##### REVISED MAY 11, 2006

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

*U.S. Department of Education*

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

Name of Principal [Mrs. Cheryl Close x]{.underline}

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

Official School Name [Donald Elementary x]{.underline}

(As it should appear in the official records)

School Mailing Address [2400 Forest Vista x]{.underline}

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

[Flower Mound TX 75028-4674 x]{.underline}

City State Zip Code+4 (9 digits total)

County [Denton]{.underline} State School Code Number\* [061-902-629
x]{.underline}

Telephone ([972) 539-2284]{.underline} Fax [(972) 874-1377
x]{.underline}

Website/URL <http://www.lisd.net/schools/donald/index.htm> E-mail
<closec@lisd.net> [x]{.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. Jerry Roy x]{.underline}

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

District Name [Lewisville]{.underline} Tel. [(972)539-1551
x]{.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 [x]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairman Mr. Fred Placke

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II - DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: [38]{.underline} Elementary
schools

[14]{.underline} Middle schools

[1]{.underline} Junior high schools (9^th^ grade center)

[5]{.underline} High schools

[2]{.underline} Other (Early Childhood Center, Career Center)

[60]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6, 424.00]{.underline}

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

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

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

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

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       53        38                     **91**       **8**                             

  **1**       67        43                     **110**      **9**                             

  **2**       54        48                     **102**      **10**                            

  **3**       60        43                     **103**      **11**                            

  **4**       52        47                     **99**       **12**                            

  **5**       53        50                     **103**      **Other**   12        2           14

  **6**                                                                                       

                                    **TOTAL                                                   622
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82 %]{.underline} White

the students in the school: [3 %]{.underline} Black or African American

[8 %]{.underline} Hispanic or Latino

[6 %]{.underline} Asian/Pacific Islander

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year: 12%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      47
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      28
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    75
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 608
                            the school as of October 1  

  **(5)**                   Total transferred students  123
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           12 %
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3 %]{.underline}

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

Number of languages represented: [6]{.underline}

Specify languages: Urdu, Indian, Chinese, Spanish, Finnish, and Korean

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

Total number students who qualify: [28]{.underline}

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

10\. Students receiving special education services: [17 %]{.underline}

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

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

[17]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [10]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [20]{.underline} Specific Learning
Disability

[2]{.underline} Emotional Disturbance [48]{.underline} Speech or
Language Impairment

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

> [6]{.underline} Mental Retardation [2]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [30]{.underline} [0]{.underline}

Special resource teachers/specialists [13]{.underline} [1]{.underline}

Paraprofessionals [14]{.underline} [1]{.underline}

> Support staff [2]{.underline} [0]{.underline}
>
> Total number [61]{.underline} [2]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[\_\_\_\_21:1\_\_\_]{.underline}

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

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

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

  Daily teacher attendance  96%         96%         95%         96%         96%

  Teacher turnover rate     5%          17%         5%          5%          12%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

As students enter our school, they look up to see these words written on
the arch in the entryway:

"Donald Elementary- A Tradition of Excellence- Then, Now and Always." It
is a tradition that began with our namesake, Donald Academy, which had
its humble beginning on September 1, 1877, when a small group of
determined pioneers from Denton County in North Central Texas pooled the
modest sum of \$192.50 to organize a school and initiate an educational
mission aimed at preparing children for their futures. Donald Elementary
in Flower Mound was built near the site of the original school just a
few miles north of the Dallas - Fort Worth International airport. The
school was dedicated in September 1989 in one of the fastest growing
counties in the state. From the beginning, the Donald faculty has
pursued its mission to provide a high quality education for
[all]{.underline} children with an excitement and unshakeable commitment
that would make the founders of Donald Academy proud. Through an
inspired partnership among dedicated educators, caring parents, and a
supportive community, the school motto of "Success Starts Here" is made
a reality each and every day at Donald.

