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

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

Name of Principal [Mr. Ricky Cox]{.underline}

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

Official School Name[Kelley/Dodson Elementary (nominated as the former
Kelley Elementary School)]{.underline}

(As it should appear in the official records)

School Mailing Address [500 North Soland]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Denver City TX]{.underline}
\_\_\_\_\_\_\_\_\_\_\_[79323-2824\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 806 ) 592-5920]{.underline} Fax [( 806 ) 592-5929]{.underline}

Website/URL [www.dcisd.org]{.underline} E-mail
[ricky.cox@dcisd.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\_\_[2-9-04\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. G. Steve Mills]{.underline}

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

District Name [Denver City Independent School District Tel. ( 806 )
592-5900]{.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[\_\_\_\_2-9-04\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board \_\_\_\_\_\_\_[Mrs. Davela
Parker\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

President/Chairperson President

(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\_\_\_[2-9-04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**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

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

\_\_\_\_[1\_]{.underline} Junior high schools

\_\_\_\_[1]{.underline}\_ High schools

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

\_\_\_\_[3]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_[\$7664]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$7088]{.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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[3.5]{.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**       37        34                     **71**       **7**                             

  **1**       49        53                     **102**      **8**                             

  **2**       35        41                     **76**       **9**                             

  **3**       51        46                     **97**       **10**                            

  **4**       46        48                     **94**       **11**                            

  **5**       36        48                     **84**       **12**                            

  **6**                                                     Other:PK    46        46          **92**

                                    **TOTAL                                                   **616**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [36.1]{.underline} % White

the students in the school: [0.9]{.underline} % Black or African
American

[62.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_14.9\_%]{.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 18
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 35
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        53
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    543
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .149
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    14.9%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[20.97%]{.underline}

[\_129\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_3\_\_\_\_\_\_]{.underline}

Specify languages: English, Spanish, German

Students eligible for free/reduced-priced meals:
[\_\_\_\_67.3\_]{.underline}\_%

[\_\_\_\_\_414]{.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:
\_\_\_[18.3]{.underline}\_\_\_\_\_% (includes speech, Pre-K, & PPCD)

\_\_\_\_[113]{.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.

\_\_[0]{.underline}\_Autism \_[1]{.underline}\_\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness [\_4\_\_]{.underline}Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness [\_31]{.underline} Specific Learning
Disability

\_\_[1\_]{.underline}Hearing Impairment \_[90\_]{.underline} Speech or
Language Impairment

\_\_[3]{.underline} Mental Retardation \_[0]{.underline}\_\_Traumatic
Brain Injury

\_\_[0]{.underline} Multiple Disabilities \_[0]{.underline}\_\_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 \_\_[36]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[11]{.underline} \_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[10]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_ 3\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_[62]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[13:1]{.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.)

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

  Daily student attendance 96          96.2        96.6        96.2        96

  Daily teacher attendance 95          93          95          96          96

  Teacher turnover rate    .26         0.0         0.03        0.06        0.03

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

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

**Part III - Summary**

Kelley Elementary School in Denver City, Texas, is a small, rural school
located on the Texas- New Mexico border in Yoakum County. Nestled among
pump jacks and agricultural fields approximately eighty miles southwest
of Lubbock and eighty-five miles northwest of Midland-Odessa, the
district is among two in the county. A district with 154 square miles, a
total of 615 students walk through Kelley Elementary doors each day into
a learning environment that houses grades Pre-Kindergarten through fifth
grade. Of the student population, ninety-two students participate in
half-day Pre-Kindergarten classes offered to all children who reach the
age of four on or before September 1^st^.

Founded in 1940, Denver City Independent School District consists of
three campuses, including Denver City High School, William G. Gravitt
Junior High, and Kelley-Dodson Elementary School, a newly consolidated
campus housing Pre-Kindergarten through fifth grades. The adaptability
of the school has become evident as last year's Pre-Kindergarten through
third grade Kelley Elementary and fourth through fifth grade Dodson
Intermediate campuses were consolidated into a single campus renamed
Kelley-Dodson Elementary School. Kelley Elementary students and parents
richly benefit through collaborative efforts shared with Shapes Head
Start Program and Yoakum County Family Literacy Program, which holds the
distinguished honor of receiving the First Lady's Family Literacy
Initiative for Texas in 2003.

