##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: [Dr. John M. Barrera]{.underline}

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

Official School Name: [Kaleidoscope/Caleidoscopio Middle
School]{.underline}

(As it should appear in the official records)

School Mailing Address: [5909 Glenmont]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Houston]{.underline}
Texas\_\_[\_\_77096\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 713) 661-1670]{.underline} Fax [( 713) 660-9259]{.underline}

Website/URL [ms.houstonisd.org/lasams]{.underline} Email
[jbarrera@houstonisd.org]{.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
[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent: **[Dr. Kaye Stripling]{.underline}**

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

District Name [Houston]{.underline} Tel. [(713) 892-6000]{.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[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board

President/Chairperson :[**Mr. Kevin H. Hoffman**]{.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[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: **[\_211\_]{.underline}
Elementary schools**

**[\_\_49\_]{.underline} Middle schools**

**[\_\_\_\_\_]{.underline} Junior high schools**

**[\_\_36\_]{.underline} High schools**

**[\_296\_]{.underline} TOTAL**

2\. District Per Pupil Expenditure:
**[\_\_\$5,291.00\_\_\_]{.underline}**

Average State Per Pupil Expenditure:
**[\_\_\$4,929.00\_\_\_]{.underline}**

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

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

> \[ **X**\] 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**                                                     **7**       **9**     **29**      **29**

  **1**                                                     **8**       **9**     **13**      **22**

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       **9**     **19**                 **28**       Other                             

                                    **TOTAL                                                   **79**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of % White

the students in the school: [**11.4**]{.underline} % Black or African
American

[**88.6**]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: **[\_1.2
%]{.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 0
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    80
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     1%
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1%
              100                                
  ----------- ---------------------------------- ------------------------

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

**[13\_ \_]{.underline}**Total Number Limited English Proficient

Number of languages represented: **[\_1\_]{.underline}**

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
**[\_94.9\_]{.underline}**%

**[\_75\_\_]{.underline}**Total Number Students Who Qualify

> If this method is not 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:
**[\_\_\_\_0\_\_\_]{.underline}**%

**[\_\_\_\_0\_\_\_]{.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. *Not Applicable*

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_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)-(\*Located/Las Americas **[\_\_\_1\*\_\_]{.underline}**
\_\_\_\_\_\_\_\_

Middle School -- Second Floor)

Classroom teachers -- (\*\*4 Teachers of **[\_\_\_4\*\*\_]{.underline}**
\_\_\_\_\_\_\_\_

Record, 3 Shared with other campuses:

Technology, Art, and Nurse)

Special resource teachers/specialists **[\_\_\_1\_\_\_]{.underline}**
\_\_\_\_\_\_\_\_

Paraprofessionals - **[\_\_\_1\_\_\_]{.underline}** \_\_\_\_\_\_\_\_

> Support staff (Secretary and Clerk **[\_\_\_2\*\*\*]{.underline}**
> \_\_\_\_\_\_\_\_

shared with other campuses)

> Total number **[\_\_\_9\_\_\_]{.underline}** \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: **[\_\_22:1\_\_]{.underline}**

(Note: Kaleidoscope Middle School is located in a building with three
other schools)

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance **98.2**    **98.3**    **97.9**                

  Daily teacher attendance **91.0**    **89.0**    **87.0**                

  Teacher turnover rate    **1**       **1**       **1**                   

  Student dropout rate     **1.7**     **1.7**     **1.7**                 

  Student drop-off rate    **0**       **0**       **0**                   
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(High Schools Only)** Show what the students who graduated in
Spring 2002 are doing as of September 2002. Not Applicable

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III -- SUMMARY]{.underline}**

**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 and begin the first sentence with the
school's name, city, and state.**

Kaleidoscope, a Houston Independent School District and Texas Education
Agency Exemplary school is a Charter Middle School based on the small
school concept. Kaleidoscope is located in the Gulfton neighborhood of
Southwest Houston, Texas. According to the City of Houston Department of
Planning and Development's 1999 -- 2003 report, the household income of
31% of the population is under \$15,000 and 56% of the population makes
\$25,000 or less. A lack of English is the main obstacle to overcome for
the adults to gain more highly paid jobs. Parents have a high respect
for education, but depend upon the school to provide for their children
what they would like to but cannot.

