##### REVISED: March 22, 2005

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

*U.S. Department of Education*

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

Name of Principal [Dr. Kimbroly Pool]{.underline}

Official School Name [Highland Park Middle School]{.underline}

School Mailing Address\_\_\_\_\_\_[3555
Granada]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Dallas Texas 75205-2285]{.underline}

City State Zip Code+4 (9 digits total)

County [Dallas]{.underline} School Code Number [057911-041]{.underline}

Telephone [( 214 )780-3600]{.underline} Fax [( 214 )
780-3699]{.underline}

Website/URL [http://ms.hpisd.org/]{.underline} E-mail: <poolk@hpisd.org>

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. Cathy Bryce]{.underline}

District Name [Highland Park Independent School District]{.underline}
Tel. [( 214 ) 780-3000]{.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 Mr. Jeffrey A. Barnes

President/Chairperson

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT -- Highland Park Independent School District**

1\. Number of schools in the district: [5]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_[\$8,641\_\_]{.underline}

Average State Per Pupil Expenditure: \_\_[\$8,838\_\_]{.underline}

**SCHOOL -- Highland Park Middle School**

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

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

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

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

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

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

  **PreK**                                                  **7**       225       219         444

  **K**                                                     **8**       246       259         505

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   949
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [96 %]{.underline} White

the students in the school: [0 %]{.underline} Black or African American

[2 %]{.underline} Hispanic or Latino

[2 %]{.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: [4
%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      22
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      15
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 37
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 949
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .0389
                            by total in row (4)         

  **(6)**                   Amount in row (5)           3.89
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0 %]{.underline}

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

Number of languages represented: [2]{.underline}

Specify languages: Chinese, Korean

9\. Students eligible for free/reduced-priced meals: [0 %]{.underline}

Total number students who qualify: [0]{.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: [8 %]{.underline}

[85]{.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.

[9]{.underline} Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_ Deafness [25]{.underline} Other Health Impaired

\_\_\_\_ Deaf-Blindness [26]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment [5]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [1]{.underline} Traumatic Brain
Injury

\_\_\_\_ Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

[17]{.underline} Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_[62]{.underline}\_\_\_
\_\_\_\_[2]{.underline}\_\_\_

Special resource teachers/specialists [5]{.underline}
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals [5]{.underline} \_ \_\_\_\_[0]{.underline}\_\_\_

> Support staff [19 \_]{.underline} \_\_\_\_[0]{.underline}\_\_\_
>
> Total number [93]{.underline} \_\_\_\_[3]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
[15.4:1]{.underline}

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

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

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

  Daily teacher attendance  91%         93%         95%         95%         94%

  Teacher turnover rate     27%         17%         21%         19%         4%

  Student dropout rate      0%          0%          0%          0%          .9%
  (middle/high)                                                             

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

**PART III ‑ SUMMARY**

The teachers and staff of Highland Park Middle School, in partnership
with the students, parents and community, strive to guide seventh- and
eighth-grade students down the pathway of learning in a safe environment
while maintaining the \"unyielding commitment to excellence\" set forth
by the district's mission statement. During their two years at the
middle school, students have opportunities to grow intellectually,
ethically, and socially.

In the classroom, teachers challenge students to reach higher levels of
thinking across the curriculum. Creativity, curiosity, and critical
thinking form the basis for the learning that occurs in the classrooms
of Highland Park Middle School. The vertical and horizontal alignment of
the curriculum and the time devoted to creating a curriculum that
supports higher-level thinking by students and teachers allows depth of
exploration for each discipline. Teachers work together to form
connections among the various academic subjects, thus creating a sense
of depth and continuity. For example, while studying the short story
\"Flowers for Algernon\" by Daniel Keys in English class, they also
learn about genetics in science. Classes also form connections between
what has been studied in previous years and what is being studied
currently. In the math department meetings, for example, the teachers
identify which curricular objectives were introduced in seventh grade
and how those objectives will be extended through enrichment activities
and differentiated instruction in eighth grade. These connections create
an environment in which knowledge is valued as part of a larger
understanding rather than in isolation.

Highland Park Middle School sets high ethical standards for its
students. Teachers and administrators understand that in order to learn,
a student needs to feel that he or she is in a safe, non-judgmental
environment. Therefore, they work hard to establish a school where
citizenship and service are nurtured. Respect for others is expected at
all times, and those who exhibit integrity and responsibility become
role models for all. Teachers choose 16 students each month as citizens
of the month to represent the best in leadership and character.

