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

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

**Cover Sheet**

Name of Principal [Mr. Samuel Villarreal]{.underline}

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

Official School Name [Maxine L. Silva Magnet High School for Health
Professionals]{.underline}

(As it should appear in the official records)

School Mailing Address [121 Val Verde]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[El Paso TX 79935-3945]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 915 ) 496-8100]{.underline} Fax [( 915 ) 533-3695]{.underline}

Website/URL [http://www.geocities.com/episdsilvamagnet]{.underline}
Email episdsilvamagnet@yahoo.com

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. Charles Tafoya]{.underline}

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

District Name [El Paso Independent School District]{.underline} Tel. [(
915 )]{.underline}

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

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

Name of School Board

President/Chairperson

(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 II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_\_56\_\_Elementary schools

\_\_16\_ Middle schools

\_\_\_0\_\_Junior high schools

\_\_11\_\_High schools

\_\_83\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\$6,176.00\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\$6638.00\_\_\_\_\_\_\_\_\_\_\_

**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\. [1.5 yr.]{.underline} Number of years the principal has been in
her/his position at this school.

[1yr]{.underline} 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**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       41        130         171

  **3**                                                     **10**      32        128         160

  **4**                                                     **11**      59        109         168

  **5**                                                     **12**      54        107         161

  **6**                                                     Other                             

                                    **TOTAL                                                   660
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [9.8]{.underline} % White

the students in the school: [4.0]{.underline} % Black or African
American

[83.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_1.89\_\_\_\_\_%]{.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 1
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        13
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    660
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0196
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.96
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the
school:\_[1]{.underline}\_\_\_%

\_\_[1]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[5]{.underline}\_\_\_\_

Specify languages: English, Spanish, Korean, Chinese, and Russian.

9\. Students eligible for free/reduced-priced meals:
\_\_\_[57]{.underline}\_\_\_\_\_%

\_\_\_\_[377]{.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:
\_\_[**.**6]{.underline}\_\_\_\_\_%

\_\_\_[4]{.underline}\_\_\_ Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_3\_\_Orthopedic Impairment

\_\_\_\_Deafness \_1\_\_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) \_\_\_\_[2]{.underline}\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[34]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_­­­­\_[0]{.underline}\_\_\_
\_\_\_\_ \_\_\_

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

> Support staff \_\_\_\_[5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[41]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_\_[19:1]{.underline}\_\_\_\_

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 95.6        96.2        96.4        95.2        95.6

  Daily teacher attendance 95.6        96.4        96.1        95.6        96.1

  Teacher turnover rate    5.6         20.0        8.8         13.9        8.6

  Student dropout rate     0.0         0.0         0.0         0.1         0.0

  Student drop-off rate    0.0         0.0         0.0         0.0         0.0
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [19          |
|                                                     | 8]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_[79    |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_[15    |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_       |
|                                                     | > [.5          |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_       |
|                                                     | > [2           |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_         |
|                                                     | > [3.5         |
|                                                     | ]{.underline}% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

Maxine Silva Health Magnet High School for Health Care Professionals is
located in El Paso, Texas and is a part of El Paso Independent School
District. In 1992 the El Paso Independent School District created El
Paso's first health science magnet high school. The school is located in
central El Paso, across from a large health care complex, R. E. Thomason
Hospital and shares faculty and staff with Thomas Jefferson High School
located on the same campus. The campus of Maxine Silva High School
serves six school districts located within the city of El Paso and the
county. The students who attend this program are selected their 8^th^
grade year through a process involving TAAS test-scores of 70 or higher
for 7^th^ and 8^th^ grade, 85 or higher grade point average for 7^th^
and 8^th^ grade in English, math, science, and social studies, and a
writing sample.

The Health Science program is an accelerated program, which is unique
and offers the students interested in a health science technology career
or a career in the biological sciences, the opportunity to gain
experience, knowledge, and skills in an area of interest. The Health
Science Technology curriculum used by the HST faculty was created by
educational and health professionals from Texas Tech and Thomason
General Hospital. There is a set curriculum the students must follow
beginning the freshman year and ending with the senior year. The
curriculum consists of Intro to Health Science Technology, Medical
Terminology, HST I, HST II, and the senior year two choices from
Preceptorship, HST Co-op, Gerontology, Pharmacology, Clinical Nutrition,
Clinical Mental Health, Medical Microbiology, Scientific Research and
Design, and Pathophysiology. The curriculum is designed to enrich
individual opportunity for success in the highly technical and
challenging health care professions.