This mission is the cornerstone of Donald's philosophy and is extremely
important to us. Twenty-five of our faculty and staff members, as well
as many other district educators, have chosen to bring their children to
Donald Elementary because of its rich tradition of excellence, its
"Whatever it takes" attitude in helping every child reach their
potential, and the tremendous involvement of the school community. Our
Parents as Educational Partners group (PEP Squad) logged over 16,000
hours of volunteer service for the 2004-2005 school year, helping with
everything from serving as a personal editor to a child publishing a
leather bound book in our Dolphin Tales Publishing Company, to
volunteering as a Cabin Leader for our fifth grade week-long
environmental camp in the Davis Mountains in Oklahoma. The bonds between
home and school are especially close at Donald, allowing our children to
see how much parents and teachers value their educational success.

At Donald, our ten-year history of Exemplary ratings for our state
assessment scores only tells part of the story of how we prepare
children for their future. Our faculty and staff are highly trained
professionals who use best practice teaching strategies, which help our
students become critical thinkers and problem solvers. Donald is a
centralized campus for some of our districts' most severely challenged
students. Our faculty goes the extra mile to assist all students with
special challenges to reach their full potential. They offer tutoring
before and after school many days a week, utilize specialized
communication techniques for their nonverbal students, and spend many
hours in close communication with parents regarding each child's
progress. Effective programs such as Reading Recovery, Multisensory
Teaching Approach (MTA), Learning Enrichment Academic Program (LEAP) for
our gifted and talented students, Communication classes for students
with severe autism, and a wide variety of technology, including
classroom mini-labs, contribute to the excellence at Donald.

Because at Donald we believe in educating the whole child to prepare
them for their future, we embrace a "Character Counts" program. We also
encourage participation in a wide variety of extracurricular activities,
which allow students to explore areas of interest and learn team work.
Leadership development culminates in fourth and fifth grade when
students serve in Student Council, lead school service projects, help
our youngest students with reading, and serve as our school's
ambassadors for events like our Grandparents Day and our VIP Recognition
Brunch.

The crowning achievement of Donald Elementary is the continuing
fulfillment of a dream that began on a fall day 128 years ago: the dream
that a community can create and sustain a school that can provide all
their children with the skills needed to make them productive and
successful citizens. Indeed, "Success Starts Here," at Donald
Elementary.

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

1.  **Assessment Results**

Donald Elementary assesses students' progress utilizing the Texas
Assessment of Knowledge and Skills (TAKS), a criterion-referenced test
for grades 3-5 in the core areas of reading, writing, mathematics, and
science. The state phased in the TAKS beginning in 2002-2003, increasing
the passing standard for each of the last three years. Students who "Met
Standard" at the first performance level, demonstrate a sufficient
understanding of the knowledge and skills measured at their grade level.
Students who receive "Commended Performance" score at a level
considerably above the state passing standard. Commended scores
represent a second level of achievement at or above 90%. Elementary
schools are rated based on their test scores and attendance rates.
Schools may be rated Exemplary, Recognized, Academically Acceptable, and
Academically Unacceptable. Donald has earned an Exemplary Rating nine
out of the last ten years. Gold Performance Acknowledgements are awarded
to schools in tested areas if over 20% of the students receive commended
scores. Donald received Gold Performance Acknowledgements in all five
categories -- Attendance, Reading/Language Arts, Mathematics, Writing
and Science for the last two years. Currently at the elementary level,
testing occurs in reading and math for grades 3 - 5, writing in grade 4
and science in grade 5. Scores are reported for all students and
subpopulations.

Donald's academic performance over the last three years has been
outstanding. In each of the three years that were reported, our students
consistently scored above the state average with the number of students
passing at/or above 92% in reading and at/or above 93% in math. A goal
at Donald is to increase the percentage of students reaching Commended
Performance status. This percentage has improved over the years to reach
a noteworthy level of 40% in fourth grade reading to 74% in fifth grade
math receiving Commended Performance status in 2005.