Caring middle school educators acknowledge the social nature of their
students and guide them toward a mastery of the important social skills
they will need for future success. To this end, students at Highland
Park Middle School are offered a variety of leadership and service
opportunities. The student council is clearly focused on service to the
school and community through such activities as providing coats and
school supplies for students at nearby Ben Milam Elementary. Student
diversity is valued, and we respect each student\'s individuality and
encourage leadership. Additionally, students are active in a variety of
student-led clubs that range in interest from skateboarding to cooking
to creative writing. We view these opportunities as a means of preparing
students to become the future global leaders of the diverse world they
will face as adults.

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

**Part IV -- 1. Assessment Results:**

The state's criterion-referenced assessments, the Texas Assessment of
Knowledge and Skills (TAKS) are aligned with the state's mandated
curriculum, the Texas Essential Knowledge and Skills (TEKS). This means
that the objectives and expectations on the annual assessments in
reading and math measure the depth and breadth of student achievement
according to the state curriculum. This type of assessment holds all
stakeholders accountable for student achievement. According to the Texas
Education Agency, "TAKS is designed to measure to what extent a student
has learned, understood, and is able to apply the important concepts and
skills expected at each grade level," and this test "reflects good
educational practice to more accurately measure student learning."

Highland Park Middle School students have consistently received some of
the state's highest passing rates on the Texas Assessment of Knowledge
and Skills (TAKS). Without exception, HPMS students have achieved a
campus passing rate of 95% or higher on state standardized tests;
therefore, HPISD and HPMS annually set even higher goals. HPISD and HPMS
focus our goal-setting efforts on achievement at the commended
performance level for every student. For students to achieve commended
status on TAKS, they must achieve scores of 90% or higher to demonstrate
mastery. HPMS students accomplished dramatic gains in the past two
years, as illustrated by the results below:

-   In reading, seventh-grade increased the commended performance
    percentage from 35% in 2003 to 45% in 2004. The state commended
    performance rate in reading was 13% in 2003 and 19% in 2004.

-   In mathematics, seventh-grade increased the commended performance
    percentage from 33% in 2003 to 35% in 2004. The state commended
    performance rate in math was 7% in both 2003 and 2004.

-   In eighth-grade reading, students that attended seventh-grade at
    HPMS made a 30% gain in commended scores from 2003 to 2004.

-   In eighth-grade mathematics, students that attended seventh-grade at
    HPMS, made a 27% gain in commended scores from 2003 to 2004.

-   Fifty-four percent of our eighth-grade students achieved commended
    scores for reading in 2003, while in 2004, we increased the
    commended level to 65%.

For Highland Park Middle School, the purpose of this assessment is to
measure student achievement for each individual student and for groups
of students in order to better plan for continual improvement.
Aggregated data is studied by teachers and staff from many different
perspectives. Systemic strengths and weaknesses are discovered,
analyzed, and studied. Strengths are shared across the discipline, and
teachers go in search of new methodology and strategies to address
weaknesses. Disaggregated data in the form of individual student item
analysis is studied in order to develop individual student improvement
plans. Our goal is to keep standards high and to continue to improve
student achievement as we prepare our students for positions of
leadership in a global community.

http://www.tea.state.tx.us/perfreport/aeis/2004/campus.srch.html

**Part IV -- 2. Use of Assessment Data:**

Teachers and administrators regularly analyze students\' Texas
Assessment of Knowledge and Skills (TAKS) scores to determine areas of
improvement for student achievement and instruction. Our guidance
counselors and teachers prepare individual improvement plans for
students. By offering weekly TAKS tutorial sessions and Saturday
sessions, teachers help ensure student mastery of knowledge and skills.
To this end, students in the seventh grade take a district benchmark for
writing in November, and both seventh- and eighth-grade students take a
district benchmark for mathematics in February. Teachers use these
results to focus on and to improve critical thinking and test analysis
skills. Our Academic Support Center also offers tutoring to students
five days a week.

Teachers learn how to align their teaching strategies with assessment
during professional development sessions. Teams of teachers write
curriculum based on student assessment, the Texas Essential Knowledge
and Skills, and district objectives. Teachers analyze student data, both
individually and in conjunction with professional assessment consultants
in order to enhance instruction and therefore, student improvement.
While meeting as disciplined-based curriculum teams twice per week,
teachers identify curriculum that needs to be revised or refined in
order to improve student performance and to ensure success.