Denver City schools remain the hub of the community with many of the
activities centered on student involvement from academics to athletics.
Classified as a Chapter 41 school, the schools once had ample funds for
students; however, due to the wealth equalization law known as "Robin
Hood," they now find themselves operating with bare minimums. Downsizing
of oilfield workforces resulted in a major economic impact as well as a
decline in city and school populations. To add insult to injury, our
only other major economic resource, agriculture, suffered disaster over
the last three years. The U.S. Census reports a 27.9% decrease in
population between 1990 and 2002 with a proportionate school enrollment
decline.

When the staff could just throw in the towel, they rose to the
challenge, realizing that despite economic conditions, they are charged
with educating tomorrow's future today. A Title I School-Wide Campus,
Kelley Elementary is blessed with a rich background of "highly
qualified" educators with an average sixteen years experience. Little
turnover or grade reassignments contribute to the academic success of
students. The faculty constantly models high standards of instructional
practices while mentoring the few beginning educators in an effort to
chart the mission, "To improve the performance of each student." The
campus takes its vision, "Build the future...one student at a time," to
heart as educators do everything within their power to create a
student-focused school climate. Providing individualized needs, the
campus offers many services required to ensure no child is left behind.
Individualized services include counseling, speech-language therapy,
special education, Preschool Program for Children with Disabilities, and
At-Risk Reading and Math intervention. In addition, the school provides
remedial reading, dyslexia identification and programming, gifted and
talented classes, bilingual education, and computer labs with
research-based learning program.

**Part IV -- Indicators of Academic Success**

**1. Meaning of School Assessment Results**

Disaggregation of test data is a driving force behind all
student-centered decisions for Kelley Elementary students. Teachers
derive data from multiple sources, including the Texas Assessment of
Academic Skills (TAKS), benchmark testing, individualized testing, Texas
Primary Reading Inventory (TPRI), Tejas LEE, anecdotal records, progress
reports, and observation, which they use to make individualized
decisions for students as well as all curricular decisions. The data
presented is reflective of Kelley Elementary third graders and Dodson
Intermediate fourth and fifth graders and has been disaggregated to the
best ability possible with the reconfiguration of the campus.

The school employs various means of communicating testing results with
all stakeholders. Kelley Elementary makes every effort to assist
stakeholders in fully understanding testing results and how those
results drive the instructional decisions, curriculum decisions, campus
decisions, and budget decisions for the school. Thus, they were very
excited to share the continual improvement over the past five years, and
especially pleased to explain the rise in scores over the past three
years, gaining the campus a rating from Acceptable to Recognized to
Exemplary from the Texas Education Agency. In the meetings with various
stakeholders, campus administrators used charts and graphs which
displayed how the campus had made focused efforts to improve and how
they had incorporated the best instructional practices to meet the needs
of each individual student.

Campus personnel for Kelley Elementary explained that the scores from
the Texas Assessment of Academic Skills (TAAS) to the Texas Assessment
of Knowledge and Skills (TAKS) are definitely a point of pride
considering how the students and staff rose to the challenge of
increased standards and state accountability. In the meetings with the
parents of third graders, community members, and the Board of Trustees,
scores proved an increase over the past five years for students who met
standards in reading from 88.7% to 98.8%, an increase of 10.1% locally
and 9.8% above the state average. The same story is true in math where
students who met standards increased from 82.2% to 100.0%, an increase
of 17.8% over five years, and 8.0% above the state average last year.

The staff, both professional and paraprofessional, takes great pride in
the tireless efforts of students to exceed expectations on the
assessment instruments. The school population, comprised of 62.6%
Hispanic, .9% African American, .5% Asian/Pacific Islander, and 36.1%
Anglo, proved that the desire to excel is a contributing factor in
student success. In addition, the school has a free/reduced meal program
rate of 67.3% and a mobility rate of 14.9%. Three languages are spoken
in the school, including English, Spanish, and German.