When a committee under the Individuals with Disabilities in Education
Act decides that a Special Education student is unable to take the TAKS
test, that student is required to take the State Developed Alternative
Assessment II (SDAA II), or the Locally-Developed Alternative Assessment
(LDAA). A large special education population is served at Donald; 17% of
our student body is included in this subgroup. Each student's testing
expectations are individually set at their Admission, Review and
Dismissal (ARD) committee meeting. The Donald faculty utilizes all data,
from both formal and informal assessments, to focus instructional
efforts, which results in continuing student performance at the
exemplary level.

In addition to being an Exemplary school with all five Gold Performance
Acknowledgements, Donald has received several other notable
recognitions. Donald Elementary was recognized for Comparable
Improvement in Mathematics last year. Comparable Improvement (CI) is a
measure that calculates how student performance on the TAKS mathematics
and reading/English language arts tests has changed (or grown) from one
year to the next, and compares the change to that of the 40 schools that
are demographically most similar to the target school. Our school has
also appeared in D Magazine's Top 100 Schools for the last two years,
and has been named District Champion at the Lewisville Independent
School District's University Interscholastic League Elementary Academic
Meet for six out of the last eight years.

Further information on Donald's assessment results can be located at the
Texas Performance Reporting website:
<http://www.tea.state.us/perfreport/aeis/2005/index.html>. The TAKS
aggregate Data System reports can be accessed on the Texas Student
Assessment Division website at:
<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/yr0405/bycampus.html>.

**2. Using Assessment Results**

Donald faculty recognizes the importance of data analysis to address the
needs of our community of learners. Beginning in the primary grades,
emphasis is placed upon building a strong foundation in reading. To
monitor student progress in grades K--2, the Texas Primary Reading
Inventory (TPRI) is administered three times per year in first and
second grade and twice per year in kindergarten. This test allows
teachers to track an individual learner's abilities in phonemic
awareness, word recognition, comprehension, and fluency. In addition,
our primary-aged students are regularly assessed with math benchmark
tests to ensure the mastery of grade-appropriate Texas Essential
Knowledge and Skills (TEKS). This data is used to identify students who
would benefit from our school's early intervention programs. Reading
Recovery and Literacy Groups provide accelerated instruction for
identified students in grades K-2. Additional programs, Accelerated Math
Instruction (AMI) and Accelerated Reading Instruction (ARI), utilize
parent volunteers in the classroom, while teachers work individually
with students, tailoring their instruction of specific math or reading
concepts that are identified by the testing data.

Student performance data is also utilized in intermediate grades 3-5.
Students are assessed several times a year using benchmark tests in
order to predict their readiness for the TAKS test. The TEKS allow us to
coordinate direct instruction with preparedness for each grade level
TAKS. Benchmark data is utilized to determine if specialized instruction
is warranted in the form of tutoring groups, individualized instruction,
and/or small group study. The use of benchmark and previous TAKS data
allow the classroom teacher to accurately target objectives that require
further attention in daily classroom instruction.

All instructional data is used during our Adopting Successful Supports
and Interventions for Students and Teaching (ASSIST) meetings to
determine the level of need and potential inclusion in our support
programs. These programs include: Learning Center, Content Mastery,
Multisensory Teaching Approach (MTA dyslexia program), Speech Therapy,
or other special education services. All placements in special programs
are based on the identified needs of students and are provided in their
least restrictive environment. These measures are used to ensure the
academic success of all students in our building.

**3. Communicating Assessment Results**

At Donald Elementary School, our student success is built by creating
positive relationships between the school, home, and community. Key to
these relationships is meaningful communication. Parents are provided
with comprehensive, specific information regarding their child's
academic progress and the school's academic goals. Our teachers begin
each school year by opening their rooms to all students the day before
classes start. This "Meet the Teacher" program allows parents and
students to form a solid base of communication starting from the first
day of the year. "Parent Night," an informative meeting between parents
and teachers, is held during the first week of school in all classrooms.
This meeting strengthens the foundation of home/school communication.
During the spring semester, we host a campus-wide "Open House," during
which students share examples of their work with their families. In
addition, all classroom teachers send home weekly newsletters informing
parents of upcoming events, lessons, activities, and homework. Our
Monday Mail Dolphin Folders are sent home weekly with any home/school
communication and graded student papers. A school-wide newsletter and
calendar, "The Dolphin Chatter," is sent home monthly. Our "Homework
Hotline" is an online site easily accessed through our Donald home page
that is updated weekly with information for parents and students
regarding individual classroom homework assignments. Teachers conference
with parents individually twice a year and are in frequent contact via
email and telephone. Parents may access their child's grades at any time
through our online grade book. Report cards are sent home every six
weeks in all grade levels. Each year, parents receive a School Report
Card (SRC), based on the state's Academic Excellence Indicator System
(AEIS), and individual student TAKS performance results for their child.
Frequent, meaningful methods of communication are very important to our
continued student and school success.