**Part IV -- 3. Communicating Assessment Results:**

Highland Park Middle School keeps parents, students, and the community
apprised about student performance in a variety of ways. In the
classrooms, student work is returned in a timely manner to facilitate
student improvement. Three-week interim reports are mailed to parents
whose children average 75% or below in any class, and students receive
report cards at the end of each six-week grading period. Additionally,
parents can access the Parent Viewer of the online Pinnacle grade book
to monitor their children\'s progress daily. In June, parents receive
their children's individual TAKS scores. Local media reports
district-wide percentages for TAKS scores, and our district makes
presentations to the community at the monthly Board of Trustee meetings.
Furthermore, teachers offer Open Team Meetings to parents four times a
year so that parents and teachers can discuss classes, curriculum, and
assignments. Open House is held in both the fall and spring semesters to
showcase student achievement and strengthen the parent-teacher
relationship. Teachers use Schoolnotes.com to inform parents and
students about upcoming assignments; this service also enables teachers
to receive e-mails from parents and students. Within 24 hours of
receiving a parent inquiry, the teacher responds either by telephone,
e-mail, or a personal conference. Moreover, almost all of our parents
belong to the campus Parent Teacher Association. During PTA meetings,
parents are informed about general student performance and issues of
concern. Administrators, teachers, parents, and students are elected to
serve as members of both our Campus and District Leadership Councils in
order to solve issues pertaining to student performance and
instructional objectives.

**Part IV -- 4. Sharing Successes:**

Highland Park Middle School shares its successes with other districts
through many avenues. As a Texas Mentor School, we provided many
learning opportunities to surrounding districts, and we have continued
that practice of collegial sharing. Our school\'s curriculum is posted
on the Highland Park Independent School website so that our constituents
have access to the district\'s best practices. Our school enjoys a
partnership with Southern Methodist University to have
multi-disciplinary assessment learning group discussions throughout the
school year. In addition, our school won the prestigious Texas Business
Education Coalition and Just for the Kids Honor Roll School Award,
enabling us to share our instructional strategies and school structures
with selected school districts from across the state of Texas.
Principal, Dr. Kimbroly Pool, frequently shares HPMS' best practices
with several school districts. Students from area universities select
our school to fulfill their classroom observation requirements. A number
of student teachers have completed their training under the direction of
some of our master teachers. Our school\'s students and teachers are
often recognized in area newspapers for their achievements, and our
teachers have presented at local and state conferences such as the ASCD
conference in Corpus Christi, Texas, and the Texas Middle School
Association Conference and teachers will continue to present at
conferences in the future. Furthermore, HPMS teachers serve as trainers
for the New Jersey Writing Project in Texas Institute for teachers from
HPISD and other districts.

**PART V -- CURRICULUM AND INSTRUCTION**

**Part V -- 1. Core Curriculum:**

Developing and implementing a rigorous and vital curriculum that
supports learning at all grades is a consistent goal of the district and
the middle school. Master teachers develop the curriculum used in the
classroom. Teachers spend time each summer and throughout the year to
create and evaluate the curriculum. The curriculum is treated as a
working document, which is revised based on the latest classroom and
evaluative data. Each discipline shares a planning period enabling
teachers to collaborate and refine curriculum. Through a creative master
schedule, teams of teachers also share a planning period, so that
inter-disciplinary connections can be formed. These connections and the
time allowed for planning allow teachers to create lasting links of
meaningful information.

The social studies curriculum is designed to mold citizens who know the
history of their country and understand its applicability to their
future. The social studies department has aligned its curriculum to the
Texas Essential Knowledge and Skills (TEKS) and recently engaged in a
rigorous textbook selection process to identify resources that support
state guidelines. Supplementary materials such as reproductions of
primary documents are used to analyze historical events. Activities
encourage students to experience events in history such as the
Constitutional Convention and the electoral process. Through Socratic
questioning, teachers probe the various sides of historical issues.

The math curriculum offers multiple levels of classes for both seventh
and eighth grades, including the opportunity to earn high school credit
by successful completion of Algebra I and/or Geometry. Placement in
these classes is determined by a student\'s performance on state and
district level assessments. Math classes at all levels use application
and word problems to encourage students to discover and apply mathematic
concepts and objectives. These objectives are taught with the discovery
method by which the teacher demonstrates a concept and allows students
to discover the rationale behind the concept, deepening understanding
and strengthening mastery.