An elementary school principal, two elementary school teachers, one
middle school teacher and a representative from a non-profit literacy
through photography organization collaborated to create Kaleidoscope.
Kaleidoscope opened its doors in the fall of 1996 to serve 60 sixth
grade students. Each subsequent year, a new grade level was added. The
second year school supported 85 sixth and seventh graders. By the third
year, Kaleidoscope had 94 students in grades six, seven and eight. The
school will continue to accept between 80 -- 100 students, so the small
teacher-pupil ratio can be maintained.

Originally housed at L.T. Cunningham, the school served middle school
students in the Cunningham and Benavidez zones. Now housed at Las
Americas Education Center, students from Cunningham, Benavidez,
Rodriguez and many other H.I.S.D. elementary schools are served in
6^th^, 7^th^, and 8^th^ grades. Las Americas Education Center is part of
an H.I.S.D. partnership with the Hispanic Housing and Education Center
(HHEC). Kaleidoscope's students are 11.4% Black, and 88.6% Hispanic. The
majority of students, 93%, is economically disadvantaged and live in the
immediate area. The Limited English Proficient (LEP) population is 6%.
The mission of Kaleidoscope Middle School is to create and maintain a
rich learning environment in which students, teachers, staff and parents
sustain a positive concept and commit to life-long learning.
Kaleidoscope's goal is to stay small in order to remedy some of the
problems faced by middle school adolescents. While smallness in itself
is not a solution to educational problems, experiences in programs
across the country clearly indicate that smallness opens opportunities
for more rigorous and challenging academic environments for students.

Kaleidoscope is a process-oriented school grounded in multicultural,
bi-literate and bilingual techniques serving. Spanish-speaking,
English-speaking, bilingual and special needs students.

Acceptance to Kaleidoscope is based solely on the student's willingness
to learn and grow, and the parents' agreement to be active participants
in their child's learning. Kaleidoscope's administration, faculty and
staff have the depth and breadth of education and experience to meet the
needs of any special population. The most important goal is that
students reach on-level skills in all academic areas before graduating
from Kaleidoscope, while continuing their desire for life-long learning.

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

> **Public Schools**

**1. The meaning of tests results reported:**

The implementation of [the Texas Assessment of Academic Skills
(TAAS)]{.underline} shifted the focus of assessment in Texas from
minimum skills to academic skills. The TAAS tests represent a more
comprehensive assessment of the state-mandated curriculum. Moreover, the
TAAS tests assess higher-order thinking skills and problem-solving
ability. The state further stipulated that end-of-course tests be
administered in selected high school courses.

Campus accountability Rating Standards for TAAS are determined by the
number of students and student sub-groups who pass the TAAS tests.
Student sub-groups are African American, Hispanic, White, and
Economically Disadvantaged. In general, an **Exemplary** rating [awarded
to schools]{.underline} reflects that at least 90% of students and
student sub-groups have passed each subject area test. **Recognized** is
awarded to schools when 80% - 89% of students and student sub-groups
have passed each subject area test. **Academically Acceptable/**
**Acceptable** is awarded to schools when 55% - 79% of students and
student sub-groups have passed each subject area test. Finally a school
receives a rating of **Academically Unacceptable / Low Performing** when
fewer than 55% of students and sub-groups have passed any subject area
test.