**4. Sharing Success**

The faculty and staff at Donald Elementary are proud of the academic
accomplishments of our students and enthusiastically find ways to share
our success with other schools. Our principal sets the example by
presenting to both the Potential Leadership Academy and the New
Leadership Academy. These are year-long programs that provide
professional development for aspiring and new administrators. She is
also a certified trainer with Franklin Covey and has taught "The 7
Habits of Highly Effective People" and "What Matters Most" for district
professional development workshops.

Our faculty searches for ways to extend their expertise beyond the walls
of Donald Elementary and welcomes the opportunity to do so. Requests for
visits by other school faculties are made to the principal and are
scheduled at a mutually agreed time in order to maintain our dynamic
learning environment. Many of our teachers have served as advocates for
each of the core subject areas of reading, math, social studies, and
science. These teachers meet with other professionals in the district to
improve the content of the curriculum and to share academic strategies.
Vertical teams meet across all grade levels (kindergarten through
twelfth grade) to ensure the continuity of instruction with development
of common vocabulary and sequencing of critical concepts. Our teachers
meet with district curriculum supervisors to share ideas regarding
innovative lesson plans in specific content areas. Donald faculty
members have even been selected to develop new district curriculum in
the areas of science and language arts. One of our teachers was a state
Reading Academy Trainer for our Educational Service Center, Region XI
professional development. Local universities consistently place student
teachers under the guidance of Donald faculty. Additionally, the high
school intern program allows students who are prospective teachers to
spend time in Donald classrooms, working in small groups, under direct
teacher supervision. Several members of our faculty have led district
professional development training for courses such as the New
Kindergarten and First Grade Teacher Orientation, as well as other
opportunities.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The Donald Elementary curriculum emphasizes a strong and broad
foundation in reading, writing, math, science, and social studies. Its
underpinning is the Texas Essential Knowledge and Skills (TEKS). The
core curriculum is supplemented by exposure to the arts and physical
activity and is reinforced through the regular use of technology. Our
teachers' extensive professional collaboration and their commitment to
recognizing individual student's needs are the primary means by which
students remain actively engaged and interested in the curriculum.

The balanced literacy program at Donald is built on phonics, fluency,
accuracy of the written word, and comprehension. Students master the
basic "who, what, when, where, and why" questioning and proceed to more
complex questioning such as, making inferences, summarizing, and
applying information from text to draw accurate predictions.

Donald's math curriculum provides the impetus for building skills, such
as problem solving, quantitative reasoning, patterns, relationships and
algebraic thinking, measurement, spatial reasoning, probability, and
improvement in the use of mathematical processes and tools.

Donald's science and social studies curriculums build on unifying themes
and create concepts that link across the grade levels. This facilitates
student understanding of the interconnected nature of our world and
increases learner interest and curiosity.

The quality of Donald Elementary's academic curriculum is enhanced by
its fine arts and physical education program. Here, the mind and body
are stimulated through music composition, art appreciation, dramatic
play, and physical conditioning. These programs are central to
developing healthy, well-rounded, and successful students.

Cross-curricular coordination and collaboration are emphasized at
Donald. Specifically, each year's curriculum builds upon the previous
grade levels to solidify the foundation concepts in reading, writing,
math, science, and social studies. Students continually make connections
through cross-curricular activities, classroom discussions, individual
and group presentations and/or projects, and field trips. Moreover,
teachers collaborate with each other extensively to ensure that our
curriculum and instruction are carefully aligned within and across the
grade levels.