College preparatory instruction is emphasized and this gives way to a
challenging yet supportive educational program. Advance placement
courses, are taught by faculty members who have their Master Degree in
their area of certification which may be English, math, science or
social studies. Juniors and seniors can earn college credit and/or
placement at over 2900 colleges and universities if they successfully
complete the AP examination. The goal is to provide a quality education
that addresses the uniqueness of each student so they will achieve
academic success.

Students are encouraged to participate in extracurricular activities.
Programs the students can get involved in are the National Honor
Society, Academic Decathlon, Mu Alpha Theta Mathematics National Honor
Society, ROTC, Branding Iron, Flags, Major Sports, Band, Choir,
Orchestra, Theater Arts, Clown Internship Program and Health Occupations
Students of America. It is believed the extracurricular activities give
the students a way to develop greater self-esteem, self-confidence, and
leadership qualities, which will make them happy, productive, and
successful members of any community.

A very special component of the magnet program is the LVN and
Gerontology Program. These two programs allow the students to receive
the Certified Nursing Assistant Certificate and the Licensed Vocational
Nurse Certificate upon successful completion of the course work and
passing of the state exam. Early exposure to health science jobs
provides hands-on experience, allows students to evaluate if they really
want to pursue a health-related field before they enter college, and
provides a means to earning money to help pay for college expenses.

In summary, the faculty and staff at Maxine Silva Magnet High School
strives to fulfill the mission of the school by providing a quality
education, addressing the uniqueness of each and every student so they
will excel in life.

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

1\. Texas Assessment of Academic Skills (TAAS) Exit Level was used at
the high school level to assess academic skills, from 1989 to2002. The
TAAS Exit Level Test is administered four times each year to eligible
high school students. Two test administrations are offered each spring,
with a third test administration in the summer and a fourth in the fall.
The results of this test, is used to determine whether or not a student
has acquired the knowledge and skills necessary to receive a high school
diploma. The law states that any student not demonstrating satisfactory
performance may continue to retake the sections that he or she has not
passed each time the exit-level test is administered. Upon satisfactory
performance on all sections of the TAAS, the student will qualify to
receive a high school diploma. Test scores can be used as a valuable
tool for evaluating programs, but any achievement test can give only one
part of the picture.

**[BASE INDICATOR STANDARDS FOR READING, WRITING, AND
MATHEMATICS]{.underline}**

**Exemplary:** at least 90% passing in each subject area (all students
and each student group).

**Recognized:** at least 80% passing at each subject area (all students
and each student group).

**Academically Acceptable:** at least 55% passing at each subject area
(all students and each student

group).

**Academic Unacceptable Performance:** below 55% passing at each subject
area (all students and each

student group).

**[TAAS Reading]{.underline}**

For the school years 1997 to 2002 the reading scores have fallen under
the exemplary standard indicator.

The scores have been 11.6 to 15 points higher than the state scores. The
sub-group scores have been consistently exemplary.

**[TAAS Mathematics]{.underline}**

For the school years 1997 to 2002 the math scores have fallen under the
exemplary standard indicator. The scores have been 1 to 13 points higher
than the state scores. The sub-group scores have been consistently
exemplary.

**[TAAS Writing]{.underline}**

For the school years 1997 to 2002 the writing scores have fallen under
the exemplary standard indicator. The scores have been 7 to 13 points
higher than the state scores. The sub-group scores have been
consistently exemplary.

**2**. Assessment data indicates whether a student has met minimum
expectation/passed and how far the student\'s achievement is above or
below the passing standard. All students failing to meet the minimum
expectations on one or more TAAS tests are offered remediation through
tutoring and Saturday TAAS camps. In addition, students who fail one or
more parts of the TAAS are provided with a TAAS Study Guide. A student
who has taken the TAAS test, two or more years in a row, the scores are
used to gauge the achievement gains or losses. The test results are also
used to compare the performance of an individual student to the
performance of a similar demographic or program group.

