenbaugh's student performance on state assessments and our
accountability rating.

**4. Sharing Success**

We understand the importance of establishing a collaborative
relationship with other campuses as a means of sharing our strategies,
as well as gaining new information on best practices from other schools.

We work closely with the other campuses in our district and welcome the
opportunity for teachers to visit our classrooms and discuss how to
improve instruction. Our teachers serve on district vertical teams and
curriculum committees, using the occasion to share ideas and strategies.
Our staff also believes that every professional development day can be a
time for learning from, and sharing with, other educators. Our campus
has participated in a book study with another campus in our district and
the teachers visit our classrooms to observe the strategies in action.
We have had campuses from outside our district schedule days to work
with our teachers on our reading program and the utilization of student
data. A reading rubric used in conjunction with our report cards was
shared with all campuses in our district. Our teachers are anxious to
pass on what is working with their students and appreciate the collegial
relationship fostered in the process.

Both campus administrators participate in district and regional groups
through the Educational Service Center that provide opportunities to
share current practices and programs. Contact is maintained through
e-mail with administrators within and outside our district, providing
suggested research, book studies, data collection, vertical teaming
efforts, staff development, and programs we've found to be effective.
Conferences at the Texas Elementary Principals and Supervisors
Association (TEPSA) are used to network with other districts and
exchange ideas for increasing successful instruction.

As a TBEC/JFTK Honor Roll School, we have provided information regarding
all aspects of our instructional program. We have shared specific ideas
at the round table discussions with other schools at the annual awards
presentation.

We also know that each time a teacher leaves Rockenbaugh they can take
the knowledge they gained here and use it to increase the success of
students at other campuses and districts. We maintain close contact with
many teachers that have taken positions with other districts and
continue to provide information on our programs and results. We
willingly share what we're doing and the impact it has on student
learning. Each educator that leaves our campus has the opportunity to
use the skills they developed here and build successful environments for
students elsewhere.

**[PART V -- Curriculum and Instruction]{.underline}**

**1. Curriculum**

The Texas Essential Knowledge and Skills (TEKS) serve as the foundation
for our curriculum and we align instruction to ensure that we cover each
of the student expectations for knowledge and skills in every content
area. We provide continuity among classes within a grade level to
guarantee that every student learns the same base of knowledge and
skills.

Our goal for the language arts program is to create authentic
experiences that instill a love of reading and writing in our students.
The curriculum is a balanced integration of reading, writing, listening,
and speaking activities at all grade levels. Teachers conference
regularly with students to assess their skills in reading and writing
and specific instruction is provided to support their progress. Students
write daily and share their compositions with the class, parent editors,
and the principal. Several grade levels have an "Author Celebration"
when parents are invited for an afternoon of listening to students
present their books to the group. Our 4^th^ graders are paired with
other grade levels during "Writing Buddies" to share written work with
the younger students.

Problem-solving skills and developing a deep understanding of number
sense is evident in each grade level and within every unit of study.
Lessons are structured to help students see the connection between
classroom activities and their application outside of school. Curriculum
maps for math have been developed over the past two years, equipping us
to view the scope and sequence of math instruction from kindergarten
through 4^th^ grade. Our staff utilizes a wide range of resources
including activities from Marilyn Burns, National Council of Teachers of
Mathematics (NCTM), and our textbook (to a very limited extent).

Science is taught through a collaborative process of classroom lessons
and lab activities that enrich student learning. Our science teacher
works with K-4 students once each week in our science lab using field
investigations as part of the scientific process, which involves
questioning, predicting, researching, hypothesizing, and reaching
conclusions. Learning is never confined to the building as students use
the Outdoor Learning Center, located on our campus, to study plant parts
and functions, animals, habitats, ecosystems, composting, and gardening.
Our science teacher works cooperatively with classroom teachers to
select literature and resources that enhance units of study.