The integrated use of technology at Donald also engages students in the
curriculum. For example, in the course of any week, students use
computers for activities as diverse as researching, interpreting
numerical data, and publishing articles or stories. This provides the
simultaneous opportunity to improve students' technology skills while
reinforcing the core curriculum.

The strength of Donald's curriculum is strongly rooted in the quality of
our teachers. They transform the mandatory curriculum into lessons and
experiences that are interesting, meaningful, and memorable. A primary
way they create an engaging classroom experience is by tailoring
instruction to each student's needs \-- whether a child needs more
complex assignments or slightly modified objectives to remain engaged
and appropriately challenged. Teachers identify and respect individual
needs, strengths, and weaknesses. Other activities used by our teachers
to fully engage students include the use of hands-on manipulatives (from
math Unifix cubes to microscopes), the study of authentic literature of
various genres, guest presentations, and field trips, which provide
real-world exposure to core curriculum concepts.

**2a. Reading Program**

***"**When teachers, librarians, and parents concentrate on plans to
foster a love of reading in each child, communities become caring,
literate places to live."- Charlotte Huck.*

The goals of our reading program are to ensure that our students are
independent learners, love reading, and, read to learn. To this end,
staff incorporates the Texas Reading Initiative and the research-based
"balanced literacy" of Fountas and Pinnell into our reading program in
all grades. Specifically, our approach to literacy focuses on four types
of reading, with corresponding support. They include read alouds, shared
reading, guided reading, and independent reading. Additionally, teachers
use reading workshops to teach word studies, phonics, modeled thinking,
modeled reading, and "buddy reading" for students at different grade
levels.

To develop independent readers, teachers incorporate reading into every
aspect of the school day in all subject matters. To ensure that students
progress from learning to read to reading to learn, teachers expose
students to authentic literature, spanning the genres, such as
biographies, fairytales, and historical fiction. For example, third
graders research historical figures using books and the Internet and
then create PowerPoint presentations, business cards, and brochures
relating to their subject. Fourth graders study our diverse state of
Texas with literature, interviews, and technology.

Another core element of our literacy program is our "Writer's Workshop."
Through the "Writer's Workshop," students learn that writing is a
process, not an isolated skill. Our students compose stories, fables,
and auto-biographies and then edit drafts, which are ultimately
published in Donald's "Dolphin Tales." We believe these diverse and
regular reading experiences across the curriculum provide the foundation
for individuals who love to read and who will read to learn throughout
their lives.

**3. Math Curriculum**

To consistently demonstrate the central role math plays in everyday
life, teachers integrate mathematical concepts and processes across
content areas and in ways that register with students as part of life
outside of the classroom. Our teachers demonstrate the importance of
math in every day life by means such as calendars, budgets, a "Dolphin
Dollars" reward system, and student-facilitated stores in economic
units. For example, during the "Marketplace Unit," students plan,
create, market, and operate their own business. Students sell their
products, with profits going to a charity of their choice. Last year,
the third grade students donated more than \$1500 to the "Make a Wish
Foundation."

Students advance their mathematical problem solving by articulating
their thought processes in math journals and logs. Other opportunities
for students to think about mathematical concepts and processes outside
of math class are evident in our math centers, computer programs
centers, and labs. Our primary grades initiated "Camp Donald" at the end
of the year. "Camp Donald" allows a student to integrate their problem
solving skills with the science curriculum to observe, classify, and
graph their discoveries.

Students' mathematical problem-solving skills increase in depth and
complexity within and across grade levels.

The problem-solving process is based on research-based higher order
thinking skills that include analysis, evaluation, and synthesis of
information to interpret and analyze problems. Our teachers collaborate
to ensure continuity and to minimize learning gaps. In this context,
teachers are careful to use common mathematical terminology and
problem-solving strategies across all grade levels to minimize
confusion, ensure consistency, and to reinforce a solid foundation of
math concepts.

