U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal [: Mrs. Pamela Sawyer Bone]{.underline}

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

Official School Name [Gatesville Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [2537 E. Main Street]{.underline}

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

[Gatesville Texas 76528-2627]{.underline} \_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 254 ) 865-7262]{.underline} Fax[( 254 ) 248-0077]{.underline}

Website/URL [gatesvilleisd.esc12.net]{.underline} E-mail
[pbone@gatesvilleisd.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent [Mr. James M. Baize]{.underline}

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

District Name Gatesville Independent School District [(254 )
865-7251]{.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 Dr. Bob Bates

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 I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

[1]{.underline} Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other Primary School

Grades PPCD, Pre-K, K, 1

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$4962]{.underline}

Average State Per Pupil Expenditure: [\$5030]{.underline}

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

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

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

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**       91        89                     **180**      **9**                             

  **3**       94        77                     **171**      **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   351
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [84%]{.underline} White

the students in the school: [04%]{.underline} Black or African American

11% Hispanic or Latino

[00%]{.underline} Asian/Pacific Islander

[01%]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[17.37]{.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 28
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 33
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        61
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    351
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1737
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    17.37
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [2]{.underline} %

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

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

Specify languages: Spanish, Korean

9\. Students eligible for free/reduced-priced meals: [43]{.underline} %

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

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

10\. Students receiving special education services: [15]{.underline} %

[52]{.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.

\_1\_\_\_Autism 0\_\_\_\_Orthopedic Impairment

\_0\_\_\_Deafness 6\_\_\_\_Other Health Impaired

\_0\_\_\_Deaf-Blindness 26 \_\_\_Specific Learning Disability

\_0\_\_\_Hearing Impairment 34 \_\_\_Speech or Language Impairment

\_3\_\_\_Mental Retardation 0\_\_\_\_Traumatic Brain Injury

\_0\_\_\_Multiple Disabilities 0\_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_ 1\_\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_18\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_10\_\_\_\_\_ \_\_\_\_3\_\_\_\_

Paraprofessionals [\_\_ 8\_\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_ [10]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_ 47\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: 20:1

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

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

  Daily student attendance 95.7                96                  96.1                96\.                96.2

  Daily teacher attendance 95                  93.7                95.3                94.4                95

  Teacher turnover rate    8.3                 5.4                 2.7                 12.5                14

  Student dropout rate     [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}

  Student drop-off rate    N/A                 N/A                 N/A                 N/A                 N/A
  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------

**PART III ‑ SUMMARY**

The continued improvement of student performance at Gatesville
Elementary can be attributed to a shared vision throughout the school
district and the rural Central Texas community of 11,000. Our belief is
that students deserve high standards and quality instruction, and that
combination will allow all students to succeed. Reaching beyond minimal
expectations is expected of each campus, with our superintendent setting
the standard of, "Acceptable is unacceptable." In order to carryout that
shared vision, effective change has taken place in curriculum,
instruction, and student expectations.

Gatesville Elementary serves second and third grade students attending
Gatesville Independent School District in Gatesville, Texas. The mission
at Gatesville Elementary is to educate each student to function
successfully in a democratic society. Preparation for successful
participation in a democratic society shall include the development of
competence in communication and mathematical skills augmented by a sense
of responsibility in civic, health, and economic affairs, and
interpersonal relationships. At Gatesville Elementary, we believe that
children come first, and every child should have a quality education. A
positive school environment and healthy self-esteem are both necessary
for success. Our school must have an inviting atmosphere for students,
parents, and the community, and promote a strong cooperative effort
between school and community, making our school accountable to our
community. Quality educators must be hired and retained in order to
promote high standards while allowing for diversity in our community.

The two grade levels at Gatesville Elementary are organized into
eighteen self-contained classrooms with nine at the third grade level
and nine at the second grade level. Support staff serves in accelerated
and enrichment programs that include reading and math instruction,
physical education, media-library skills, technology instruction, fine
arts, gifted-talented differentiation, special education, and ESL
instruction. The shared vision of student success has enabled the entire
staff at Gatesville Elementary to work together as a cohesive group to
embrace change. Through self-evaluation, collaborative planning and
curriculum development, classrooms have moved from being teacher
directed and textbook driven to experiential and collaborative
environments that promote authentic learning for all students.

