##### U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal [Mrs. Darla Bryant]{.underline}

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

Official School Name [Walcott Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4275 Hwy 214]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Hereford TX 79045 -7705]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 806 )289-5222]{.underline} Fax [( 806)289-5224]{.underline}

Website/URL:
[http://penick.tea.state.tx.us/schooldistrictlocator/ISD/walcott.asp?page=1]{.underline}
E-mail: [darla.bryant@region16.net]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Bill Mc Laughlin]{.underline}

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

District Name [Walcott ISD]{.underline} Tel. [(
806)289-5222]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. John Perrin (]{.underline}Specify: Ms., Miss,
Mrs., Dr., Mr., Other)

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_1\_\_]{.underline}
Elementary schools

\_\_\_\_\_ Middle schools

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

[\_\_\_1\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$4466.00]{.underline}

Average State Per Pupil Expenditure: [\$5030.00]{.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
>
> \[ \] 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.

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

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

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

  **K**       10        7                      **17**       **7**                             

  **1**       11        10                     **21**       **8**                             

  **2**       11        12                     **23**       **9**                             

  **3**       10        14                     **24**       **10**                            

  **4**       8         10                     **18**       **11**                            

  **5**       8         14                     **22**       **12**                            

  **6**       5         11                     **16**       **Pre K**   11        7           18

                                    **TOTAL                                                   159
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [48.4]{.underline} % White

the students in the school: [.6]{.underline} % Black or African American

[49.7]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [12.5
%]{.underline}

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred **11**
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        **20**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **159**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **0.125**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **12.5**
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [6.3]{.underline}
%

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

Number of languages represented: \_\_\_1\_\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [57.3]{.underline}
%

[91]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [9.4]{.underline} %

[15]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [7]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [8]{.underline} Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_1\_\_\_\_

Classroom teachers \_\_\_7\_\_\_ \_\_\_1\_\_\_\_

Special resource teachers/specialists \_\_\_1\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_1\_\_\_

> Support staff \_\_\_3\_\_\_ \_\_\_1\_\_\_\_
>
> Total number \_\_\_12\_\_\_ \_\_\_4\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_19.9\_\_\_

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.)

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

  Daily student attendance 97.0        97.4        96.6        97.2        97.6

  Daily teacher attendance 99.2        98.7        98.7        99.2        98.0

  Teacher turnover rate    0%          12%         0%          12%         0%

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

*Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.*

Walcott Elementary is an independent school district located in Deaf
Smith County. Walcott is located thirty- five miles west of Hereford,
Texas. There is no town where Walcott is located. Dry land farmland and
lots of ranches surround our school district. We are an unusual school
district because every one of our students is bussed into our school.
Some students travel as little as ten miles to school, while others
travel as far as forty five miles.

Walcott ISD has a tradition of academic excellence with our district
performing at the Exemplary level for many years. The mission statement
for Walcott is as follows: Every child belongs at Walcott and every
child shall have the opportunity to demonstrate his or her learning,
skills, and talents. Walcott provides a varied and appropriate
curriculum aligned with the Texas Essential Knowledge and Skills (TEKS).
We encourage parent involvement in the educational process. Walcott
assumes accountability for students, parents and all school personnel.
Working together our students become life long learners, enhancing the
quality of their lives.

The faculty at Walcott Elementary is the contributing factor to the
success of our students. Our nine teachers are committed to student
achievement and their own advancements in education. All our teachers
are English as a Second Language (ESL) and Gift and Talented (GT)
certified. We also have two teachers who hold Masters degrees and one in
the process. Our teachers have high expectations for each and every
student. Walcott teachers make sure that each student has the
opportunity to succeed. Our teachers are not satisfied if our students
are not performing at the appropriate grade level. Walcott teachers go
above and beyond to help their students reach their academic potential.
Our teachers work to disaggregate test data and identify students based
on state reports. By analyzing the Texas Learning Index (TLI) scores and
early predictors' scores such as the Texas Primary Reading Inventory
(TPRI), our teachers have information to develop individualized plans
for instruction in the classroom as well as information to help parents
with assistance at home. Our school mission is to provide every
opportunity for students to succeed. If our teachers see a student
showing regression or non-mastery, then they work to provide every
opportunity for that student to get back on track and to once again be
successful. Walcott teachers are available each morning from 8:00 to
8:20 for tutorials. Any student who is having difficulty may visit the
teacher and receive extra assistance. Walcott also offers a summer
school program for six weeks. Students in third through sixth grade who
do not pass the Texas Assessment of Knowledge and Skills (TAKS) test are
required to attend. Teachers from Pre-Kindergarten through sixth grade
may also recommend any student who they feel needs extra assistance. It
is Walcott's hope that this extra time and assistance will help students
improve weaknesses and have students better prepared for the coming
school year. We at Walcott believe that "No Child Should Be Left Behind"
and we work diligently to promote this philosophy.