Our social studies curriculum is developed on the premise that the world
today is best understood when viewed through a lens that encompasses
historical events and the importance of contributions made by
individuals or groups that overcame obstacles and worked for the
improvement of others. Each grade level designs lessons on citizenship,
culture, economics, geography, government, and history. Cultural
awareness is increased by inviting parents to share in a study of the
significance of celebrations, including Kwanzaa, Ramadan, Dawali,
Hanukkah, Yom Kippur, Chinese New Year, and Cinco de Mayo. History is
brought to life when 3^rd^ graders work in groups to form pioneer
families, complete with alternate names, and recreate their journey to
settle new territory. They write about their journey, solve math
problems related to spending limited money for supplies, and read novels
related to that period in history.

Due to budget cuts in the spring 2003, music is provided to elementary
students for one semester. Our music curriculum focuses on creating a
means of self-expression through performance, and the students
demonstrate enthusiasm, talent, self-confidence, and appreciation
through singing, movement, and playing a variety of instruments. Our
students are actively engaged in each lesson, whether demonstrating
differences in pitch through the rise and fall of bubbles or dancing and
singing to a jazz tune. Our music instruction promotes learning through
lessons that are bound by enthusiasm, energy, and movement.

Participating in the "joy of doing" is part of what makes our art
program special according to the art teacher. The TEKS provides the
framework for the curriculum and lessons are developed around four
strands: perception, creative expression/performance, historical and
cultural heritage, and critical evaluation. Instruction is provided in
sketching, painting, print making, pottery, and mixed media.
Literature-based activities integrate the language arts curriculum and
allow students to respond with creative expression. Important qualities
of our art education include the value placed on students creating
individualized pieces and an appreciation for the intrinsic talents and
abilities of every child.

Our physical education program recognizes the importance of establishing
a healthy lifestyle and provides students with a variety of activities
that enhance their physical and cognitive development. Lessons focus on
skills development and movement, personal health and wellness, and using
positive social skills when participating in group activities. The
skills related to volleyball, basketball, soccer, tennis are taught in
incremental segments and allow students to gain confidence through
practice. Rotation stations allow students to move through areas such as
the climbing/swinging rope, hula hoop, jump rope, throwing/catching
games, and tumbling.

**2a. Reading**

Recognizing that a student's ability to read well is a strong indicator
of success in all subjects, we designate a major portion of the
instructional day to provide students with opportunities to experience
literature in a variety of formats that are frequently integrated with
math, social studies, and science. We ensure every student, based upon
their individual needs as determined through assessment, has instruction
in phonemic awareness, phonics, vocabulary development, reading fluency,
and comprehension strategies.

Our planning begins with assessing each student using a
district-developed diagnostic assessment. We also use the Developmental
Reading Assessment (DRA) at the primary grade, and Burns and Roe in
3^rd^ to determine specific needs for every student. Running records,
fluency probes, and reading conferences provide data to chart progress
of our students on a consistent basis.

Our decisions regarding strategies are guided by research and work from
Irene Fountas, Gay Su Pinnell, Timothy Rasinski, Maria Clay, and most
recently, Sharon Taberski. This culminates in providing the foundation
for the development of our instruction. Through the use of systematic
instruction, teachers model reading strategies and thinking skills
associated with comprehending text. Students are provided time to
practice their skills through read aloud, paired reading, small group,
or individually. Students are encouraged to read a variety of genres,
and self-select books based upon their interests and ability.
Discussions related to what the children are reading occur daily in each
class.

We do not use any basal readers with our students. Through funds
provided by our PTO, books have been purchased for every classroom to
provide texts appropriate for the diverse interests and reading levels
of our children. Last year we began utilizing more expository texts with
our students and discussing the differences between fiction and
non-fiction reading.

Support for struggling readers is provided outside of the classroom
through several programs. Our Reading Intervention Program provides one
full-time and one half-time teacher to work with students one-on-one or
in groups of 2-4 children on specific strategies to improve their
skills. If students have been identified as dyslexic, they receive
support using a Multisensory Teaching Approach (MTA) which provides
intensive instruction in phonetics, writing, and spelling. Resource and
Content Mastery are provided for students that qualify for special
education and these teachers work closely with the classroom teacher to
align instruction and review progress.

**3. Math Curriculum**

Our math instruction supports our campus mission of challenging each
student with a rigorous and engaging curriculum. Our goal is to have our
students recognize the importance of math in daily activities. Logic and
problem-solving are linked to authentic situations. The use of
manipulatives is observed in all classes, with students gaining a
conceptual understanding and then moving to more abstract application.