The test results are used to evaluate instruction or programs. The TAAS
tests are used to measure the state-mandated curriculum for a content
area, considering test results by subject area and by objective to
assist in evaluating curriculum and instruction. In addition, test
scores are used to compare regional and statewide performance within the
same subject area and grade.

**3**. **Maxine Silva Magnet communicates student\'s performance data to
parents in a Confidential Student Report mailed annually. The
information contained in the report explains the student\'s TAAS scores
in relation to the passing standards, the content areas in which the
student may need remediation, the specific skills in which the need for
further diagnosis is indicated, and the student\'s performance in
comparison with his/her peers.**

An annual School Report Card is mailed to the parent of every child
enrolled in the public schools. The report card provides an overview of
the school and the district performance on the TAAS test. Information is
also included for progress of prior year TAAS failures.

**4. Silva has achieved remarkable successes and shares them with our
community and other schools on a local, state, national, and
international level. A school website communicates our many activities
and awards. A school district newsletter and a city/county hospital
brochure share our performance and achievement to the community. The
city newspaper and television coverage also communicates our involvement
and achievement. Most importantly, our students share their successes
and education with their parents, teachers, relatives, friends and
anyone who asks. Administrators frequently receive requests to visit and
discuss the magnet program and successes from districts wishing to start
or improve their magnet programs. We are open to tours by request of
anyone or any organization that wishes to visit our facilities, faculty
and students.**

"The Just for Kids Honor Roll" recognized Silva Magnet as one of the
nine best high schools in Texas. As part of that program, students and
administrators have already met as a panel to discuss what made our
program successful. This discussion was videotaped for professional
editing and subsequent distribution to Texas schools through the private
industry sponsor. Silva Magnet continues to recruit both locally and
throughout El Paso County which allows us to share information regarding
the continued success of our students.

**[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.**

Students entering grade 9 must choose the Recommended High School
Program as their school program. At the end of the freshman year or
later, a student may opt for the Distinguished Achievement Program. Any
change in a graduation plan requires parental, counselor and
administrative approval.

The school's curriculum consists of the following elements: 4 years of
English, 3 years of math and science, 3.5 years of social studies, one
semester of government and economics, 1.5 semesters of physical
education, one semester of health and speech, 1 year of technology
applications, 1 year of fine arts in the same area, 2 years of a foreign
language in the same language, and 3.5 years of elective courses. This
degree plan requires 24 credits total for a student to graduate.

Maxine Silva Magnet High School is on a unique A/B block schedule. The
students take eight classes a semester. They attend four classes on red
day and four different classes on gray day. The total time spent in each
class is 90 minutes. The advantage to the 90 minutes is the extra time
allowed for lab work, research, writing papers, rotations, common
planning time, inservice for teachers, etc. The block schedule also
allows students to graduate with up to 32 credits.

The students are encouraged to select an advanced sequence of course
work known as advance placement courses in at least one discipline and
to sample other areas of study through their choice of electives. The
objective is for students to learn about a variety of disciplines so
they are informed decision-makers and competent leaders in the
technological world of the 21^st^ century.

Foreign language instruction (now referred to as: LOTE/Languages other
than English) is a vital part of the curriculum at Silva Magnet H.S.
Silva students have the option of taking Spanish, French, or Latin. The
minimum requirement for graduation is two years of a foreign language
but the students may opt to take up to four years. The first two years
must be in the same language. After completing the two years, students
may opt to continue with the same language or learn another language.

The foreign language curriculum offers levels I-IV and AP for speakers
and non-native in French, Latin, and Spanish. The foreign language
instructors address the four mediums of language acquisition: listening,
reading, speaking, writing and further explore cultural aspects of the
target languages through diverse activities, such as investigating and
reporting on its: people, foods, clothing, religion, geography, and
historical events. The classes for native speakers focuses more on
literature, writing, and advanced grammar concepts, whereas the
non-native classes is more of a conversational approach with basic
reading and writing skills. A unique partnership has been built between
the foreign language department and the HST department. In Mr. Lugo's
Spanish classes, each semester medical enhancement is an integral part
of the curriculum focusing on medical terminology, anatomy, common
diseases, medical career investigations, and First Aid techniques.