The English curriculum is aligned with the TEKS and HPISD objectives,
and it is developed with an understanding of best practices. The English
curriculum serves a broad range of learners by offering a wide range of
resources to offer students a sample of the very best writing available.
Teachers allow large blocks of time for reading, writing, and
discussion, modeling their own thinking and writing techniques for their
students. This focus on reading and writing has created an environment
where critical thinking and creativity thrive.

Critical thinking continues as science students inductively reach
conclusions during discovery and inquiry labs that encourage hands-on
application of scientific principles. The value of higher order thinking
about the process of an experiment and its conclusion form the basis for
teaching and learning. This approach is student-centered through
cooperative peer groups rather than by a teacher-centered lecture
format.

Students who qualify for the Talented and Gifted (TAG) program at HPMS
have the opportunity to take TAG classes in specific core disciplines,
including mathematics, English, social studies, and science. The science
department, for example, offers Integrated Physics and Chemistry (IPC)
for gifted students and includes more hands-on experiments and in-depth
exploration. Students who successfully complete this course earn high
school credit. TAG math courses include Algebra I and Geometry; students
can earn high school credit for these courses as well. TAG English and
social studies classes offer students more creative outlets for learning
the district's structured curriculum. All teachers who teach TAG
students must have a minimum of thirty hours of professional
development, but many teachers also take graduate classes in gifted
education.

Students can take a two-year sequence of Spanish or French in full-year
courses. Since a standard high school level-one curriculum is divided
into a two-year study at the middle school, the pace of the class more
closely resembles a high school class with a considerable increase in
work expected from the student outside of the classroom. Our students
understand the importance of learning a foreign language; therefore, 55
percent of students at HPMS are enrolled in a foreign language class.

Art offers students an opportunity to analyze their own thinking and the
thinking of others as it appears in artistic form. The curriculum is
designed to teach students how to develop an original idea through a
variety of media. Teachers present models of art from professional
artists past and present as well as student artists to inspire
creativity and teach artistic technique.

**Part V -- 2. English Language Curriculum:**

The HPMS English language curriculum is aligned with HPISD objectives
and the Texas Essential Knowledge and Skills and Texas Assessment of
Knowledge and Skills (TEKS/TAKS). It also reflects the national
standards as established by the National Council of Teachers of English.
The curriculum introduces a variety of genres available to readers and
writers by including classical literature (traditional, contemporary,
and multicultural), non-fiction, poetry, drama, diaries, and essays. Our
curriculum actively engages students in reading through critical
analysis of literature and implementation of New Jersey Writing Project
in Texas strategies. The reading-writing connection is further
strengthened through such activities as reading logs, journals, and
responsive writing. Furthermore, students select independent reading
material based on interest and ability. Because students are readers and
writers, they are able not only to understand the meaning of the text on
a variety of levels, but also they are able to analyze a writer\'s
stylistic techniques and transfer them to their own writing. Through
regular vocabulary study, aligned with grades 5-12, students develop a
command of language that allows them to communicate articulately.

The needs of struggling readers are met in a variety of ways. In some
classes, general educators and special educators teach together to
facilitate learning. Likewise, resource classes are available to
students who need a more significantly modified program, smaller
student-teacher ratio, and greater one-on-one learning assistance. The
STARS (Strategies and Techniques for Advanced Reading and Spelling)
dyslexia classes support struggling readers and dyslexic students. This
small group instruction is based on student needs and is a
multi-sensory, systematic, sequential approach to reading, writing, and
spelling. In all special needs programs that support reading, study
skills are emphasized and curriculum from core classes is woven into
instruction in order to help students achieve success. Collaboration
between core teachers and the special-service teachers is ongoing and
essential to student success.

**Part V -- 3. Mathematics Curriculum:**

The mathematics curriculum at Highland Park Middle School is aligned to
the standards established by Texas Essential Knowledge and Skills and
Texas Assessment of Knowledge and Skills (TEKS/TAKS), which are
reflective of the national standards as set by the National Council of
Mathematics Teachers. Moreover, multiple levels of math curriculum have
been developed based on student needs as determined by individual
student performance on both district and state assessments. Instruction
is dynamic and differentiated to engage students in active learning of
math concepts. Upper-level questioning and teaching strategies, directly
aligned to TEKS/TAKS, are implemented to strengthen problem-solving and
application skills. Furthermore, curriculum and instruction assessment
and development are ongoing to address developmental and academic needs
and to enhance student mastery of mathematic concepts. Evaluative data
is continually reviewed, and curriculum is revised not only to raise the
level of questioning and to increase the depth and complexity of
concepts and objectives, aligning the curriculum to TEKS/TAKS. Resources
and materials are assessed or created using student assessment data.