Assessment is a major part of the planning for every math unit.
Pre-tests are given and reviewed to determine student strengths. If a
student has a thorough understanding of the material, then a compacted
unit of study is provided to extend their thinking. Concurrently,
students that need additional support are provided time and strategies
to ensure they understand the lesson. Post-tests are designed to measure
the learning and application through word problems.

The strength of our math curriculum can be seen in the alignment
achieved through staff discussions and review of curriculum maps. We
have developed a list of common vocabulary terms to provide consistency
between grade levels. Learning from one year to the next is seamless
while increasing in rigor and formats of application.

We use literature, authentic experiences, and integrate math to increase
the relevancy of learning. Our third graders work on an economic unit
with their novel study of [Charlotte's Web]{.underline}. Our fourth
graders have a "garage sale" once each year and funds are donated to a
charity. Every fourth grader brings items from home and sets up a
"store" at their desk, complete with a catchy name. Then students from
other grades are invited to shop. Students price their inventory, make
change, then total their amounts per class and compare the results.

Technology plays a role in our math curriculum. Power Points are used to
enhance student learning by presenting information using graphics.
Students also get the opportunity to create presentations on topics such
as geometry and charts/graphs. Teachers review and suggest web sites to
be used in class and at home that will keep students engaged and target
specific skills. New software provides increased opportunity for
students to practice problem-solving and logical reasoning skills.

**4. Instructional Methods**

We approach the instruction of our students with the desire to provide
experiences everyday that will sufficiently challenge them and offer
support when needed. Since assessment is integrated with instruction, we
remain responsive to individual needs. Planning in grade level teams
allows our teachers to review student work, discuss concerns, and
increase the base of resources we use with each student and for every
unit. Collaboration with our computer lab and librarian expand the
learning to include research, literature, Power Point presentations, and
web sites. We integrate areas of the curriculum so learning becomes more
global and students see connections between subjects.

Responding to our students as individual learners remains at the
forefront of our decisions. Through tiered lessons and flexible groups,
students are served in a way that meets their needs. Differentiation is
accomplished by giving students choices for projects and topics related
to the concept of study. For example, 4^th^ grade students studied early
exploration and selected individuals to research. Some student
presentations were Power Points, others composed a skit, while others
provided their information through a painting or poem. The eclectic
group of explorers ranged from Neil Armstrong to Lance Armstrong. Our
classrooms adapt to the learning needs of the students. Some of our
1^st^ grade classes have lowered their tables so students can sit on the
floor when working. Quiet areas for study are provided in some rooms and
discussion groups are allowed in others. Groups designated to work with
the teacher for tutoring change frequently, based upon assessment
results. Our understanding of learning preferences allows us to
structure lessons addressing the diverse needs of our students.

Providing a continuum of interventions is a factor in ensuring the
success of every student. Our Quest program works with our gifted and
talented students each week. The students select independent research on
such topics as natural disasters, enigmas, or mysteries of the oceans.
Students share their learning in presentations for their grade level.
Tutoring is provided by every teacher on campus before or after school
at least once each week. Students needing more support schedule
additional time for assistance outside of the instructional day.

**5. Professional Development**

The most important factor in the quality of instruction is the teacher.
Rockenbaugh is committed to continuous improvement and encourages the
personal and professional growth of every member of the staff.
Throughout the planning of our professional development, we assess how
our learning is impacting student performance. Selection of activities
is based on the academic goals outlined in the Campus Improvement Plan
adopted by the Site-Based Decision Making Team.

One of our major areas of learning for all teachers and
paraprofessionals has been through the use d discussion of the
Myers-Briggs Type Indicator (MBTI). The MBTI provides a measure of
preferences related to how people perceive information, reach decisions,
focus attention, and deal with others. Two of our teachers were
certified in the administration and interpretation of the test and
provide information on each of the four dimensions and associated
behaviors. The result of this learning has heightened our awareness of
our inherent differences and how we can use our understanding to create
a cooperative climate within our school. We are also using the
Murphy-Meisgeier Type Indicator for Children (MMTIC) at 3^rd^ - 4^th^
grades to provide a better understanding of our students, the learning
that is responsive to their needs, increasing understanding of
individual qualities by our students, and fostering productive
relationships between students. A workshop is provided for parents to
share their child's results and which characteristics are related to
their preferences. We have used the information to assist us during
parent conferences, dealing with students, and planning instructional
strategies and activities.