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

1.  *Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.*

The Texas Assessment of Knowledge and Skills (TAKS) is a completely
reconceived testing program. It includes more of the Texas Essential
Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills
(TAAS) did and attempts to ask questions in more authentic ways. TAKS
has been developed to better reflect good instructional practice and
more accurately measure student learning. The development of the TAKS
program has included extensive public scrutiny and input from Texas
teachers, administrators, parents, members of the business community,
professional education organizations, faculty and staff at Texas
colleges and universities, and national content-area experts. The agency
has taken steps to involve as many stakeholders as possible in the
development of TAKS because it is a responsibility that must be shared
if this new assessment is to be an equitable and accurate measure of
learning for all Texas public school students. The TAKS measures
academic skills in reading and mathematics at Grades 3 through 8 and at
the exit level, writing at Grades 4 and 7, and at exit level, science at
Grades 5, 10 and 11. In addition, Spanish-version TAKS tests are
administered in reading, mathematics, and writing to eligible Limited
English Proficient students as determined by their LPAC committees. The
State Board of Education adopted the Texas Essential Knowledge and
Skills (TEKS), as Texas's new statewide curriculum. The TAKS test has
been designed to be a demanding measure of student progress in learning
the TEKS and will be aligned with the new federal requirements of No
Child Left Behind legislation.

The State-Developed Alternative Assessment (SDAA) is an assessment
developed by the Texas Education Agency to evaluate the academic
progress of students receiving special education services. This test is
given to students enrolled in grades 3 through 8 who are receiving
instruction in Texas Essential Knowledge and Skills (TEKS) in a subject
area tested by the Texas Assessment of Knowledge and Skills (TAKS), but
for whom TAKS, even with allowable accommodations, is not an appropriate
measure of academic achievement. SDAA includes the instructional levels
of Kindergarten through grade 8 and is based on the Texas Essential
Knowledge and Skills (TEKS) curriculum. Students enrolled in grades 3
through 8 are assessed in reading and mathematics at their appropriate
instructional levels. In addition, students enrolled in grades 4 and 7
are assessed in writing at their appropriate instructional level. The
Individuals with Disabilities Education Act of 1997 (IDEA '97) called
for the inclusion of students with disabilities in statewide assessment
and accountability systems. The 75^th^ Texas Legislature enacted a law
that required the development and administration of the State-Developed
Alternative Assessment (SDAA). This law specifies who is eligible for
the assessment and how assessments are selected for each student.

Walcott students in grades 3 through 6 and who receive special education
services are considered for exemption from the Texas Assessment of
Knowledge and Skills (TAKS) test. The ARD committee determines which
assessment each student takes for each subject. The committee at Walcott
addresses current Texas Essential Knowledge and Skills (TEKS)
instruction level, current IEP goals and objectives, academic and /or
behavioral modifications used regularly, and any other relevant
information. Using this information the ARD committee for Walcott will
choose an appropriate assessment for each subject.

Walcott Elementary School's commitment to success of every child is
evidenced in our academic performance over the past years. Walcott sets
high expectations for students, staff and parents and works hard to
maintain an exemplary status.

2.  *Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.*

Student performance data and student progress reports are distributed to
parents each six-weeks. As mandated by the state of Texas, the
elementary distributes assessment results, and a school report card
pertaining to student assessment data to all parents and members of the
community. Walcott Elementary uses a variety of assessment samples to
understand and improve student and school performance. Data from the
Texas Assessment of Knowledge and Skills (TAKS) test are reviewed to
determine areas in reading, math, writing, and science that need to be
improved upon in the next school year. All kindergarten, first, and
second grade students are tested with the Texas Primary Reading
Inventory (TPRI) two times a year. This assessment provides feedback on
students' phonemic awareness, graph phonemic awareness, and blending
skills of each student. The Iowa Test of basic Skills is also given in
grade kindergarten through third grade and is used as another resource
to help teachers identify students' needs. Walcott has a resource
teacher who works with the classroom teacher to set goals and develop an
educational plan for students who show weakness in two of the three
areas. The resource teacher provides twenty to thirty minute sessions of
small group and individual instruction. The resource teacher is also
available for inclusion with the teacher and her class whenever
possible. Walcott works hard at using the data to determine areas where
students need extra instruction. We want every student to be successful
and try to use all resources the state of Texas provides as well as
outside resources to evaluate ourselves.