**4. Instructional Methods**

The instructional strategies used at Donald Elementary are
researched-based and integrate ideas of innovators such as Robert
Marzano, Marilyn Burns, and Reggie Routman. Our instructional methods
account for diverse learning styles and varied academic strengths.
Teachers have high expectations for their students, as well as for each
other. Our teachers believe in taking the time to learn and understand
every child, and making sure that each child is given the tools to be
successful and to advance in life.

Lesson plans are created and modified to meet the needs of each student
by differentiating instruction, beginning in kindergarten. For example,
kindergarteners work independently or in pairs at their own ability
levels in literacy centers, based upon Smith and Diller's research with
literacy work stations and work-board jobs. Teachers provide
high-interest lessons with various genres of literature, hands-on
experiments, and activities. In addition, field trips are carefully
planned to allow opportunities for students to apply what they have
learned and for going above and beyond teaching from the textbook.
Teachers are diagnostic and prescriptive when administering and
analyzing developmentally-appropriate assessments that accurately assess
what the student has been taught. Every week teachers take the time to
chart the progress of their students to ensure instruction is
appropriate to the needs of each child.

Students are exposed to higher order questioning techniques from Bloom's
taxonomy across all content areas to ensure a complete understanding of
concepts. Students are engaged with various genres of literature through
literature circles, author studies, cooperative grouping, and
independent projects that allow students to showcase their specific
talents. Technology is incorporated in all content areas and provides
authentic opportunities to apply information.

Another way students can showcase their specific talents is by
participating in the wide variety of extra curricular clubs offered by
teachers and parents. Some of the clubs/teams include Destination
Imagination, UIL Teams, Student Council, KKIDS Broadcasting Crew, Bits
and Bytes, Junior Reporters, Choir, Donald Drummers, Fitness, and the
Paint and Brush Gang.

**5. Professional Development**

Donald faculty chooses research-based professional development
opportunities that directly impact student achievement. The Building
Leadership Team, comprised of faculty and staff members, seven parents,
two community representatives, and two business representatives, are
responsible for the development of our Campus Improvement Plan, which
includes all Professional Development initiatives based on campus-wide
needs that are identified through assessment disaggregation.
Administrators, through formative and summative conferences, recommend
areas for individual professional development, based on teacher
observation.

Our faculty members are passionate about learning and are truly lifelong
learners in constant pursuit of improving their craft by learning best
practices in education. Collectively, our faculty is actively pursuing
advanced technology skills by attending courses in order to integrate
technology and instructional methods into their classrooms. To meet the
needs of our changing demographics, at least one teacher from each grade
level is attending Sheltered Instruction Observational Protocol (SIOP)
training this year. SIOP training provides teaching strategies and
techniques in language arts instruction for our English language
learners. Our faculty also pursues individual professional development,
and small cadre book studies, as well as building-wide learning
initiatives. District workshops are well-attended by Donald faculty.

Our teachers strive to enhance student learning while implementing best
practices in every facet of education. We embrace every opportunity to
grow as educators and to promote quality instruction in every classroom.

**PART VII - ASSESSMENT**

**State Criterion-Referenced Tests**

The data tables document Donald Elementary's performance on the Texas
Assessment of Knowledge and Skills. Subgroups of less than 10 students
are masked for confidentiality purposes. The tables will demonstrate how
our campus team has worked to maintain our high passing scores and
significantly increase the number of students achieving Commended
Performance.

In accordance with the requirements of the federal No Child Left Behind
Act, Texas' calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-03 school year and beyond to
appear different from the data from previous years. In addition to the
TAKS, state scores include tests in Spanish, Limited English Proficient,
and Special Education. Grade 3 reading scores and grade 5 reading and
math scores are cumulative. Students are given three test
administrations to facilitate promotion. By law, if students do not pass
after these three test administrations, they are not promoted to the
next grade.

Grades Tested**:** 3rd -- 5th

Test: Texas Assessment of Knowledge and Skills (TAKS) 2003, 2004, 2005
published by the Texas Education Agency

What groups were excluded from testing? Why and how were they assessed?