Gatesville Elementary became a two grade level campus in 1996 with the
construction of Gatesville Intermediate where grades 4 through 6 were
combined. The rationale in the reorganization of the campuses was to
lower student populations per campus, especially K through 3, so that
principals and staff were better able to closely monitor instruction and
performance. Not only were the campuses being reorganized, but major
changes were also in order for the classrooms on each campus. Campus
principals were expected to have a "hands on" approach to facilitating
instruction, monitoring progress, and above all, serving as the
instructional leader of the campus. In order for the reorganization to
be successful, communication between campuses was emphasized and
planning opportunities across grade levels and campuses were developed.
Planning across grade levels and campuses has proven to be such a
critical element in the improvement of student performance, planning
opportunities have been expanded with each year.

The true measure of the success of Gatesville Elementary goes beyond
test scores. Our students are better prepared in seeking answers,
developing conceptual understanding, and producing original works.
Teachers have become learning facilitators to students who play a much
more active role in their own learning. Students move within the
classrooms taking an active role in their learning with strategies and
learning opportunities that meet the needs of all learning styles and
developmental levels. The students and teachers, through commitment to a
shared vision of excellence, have met the challenge of "Acceptable is
unacceptable."

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

1\. The state of Texas has an established history of criterion
referenced tests with entry level testing beginning at third grade. The
previous Texas tests, TABS and then TEAMS, both indicated student
mastery of basic skills. It was not until the Texas Assessment of
Academic Skills of the early nineties, or TAAS, that the disaggregation
of information from the tests became an important tool in promoting
student success and evaluating instructional programs. Beginning in
1994, district performance has been reported by the Academic Excellence
Indicator System or AEIS report. In 2003, TAAS evolved into Texas
Assessment of Knowledge and Skills, TAKS, which aligned with the state
curriculum known as TEKS, or Texas Essential Knowledge and Skills.

Beginning with the kindergarten class of 1999-2000, implementation of
the School Success Initiative put into place the learning standards that
class would have to achieve as third graders. The new standards, known
as Texas Essential Knowledge and Skills (TEKS), were put into place for
the new test, Texas Assessment of Knowledge and Skills. Any child not
passing the reading portion of the TAKS test would not be promoted to
the fourth grade. Three administrations of the test would be given and
accelerated instruction would be provided, but passing to the next grade
was contingent upon passing the reading portion of the test. Reading
academies were offered to kindergarten, first, second, and third grade
teachers to for training to facilitate reading mastery.

The first administration of the Texas Assessment of Knowledge and
Skills, the state criterion-referenced test, is given to all Texas third
graders during the spring semester. At Gatesville Elementary, the
results of that testing are used to evaluate if the needs of our
learners are being met. Scores have been made available since 1994 and
each year's performance had shown a slight improvement, especially in
reading. In 1998, the scores on the state criterion- referenced test,
then known as TAAS, indicated that we still were not meeting the needs
of our students, particularly our economically disadvantaged students.
Scores for 1998 were 85.3% passing in reading and 80.8% passing in math
and economically disadvantaged students scoring a dismal 58.6% in
reading and 75.9% in math. The following year in 1999, the scores were
94.9% in reading and 90.8% in math. Scores for 2000 showed a passing
rate of 95.9% in reading and 91.4% passing rate in math. Economically
disadvantaged students did not perform well on the same test with a 79%
passing rate in math, but did show improvement in reading with 92.3%
passing.

Our entire staff was committed to the vision of improved student
performance. Collaborating together, the staff addressed the loud wake
up call that our instruction was not meeting the needs of all of our
students, particularly students from economically disadvantaged
households. Working as a staff, instruction and curriculum were
evaluated and re-aligned. The experiential practices that had been
implemented in reading instruction were also included in math
instruction. Real world math opportunities in measurement, money, and
time were included in daily instruction. Additional training was sought
that specifically addressed children of poverty and meeting their needs.
This training proved to be helpful in enlightening teachers about the
expectations they had of children not only in the classroom, but also at
home. High expectations were achievable and remained in place, but we
had to offer more experiences to our students and more learning
opportunities to our students during the course of the school day.

In the spring of 2001, students scored 96.2% in reading and 97% in math,
with socio-economically disadvantaged students scoring 92.2% in reading
and 92.6% in math. In 2002, 97.1% of students passed reading and 98.5%
passed the math. Socio-economically disadvantaged students scored 95.7%
on reading and 95.7% on math. Scores in 2003 indicated the same
improvement with 98.5% students passing reading and 99.2% passing math.
Socio-economically disadvantaged students continued to improve with a
reading passing rate of 96.5% and a passing rate in math of 100%.