Another area of need our campus addresses through professional
development is aligning the curriculum and reviewing associated
assessments. Reviewing curriculum maps written by each teacher occurs
during scheduled district days and as part of Dragon Days each
six-weeks. During our Dragon Days, campus vertical teams meet during
their conference period. Their classes are grouped in teams of K-4
students and participate in special activities with physical education,
music, art, and science. Teachers determine ways to increase student
learning through the review of instructional plans for content, skills,
and assessments. The students benefit from the time spent in their
student teams by getting to know students at other grade levels as they
work in cooperative groups to complete activities.

Professional learning is blended throughout the culture of our campus.
Book studies, peer observations, and grade level meetings allow us to
obtain new information and strengthen our ability to improve student
learning.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

***No Child Left Behind - Blue Ribbon School***

**Grade 3 Reading (Language Arts or English)**

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

**Test** [Texas Assessment of Knowledge and Skills]{.underline}

**Edition/Publication Year** [2004-05]{.underline}

**Publisher** [Texas Education Agency]{.underline}

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

  Testing month                            Feb.        Feb.        Feb.

  **SCHOOL SCORES**                                                

  \% At or Above Met Standard              100         99          100

  \% At Commended Performance              81          77          53

                                                                   

  Number of students tested with TAKS      118         97          131

  Percent of total students tested with    97          94          94
  TAKS                                                             

  Number of students alternatively         4           6           8
  assessed                                                         

  Percent of students alternatively        3           6           6
  assessed                                                         
  ---------------------------------------- ----------- ----------- -----------

> ***No Child Left Behind - Blue Ribbon School***
>
> **Grade 4 Reading (Language Arts or English)**

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

**Test** [Texas Assessment of Knowledge and Skills]{.underline}

**Edition/Publication Year** [2004-05]{.underline}

**Publisher** [Texas Education Agency]{.underline}

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

  Testing month                           April       April       April

  **SCHOOL SCORES**                                               

  \% At or Above Met Standard             100         98          100

  \% At Commended Performance             59          54          43

                                                                  

  Number of students tested with TAKS     95          129         118

  Percent of total students tested with   94          97          93
  TAKS                                                            

  Number of students alternatively        6           4           9
  assessed                                                        

  Percent of students alternatively       6           3           7
  assessed                                                        
  --------------------------------------- ----------- ----------- -----------

> ***No Child Left Behind - Blue Ribbon School***
>
> **Grade 3 Mathematics**

**Subject** \_\_[Mathematics]{.underline} **Grade** [3]{.underline}

**Test** [Texas Assessment of Knowledge and Skills]{.underline}

**Edition/Publication Year** [2004-2005]{.underline}

**Publisher** [Texas Education Agency]{.underline}

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

  Testing month                            April       April       April

  **SCHOOL SCORES**                                                

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              78          73          57

                                                                   

  Number of students tested with TAKS      118         94          127

  Percent of total students tested with    98          93          94
  TAKS                                                             

  Number of students alternatively         2           7           8
  assessed                                                         

  Percent of students alternatively        2           7           6
  assessed                                                         
  ---------------------------------------- ----------- ----------- -----------

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Mathematics**

**Subject** [Mathematics]{.underline} **Grade** [4]{.underline}

**Test** [Texas Assessment of Knowledge and Skills]{.underline}

**Edition/Publication Year** [2004-05]{.underline}

**Publisher** [Texas Education Agency]{.underline}

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

  Testing month                             April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard               100         99          100

  \% At Commended Performance               68          60          46

                                                                    

  Number of students tested with TAKS       95          128         119

  Percent of total students tested with     94          96          94
  TAKS                                                              

  Number of students alternatively assessed 6           5           8

  Percent of students alternatively         6           4           6
  assessed                                                          
  ----------------------------------------- ----------- ----------- -----------