> Figures in the attached table reflect students participating in the
> TAKS. The State Developed Alternative Assessment II (SDAA II) and the
> Local Developed Assessment (LDAA) are excluded from these numbers;
> however, they were a part of the state assessment system.

Test Standards**:** Three standards are reported for the state
assessments that are included in this table. TAKS student results are
reported as *Did Not Meet the Standard* or *Met the Standard.* Students
also can achieve *Commended Performance.*

> Commended Performance**:** This category represents high academic
> achievement. Students in this category performed at a level that was
> considerably above the state passing standard. Students demonstrated a
> thorough understanding of the knowledge and skills measured at this
> grade.
>
> Met the Standard**:** This category represents satisfactory academic
> achievement. Students in this category performed at a level that was
> at or somewhat above the state passing standard. Students demonstrated
> a sufficient understanding of the knowledge and skills measured at
> this grade.
>
> Did Not Meet the Standard**:** This category represents unsatisfactory
> academic achievement. Students in this category performed at a level
> that was below the state passing standard. Students demonstrated an
> insufficient understanding of the knowledge and skills measured at
> this grade.

  --------------------------- --------------------------------- --------------- --------------- ---------------
  **Test Data Tables**                                                                          

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

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

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

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

                                                                **2004/2005**   **2003/2004**   **2002/2003**

  Testing Month                                                 Feb/Mar         Feb/Mar         Feb/Mar

  **SCHOOL SCORES**                                                                             

                              \% At or Above Met Standard       \>99%           \>99%           98%

                              \% At Commended Performance       63%             47%             53%

                              Number of Students Tested         91              98              111

                              Percent of total students tested  97%             94%             94%

                              Number of students alternatively  3               6               7
                              assessed                                                          

                              Percent of students alternatively 3%              6%              6%
                              assessed                                                          

  **SUBGROUP SCORES\***                                                                         

  1\. White                                                                                      

                              \% At or Above Met Standard       99%             99%             98%

                              \% At Commended Performance       67%             45%             56%

                              Number of Students Tested         78              73              98

  *\*No data reported for                                                                       
  subgroups of fewer than ten                                                                   
  students.*                                                                                    
  --------------------------- --------------------------------- --------------- --------------- ---------------

  --------------------------- --------------------------------- ----- --------------- ----- --------------- ----- ---------------
  **Test Data Tables**                                                                                            

  **Grade 3 Mathematics**                                                                                         

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

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

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

                                                                      **2004/2005**         **2003/2004**         **2002/2003**

  Testing Month                                                       April                 April                 April

  **SCHOOL SCORES**                                                                                               

                              \% At or Above Met Standard       97%                   93%                   99%   

                              \% At Commended Performance       41%                   42%                   37%   

                              Number of Students Tested         90                    96                    107   

                              Percent of total students tested  96%                   90%                   94%   

                              Number of students alternatively  4                     10                    6     
                              assessed                                                                            

                              Percent of students alternatively 4%                    10%                   6%    
                              assessed                                                                            

  **SUBGROUP SCORES\***                                                                                           

  1\. White                                                                                                       

                              \% At or Above Met Standard       96%                   95%                   99%   

                              \% At Commended Performance       43%                   39%                   39%   

                              Number of Students Tested         79                    76                    102   

  *\*No data reported for                                                                                         
  subgroups of fewer than ten                                                                                     
  students.*                                                                                                      
  --------------------------- --------------------------------- ----- --------------- ----- --------------- ----- ---------------

  --------------------------- --------------------------------- --------------- --------------- ---------------
  **Test Data Tables**                                                                          

  **Grade 4 Reading (Language                                                                   
  Arts or English)**                                                                            

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

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

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

                                                                **2004/2005**   **2003/2004**   **2002/2003**

  Testing Month                                                 April           April           April

  **SCHOOL SCORES**                                                                             

                              \% At or Above Met Standard       92%             98%             99%

                              \% At Commended Performance       40%             54%             43%

                              Number of Students Tested         95              109             110

                              Percent of total students tested  94%             94%             95%

                              Number of students alternatively  6               6               5
                              assessed                                                          