In addition to the state high school curriculum, the Health Science
Technology courses are designed to give an overview of the therapeutic,
diagnostic, environmental, and information systems of the health care
industry. The working knowledge of the language of medicine and the
focus on health careers is taught the freshman year. During the
sophomore year, the students are taught the basics of asepsis followed
by training in the development of interpersonal relationship skills and
appropriate behaviors used by health care providers. The junior year the
curriculum is divided into three, twelve-week programs. At the beginning
of each of the twelve-weeks, the students spend time in the class
learning necessary skills and terminology for the hands-on assignments
in the clinical setting. The students will do a clinical rotation in the
areas of medical laboratory, rehabilitation, dental technology, medical
nursing, patient care, medical administration, community health
services, ophthalmology, and veterinary medicine. This course is
articulate with El Paso Community College. The senior year the students
may choose from a variety of courses designed to stimulate interest in
various fields of the medical/health community.

2.  **(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.**

The Silva English curriculum is unique in several ways; we integrate
Health Science Technology through literature in many of our classes. One
example of health science integration includes mental health issues
which are thematically linked with novels that are taught in English
classes at Silva. The novel [Ordinary People]{.underline} offers
students insight into teen suicide and the problematic issues that stem
from this crisis. [Flowers for Algernon]{.underline} highlights a grown
man with Downs Syndrome who through a scientific research project
attains a genius level IQ; students enjoy learning about these different
health care issues which are embedded in the literature. When senior
students read [Frankenstein]{.underline}, issues surrounding cloning and
medical ethics come into play; students research different theories
involving these complex issues.

Silva Magnet High School offers English classes at the Pre-Advanced
Placement and Advanced Placement levels. Currently Silva has six classes
of Pre-AP English at the freshmen and sophomore grades combined; two
sections each of AP English Language and Literature are taught in the
junior and senior grades. On average Silva has five percent of students
that read below grade level; one method that is used is the Accelerated
Reader program. Our school has had success with the AR program; most
students are able to raise their reading levels one to two grade levels
by the end of the academic year regardless of their past reading
ability.

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 Health Science Technology program is the unifying theme to apply and
enhance skills and knowledge of the diverse and demanding core
curriculum. Health Occupation Students of America includes over 270
students active in community service and in area, state and national
competitions that test essential skills and relate to our mission.

Freshmen and sophomore courses focus on leadership skills and
professional responsibilities in the health/medical fields. Hands-on
labs in basic clinical skills and Health Care Provider level
Cardio-Pulmonary Resuscitation prepares the sophomores for Junior
Rotations. Computer, library and community research for career
exploration reinforces English and other Texas Assessment of Knowledge
and Skills areas.

Students develop their observational skills in visits to nursing,
medicine, personal health, rehabilitation, dentistry, veterinary
medicine and community health sites. The junior rotation students are
partners with the Head Start program and assist with health screenings
in the community. In the spring semester of the sophomore year, students
may apply to the LVN Articulation Program. This is a two-year Vocational
Nursing program articulated with El Paso Community College. Upon
successful completion of the program, the students may apply for
licensure from the Board of Vocational Nurse Examiners.

Seniors may elect a Certified Nursing Assistant program designed to
prepare them who to work with the aging. The course includes development
and application of theory, anatomy, physiology, and psychology of the
aging.

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

The faculty uses a variety of instructional methods such as cooperative
teaching in the integration of health topics in core subjects, community
service projects, on-line instruction. We also use the standard
instructional methods such as team and individualized projects, peer
teaching, and cooperative learning.

As a health magnet high school the core subjects have components that
tie into the health program. In English, we study novels to teach ethics
and morality. In social studies, we compare health care systems of
different countries, hemophilia and its effect on European royal
families, and immigration and the health problems that exist today in
areas such as the El Paso - Juarez metroplex. In Spanish classes, the
students learn Spanish medical terminology, which help our students with
health science rotations when dealing with Spanish speaking patients. In
economics classes, students gain experience in the \"real world\"
situations by developing a business plan for their own businesses.

The students go into the community for clinical rotations in which they
screen for hearing problems in Headstart youngsters. In government
classes the students learn how local and state governments work by doing
a service-learning project which allows the students to try to implement
change in the community such as putting in a stop sign or school zone
sign.

The Certified Nursing Assistant (CNA) program provides hands-on
experience with patients, using skills they have studied. Other hands-on
methods include making French or Spanish food and analyzing the music of
the 60\'s in social studies class.