3.  *Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.*

Walcott Elementary communicates student performance to parents,
students, and the community in several ways. We send out progress
reports every three weeks as needed. We report grades every six weeks
and at this time we identify weaknesses the students may be having in
any of their subjects. We use the Standardized Test for Assessment of
Reading (STAR) test and its reports to help us identify reading levels.
STAR is a computerized test, which can be given up to six times during a
school year. It identifies student's reading level and then helps the
teacher see if the student is making progress or showing regression.
With the results from this test teachers can make adjustments to the
student's educational plan. The STAR test is also a helpful tool when
setting goals for students who are using Accelerated Reader. Teachers
can set book levels for students using the data from the STAR test.

Walcott also uses Accelerated Math and can produce reports every six
weeks showing student progress. All these reports are sent home with
students in their report card. Each time students score a paper they
receive a TOPS report, which stands for, The Opportunity to Praise a
Child. Parents receive these reports on a daily basis both in reading
and math. These reports inform parents on what skills their child is
working on as well as their percent correct and mastery level.

As mandated by the state, the school report card is sent out to parents
and the community each year. Pre-kindergarten and kindergarten teachers
schedule parent/teacher conferences twice a year and go over their
expectations and concerns with parents. All teachers are available for
conferences with parents anytime throughout the school year.

4.  *Describe in one-half page how the school will share its successes
    with other schools.*

Walcott Elementary is willing to communicate instructional strategies
and ideas that have been beneficial to our school district to anyone who
would like to learn. Our staff is open for classroom observation by
teachers and administrators from other school districts. Our doors are
always open to those who would like to observe our successful teachers.

Walcott is lucky to have a supportive service center (Region 16
Educational Service Center) that has helped tremendously to improve our
school district. They have provided Walcott with outstanding workshops
and a supportive staff. We have also been fortunate enough to work with
West Texas A & M University in Canyon (WTAMU). The Speech Department and
Dr. Diana James from West Texas A & M University in Canyon (WTAMU) has
used our school as a working classroom for the Master degree students.
We are also honored to have had student teachers do their student
teaching with our school district. Walcott Elementary has also
participated in the PACE program which West Texas A & M University
(WTAMU) is also responsible for creating. The Panhandle Alternative
Certification for Educators (PACE) program is an alternative teacher
certification program. Its purpose is to prepare highly qualified
individuals to serve as public school teachers in Texas. PACE is a
collaborative teacher education program involving West Texas A & M
University in Canyon (WTAMU), the Region 16 Education Service Center,
and the public school districts in the 26 counties of the Texas
Panhandle. The PACE program is designed for persons who have completed a
baccalaureate degree and who have a record of work and life experience
appropriate to enhancement of the teaching and learning processes in the
public school classroom. Certification is earned through a combination
of intensive summer session course work coupled with yearlong,
supervised internship as teacher-of-record in a public or recognized
private school. The teacher is jointly supervised by West Texas A&M
University and the participating school district. Walcott currently has
two Highly Qualified teachers who are products of this outstanding
program.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  *Describe in one page the school's curriculum. Outline in several
    sentences the core area and show how all students are engaged with
    significant content based on high standards.*

Walcott Elementary is dedicated to producing successful Pre-
Kindergarten through sixth grade students. We believe strongly that
reading is the core to a successful student. Walcott teachers focus on
the needs of each individual student when they determine reading
instruction. Teachers base their instruction on the Texas Essential
Knowledge and Skills (TEKS). The TEKS are composed of critical grade
level specific objectives in each content area. Walcott teachers
evaluate their students success based on scores on the Texas Assessment
of Knowledge and Skills (TAKS) test, the Texas Primary Reading Inventory
(TPRI), the Iowa Test of Basic Skills and many other resources available
at our school districts. After disagragating the data, we make decisions
on what will work best for our students.