Without the daily schedule of lecture and discussions, assessing student
achievement must be concrete. Homework and testing make up the majority
of the grade. Great teachers challenge the students in many different
ways and a variety of assessments are critical. If the student does not
test well, the staff finds a way to assess progress that will not set
the student up to failure. An example is to give oral test to kids who
cannot take a test and pass. This is time consuming; however there is a
commitment to students because of the smaller and more intimate setting.
For those students are willing to write about what they know, essays are
strategies that work well. Students will also do well if tests are
presented in a non-threatening manner.

In order to increase management of assessment data, the school faculty
will continue to perfect the transition from elementary reporting
methods to a secondary format, focusing on a timely distribution of
informative items and memoranda within the school itself and outside the
campus to parents. A sub-component of this effort will emphasize the
maintenance of 100% parental involvement in meetings that coincide with
required reporting periods, thereby permitting interpretation of and
assistance for families with language differences and diverse cultural
backgrounds. Technology will be present in every classroom as tools of
instruction for of communication.

We have identified the following as areas of need that impact our data:

-   Increasing student achievement across all campus subgroups.

-   Providing teachers with training to strengthen their skills
    > especially targeting the area of writing.

-   Engaging our possible or future gifted and talented students in
    > self-assessment of their academic performance.

-   Evaluating and monitoring waived LEP students to consistently ensure
    > their academic success.

-   Providing developmentally appropriate support for secondary
    > students.

-   Improving our internal communication system in appropriate
    > languages.

-   Strengthening our links to the community and our relationship with
    > Kaleidoscope parents.

-   Maintaining a positive school climate for all cultures.

-   Maintaining a safe and drug-free school.

Specific objectives that are statistically significant include the
following:

-   Students will score at or above the average for HISD on the TAAS
    test.

-   Students will score at or above the 50^th^ percentile on the
    Stanford by percentages, which range from 50% to 70%.

-   Student attendance will be maintained at 96% or more.

-   A 100% parent participation rate will be maintained in social
    activities, volunteer work and educational support.

-   Student awareness of community and business will increase and
    students will participate in a community service project.

-   Avenues of communication among stakeholders will be increased. This
    will include an open forum.

-   Violence prevention will be reduced and school safety improved as
    measured by a decreased number of violent incidents.

Targeted objectives for increasing public engagement to improve
community/business communication and

participation for 100% support will focus on providing community
service, engaging business partners in

school activities, and providing a variety of opportunities and ways to
communicate student activities.

Major Initiatives:

-   Teachers will conduct after school tutorial classes prior to TAAS.

-   Teachers will conduct collaborative team meetings for grades 6-8
    that continue to identify achievement needs of the students.

-   Teachers will provide perfect attendance awards; honor roll and
    citizenship awards.

> b\. Specify which groups, if any, are excluded from a test, the
> reasons for the exclusion, as well as the number and percentage of
> students excluded. Describe how these students are assessed. *Not
> Applicable*
>
> c\. Attach all test data to the end of this application and continue
> to number the pages consecutively. *See Charts*

**For Public and Private Schools**

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

Assessment is an on-gong process whose goal is understanding and
improving student learning. The more we know about students and their
experiences during the learning process, the better we can meet learning
needs and establish a positive learning environment.

The key components for data-driven instructional decisions at
Kaleidoscope include the following to improve student and school
performance:

-   Clear standards and expectations for student achievement

-   Curriculum aligned to state and district standards and/or benchmarks

-   Standards aligned to assessment

-   Expectations relevant to all teachers and learners

-   Multiple forms of assessment

-   Individualized learning plans

Assessment data informs educational decisions made by all members of the
educational community: students, parents, teachers, and administrators.
Managing data also reflects the needs of the classroom. The following
elements are necessary for this to occur: time to plan,

time to assess and collaborate, professional development for all staff,
resources to support the needs of teachers, and culture which fosters
assessment practices. Assessment is a collaborative effort; it is not
something "done to students" but rather something "done with students"
in which they gain valuable information about their own learning.