**Part V -- 4. Improving Student Learning:**

Highland Park Middle School teachers employ a variety of instructional
methods to improve student learning. Students with special learning
needs may receive differentiated instruction during a portion of their
school day in classes for dyslexia, talented and gifted, or English
language learners. Students identified under Individuals with
Disabilities Education Act (IDEA) may receive instruction in life
skills, resource, behavior adjustment, or study skills classes. The
Academic Support Center (ASC) provides re-teaching or a small group
test-taking opportunity for general and special education students who
have reading, processing, attention, or other learning differences.

All teachers strive daily to use high-level questioning strategies and
assessments that require critical thinking. Differentiated assignments
and assessments are utilized to challenge each student to attain his or
her maximum potential. Multi-sensory and hands-on teaching techniques
are used throughout the school day. Teachers employ technology as a
learning tool across the curriculum. Dyslexia classes integrate
vocabulary and core concepts from English, social studies, science, and
math.

At HPMS, we believe in making learning fun. All of our students are
members of a club, allowing them to develop their own interests,
leadership skills, and talents.

**Part V -- 5. Impact of Professional Development:**

Student achievement is significantly impacted by the high quality
professional development opportunities in which Highland Park Middle
School faculty participates. Teachers engage in approximately 60 hours
of professional development each year. HPMS provides an incentive
program to encourage teachers to achieve higher levels of skill in
technology applications. Modules incorporating 18 proficiency areas of
technology provide the structure for earning Level I and Level II
certificates. Each year the district offers content-area workshops, such
as the New Jersey Writing Project in Texas, and seminars aimed at
improving instruction and classroom teaching strategies in the areas of
math, science, social studies, fine arts, foreign language and physical
education. Teachers also attend assessment-focused training such as Data
Driven Decisions and TAKS Tuesdays. Throughout the year teachers
collaborate, plan and learn together with ESL, special education,
dyslexia, and TAG teachers and leaders so they can better differentiate
instruction for students with special needs. Math and science cadres
engage in professional development and form learning communities focused
on data analysis and curriculum development. Teachers participate in
learning groups to explore strategies for differentiation and assessment
in the classroom. The District appraisal process (Self-Directed
Appraisal System) is based upon focus groups' collegial exploration of
pertinent topics in the educational field. The district also partners
with Southern Methodist University to offer reasonably priced
graduate-level courses for faculty. This helps teachers to obtain the
required master's degree within six years. Additionally, teachers
self-select areas of growth and seek out learning opportunities offered
through the Region X Educational Service Center.

**STATE CRITERION-REFERENCED TESTS**

[Grades]{.underline}: 7 and 8

[Test]{.underline}: TAAS (Texas Assessment of Academic Skills),
1999-2002; TAKS (Texas Assessment of Knowledge and Skills), 2003-2004

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education.

[What groups were excluded from testing? Why and how were they
assessed?]{.underline} Figures in the attached tables reflect
participation in either TAAS or TAKS, the state assessments designed for
the general population of students. Many special education students took
the TAAS and TAKS as the appropriate assessment. However, some special
education students who took the State-Developed Alternative Assessment
(SDAA) are "excluded" from these numbers, although they were, in fact,
part of the state assessment system.

[Publisher]{.underline}: Texas Education Agency

[Test Standards]{.underline}: Two standards are reported for the state
assessments included in the following tables. For TAAS, students could
*Meet minimum expectations*. For TAKS, students are reported to have
*Met the standard* and, in addition, could achieve *Commended
Performance*.

***Met the standard/Met minimum expectations*** -- This category
represents satisfactory academic achievement. Students in this category
performed at a level that was at or above the state passing standard.
Students in this category demonstrated a sufficient understanding of the
knowledge and skills measured at this grade.

***Commended performance*** -- This category represents high academic
achievement. Students in this category performed at a level that was
considerably above the state passing standard. Further, students in this
category demonstrated a thorough understanding of the knowledge and
skills measured at this grade.