During the transition from TAKS to TAAS, Texas uses the standard error
of measurement (SEM) to phase in the panel\'s recommended passing
standards over three years. For 2003, the standard is set at two SEM
below panel recommendation. For 2004, for grades 3 through 10, the
passing standard will be one SEM below panel recommendation and the
passing standards would be fully implemented in 2005 (for grades 3
through 10). In general, this phase in means that in the first year,
students need to correctly answer three to six fewer questions than when
the test is fully implemented. For example, in 2003 third-grade students
were required to correctly answer 20 of 36 questions on the English
reading exam to meet the passing standards. In 2004, students must
correctly answer 22 out of 36 questions on that exam. In 2005 when the
plan is fully implemented, the students will be required to correctly
answer 24 of 36 questions correctly. Walcott sets our goal at 90-100%
passing rate for all students taking the Texas Assessment of Knowledge
and Skills (TAKS) test or State-Developed Alternative Assessment (SDAA).

The three R's are the backbone of our curriculum. Reading, Writing, and
Arithmetic are essential to our mission that every child belongs at
Walcott and every child shall have the opportunity to demonstrate his or
her learning, skills, and talents. If our students have a strong
background in reading, then writing and math fall into place. Our fourth
grade writing teacher sets high expectations for her students each year
and the students have risen to the challenge. Walcott students have
fallen into the 90-100% passing range on either the TAKS or TAAS writing
for several years. Math and reading teachers are just as successful. A
team effort adds up to a very successful student body!

In addition to aligning our curriculum with the TEKS, we offer our
students the opportunity to participate in extracurricular activities.
Walcott Elementary produces a school wide musical twice a year. Students
are allowed the chance to continue learning but yet have lots of fun,
too. Every student appears on the stage at least once and many have
large speaking parts and solos. We feel that this opportunity to perform
in front of large groups helps our students to be more outgoing, more
responsible, and more successful public speakers. Our dedicated teachers
and support staff work extremely hard to make these programs a huge
success. They make props, design costumes, and choreograph numerous
dance routines. The students help with all of the production process so
they learn to take a sense of pride in their school and the entire
student body.

At Walcott students also participate in the Renaissance Learning,
Accelerated Reading program. Students are motivated to read and
accumulate points that are used at the end of the school year in the
Scholastic Book Fair. This incentive has been motivational for Walcott
students for many years. Our staff hopes that this incentive will help
students develop a life, long love for reading.

Students from Walcott Elementary also compete in the University
Interscholastic League (UIL) competition each year. Students have the
opportunity to compete with other school districts that have about the
same demographics as our district. Our students and staff devote many
hours preparing for this academic meet. Our students participate in
numerous math competitions, public speaking events, written expression,
language arts skills, and social studies activities. Their devotion and
hard work is rewarded with medals and ribbons.

2.  **(Elementary Schools)** *Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.*

> Walcott Elementary School is a strong believer in our teachers.
> Walcott feels that our teachers are working diligently to find what
> works best for each student. Our reading curriculum is based on the
> Texas Essential Knowledge and Skills (TEKS). Teachers at Walcott teach
> the TEKS through lessons that they design to meet each of their
> students' needs. Our teachers are given the freedom to design their
> own reading program in a manner that will meet students' needs.
> Teachers use a variety of resources that are provided by the state or
> by Walcott school district. Currently, Walcott uses state-adopted
> textbooks. In grade kindergarten through fifth teachers use the
> Collections: A Harcourt Reading Program. Sixth grade uses Glencoe
> Literature: The Reader's Choice.
>
> In Pre-Kindergarten through third grade, students are taught with a
> variety of concrete manipulative as well as visual and auditory aids
> to assists in letter recognition and phonemic sound of letters and
> combinations. Johnny Can Spell is a new program teachers have
> introduced this year in grades Kindergarten through third and in
> Pre-Kindergarten we have the newly state adopted Leap Frog program.
>
> Teachers at Walcott want students to know the joy of reading. Our
> teachers encourage students to read all the time. Since our students
> have long bus rides, we try to teach students that their time can be
> used beneficially by reading on their trip home. Walcott is a strong
> believer in the Renaissance Learning program, Accelerated Reader. The
> staff tries to keep up with the most current literature that will
> instill the love of reading in all our students. Teachers set goals
> and have contests for students to read as much as possible. Students
> get to use their Accelerated Reader points at the end of the school
> year in our Scholastic Book Fair. The staff at Walcott want our
> students leaving our school loving to read. Walcott staff encourages
> this by being a good example. Teachers often read books and discuss
> their own reading with students.