Staff uses various methods of sharing results with all stakeholders,
including individual conferences, group presentations using charts and
graphs, newspaper announcements, reports included with progress reports,
and public service announcements on the school's television station,
Channel 16. Kelley Elementary takes great pride in acknowledging the
students, parents, educators, support staff, and the entire community
for the time-intensive and dedicated work that has brought about the
increase in all students' scores on state assessment instruments. Such
pride is extended beyond the assessment scores to the development of
life long learning skills.

**2. Using Assessment to Improve Student and School Performance**

The use of assessment data is the driving force behind all curricular
and staff development decisions as well as the cornerstone in
identifying individual student needs. Data is derived from various
instruments to identify student needs. Determination of instructional
direction, remediation areas, staff development, and budgeting are all
directly correlated to the various assessment instrument results.

Staff believes that reading skills are a critical teaching area for all
students and have made a direct effort to identify needs by using such
assessment instruments as the Texas Assessment of Knowledge and Skills
(TAKS), the prior Texas Assessment of Academic Skills (TAAS), released
TAKS assessments, Texas Primary Reading Inventory (TPRI), STAR testing
of reading levels, and campus-developed benchmark tests.

Each year, staff spends time disaggregating assessment results by
breaking the results down by individual subject area, classrooms,
student, and even individual questions. Because the Texas Assessment of
Knowledge and Skills assessment is directly correlated to the Texas
Essential Knowledge and Skills, staff can ensure that the mandated
curriculum is taught to mastery. Throughout the year, staff has ample
opportunities to engage with colleagues and administrators through
individual grade level meetings to determine a course of action for all
students. Parents are also an integral part of the decision-making
process and are given the opportunity to provide input during site-based
committee meetings and during parent forums. At the beginning of the
school year, teachers and administrators develop a plan of attack for
instruction and scope and sequence of the curriculum based upon
assessment results. The process continues throughout the school year as
educators, both teachers and administrators, meet periodically to assess
students using benchmark exams to ensure adequate progress and to modify
both individual and classroom instruction as needed.

> **3. Communication of Student Performance**

Establishing a good home-school connection is the focus of the "Meet the
Teachers" evening hosted within the first three weeks of the year.
Teachers utilize the evening to positively interact with parents and to
introduce grade level expectations and the various assessments students
will be taking during the year. Teachers then use a face-to-face
interaction through individual parent conferences where they explain in
detail the various objectives students are expected to master on the
Texas Assessment of Knowledge and Skills (TAKS). During the meeting,
teachers are able to identify individual student strengths and
weaknesses. The availability of telephones in each classroom allows
teachers to continually communicate with parents regarding their
student's strengths as well as any concerns.

Kelley Elementary staff host a meeting with third grade parents early in
the school year as a connection to understanding the state standards on
the Texas Assessment of Knowledge and Skills. During the meeting,
teachers and administrators have the opportunity to explain the
significance of the Student Success Initiative. Parents are given the
opportunity to clarify any misconceptions and to receive tips to assist
their children to be successful on TAKS. Fourth and fifth grade staffs
hold individual conferences with students' parents to discuss TAKS.
Additionally, administrators and bilingual educators attend a session at
the Yoakum County Family Literacy Center to present the information in
the parents' dominant language. Parents and stakeholders receive
additional information regarding academic success during Six Week
Assemblies. Administrators also use the assemblies to deliver
information regarding upcoming testing information.

Parents, students, and stakeholders receive written reports regarding
assessment results through various means. The state's campus report card
and individual student results are mailed to all parents. Stakeholders
may view campus report cards via the Denver City Press (local
newspaper), school cable Channel 16, and through Board of Education
reports. District and Campus Site-Based Decision Making Committee
meetings and Title I Campus Parent Meetings afford stakeholders the
opportunity to review assessment data.

**4. Sharing Successes**

Kelley Elementary administrators, teachers, parents, and students take
advantage of every opportunity to share successes. Networking with
administrators and teachers across the state allows personnel the
opportunity to share the successes of the school. Regional and state
conferences offer personnel an opportunity to establish a network of
professionals across the state with whom they are able to share
strategies and techniques that have brought positive results in
assessments and curricular issues. The network is kept active through
the use of an E-mail delivery system, allowing professionals to connect
to other professionals seeking assistance in increasing their own
student success rates.