Kaleidoscope creates classroom assessment plans so we can analyze any
data gathered and then close the assessment loop by providing that
information where it is most helpful. This school also establishes a
comprehensive plan of assessment in the form of a class matrix that list
learning objectives and the measures one will use to determine if these
objectives have been met. There are two types of classroom assessment
activities employed: formative and summative. ***Formative assessment***
is any measurement tool whose goal is to improve learning. It is part of
continuous feedback that allows you and your students to determine in a
timely manner, progress toward the leaning objectives. ***Summative
assessment*** is any measurement tool whose goal is a judgment of
student competency. In conclusion, having an on-going emerging picture
of how students learn and what they are learning will provide valuable
information to make curriculum decisions.

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

Kaleidoscope students and their parents must each sign a contract
promising to become active participants in all aspects of students'
learning experiences.  This is the major consideration in the acceptance
of students to the program.

Kaleidoscope parents often work more than one job to provide for their
families.  Therefore Kaleidoscope teachers use many avenues of
communication to reach the families.  Telephone calls are a major means
of communication.   Some families own computers so emails are sent. 
Flyers and letters are written, and home visits are made.  Informal
conferences are held when parents, students or teachers feel it
important.  Formal meetings take place through Open House, report card
distributions, parent education classes, and school sponsored
activities.  Nineteen community sponsors help Kaleidoscope provide
educational opportunities for its students, parents, teachers and staff.

Coming events, school success, helpful information, and student
accomplishments are posted on the school's web site,
ms.houstonisd.org/lasams.  The site is maintained by students and
teachers.  Teachers also share information with the webmaster at the
Houston ISD's Central West District web site,
dist.houstonisd.org/centralhwest. Kaleidoscope strives to reinforce the
importance of the whole family in a student's education.

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

Kaleidoscope has a history of learning from other schools' successes as
well as sharing its own. Students tutor young children in nearby Las
Americas Early Childhood. They also work with Houston Police Officers
who come to our campus to learn Spanish through collaboration between
Kaleidoscope and the University of Houston. Kaleidoscope invites
students from Las Americas Middle School, an overflow school for
neighboring campuses, to appropriate school functions. Teachers
participate in staff development activities with surrounding schools and
our teachers sponsor adult classes for community
learning. Kaleidoscope\'s principal, Dr. John M. Barrera, speaks
nationally on the topics of parent involvement and early childhood
curriculum.  Dr. Barrera also teaches at St. Thomas University in
Houston.  He supports the concept of community and has shared
Kaleidoscope's framework for small schools with principals who want to
implement similar strategies. If awarded the Blue Ribbon Award, we will
continue to share in the same ways. We value the learning opportunities
that we have gained from our neighboring schools and the opportunities
we have had to share what we have learned through our experiences.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Kaleidoscope is a Houston Independent School District Charter School.
H.I.S.D. schools are dedicated to giving every student the best possible
education through an intense core curriculum. We follow H.I.S.D.'s
district wide curriculum called Project Clear (**C**larifying
**L**earning to **E**nhance **A**chievement **R**esults). Kaleidoscope
serves Spanish-speaking, English-speaking, bilingual and special needs
students. Students in general and disadvantaged students in particular,
flourish in an arts-oriented environment, one in which personal
expression connects the school with the students' lives and the lives of
their community. This emphasis does not supplant the essentials of
traditional academic learning, but enables that learning to take place
in a meaningful context.

Parents and community members are invited to contribute their artistic
talents, and are an integral part of the school's program. Students have
a set homework schedule and are obligated to complete these enrichment
lessons Monday through Thursday night, and possibly on weekends for
special projects. During school, Kaleidoscope holds a thirty minute
morning Study Hall for students who need more time to catch up on this
enrichment homework, get tutoring, or participate in extra-curricular
clubs, such as Girls' Technology or Co-ed Newsletter.