3.  *Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.*

Math is an area Walcott takes very seriously. Walcott is a strong
believer in the Renaissance Learning programs and therefore we use
Accelerated Math. This program can easily be aligned with the Texas
Essential Knowledge and Skills (TEKS) which is the foundation for our
Mathematics program. Walcott teachers have the freedom to teach in a
manner that meets the needs of their students. Walcott is in their third
year of using the Accelerated Math program and we have students who have
moved up a grade level by mid-term for the last two years. We currently
have a fourth grade student who we feel will be on the eighth grade
level in math when she is in the sixth grade.

We encourage our students to use a variety of strategies to solve
problems. Story problems and higher level thinking skills are blended
throughout the students' lessons. Accelerated Math is a computer
generated math program so not only are students getting math but they
are also learning computer skills as well.

With the Accelerated Math program students are given multiple choice
questions, which is the same format as the Texas Assessment of Knowledge
and Skills (TAKS) test. Students must place their answers on a scan card
which is training our students at an early age how to bubble in letters
just as they will on the Texas Assessment of Knowledge and Skills (TAKS)
test and other standardized tests. Walcott students begin using the
Accelerated Math program in the first grade. Teachers can customize the
program to fit the needs of all students. Students can be placed on
grade level, below grade level, and above grade level. With this
flexibility, teachers can meet the needs of general education students,
special education students, and the gifted and talented students.

4.  *Describe in one-half page the different instructional methods the
    school uses to improve student learning.*

Walcott Elementary School attributes our success to early identification
and intervention. Teachers administer the Texas Primary Reading
Inventory (TPRI) tests twice a year. The teachers also administer the
Iowa Test of Basic Skills test. With the data from these two tests,
teachers in kindergarten through second grade are able to identify
students' needs. Students who fail two of the three parts of the TPRI
are identified as at risk and are given extra assistance from our
resource teacher. Students attend twenty to thirty minute sessions of
small group assistance or individual one-on-one time with the resource
teacher. Students still receive their daily reading and language arts
lessons with their class each day as well.

Walcott teachers use a hands on center based language arts instructional
approach. This approach allows teachers to use a variety of teaching
methods to meet the needs of all students. Teachers have available to
them Johnny Can Spell, Sing, Spell, Read, and Write, SRA program, as
well as state adopted textbooks. Walcott also has computer programs in
the rooms such as; Type to Learn, Accelerated Reader, and A Perfect
Copy. All of these programs are great resources to help teachers better
prepare students for the challenges of reading and writing.

Walcott offers a summer school program for six weeks for students who
are at risk of failing. This past summer we were honored to participate
in a teacher exchange program through Region 16 Educational Service
Center. We were fortunate to have a teacher from Mexico come to our
school and teach side by side with our own summer school teacher. This
program was beneficial for all who participated.

5.  *Describe in one-half page the school's professional development
    program and its impact on improving student achievement.*

Professional development at Walcott Elementary is centered on student
needs. Walcott teachers are eager to attend a variety of professional
development workshops. Teachers attend workshops to improve their own
teaching practices that will help with student success. Most of our
teachers have participated in the weeklong reading and math academies
implemented by the state of Texas. Our teachers attend workshops each
year to keep their Gifted and Talented (GT) certification current.
Walcott teachers also attend workshops that will improve their
understanding of the needs of English as Second Language (ESL) students.
All Walcott teachers are ESL and GT certified.

Walcott is looking forward to becoming an interactive video conferencing
center soon through Region 16 Educational Service Center. We are excited
about the staff development workshops that will be readily available to
our teachers, students, and parents.

We have also been fortunate enough to work with West Texas A & M
University in Canyon (WTAMU). The Speech Department and Dr. Diana James
from West Texas A & M University in Canyon (WTAMU) has used our school
as a working classroom for the Master degree students. We are also
honored to have had student teachers do their student teaching with our
school district. Walcott Elementary has also participated in the PACE
program which West Texas A & M University (WTAMU) is also responsible
for creating. The Panhandle Alternative Certification for Educators
(PACE) program is an alternative teacher certification program. Walcott
currently has two Highly Qualified teachers who are products of this
outstanding program.