2\. Two types of assessment data are used to evaluate and improve
student performance. As described earlier, data collected from the TAKS
test provides a view of the effectiveness of instruction and curriculum
for third grade students and if that instruction is properly aligned in
second grade, as well. To gain information previous to the TAKS test,
students are evaluated in reading by using the state developed Texas
Primary Reading Inventory. This inventory is administered to students K
through

grade 2, three times a year. It allows teachers and parents to follow
reading progress in graphophonemic skills, comprehension, and fluency. K
through 2 teachers have also developed an assessment in math and
reading, formatted like the state developed TAKS test, but written and
administered to assess K, 1, and 2 TEKS.

Another type of data used to evaluate ongoing student performance is the
collection of authentic data using a variety of assessment approaches.
Formative evaluations such as antecdotal record keeping, teacher-student
conferences, student self-evaluation or record keeping, and teacher
observation are effective tools in ongoing assessment of student
progress. The use of these evaluations allows the teacher to know each
student as a learner on a day- to-day basis and offer instruction and
learning strategies needed for student success.

3\. Student progress is reported to parents on a daily basis. Each child
is provided with a daily learning log that serves as a communication
tool between home and school. Parents are asked to review and sign each
evening and about 90 percent of parents consistently review the learning
logs each day. A listing of the learning of the day, homework
assignments, grades, observations, concerns, and compliments are issued
to parents on a daily basis, and parents, in turn, are given easy access
to their child's teacher. Reading reports listing books read during the
week are sent to parents every Friday. Progress reports are issued every
three weeks, and report cards are issued every six weeks. With each
administration of the TPRI to second graders, reports go home to parents
indicating student progress. Parents of second and third graders are
informed of testing standards at the beginning of the school, mid-year,
and before the March administration of the TAKS reading test. Practice
assessments for third graders using released versions of the TAKS test
are sent home for parent review and signature after each of the four
administrations during the school year. Annually, assessment results are
reviewed at a monthly school board meeting that is advertised to our
community. Testing results are published in the school paper, and the
local newspaper, the *Gatesville Messenger*.

4\. Gatesville Elementary was recently honored to participate in a panel
discussion at the Region 12 Service Center that allowed schools
demonstrating improvement to share their success stories. It was an
enlightening experience for the participants from Gatesville Elementary
as they learned, much to their surprise, that not every school has put
into place the instructional practices and high expectations found at
this campus. Gatesville Elementary teachers have proven to be excellent
trainers for campus and cross campus training. Their training
opportunities could be expanded to other districts. Sharing successes is
one of the best components of school improvement and the lessons learned
go both ways. Our staff would benefit from on-site visits from other
schools or meetings with instructional teams from other schools to
discuss effective change and the improvement of student performance.
Going beyond the campus level study group and teaming with another
elementary school in a book study program is another option teachers
would like to consider. Teachers have been asked to reflect on one of
their most positive classroom changes or experiences in hopes of
publishing some of the best teaching practices at our school.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  The learning standards set for each grade within the state developed
    Texas Essential Knowledge and Skills (TEKS) serve as the foundation
    for our curriculum. With the learning standards in place, the focus
    has shifted from what is going to be taught to how the learning will
    most effectively take place. The staff at Gatesville Elementary has
    been involved in the development and evaluation of the four core
    areas of curriculum, reading, math, social studies, and science. The
    reading curriculum includes the strands of listening/speaking,
    reading and writing. The curriculum has been re-aligned to include
    the use of authentic literature as the foundation of reading
    opportunities for students and connecting reading, writing,
    listening and speaking opportunities to those reading experiences.
    Operations, quantitative reasoning, patterns-relationships,
    algebraic reasoning, measurement, probability, statistics, and
    problem solving are included in the math curriculum. To better
    prepare students in math concepts, classrooms have become the center
    of real world math experiences. Manipulatives and tools of
    measurement are used daily to provide students with learning
    experiences that go beyond worksheets. The social studies curriculum
    strands are history, geography, economics, government, and
    citizenship, and the science curriculum is made of the strands of
    investigation, inquiry-critical thinking, tools, systems, change,
    living organisms, and processes of natural resources. At the third
    grade, the strand of adaptations and inherited traits is included in
    the science curriculum. Both grade levels have collaborated to
    integrate science and social studies learning standards by using a
    universal theme. The third grade has used the theme of community to
    integrate its curriculum and instruction of science and social
    studies. The theme of community has also been integrated in reading
    and writing opportunities. As a culminating activity, the third
    grade tours our own community visiting historical sights,
    governmental agencies, and local points of interest. Students meet
    city and county officials and learn of their roles in our community.
    Second grade has integrated the four core areas of instruction and
    tied them to the study of each continent. The integrated curriculum
    guides students as they travel from continent to continent learning
    of cultures, habitats, and political issues through varied
    experiences.