**Texas Seventh-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [7]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_

+------------------------------+--------+--------+-----+-----+-----+
|                              | TAKS   | TAKS   | T   | T   | T   |
|                              |        |        | AAS | AAS | AAS |
|                              | 200    | 200    |     |     |     |
|                              | 3-2004 | 2-2003 | 200 | 200 | 199 |
|                              |        |        | 1-2 | 0-2 | 9-2 |
|                              |        |        | 002 | 001 | 000 |
+------------------------------+--------+--------+-----+-----+-----+
| Testing month                | April  | April  | Ap  | Ap  | Ap  |
|                              |        |        | ril | ril | ril |
+------------------------------+--------+--------+-----+-----+-----+
| **HIGHLAND PARK MIDDLE       |        |        |     |     |     |
| SCHOOL**                     |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended           | 45     | 35     | NA  | NA  | NA  |
| Performance                  |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard        | 99     | 99     | NA  | NA  | NA  |
+------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum         | NA     | NA     | 98  | 98  | 96  |
| Standards                    |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| Number of students tested    | 486    | 479    | 470 | 451 | 490 |
+------------------------------+--------+--------+-----+-----+-----+
| Percent of total students    | 1      | 1      | 98  | 99  | 98  |
| tested                       | 00\*\* | 00\*\* |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| Number of students           | 14     | 8      | NA  | NA  | NA  |
| alternatively assessed       |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| Percent of students          | 100    | 100    | NA  | NA  | NA  |
| alternatively assessed       | \*\*\* | \*\*\* |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| **SUBGROUP SCORES**          |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| ***1. Asian/Pacific          |        |        |     |     |     |
| Islander***                  |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended           | 44     | \*     | NA  | NA  | NA  |
| Performance                  |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard        | 88     | \*     | NA  | NA  | NA  |
+------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum         | NA     | NA     | 100 | 100 | 100 |
| Standards                    |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| Number of students tested    | 9      | 4      | 6   | 11  | 9   |
+------------------------------+--------+--------+-----+-----+-----+
| ***2. Hispanic***            |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended           | 45     | 10     | NA  | NA  | NA  |
| Performance                  |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard        | 100    | 90     | NA  | NA  | NA  |
+------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum         | NA     | NA     | 100 | 85  | 80  |
| Standards                    |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| Number of students tested    | 11     | 10     | 6   | 7   | 5   |
+------------------------------+--------+--------+-----+-----+-----+
| ***3. White***               |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended           | 45     | 36     | NA  | NA  | NA  |
| Performance                  |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard        | 99     | 99     | NA  | NA  | NA  |
+------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum         | NA     | NA     | 98  | 98  | 97  |
| Standards                    |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| Number of students tested    | 465    | 465    | 457 | 432 | 476 |
+------------------------------+--------+--------+-----+-----+-----+
| **STATE OF TEXAS SCORES**    |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % At or above         | 19     | 13     | NA  | NA  | NA  |
| Commended Performance        |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % At or Above Met     | 83     | 87     | NA  | NA  | NA  |
| Standard                     |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum         | NA     | NA     | 91  | 89  | 83  |
| Standards                    |        |        |     |     |     |
+------------------------------+--------+--------+-----+-----+-----+

\*scores are masked for fewer than 5 students within a specific
sub-group, therefore, only sub-groups with more than 5 students are
listed above

\*\*100% indicates all students eligible for TAKS were tested

\*\*\*100% indicates all students eligible for the State Developed
Alternative Assessment were tested

**Texas Seventh-Grade Criterion-Referenced Math Test**

> Subject [Math]{.underline} Grade [7]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_