All students are encouraged to attend tutoring sessions and perhaps
summer school, where teachers can assess strengths and weaknesses and
set individual goals with students. Students are also invited to
participate in a variety of after-school activities which include: TAAS
tutoring, subject area tutoring, chess, arts and crafts, nutrition and
cooking, yoga, Tae-Bo, self-defense, and even Family Literacy. The most
important goal is that all students reach on-level skills in all
academic areas before they graduate from Kaleidoscope.

Students also receive instruction using models to accelerate learning so
they may progress beyond grade level. Kaleidoscope's curriculum
increases student achievement across all campus subgroups by making all
classrooms more inclusive and engaging all students in self-assessment.
With a high LEP (Limited English Proficient), population, constant
evaluation and monitoring ensure success by providing the appropriate
support.

Foreign languages are addressed daily in all classes, electives, clubs,
and tutoring. Students are engaged in speaking, listening, reading, and
writing through a variety of techniques and activities that focus on
language experiences. Students demonstrate mastery by performing skits,
reviewing audio and video sources for listening comprehension, reading
short authentic passages from given languages, and persistent use of
writing at all times. Multisensory and multiple intelligence activities
are used to help students explore how the language impacts the five C's;
communication, culture, connections, comparisons, and communities. For
instance, students communicate in a language other than English, gain
knowledge and awareness of, and appreciation for, other cultures, use
language to make connections with other subject areas, and gain insight
into the nature of language and culture by comparing languages. Students
put all of these skills to practical use in the annual Food Fest, a time
of celebrating various cultures and their cuisine designed as a service
learning project.

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.**

*Not Applicable*

(**Secondary Schools**) **Describe in one-half page the school's English
language curriculum,**

**including efforts the school makes to improve the reading skills of
students who read below**

**grade level.**

Kaleidoscope's English language curriculum is grounded in Project
Clear's Reading and Writing programs but emphasizes reading in a variety
of genres, texts, and purposes.  Vocabulary is stressed in numerous
languages to help develop personal reading strategies.  Students read
culturally diverse literature to further develop reflection and
communication skills. Teachers assist students in reading above grade
level books to engage and challenge readers of all levels.  Kaleidoscope
6^th^ graders may read from high school lists, while 8^th^ graders read
adult best sellers. Teachers modify lesson plans because the message is
worth the extra effort. Students use conventions of written language
with a variety of audience and purposes to communicate clearly and
effectively.  Writing is taught in all subject areas as a tool for
research and learning. 

Kaleidoscope students evaluate their own and others' writings on a
regular basis.  

Because Kaleidoscope has many Limited English Proficient students,
teachers regularly implement a series of interventions for all
students.  Kaleidoscope centers learning on arts-related projects so
that students' self-expression can flourish.  District checkpoint tests
are given regularly by H.I.S.D. and evaluated by Kaleidoscope's team of
teachers.  Students' individualized lessons may be adjusted from these
scores or students may be assigned to appropriate tutorials.

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.**

The Kaleidoscope community sustains a positive self-concept and
commitment to life long learning. Together we work to achieve academic
excellence necessary to develop responsible, productive members of a
multicultural society. We believe, "Yo puedo", or "I can". Teachers tell
students, "You can" and give students opportunities to do so. Several
technology clubs flourish at our school. Students participate by
interest. Some have written news articles that were posted on the
school's website. One such article described a unit on the Holocaust and
was shared with the staff at Houston's Holocaust Museum.

Recognizing the need to encourage girls to think nontraditionally, the
school initiated KalTech, a girls' technology team. One team created a
movie about shapes for students in Las Americas Early Childhood Center.
The film was posted on Rice University's Electronic Community website,
http://ecot.rice.edu. Another group is currently creating an opportunity
for our community to share their ideas about courage, freedom,
diversity, and unity. Participants' ideas and pictures will be posted on
the school web site as well as on posters placed around the school. At
Kaleidoscope, we know the important of giving students many avenues of
expression, of championing diverse ideas and presenting them in these
ways.