We at Walcott strive to make sure every student, teacher, and parent is
successful. Our goal is for "No Child to be Left Behind." Therefore, our
teachers work for continued excellence in their own professional
education daily.

**PART VII -- ASSESSMENT RESULTS**

[Assessment Data for State Criterion-Referenced Tests]{.underline}

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

> Grade [3^rd^ -6th]{.underline} Test [Texas Assessment of Knowledge and
> Skills (TAKS) in Reading, Math, Writing, and Science]{.underline}

Edition/publication year rewritten annually [Publisher Texas Board of
Education]{.underline}

What groups were excluded from testing? Special Education Students or
Limited English Proficient

Why and how were they assessed? ARD Exempt -- State Developed
Alternative Assessment (SDAA)

ESL -- RPTE and local assessment

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentile [X]{.underline}

**TAKS Participation:** Every student enrolled in a Texas public school
in grades 3-11 must be given the opportunity to take the TAKS (Texas
Assessment of Academic Skills) or the SDAA (State-Developed Alternative
Assessment). Although it is the intention to test every student in these
grades, there are circumstances under which some students are not
tested. Additionally, the performance of some tested students is not
reported.

The percentages are based as much as possible on the total number of
students enrolled at the time of testing. Districts are required to
submit a TAKS or SDAA answer document for every student enrolled in
grades 3 through 11. Students who take subject tests from different
assessments (for example TAKS mathematics and SDAA reading) will have
multiple answer documents. The methodology used to create TAKS
Participation eliminates, as much as possible, duplicate counts of
students resulting from multiple answer documents.

**[3^rd^ Reading]{.underline}**

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

  Testing Month         March       April       April       April       April       

  TOTALS                TAKS        TAAS        TAAS        TAAS        TAAS        

  At or Above Basics    100%        100%        93.3%       90%         85.7%       

  At or Above           100%        100%        93.3%       90%         85.7%       
  Proficient                                                                        

  At Advanced           NA          NA          NA          NA          NA          

  Number of students    23          16          17          22          15          
  tested                                                                            

  Percent of total      96%         94%         94%         100%        100%        
  students tested                                                                   

  Number of students    1           1           1           0           0           
  excluded                                                                          

  Percent of students   4%          6%          6%          0%          0%          
  excluded                                                                          

  SUBGROUP SCORES                                                                   

  1\. White                                                                         

  At or Above Basics    100%        100%        88.9%       90%         100%        

  At or Above           100%        100%        88.9%       90%         100%        
  Proficient                                                                        

  At Advanced           NA          NA          NA          NA          NA          

  2\. Black                                                                         

  At or Above Basics    NA          NA          NA          NA          NA          

  At or Above           NA          NA          NA          NA          NA          
  Proficient                                                                        

  At Advanced           NA          NA          NA          NA          NA          

  3\. Hispanic                                                                      

  At or Above Basics    100%        100%        100%        88.9%       75%         

  At or Above           100%        100%        100%        88.9%       75%         
  Proficient                                                                        

  At Advanced           NA          NA          NA          NA          NA          

  5\. Asian/Pacific                                                                 

  At or Above Basics    100%        NA          NA          NA          NA          

  At or Above           100%        NA          NA          NA          NA          
  Proficient                                                                        

  At Advanced           NA          NA          NA          NA          NA          

  6\. Economically                                                                  
  Disadvantaged                                                                     

  At or Above Basics    100%        100%        100%        81.8%       87.5%       

  At or Above           100%        100%        100%        81.8%       87.5%       
  Proficient                                                                        

  At Advanced           NA          NA          NA          NA          NA          

  STATE SCORES                                                                      

  TOTAL                                                                             

  At or Above Basics                                                                

  State Mean Score      89.6%       88%         86.8%       87.0%       88%         

  At or Above                                                                       
  Proficient                                                                        

  State Mean Score      89.6%       88%         86.8%       87.9%       88%         

  At Advanced                                                                       

  State Mean Score      NA          NA          NA          NA          NA          

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

**[3^RD^ Math]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      100.0%      73.3%       90.0%       85.7%

  At or Above Proficient   100.0%      100.0%      73.3%       90.0%       85.7%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       23          16          17          22          15
  tested                                                                   