We use a variety of on-line technologies such as Web Quests in the Math
and English departments. The science department uses computer-based
laboratory experiments instead of the traditional wet-lab methods.

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

A comprehensive program of District professional development maintains
and improves Silva Magnet faculty teaching skills. The Texas
Infrastructure Fund, a grant, has provided the school with a computer
lab and computer training for a group of seven teachers. These teachers
share their expertise with their colleagues and their students. Many
faculty members have attended computer training with Microsoft, Intel,
Region 19 Education Service Center, and the campus. A campus-based
initiative in Reading Across the Curriculum provides all teachers with
reading inclusion strategies for all courses.

Twenty-six Advanced Placement and Pre-AP courses are offered at Silva
Magnet. The AP teachers must maintain their Gifted and Talented
certification by receiving six additional hours of G/T training each
school year.

Health Science Technology teachers are required to obtain and maintain
certification as Provider Level Cardio-Pulmonary Resuscitation
Instructors. Several teachers maintain their Nursing and Occupational
Therapy credentials by required course work. Some teachers work
concurrently in their fields and as teachers they are able to
communicate the most current practices and the relevance of high
achievement in all curricular areas to their students.

Math, Science, and Health Science Teachers have attended national,
state, regional, and local conferences in their teaching fields.

Silva faculty members take courses at surrounding Universities to keep
abreast of their teaching area and or to pursue higher academic degrees.
At least six faculty members teach at the college level in the El Paso
area.

**[TEXAS CRITERION-REFERENCED TESTS]{.underline}**

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\_\_\_\_[10]{.underline}\_\_ Test ­ [Texas Assessment of Academic
Skills -Writing]{.underline}

Edition/publication year\_\_\_[2001\_]{.underline} Publisher [Texas
Education Agency with Harcourt Educational Measurement\_]{.underline}

What groups were excluded from testing? Why, and how were they
assessed?\_[No student is excluded from testing. All testing
modifications are met with teachers and computers provided to input
answers.]{.underline}

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

At the exit level, Texas Assessment of Academic Skills (TAAS) is
administered to 10^th^ graders. The TAAS consists of reading,
mathematics, and writing. Texas Learning Index (TLI) is the student\'s
score on the TAAS reading and mathematics tests. The student\'s score is
reported on the TAAS test as either a "scale score" or a "Texas Learning
Index" (TLI) score. To pass the subject area TAAS test in reading and
mathematics, the child must have a TLI of at least 70. This score
indicates \"Met Minimum Expectations\". At the exit level, the TLI is
only used for the TAAS reading and mathematics tests. The writing test
uses a "scale score," where 1500 or above is passing. The writing test
given to exit level students is in two parts. Part one the students must
answer multiple-choice questions and on the other part, the student must
write a composition. The highest score that can be made on the
composition is a 4, and the lowest is a 1. To pass the subject area TAAS
test in writing the student must have a scale score of at least 1500.
The reading and mathematics test are multiple choice exams. The student
may show mastery of a particular skill and yet not pass the TAAS test
without mastering all of the skills (objectives). \"Mastering all
Objectives\" means students have mastery of every objective in that
particular test, on the written composition this is a score of 3 or 4.

**[TAAS Reading]{.underline}**

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

  Testing month                      Feb             Feb             Feb             Feb             Feb

  SCHOOL SCORES                      98.9%           95.6%           97.6%           98.1%           94.6%

  **TAAS Reading** All Students      100%            100%            98.6%           100%            99.4%

  Minimum expectations/passing       100%                                                            

  Mastered all objectives            62.0%                                                           

  Number of students tested          182             183             212             206             169

  Percent of total students tested   100%            100%            100%            100%            100%

  Number of students excluded        0               0               0               0               0

  Percent of students excluded       0               0               0               0               0

  SUBGROUP SCORES                                                                                    

  1**. [African                                                                                      
  American]{.underline}**                                                                            

  Minimum expectations/passing       100%            100%            87.5%           100%            N/A

  Mastered all objectives            83.0%                                                           

  2\. **[Hispanic]{.underline}**                                                                     

  Minimum expectations/passing       100%            100%            98.8%           100%            99.2%

  Mastered all objectives            59.0%                                                           

  3**. [White]{.underline}**                                                                         

  Minimum expectations/passing       100%            100%            100%            100%            100%