Kelley Elementary staff invites and welcomes visitors from across the
state to view its "learning in progress" through on-site visits from
various school districts. Visitors are encouraged to walk-through
classrooms, to interact with teachers and paraprofessionals, to talk
with students about their learning, and to view the curriculum in
progress. Professionals offer visitors successful strategies to
implement in their classrooms. Professionals are also encouraged to
present at regional and state conferences as a means to promote the
school and to continue to improve their own curriculum.

Group discussions, site-based committees, and faculty meetings give
staff the opportunity to share their findings and to make decisions
concerning needed changes to improve student performance. Teachers and
administrators take part in both scheduled and unscheduled opportunities
to collaborate, observe lessons, discuss curriculum, and share
innovative ideas. The programs at Kelley Elementary will continue to
focus on parent/community meetings and networking to share successes.
E-mail, local newspaper, regional newspapers, Cable Channel 16, and the
district web page will continue as modes of outreach to promote success.

**Part V. Curriculum and Instruction**

**1. The School's Curriculum**

Kelley Elementary has taken a proactive approach to vertically and
horizontally align the curriculum, contributing to the success of the
school. At the core of the curriculum is the Texas Essential Knowledge
and Skills (TEKS), the state-mandated curriculum. All skills outlined in
the TEKS are addressed in each curriculum area, and those skills are
taught to mastery. Alignment across and within grade levels assures all
students are presented the same concepts.

The foundation curriculum and core of each curriculum area for all grade
levels is based upon the TEKS. Students receive instruction in all
curricular areas including reading, language arts, math, science, social
studies, health, physical education, and fine arts. The TEKS offers a
comprehensive curriculum that ensures students have the necessary
knowledge to be successful at subsequent grade levels and on the Texas
Assessment of Knowledge and Skills (TAKS). A dual-language bilingual
program addresses the needs of students whose dominant language is one
other than English. Regardless of whether students require bilingual
services or special education services or mainstream education, all
students receive a TEKS-based curriculum. Students also have the
opportunity to connect to their global community through an Internet
connection in computer labs.

Additionally, educators use a multidisciplinary approach to learning
that allows students to make connections across all curricular areas.
The hands-on approaches allow students opportunities for discovery and
subsequent application of knowledge through units of study. Teachers
also understand the importance of quality literature as the springboard
for learning during the formative years. Literature reinforces concepts
in the classrooms, during library hours, and during special classes, and
teachers work collaboratively within grade levels and with support
personnel to ensure that literature choices reinforce units of study.

Special efforts were made to begin the process of curriculum alignment,
with educators actively taking part in the process. Core area teachers
used a collaborative method to align the curriculum horizontally, and
then they undertook aligning the curriculum vertically by using a
"teaming" approach. They met together as teams of teachers in a directed
manner of identifying and filling any gaps in the curriculum. For
example, second grade teachers met with first and third grade teachers
to identify needs improvements. Next, the second grade teachers met with
kindergarten and first grade teachers. The process continued until each
grade level had met with the grades above and below them to ensure that
the curriculum addressed all Texas Essential Knowledge and Skills (TEKS)
as well as Texas Assessment of Knowledge and Skills (TAKS) objectives.
By using this technique, teachers were better prepared with an
understanding of prior student knowledge and knowledge needed to be
successful at the next level. Educators understand that curriculum is
ever-evolving and ever-changing, and they focus upon delivering a
curriculum that meets individual student needs rather than forcing
students to fit a curriculum.

**2. The School's Reading Curriculum**

Kelley Elementary's reading success is attributed to the philosophy that
reading is the foundation of student learning. Teachers understand that
students undergo a transformation from learning to read to reading to
learn. Each grade level feels responsible for student mastery on the
Texas Essential Knowledge and Skills, which directly relates to the
Texas Assessment of Knowledge and Skills. The success in the curriculum
can be attributed to an eclectic approach in which no one instructional
program or method is believed to meet the needs of every child.