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

Being a small school remedies a lot of problems faced in early
adolescent education, but further techniques are continually employed.
Kaleidoscope maintains a teacher-pupil ratio of 1:20 in order to be able
to carefully monitor each student's successes and needs accordingly. To
improve student learning, Kaleidoscope's many instructional techniques
are as such: cross-cultural themes, integrated technology, team
teaching, personalized instruction, and teacher as facilitator, peer
tutoring, student self-appraisal, and cooperative learning projects.
Kaleidoscope teachers conduct collaborative team meetings concerning all
students' achievement to identify needs on a regular basis. Checkpoint
lessons and tests have scores retained in a database, which can be
accessed, monitored and reviewed by all teachers and administrators.
Subject area lessons are streamlined to meet these specific needs.
Teachers also hold after-school tutorials on a weekly basis prior to
TAAS (Texas Assessment of Academic Skills) and prior to exiting the
current grade level to ensure success. A thirty minute study hall was
implemented to create a safe learning and studying environment for
students who may not have one at home. Finally, all parents of
Kaleidoscope students are called upon to be active participants in their
child's learning.

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

Kaleidoscope Middle School leaders, parents and administration have
collaborated to design an on-going, sustained professional development
model focused on the research-based resilient strengths of school
leaders. The team works together to identify challenges and adversities
faced by leaders and students in the school system. They seek speakers,
read professional literature or attend inservices to gain skills for
addressing these needs.

Dr. Jerry Patterson's book, [Bouncing Back: How Your School Can Succeed
in the Face of Adversity]{.underline} illustrates the purpose of
professional development in an organization and guides the team's study.

The following are Strengths of Resilient School Leaders:

-   Being positive in spite of adversity

-   Focusing on what you care about

-   Remaining flexible in how we get there

-   Creating a climate of caring and support

-   Maintaining high expectations for adults and students

-   Action on the courage of your convictions

Through careful examination of these strengths, Kaleidoscope's leaders
identify barriers to student success, and make a paradigm shift from a
victim's role of "if only" to "given the harsh reality that ..., we (I)
will". Teachers with a dedication to professional development are better
prepared to help students face the challenges of their world.

**[Kaleidoscope Middle School -- Texas Assessment of Academic Skills
(TAAS)]{.underline}**

**[READING AND MATH SCORES]{.underline}**

The Data Display Tables are illustrated on the following pages (16-22).

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_\_[6^th^- 8^th^]{.underline} \_
Test\_\_\_[TAAS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[2001-2002]{.underline} Publisher \_[Texas
Education Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_N[ot Applicable]{.underline}

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_[0%]{.underline}\_\_\_\_ Percent
excluded\_\_\_\_[0%]{.underline}\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

6^th^ Grade Kaleidoscope Reading Scores

**[Texas Assessment of Academic Skills (TAAS)]{.underline}**

Data Display Table for Reading

*Note: Data is not disaggregated because sample is too small*

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 1    | 1    | 1    |
|                                  | 001- | 000- | 999- | 998- | 997- |
|                                  | 2002 | 2001 | 2000 | 1999 | 1998 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | A    | A    | A    |      |      |
|                                  | pril | pril | pril |      |      |
+----------------------------------+------+------+------+------+------+
| SCHOOL SCORES                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           | 97%  | 81%  | 82%  |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 35   | 22   | 36   |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES -- Not           |      |      |      |      |      |
| Applicable                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_                     |      |      |      |      |      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_\_             |      |      |      |      |      |
| \_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3.\_\_\_\_\_\_\_\_\_             |      |      |      |      |      |
| \_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| STATE SCORES                     | Exem | Exem | Rec  |      |      |
|                                  |      |      | og-n |      |      |
|                                  | p    | p    | ized |      |      |
|                                  | lary | lary |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           | 88%  | 86%  | 86%  |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