+-------------------------------+-------+-------+-----+-------+-----+
|                               | TAKS  | TAKS  | T   | TAAS  | T   |
|                               |       |       | AAS |       | AAS |
|                               | 2003  | 2002  |     | 2000  |     |
|                               | -2004 | -2003 | 200 | -2001 | 199 |
|                               |       |       | 1-2 |       | 9-2 |
|                               |       |       | 002 |       | 000 |
+-------------------------------+-------+-------+-----+-------+-----+
| Testing month                 | April | April | Ap  | April | Ap  |
|                               |       |       | ril |       | ril |
+-------------------------------+-------+-------+-----+-------+-----+
| **HIGHLAND PARK MIDDLE        |       |       |     |       |     |
| SCHOOL**                      |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Commended            | 35    | 33    | NA  | NA    | NA  |
| Performance                   |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Met Standard         | 98    | 98    | NA  | NA    | NA  |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAAS) % Met Minimum          | NA    | NA    | 100 | 99    | 97  |
| Standards                     |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| Number of students tested     | 486   | 477   | 467 | 451   | 487 |
+-------------------------------+-------+-------+-----+-------+-----+
| Percent of total students     | 10    | 10    | 98  | 99    | 97  |
| tested                        | 0\*\* | 0\*\* |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| Number of students            | 14    | 10    | NA  | NA    | NA  |
| alternatively assessed        |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| Percent of students           | 100\  | 100\  | NA  | NA    | NA  |
| alternatively assessed        | *\*\* | *\*\* |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| **SUBGROUP SCORES**           |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| ***1. Asian/Pacific           |       |       |     |       |     |
| Islander***                   |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Commended            | 44    | \*    | NA  | NA    | NA  |
| Performance                   |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Met Standard         | 100   | \*    | NA  | NA    | NA  |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAAS) % Met Minimum          | NA    | NA    | 100 | 100   | 100 |
| Standards                     |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| Number of students tested     | 9     | 4     | 6   | 11    | 9   |
+-------------------------------+-------+-------+-----+-------+-----+
| ***2. Hispanic***             |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Commended            | 36    | 10    | NA  | NA    | NA  |
| Performance                   |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Met Standard         | 100   | 90    | NA  | NA    | NA  |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAAS) % Met Minimum          | NA    | NA    | 100 | 85    | 80  |
| Standards                     |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| Number of students tested     | 11    | 10    | 6   | 7     | 5   |
+-------------------------------+-------+-------+-----+-------+-----+
| ***3. White***                |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Commended            | 35    | 33    | NA  | NA    | NA  |
| Performance                   |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % Met Standard         | 98    | 98    | NA  | NA    | NA  |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAAS) % Met Minimum          | NA    | NA    | 100 | 99    | 98  |
| Standards                     |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| Number of students tested     | 465   | 463   | 454 | 432   | 473 |
+-------------------------------+-------+-------+-----+-------+-----+
| **STATE OF TEXAS SCORES**     |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % At or above          | 7     | 7     | NA  | NA    | NA  |
| Commended Performance         |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAKS) % At or Above Met      | 70    | 73    | NA  | NA    | NA  |
| Standard                      |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+
| (TAAS) % Met Minimum          | NA    | NA    | 92  | 89    | 87  |
| Standards                     |       |       |     |       |     |
+-------------------------------+-------+-------+-----+-------+-----+

\*scores are masked for fewer than 5 students within a specific
sub-group, therefore, only sub-groups with more than 5 students are
listed above

\*\*100% indicates all students eligible for TAKS were tested

\*\*\*100% indicates all students eligible for the State Developed
Alternative Assessment were tested

**Texas Eighth-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [8]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+--------------------------------+--------+--------+-----+-----+-----+
|                                | TAKS   | TAKS   | T   | T   | T   |
|                                |        |        | AAS | AAS | AAS |
|                                | 200    | 200    |     |     |     |
|                                | 3-2004 | 2-2003 | 200 | 200 | 199 |
|                                |        |        | 1-2 | 0-2 | 9-2 |
|                                |        |        | 002 | 001 | 000 |
+--------------------------------+--------+--------+-----+-----+-----+
| Testing month                  | April  | April  | Ap  | Ap  | Ap  |
|                                |        |        | ril | ril | ril |
+--------------------------------+--------+--------+-----+-----+-----+
| **HIGHLAND PARK MIDDLE         |        |        |     |     |     |
| SCHOOL**                       |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | 65     | 54     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | 99     | 99     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 99  | 97  | 99  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 483    | 471    | 440 | 487 | 474 |
+--------------------------------+--------+--------+-----+-----+-----+
| Percent of total students      | 1      | 1      | 98  | 99  | 97  |
| tested                         | 00\*\* | 00\*\* |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students             | 8      | 12     | NA  | NA  | NA  |
| alternatively assessed         |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| Percent of students            | 100    | 100    | NA  | NA  | NA  |
| alternatively assessed         | \*\*\* | \*\*\* |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| **SUBGROUP SCORES**            |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| ***1. Asian/Pacific            |        |        |     |     |     |
| Islander***                    |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | \*     | 80     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | \*     | 100    | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 100 | 100 | \*  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 4      | 5      | 11  | 12  | 3   |
+--------------------------------+--------+--------+-----+-----+-----+
| ***2. Hispanic***              |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | 27     | 50     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | 100    | 100    | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 100 | \*  | \*  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 11     | 8      | 6   | 4   | 4   |
+--------------------------------+--------+--------+-----+-----+-----+
| ***3. White***                 |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | 66     | 54     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | 99     | 98     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 99  | 97  | 99  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 468    | 457    | 422 | 470 | 467 |
+--------------------------------+--------+--------+-----+-----+-----+
| **STATE OF TEXAS SCORES**      |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % At or above Commended | 22     | 25     | NA  | NA  | NA  |
| Performance                    |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % At or Above Met       | 89     | 88     | NA  | NA  | NA  |
| Standard                       |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 94  | 91  | 89  |
+--------------------------------+--------+--------+-----+-----+-----+