When teachers were presented the challenge of TEKS and the Student
Success Initiative, they took a proactive approach by writing a reading
curriculum to meet individual student needs. Several approaches were
implemented in an effort to meet the varying learning styles of
students.

Teachers were afforded the opportunity to attend the Reading Academies
Training, and they came away with many innovative approaches to meeting
varying students' needs. Also, teachers were trained in the Texas
Primary Reading Inventory (TPRI), which allows teachers to identify
strengths and weaknesses in young students, as well as offering sample
lessons which fill learning gaps. Knowing that a single basal-approached
reading program can never fit the needs of every student, teachers opted
to approach reading through multiple approaches including Scholastic
Reading, McGraw-Hill Reading, trade books, Four Block Reading that
integrates all of the language arts, guided reading, genre studies,
author studies, Power Reading, choral reading, Fluent Reader, Leap Pad,
and self-selected literature. In addition, the Fast ForWord program, a
computer-based training system, provides remediation to ensure adequate
student progress in language, reading and learning skills.
Technology-based reading development provides intensive instruction in
fluency and comprehension. Students requiring additional help attend
small group classes, allowing one-on-one instruction in fluency and
comprehension.

**3. Another Curriculum Area**

Kelley Elementary staff also understands the importance of math skills
for their students. The staff has made a connection between the
student's ability to read and comprehend and the ability to perform
mathematical computation. Thus, they investigated multiple approaches to
teach math.

Again, the math curriculum is based upon the Texas Essential Knowledge
and Skills foundation. Because students must master the TEKS, teachers
spent intensive time studying various curricula that would fit the needs
of the individual students. The younger students are exposed to
mathematics through the Math Their Way curriculum, a hands-on approach
to mathematics skills. Math Their Way allows teachers to identify the
student's ability level and allows the student to work both in
independent and group settings. Varying activities ensure that the
students remain engaged in learning and that they are successful before
moving to the subsequent level.

Upper grade levels employ multiple approaches to mathematics, including
Sharon Wells Math, Saxon Mathematics, and supplemental instructional
approaches to ensure student success. All curricula are cyclical in
nature, allowing students to constantly review prior knowledge while
building in new skills. In addition, teachers constantly use benchmark
testing to monitor the progress of every student. Math classes also
utilize opportunities to become involved in project-based learning and
instruction. Curriculum instruction integrates multiple disciplines and
allows for in-depth learning of topics. Students focus upon presented
material as well as exposure to higher level, abstract learning.

**4. Varying Instructional Methodologies**

Kelley Elementary teachers use a plethora of instructional methods is
designed to reach the diverse learning styles of their students. Taking
guidance practices from the Reading Academies and training on
interpretation of the Texas Primary Reading Inventory assessments,
teachers approach new skills using auditory, tactile, and/or visual
aides. Whole group instruction relies on supplemental activities
delivered via small group activities with manipulatives, critical
thinking activities, learning centers, peer tutoring, buddy programs,
shared reading, partnered reading, flexible grouping, and one-on-one
intervention as needed for monitoring and/or reteaching.

Intensive assessment determines the need for students to receive
additional instruction or remediation through a different style and
learning environment. To assist teachers after identifying such areas of
need, Kelley Elementary offers pullout groups for reading, math, speech,
and language development, which reinforce classroom skills as well as
giving weaker students the opportunity to be successful and gain
confidence in a small group setting.

Another option utilized for remediation is a recess period devoted
specifically to tutorials. These flexible, small group tutorials address
areas of weakness on the Texas Assessment of Knowledge and Skills
objectives in math and reading. Additionally, the staff utilizes an
Extended Day program to fill learning gaps in second through fifth
graders through a reading and math focus in a small group setting using
highly qualified instructors.

In addition to the teacher led instructional methods, Kelley Elementary
offers computer-based programs that stimulate learning. The Accelerated
Reading and Math programs motivate and reward students with a point
system, filling the gaps in the reading programs, while improving
comprehension, fluency, and computation skills. The Fast ForWord
program, through its fun and adaptive exercises, helps students who are
reading below grade level become more proficient, gives them the
confidence to read aloud, and stimulates an interest in reading.