6^th^ Grade Math Scores

**[Texas Assessment of Academic Skills (TAAS)]{.underline}**

Data Display Table for Mathematics

*Note: Data is not disaggregated because sample is too small*

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 1    | 1    | 1    |
|                                  | 001- | 000- | 999- | 998- | 997- |
|                                  | 2002 | 2001 | 2000 | 1999 | 1998 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | A    | A    | A    |      |      |
|                                  | pril | pril | pril |      |      |
+----------------------------------+------+------+------+------+------+
| SCHOOL SCORES                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           | 94%  | 100% | 85%  |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 35   | 22   | 36   |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES -- Not           |      |      |      |      |      |
| Applicable                       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\_                     |      |      |      |      |      |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_\_             |      |      |      |      |      |
| \_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 3.\_\_\_\_\_\_\_\_\_             |      |      |      |      |      |
| \_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| STATE SCORES                     | Exem | Exem | Rec  |      |      |
|                                  |      |      | og-n |      |      |
|                                  | p    | p    | ized |      |      |
|                                  | lary | lary |      |      |      |
+----------------------------------+------+------+------+------+------+
| Total                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Basic                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At or Above Proficient           | 94%  | 91%  | 87%  |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| At Advanced                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

7^th^ Grade Kaleidoscope Reading Scores

**[Texas Assessment of Academic Skills (TAAS)]{.underline}**

Data Display Table for Reading

*Note: Data is not disaggregated because sample is too small*

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                          April       April       April                   

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 100%        84%         84%                     

  At Advanced                                                                                            

  Number of students tested                              20          31          32                      

  Percent of total students tested                       100%        100%        100%                    

  Number of students excluded                            0           0           0                       

  Percent of students excluded                           0%          0%          0%                      

  SUBGROUP SCORES -- Not Applicable                                                                      

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 91%         89%         84%                     

  State Mean Score                                                                                       

  At Advanced                                                                                            

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

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

7th Grade Kaleidoscope Math Scores

**[Texas Assessment of Academic Skills (TAAS)]{.underline}**

Data Display Table for Mathematics

*Note: Data is not disaggregated because sample is too small*

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                          April       April       April                   

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 100%        90%         97%                     

  At Advanced                                                                                            

  Number of students tested                              20          31          32                      

  Percent of total students tested                       100%        100%        100%                    

  Number of students excluded                            0           0           0                       

  Percent of students excluded                           0%          0%          0%                      

  SUBGROUP SCORES --Not Applicable                                                                       

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 92%         90%         88%                     

  State Mean Score                                                                                       

  At Advanced                                                                                            

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

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

8^th^ Grade Kaleidoscope Reading Scores

**[Texas Assessment of Academic Skills (TAAS)]{.underline}**

Data Display Table for Reading

*Note: Data is not disaggregated because sample is too small*

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                          April       April       April                   

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 100%        100%        100%                    

  At Advanced                                                                                            

  Number of students tested                              24          26          28                      

  Percent of total students tested                       100%        100%        100%                    

  Number of students excluded                            0           0           0                       

  Percent of students excluded                           0%          0%          0%                      

  SUBGROUP SCORES -- Not Applicable                                                                      

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 94%         92%         90%                     

  State Mean Score                                                                                       

  At Advanced                                                                                            

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

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(d) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

8^th^ Grade Kaleidoscope Math Scores

**[Texas Assessment of Academic Skills (TAAS)]{.underline}**

Data Display Table for Mathematics

*Note: Data is not disaggregated because sample is too small*

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                          April       April       April                   

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 96%         96%         100%                    

  At Advanced                                                                                            

  Number of students tested                              24          26          28                      

  Percent of total students tested                       100%        100%        100%                    

  Number of students excluded                            0           0           0                       

  Percent of students excluded                           0%          0%          0%                      

  SUBGROUP SCORES -- Not Applicable                                                                      

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

  At or Above Basic                                                                                      

  At or Above Proficient                                 93%         92%         90%                     

  State Mean Score                                                                                       

  At Advanced                                                                                            

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

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(e) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)