\*scores are masked for fewer than 5 students within a specific
sub-group, therefore, only sub-groups with more than 5 students are
listed above

\*\*100% indicates all students eligible for TAKS were tested

\*\*\*100% indicates all students eligible for the State Developed
Alternative Assessment were tested

**Texas Eighth-Grade Criterion-Referenced Math Test**

> Subject [Math]{.underline} Grade [8]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_

+--------------------------------+--------+--------+-----+-----+-----+
|                                | TAKS   | TAKS   | T   | T   | T   |
|                                |        |        | AAS | AAS | AAS |
|                                | 200    | 200    |     |     |     |
|                                | 3-2004 | 2-2003 | 200 | 200 | 199 |
|                                |        |        | 1-2 | 0-2 | 9-2 |
|                                |        |        | 002 | 001 | 000 |
+--------------------------------+--------+--------+-----+-----+-----+
| Testing month                  | April  | April  | Ap  | Ap  | Ap  |
|                                |        |        | ril | ril | ril |
+--------------------------------+--------+--------+-----+-----+-----+
| **HIGHLAND PARK MIDDLE         |        |        |     |     |     |
| SCHOOL**                       |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | 60     | 26     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | 99     | 97     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 98  | 97  | 97  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 480    | 475    | 443 | 483 | 475 |
+--------------------------------+--------+--------+-----+-----+-----+
| Percent of total students      | 1      | 1      | 98  | 98  | 97  |
| tested                         | 00\*\* | 00\*\* |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students             | 10     | 7      | NA  | NA  | NA  |
| alternatively assessed         |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| Percent of students            | 100    | 100    | NA  | NA  | NA  |
| alternatively assessed         | \*\*\* | \*\*\* |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| **SUBGROUP SCORES**            |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| ***1. Asian/Pacific            |        |        |     |     |     |
| Islander***                    |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | \*     | 67     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | \*     | 83     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 100 | 100 | \*  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 4      | 6      | 11  | 12  | 3   |
+--------------------------------+--------+--------+-----+-----+-----+
| ***2. Hispanic***              |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | 20     | 13     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | 100    | 100    | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 100 | \*  | \*  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 10     | 8      | 6   | 3   | 4   |
+--------------------------------+--------+--------+-----+-----+-----+
| ***3. White***                 |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Commended Performance | 62     | 26     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % Met Standard          | 100    | 97     | NA  | NA  | NA  |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 98  | 97  | 97  |
+--------------------------------+--------+--------+-----+-----+-----+
| Number of students tested      | 466    | 460    | 425 | 467 | 468 |
+--------------------------------+--------+--------+-----+-----+-----+
| **STATE OF TEXAS SCORES**      |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % At or above Commended | 12     | 7      | NA  | NA  | NA  |
| Performance                    |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAKS) % At or Above Met       | 66     | 72     | NA  | NA  | NA  |
| Standard                       |        |        |     |     |     |
+--------------------------------+--------+--------+-----+-----+-----+
| (TAAS) % Met Minimum Standards | NA     | NA     | 92  | 92  | 90  |
+--------------------------------+--------+--------+-----+-----+-----+

\*scores are masked for fewer than 5 students within a specific
sub-group, therefore only sub-groups with more than 5 students are
listed above

\*\*100% indicates all students eligible for TAKS were tested

\*\*\*100% indicates all students eligible for the State Developed
Alternative Assessment were tested