2\. The learning standards for reading established in the TEKS serve as
the foundation of the reading

curriculum. Staff members grades K through 6 collaborated on the
development of a calendar that

sequenced reading and writing targets in an effective approach. With the
"what" to teach and the

"when" to teach in place, the most important aspect of the reading
curriculum was how to implement

those learning standards in the classroom. Working as an entire staff,
the reading curriculum was re- aligned using the most effective
practices in the teacher of reading and writing. The teachers wanted to
empower students to grow as readers. In order to that, the curriculum
was designed to offer more opportunities for students reading complete
selections of their choice. The reading curriculum has moved from
textbook driven drills and skills worksheets to print rich environments
that provide reading choices and opportunities for students. Extensive
classroom libraries of leveled titles provide students with
opportunities to select and read original and complete books based upon
their interests and needs. Students are provided with a forty-five
minute reading block of time

set aside for selecting materials and reading in the classroom. Teachers
and students

conference about selections allowing teachers to monitor progress and
offer support. Different types of genre are introduced and studied with
the classroom teacher serving as reading role model and reading aloud to
the students. The school library also plays an important role in the
reading process with circulation doubling since 1996. The library is
open to students from 7:50 am until 9:50 each day. Students are also
scheduled for a forty-five minute library rotation every fourth day. At
that time, the librarian instructs students on media, research, and
circulation skills and introduces new titles found in the library. While
the state adopted basal series of McGraw-Hill is still a part of overall
instruction, it is only one component of the reading curriculum.

3.  As with the reading curriculum, the math curriculum in place at
    Gatesville Elementary follows a K-6 calendar that was established to
    follow an appropriate pace and sequence for math. Developed by staff
    and implemented grades K-6, the TEKS and TAKS are organized in the
    calendar. The math curriculum has also undergone changes as to how
    math concepts are experienced in the classroom. The state adopted
    series of Scott Foresman Addison Wesley serves as one resource of
    the math curriculum. The math curriculum has moved from being
    generated by the text to being experienced by the students. Teachers
    wanted to create a learning environment that allowed students to
    connect math not only to their other studies, but also to recognize
    math in the real world. The use of manipulatives and problem solving
    strategies were incorporated into daily instruction. In assessing
    the student performance in math, the curriculum was adjusted to
    include math strands that required daily reinforcement. Measurement,
    geometry, problem solving, and probability are skills that have been
    spiraled throughout the curriculum, as they have been included in
    daily instruction and assessment. Teachers collaborated to plan and
    produce daily math practices that are used each day.

4.  The instructional staff at Gatesville Elementary has been committed
    to seeking and implementing instructional practices that meet the
    needs of all students. As described earlier, the improvement of
    student learning is closely tied to the use of multiple methods of
    instruction to teach the same concepts. Instructional methods have
    become much more real world experiences, with students taking an
    active role in their learning. Students are actively experiencing
    their own learning, not just experiencing their teachers. Students
    have been included more in the production and participation of their
    learning materials, such as producing their own color coded study
    guide rather than being handed a sheet of multiplication tables or
    vocabulary terms to memorize. The attitude of our campus is that
    each moment of the school day is critical to the growth of students
    as learners. Class time is used effectively and efficiently in the
    best interest of our students. With extensive bus routes that cover
    over 2,000 per day, along with fifty percent of our student
    population traveling to and from school by bus, offering tutorials
    to students in math and reading became a challenge. Before and after
    school tutorial sessions were missing too many students who were not
    able to attend due to transportation. The staff developed a tutorial
    program that would serve all students and take place during the
    course of the day. Twice a week, the last forty-five minutes of the
    day is set aside for math and reading tutorials. The classroom
    teachers take the smallest groups, which are fluid from day to day,
    and the principal takes the largest group. Objectives are addressed
    according to student need and the learning takes place as a
    collaborative effort.