  Percent of total         83.0%       94.0%       94.0%       100.0%      100.0%
  students tested                                                          

  Number of students       4           1           1           0           0
  excluded                                                                 

  Percent of students      \*17.0%     6.0%        6.0%        0.0%        0.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      77.8%       100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      77.8%       100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      100.0%      66.7%       77.8%       75.0%

  At or Above Proficient   100.0%      100.0%      66.7%       77.8%       75.0%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      100.0%      77.8%       81.8%       87.5%

  At or Above Proficient   100.0%      100.0%      77.8%       81.8%       87.5%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         90.8%       87.4%       83.1%       80.6%       83.1%

  At or Above Proficient                                                   

  State Mean Score         90.8%       87.4%       83.1%       80.6%       83.1%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

\* See Part IV -- Indicators of Academic Success

**[4^th^ Reading]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      64.7%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      64.7%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       16          19          18          18          22
  tested                                                                   

  Percent of total         87.5%       89.5%       94.0%       95.0%       100.0%
  students tested                                                          

  Number of students       2           2           1           1           0
  excluded                                                                 

  Percent of students      12.5%       10.5%       6.0%        5.0%        0.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      77.8%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      77.8%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      50.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      50.0%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       NA          NA          100.0%      NA          NA

  At or Above Proficient   NA          NA          100.0%      NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      54.5%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      54.5%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         85.9%       92.5%       90.8%       89.9%       88.8%

  At or Above Proficient                                                   

  State Mean Score         85.9%       92.5%       90.8%       89.9%       88.8%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[4^th^ Math]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      72.2%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      72.2%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       16          19          18          18          22
  tested                                                                   

  Percent of total         87.5%       89.5%       94.0%       95.0%       100.0%
  students tested                                                          

  Number of students       2           2           1           1           0
  excluded                                                                 

  Percent of students      12.5%       10.5%       6.0%        5.0%        0.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      44.4%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      44.4%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       NA          NA          100.0%      NA          NA

  At or Above Proficient   NA          NA          100.0%      NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      58.3%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      58.3%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         88.0%       94.1%       91.3%       87.1%       87.6%

  At or Above Proficient                                                   

  State Mean Score         88.0%       94.1%       91.3%       87.1%       87.6%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[4^th^ Writing]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       93.3%       100.0%      100.0%      100.0%      58.8%

  At or Above Proficient   93.3%       100.0%      100.0%      100.0%      58.8%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       16          19          18          18          22
  tested                                                                   

  Percent of total         94.0%       89.5%       94.0%       95.0%       100.0%
  students tested                                                          

  Number of students       1           2           1           1           0
  excluded                                                                 

  Percent of students      6.0%        10.5%       6.0%        5.0%        0.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      77.8%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      77.8%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       87.5%       100.0%      100.0%      100.0%      37.5%

  At or Above Proficient   87.5%       100.0%      100.0%      100.0%      37.5%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       NA          NA          100.0%      NA          NA

  At or Above Proficient   NA          NA          100.0%      NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       90.9%       100.0%      100.0%      100.0%      54.5%

  At or Above Proficient   90.9%       100.0%      100.0%      100.0%      54.5%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         86.8%       89.8%       89.2%       90.3%       88.4%

  At or Above Proficient                                                   

  State Mean Score         86.8%       89.8%       89.2%       90.3%       88.4%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[5^th^ Reading]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      100.0%      100.0%      92.3%       87.5%

  At or Above Proficient   100.0%      100.0%      100.0%      92.3%       87.5%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       20          16          20          18          18
  tested                                                                   

  Percent of total         90.0%       100.0%      95.0%       100.0%      94.0%
  students tested                                                          

  Number of students       2           0           1           0           1
  excluded                                                                 

  Percent of students      10.0%       0.0%        5.0%        0.0%        6.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      100.0%      87.5%       90.9%

  At or Above Proficient   100.0%      100.0%      100.0%      87.5%       90.9%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      80.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      80.0%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       NA          100.0%      NA          NA          NA

  At or Above Proficient   NA          100.0%      NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      100.0%      100.0%      85.7%       100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      85.7%       100.0%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         80.0%       92.7%       90.2%       87.8%       86.4%