Another motivating approach used by Kelley Elementary is the "Reading
Buddies" program. Each month elementary students from all classrooms
choose books on their levels. On alternating months, elementary and
junior high students visit the other campuses to "buddy" with younger
and older students to practice their reading skills. Each month a
different group does the reading, but all students are involved in the
auditory processes of reading. The bonus of this program is that the
program builds self-esteem, fluency, and motivation for reading.

**5. Professional Development Program**

For the past three years, Kelley Elementary has taken a proactive
approach to meeting the needs of teachers' professional development
through the actualization that the "one size fits all" type does not
meet the needs of the Campus Improvement Plan. Using an innovative
approach, administrators determined to use Title II monies to allow
professionals to attend staff development opportunities based upon the
needs of their students. Upon prior administrative approval, teachers
attend workshops or training that applies specifically to their grade
level or to enhance a weak area of instruction as specified in a
teacher/principal summative evaluation conference. During these
conferences, it was determined whether the training was applicable to
other grade levels and if so, how the information would be shared during
faculty meetings. Kelley Elementary teachers have also great benefited
from training received at such conferences as First Grade Conference,
Second Grade Conference, and Third Grade Conference, presented by Staff
Development for Educators. Kindergarten teachers attended conferences
sponsored by Developmental Learning Research (DLM).

The administrative leader strongly encourages educators to attend Dr.
Shirley Crook's workshops on TAAS/TAKS disaggregation, which identifies
objective weaknesses by grade level, teacher instruction, and individual
student. Woodcock Munoz Testing, a bilingual language assessment
training, and Curriculum Management Audit Training have both benefited
the campus staff by emphasizing the value of a vertically-aligned
curriculum in the core areas of instruction. All classroom teachers,
representing one of the four core areas of Language Arts, Math, Social
Studies, and Science were asked to attend the 2002-03 TAKS Preparation
4-Day Series of the same corresponding core area. The workshops
emphasized and strengthened the importance of the Texas Essential
Knowledge and Skills (TEKS) curriculum in order to exceed the state's
assessment.

Kelley Elementary teachers believe that the most beneficial area of
staff development is the Reading Academies. All teachers of Kindergarten
through third grades have attended a Reading Academy pertaining to their
instructional level. Consensus among the teachers is that this
week-long, intensive training has done more to bring the instruction of
reading, as well as all other subject areas, to the forefront of
educational expectations.

From all staff development, Kelley Elementary teachers have acquired a
more in-depth knowledge for varying their instruction. With the
administrator's support and encouragement, they have received
flexibility, motivating them to make necessary and on-going evaluations
and adjustments in their instructional methods, curriculum, and
scheduling. Choice of staff development has encouraged educators to be
proactive in their decisions and has led to the success of all students
on the campus.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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\_\_\_[3-5]{.underline}\_\_\_\_\_
>
> Test\_[1999-2002 Texas Assessment of Academic Skills: 2003 Texas
> Assessment of Knowledge and Skills; State-Developed Alternative
> Assessment]{.underline}
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_[1999-2003]{.underline}\_\_\_\_\_
> Publisher \_\_[Texas Education Agency]{.underline}\_\_
>
> Number of students in the grade in which the test was administered
> [96, 99, 104\_]{.underline}
>
> Number of students who took the test [94, 99, 103]{.underline}\_
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_[All students are tested using either theTAKS or
> SDAA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded[\_\_\_0\_\_\_\_\_]{.underline} Percent
> excluded\_\_[0\_\_\_\_\_\_]{.underline}
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> **Kelley Elementary State Assessment Scores** **for** **Third Grade
> Reading**

**TAAS (Texas Assessment of Academic Skills) 1999 -- 2002 ENGLISH / TAKS
(Texas Assessment of Knowledge and Skills) 2003** ENGLISH