                              Percent of students alternatively 6%              6%              5%
                              assessed                                                          

  **SUBGROUP SCORES\***                                                                         

  1\. White                                                                                      

                              \% At or Above Met Standard       91%             97%             99%

                              \% At Commended Performance       36%             55%             41%

                              Number of Students Tested         76              103             101

  *\*No data reported for                                                                       
  subgroups of fewer than ten                                                                   
  students.*                                                                                    
  --------------------------- --------------------------------- --------------- --------------- ---------------

  --------------------------- --------------------------------- --------------- --------------- ---------------
  **Test Data Tables**                                                                          

  **Grade 4 Mathematics**                                                                       

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

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

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

                                                                **2004/2005**   **2003/2004**   **2002/2003**

  Testing Month                                                 April           April           April

  **SCHOOL SCORES**                                                                             

                              \% At or Above Met Standard       98%             100%            100%

                              \% At Commended Performance       51%             53%             46%

                              Number of Students Tested         98              107             113

                              Percent of total students tested  94%             95%             95%

                              Number of students alternatively  6               5               6
                              assessed                                                          

                              Percent of students alternatively 6%              5%              5%
                              assessed                                                          

  **SUBGROUP SCORES\***                                                                         

  1\. White                                                                                      

                              \% At or Above Met Standard       99%             100%            100%

                              \% At Commended Performance       49%             54%             44%

                              Number of Students Tested         79              101             104

  *\*No data reported for                                                                       
  subgroups of fewer than ten                                                                   
  students.*                                                                                    
  --------------------------- --------------------------------- --------------- --------------- ---------------

  --------------------------- --------------------------------- --------------- --------------- ---------------
  **Test Data Tables**                                                                          

  **Grade 5 Reading (Language                                                                   
  Arts or English)**                                                                            

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

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

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

                                                                **2004/2005**   **2003/2004**   **2002/2003**

  Testing Month                                                 Feb/Mar         Feb/Mar         Feb/Mar

  **SCHOOL SCORES**                                                                             

                              \% At or Above Met Standard       \>99%           97%             97%

                              \% At Commended Performance       47%             57%             44%

                              Number of Students Tested         108             115             120

                              Percent of total students tested  94%             98%             93%

                              Number of students alternatively  7               2               8
                              assessed                                                          

                              Percent of students alternatively 6%              2%              7%
                              assessed                                                          

  **SUBGROUP SCORES\***                                                                         

  1\. White                                                                                      

                              \% At or Above Met Standard       96%             98%             97%

                              \% At Commended Performance       47%             58%             56%

                              Number of Students Tested         101             104             107

  *\*No data reported for                                                                       
  subgroups of fewer than ten                                                                   
  students.*                                                                                    
  --------------------------- --------------------------------- --------------- --------------- ---------------

  --------------------------- --------------------------------- --------------- --------------- ---------------
  **Test Data Tables**                                                                          

  **Grade 5 Mathematics**                                                                       

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

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

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

                                                                **2004/2005**   **2003/2004**   **2002/2003**

  Testing Month                                                 Mar/Apr         Mar/Apr         Mar/Apr

  **SCHOOL SCORES**                                                                             

                              \% At or Above Met Standard       \>99%           97%             98%

                              \% At Commended Performance       74%             53%             43%

                              Number of Students Tested         107             117             121

                              Percent of total students tested  94%             97%             93%

                              Number of students alternatively  6               4               9
                              assessed                                                          

                              Percent of students alternatively 6%              3%              7%
                              assessed                                                          

  **SUBGROUP SCORES\***                                                                         

  1\. White                                                                                      

                              \% At or Above Met Standard       100%            99%             98%

                              \% At Commended Performance       73%             53%             43%

                              Number of Students Tested         100             106             108
  --------------------------- --------------------------------- --------------- --------------- ---------------

*\*No data reported for subgroups of fewer than ten students.*