  At or Above Proficient                                                   

  State Mean Score         80.0%       92.7%       90.2%       87.8%       86.4%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[5^th^ Math]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      93.3%       100.0%      100.0%      94.4%

  At or Above Proficient   100.0%      93.3%       100.0%      100.0%      94.4%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       20          16          20          18          18
  tested                                                                   

  Percent of total         90.0%       100.0%      95.0%       100.0%      94.0%
  students tested                                                          

  Number of students       2           0           1           0           1
  excluded                                                                 

  Percent of students      10.0%       0.0%        5.0%        0.0%        6.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      85.7%       100.0%      100.0%      85.7%

  At or Above Proficient   100.0%      85.7%       100.0%      100.0%      85.7%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       NA          100.0%      NA          NA          NA

  At or Above Proficient   NA          100.0%      NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      85.7%       100.0%      100.0%      88.9%

  At or Above Proficient   100.0%      85.7%       100.0%      100.0%      88.9%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         86.3%       96.2%       94.6%       92.1%       90.1%

  At or Above Proficient                                                   

  State Mean Score         86.3%       96.2%       94.6%       92.1%       90.1%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[5^th^ Science]{.underline}**

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

  Testing Month            April                                           

  TOTALS                   TAKS                                            

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  Number of students       20          NA          NA          NA          NA
  tested                                                                   

  Percent of total         90.0%       NA          NA          NA          NA
  students tested                                                          

  Number of students       2           NA          NA          NA          NA
  excluded                                                                 

  Percent of students      10.0%       NA          NA          NA          NA
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         74.5%       NA          NA          NA          NA

  At or Above Proficient                                                   

  State Mean Score         74.5%       NA          NA          NA          NA

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[6^th^ Reading]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      100.0%      81.8%       100.0%      93.8%

  At or Above Proficient   100.0%      100.0%      81.8%       100.0%      93.8%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       14          18          15          19          18
  tested                                                                   

  Percent of total         100.0%      100.0%      87.0%       100.0%      94.0%
  students tested                                                          

  Number of students       0           0           2           0           1
  excluded                                                                 

  Percent of students      0.0%        0.0%        13.0%       0.0%        6.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      83.3%       100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      83.3%       100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      100.0%      80.0%       100.0%      87.5%

  At or Above Proficient   100.0%      100.0%      80.0%       100.0%      87.5%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      100.0%      71.4%       100.0%      87.5%

  At or Above Proficient   100.0%      100.0%      71.4%       100.0%      87.5%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         86.2%       88.2%       85.6%       86.0%       84.9%

  At or Above Proficient                                                   

  State Mean Score         86.2%       88.2%       85.6%       86.0%       84.9%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[6^th^ Math]{.underline}**

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

  Testing Month            April       April       April       April       April

  TOTALS                   TAKS        TAAS        TAAS        TAAS        TAAS

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  Number of students       14          18          16          19          18
  tested                                                                   

  Percent of total         100.0%      100.0%      94.0%       100.0%      94.0%
  students tested                                                          

  Number of students       0           0           1           0           1
  excluded                                                                 

  Percent of students      0.0%        0.0%        6.0%        0.0%        6.0%
  excluded                                                                 

  SUBGROUP SCORES                                                          

  1\. White                                                                

  At or Above Basics       100.0%      100.0%      100.0%      1000.0%     100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  2\. Black                                                                

  At or Above Basics       NA          NA          NA          NA          NA

  At or Above Proficient   NA          NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  3\. Hispanic                                                             

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  5\. Asian/Pacific                                                        

  At or Above Basics       100.0%      NA          NA          NA          NA

  At or Above Proficient   100.0%      NA          NA          NA          NA

  At Advanced              NA          NA          NA          NA          NA

  6\. Economically                                                         
  Disadvantaged                                                            

  At or Above Basics       100.0%      100.0%      100.0%      100.0%      100.0%

  At or Above Proficient   100.0%      100.0%      100.0%      100.0%      100.0%

  At Advanced              NA          NA          NA          NA          NA

  STATE SCORES                                                             

  TOTAL                                                                    

  At or Above Basics                                                       

  State Mean Score         79.3%       93.8%       91.4%       88.5%       88.0%

  At or Above Proficient                                                   

  State Mean Score         79.3%       93.8%       91.4%       88.5%       88.0%

  At Advanced                                                              

  State Mean Score         NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------