5.  Staff development has played a key role in the improvement of
    student performance by using two approaches. Different information
    and instructional approaches are brought into our campus by
    providing staff opportunities for training outside of the district
    and then returning as a trainer at the campus level. Our staff
    collaborates in implementing new methods and materials into the
    established curriculum. Also proving to be most effective is the use
    of multi-campus staff development that has taken place each summer.
    During staff development in June, teachers meet to evaluate the
    prior year and share information across grade levels. They also work
    together in the preparation of materials for the upcoming year.
    Critical planning then takes place for the upcoming school year.
    Removed from the hectic pace of the instructional year, teachers
    look forward to this time to share student data, instructional
    methods, and address curriculum concerns.

    PART VII -- ASSESSMENT RESULTS

  ---------------------------------- ----------- ----------- ----------- -----------
  GATESVILLE ELEMENTARY              TAKS1       TAAS        TAAS        TAAS2

  3^RD^ GRADE READING                2002-2003   2001-2002   2000-2001   1999-2000

  TESTING MONTH                      Mar-Apr     April       April       April

  **SCHOOL SCORES:**                                                     

  \% Met Minimum Standard                        97.1        96.2        95.9

  \% Met Standards                   98.5                                

  \% Commended Performance           28.4                                

  Number of Students Tested          165         174         209         201

  \% of Total Tested                 97.6        98.9        98.6        98.9

  Special Education Students Tested  37          38          45          13

  **SUB-GROUP SCORES:**                                                  

  1\. Economically Disadvantaged                                         

  \% Met Minimum Standard                        95.7        92.2        92.3

  \% Met Standards                   96.5                                

  \% Commended Performance           21.1                                

  Number of Students Tested          78          70          82          84

  2\. White Students                                                     

  \% Met Minimum Standard                        99.1        98.5        96

  \% Met Standards                   99.1                                

  \% Commended Performance           30.1                                

  Number of Students Tested          135         141         171         166

  3\. Hispanic Students                                                  

  \% Met Minimum Standard                        92.3        95.2        95.7

  \% Met Standards                   100                                 

  \% Commended Performance           15.45                               

  Number of Students Tested          18          20          27          26

  4\. African-American Students                                          

  \% Met Minimum Standard                        91.7        100         100

  \% Met Standards                   85.7                                

  \% Commended Performance           28.6                                

  Number of Students Tested          8           13          8           6

  **STATE SCORES:**                                                      

  \% Met Minimum Standard                        88          86.8        87.9

  \% Received Academic Recognition               N/A         N/A         N/A

  \% Met Standards                   89.6                                

  \% Commended Performance           18.5                                

  1First administration of TAKS                                          

  2No SDAA exams were given this                                         
  year                                                                   
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  ---------------------------------- ----------- ----------- ----------- -----------
  GATESVILLE ELEMENTARY              TAKS 1      TAAS        TAAS        TAAS 2

  3RD GRADE MATH                     2002-2003   2001-2002   2000-2001   1999-2000

  **TESTING MONTH**                  Mar-Apr     April       April       April

  **SCHOOL SCORES:**                                                     

  \% Met Minimum Standard                        98.5        97          91.4

  \% Met Standards                   99.2                                

  \% Commended Performance           23.3                                

  Number of Students Tested          165         174         209         201

  \% of Total Tested                 97.6        98.9        98.6        92.5

  Special Education Students Tested  37          38          45          13

  **SUB-GROUP SCORES:**                                                  

  **1. Economically Disadvantaged**                                      

  \% Met Minimum Standard                        95.7        92          79.4

  \% Met Standards                   100                                 

  \% Commended Performance           14.5                                

  Number of Students Tested          78          70          82          79

  **2. White Students**                                                  

  \% Met Minimum Standard                        99.1        98.5        95

  \% Met Standards                   99.1                                

  \% Commended Performance           23.4                                

  Number of Students Tested          135         141         171         166

  **3. Hispanic Students**                                               

  \% Met Minimum Standard                        100         90.9        73.9

  \% Met Standards                   100                                 

  \% Commended Performance           23.1                                

  Number of Students Tested          18          20          27          26

  **4. African-American Students**                                       

  \% Met Minimum Standard                        90.9        100         80

  \% Met Standards                   100                                 

  \% Commended Performance           28.6                                

  Number of Students Tested          8           13          8           6

  **STATE SCORES:**                                                      

  \% Met Minimum Standard                        87.4        83.1        80.6

  \% Received Academic Recognition               N/A         N/A         N/A

  \% Met Standards                   90.8                                

  \% Commended Performance           12                                  

  1First administration of TAKS                                          

  2No SDAA exams were given this                                         
  year                                                                   
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