  Mastered all objectives            75.0%                                                           

  4\. **[Economically                                                                                
  Disadvantaged]{.underline}**                                                                       

  Minimum expectations/passing       100%            100%            98%             100%            98.6%

  Mastered all objectives            60.0%                                                           

  STATE SCORES                       91%             88%             87%             86%             84%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

**[TAAS Mathematics]{.underline}**

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

  Testing month                      Feb             Feb             Feb             Feb             Feb

  SCHOOL SCORES                      98.9%           95.6%           97.6%           98.1%           94.6%

  **TAAS Mathematics** All Students  99.4%           98.1%           99.1%           98.9%           99.4%

  Minimum expectations/passing                                                                       

  Mastered all objectives                                                                            

  Number of students tested          182             183             212             206             169

  Percent of total students tested   100%            100%            100%            100%            100%

  Number of students excluded        0               0               0               0               0

  Percent of students excluded       0               0               0               0               0

  SUBGROUP SCORES                                                                                    

  1\. **[African                                                                                     
  American]{.underline}**                                                                            

  Minimum expectations/passing       100%            100%            100%            100%            N/A

  Mastered all objectives                                                                            

  2\. **[Hispanic]{.underline}**                                                                     

  Minimum expectations/passing       99.3%           98.7%           98.8%           97.6%           99.2%

  Mastered all objectives                                                                            

  3\. **[White]{.underline}**                                                                        

  Minimum expectations/passing       100%            100%            100%            100%            100%

  Mastered all objectives                                                                            

  4\. **[Economically                                                                                
  Disadvantaged]{.underline}**                                                                       

  Minimum expectations/passing       100%            97.6%           99%             99.1%           98.9%

  Mastered all objectives                                                                            

  STATE SCORES                       98%             90.2%           87.4%           85.7%           87.1%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

**[TAAS Writing]{.underline}**

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

  Testing month                      Feb             Feb             Feb             Feb             Feb

  SCHOOL SCORES                      98.9%           95.6%           97.6%           98.1%           94.6%

  **TAAS Writing** All Students      95.8%           100%            100%            96.7%           99.4%

  Minimum expectations/passing                                                                       

  Mastered all objectives                                                                            

  Number of students tested          182             183             212             206             169

  Percent of total students tested   100%            100%            100%            100%            100%

  Number of students excluded        0               0               0               0               0

  Percent of students excluded       0               0               0               0               0

  SUBGROUP SCORES                                                                                    

  1\. **[African                                                                                     
  American]{.underline}**                                                                            

  Minimum expectations/passing       100%            100%            87.5%           100%            N/A

  Mastered all objectives                                                                            

  2\. **[Hispanic]{.underline}**                                                                     

  Minimum expectations/passing       100%            96.7%           100%            100%            96.8%

  Mastered all objectives                                                                            

  3\. **[White]{.underline}**                                                                        

  Minimum expectations/passing       90.9%           100%            100%            94.4%           93.8%

  Mastered all objectives                                                                            

  4\. **[Economically                                                                                
  Disadvantaged]{.underline}**                                                                       

  Minimum expectations/passing       98.6%           100%            100%            97.2%           98.9%

  Mastered all objectives                                                                            

  STATE SCORES                       88.7%           87.9%           88.2%           88.2%           87.4%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

**[Explanation For The High Teacher Turnover Rate For 1998-1999 and
2000-2001.]{.underline}**

Maxine Silva Health Magnet High School is a school where the faculty are
selected for their desire to teach in an accelerated program. The hiring
process selected highly skilled, well-exprienced teachers who were
willing to accept the challenge of change in a new, high-expectation
environment with a school-wide health theme.

Several experienced teachers were near retirement during this time frame
and retired. Other teachers were young, highly qualified, and ambitious.
They chose to move to a more demanding environment. Several moved on to
post-secondary positions, post-graduate study or positions in regional
educational agencies.

The Health ScienceTechnology Education department requires professional
health care employment experience. Accepting the lower pay of a public
school teacher means the loss of income. Several HST teachers found that
they could not continue to teach when much higher salaries were
available in private industry. Finally, one teacher was recruited to
work at the Texas Education Agency for her expertise gained at Silva.

In closing, if a school is small, staffing will be smaller in numbers
and any loss appears statistically larger.