<table>
<colgroup>
<col style="width: 21%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 17%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td><strong>SCORES –</strong> <strong>ALL STUDENTS</strong></td>
<td>March</td>
<td></td>
<td>Testing Month</td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>98.8%</td>
<td>89.6%</td>
<td>% Met Min. Expectations</td>
<td>94.4%</td>
<td>88%</td>
<td>92%</td>
<td>86.8%</td>
<td>91.9%</td>
<td>87.9%</td>
<td>88.7%</td>
<td>88%</td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>39.3%</td>
<td>18.5%</td>
<td>% Academic Recognition</td>
<td>13.6%</td>
<td></td>
<td>17.2%</td>
<td></td>
<td>23.7%</td>
<td></td>
<td>28.6%</td>
<td>21.9%</td>
</tr>
<tr class="even">
<td>Number of students tested with TAKS or SDAA</td>
<td><strong>92</strong></td>
<td></td>
<td>2 took the Spanish TAKS</td>
<td><strong>88</strong></td>
<td></td>
<td><strong>87</strong></td>
<td></td>
<td><strong>93</strong></td>
<td></td>
<td><strong>105</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td>97.9%</td>
<td></td>
<td></td>
<td>96.7%</td>
<td></td>
<td>96.7%</td>
<td></td>
<td>93.0%</td>
<td></td>
<td>94.6%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td><strong>2</strong></td>
<td></td>
<td></td>
<td><strong>2</strong></td>
<td></td>
<td><strong>2</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
<td><strong>5</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.0%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>5.0%</td>
<td></td>
<td>1.8%</td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>2.2%</td>
<td></td>
<td>2.2%</td>
<td></td>
<td>2.0%</td>
<td></td>
<td>2.7%</td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td>0% <strong>(0)</strong></td>
<td></td>
<td>Percentage and Number</td>
<td>1% <strong>(1)</strong></td>
<td></td>
<td>1% <strong>(1)</strong></td>
<td></td>
<td>0% <strong>(0)</strong></td>
<td></td>
<td>.09%<strong>(1)</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td>Tested</td>
<td></td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td>98.2%</td>
<td><strong>59</strong></td>
<td><strong>% TESTED</strong></td>
<td>95.1%</td>
<td><strong>57</strong></td>
<td>96.3%</td>
<td><strong>56</strong></td>
<td>89.7%</td>
<td><strong>64</strong></td>
<td>93.8%</td>
<td><strong>70</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>97.9%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>93.8%</td>
<td></td>
<td>90.9%</td>
<td></td>
<td>87.5%</td>
<td></td>
<td>85.7%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>30%</td>
<td></td>
<td>% Academic Recognition</td>
<td>3.4%</td>
<td></td>
<td>8.0%</td>
<td></td>
<td>3.2%</td>
<td></td>
<td>5.7%</td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td>97.3%</td>
<td><strong>35</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>34</strong></td>
<td>96.9%</td>
<td><strong>33</strong></td>
<td>100.0%</td>
<td><strong>36</strong></td>
<td>95.7%</td>
<td><strong>40</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>95.8%</td>
<td></td>
<td>100%</td>
<td></td>
<td>97.4%</td>
<td></td>
<td>92.5%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>56.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>9.09%</td>
<td></td>
<td>9.1%</td>
<td></td>
<td>19.3%</td>
<td></td>
<td>4.8%</td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>OTHER</strong></td>
<td>.02%</td>
<td><strong>2</strong></td>
<td>*** See note below</td>
<td>0.0%</td>
<td><strong>0</strong></td>
<td>0.03%</td>
<td><strong>1</strong></td>
<td>0.0%</td>
<td><strong>0</strong></td>
<td>0.0%</td>
<td><strong>0</strong></td>
</tr>
<tr class="even">
<td><p>4<strong>. ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td>96.8%</td>
<td><strong>65</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>61</strong></td>
<td>****</td>
<td><strong>61</strong></td>
<td>****</td>
<td><strong>67</strong></td>
<td>****</td>
<td><strong>75</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>98%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>92.9%</td>
<td></td>
<td>88%</td>
<td></td>
<td>85.4%</td>
<td></td>
<td>87.8%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>30.8%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>5. <strong>SPECIAL EDUCATION</strong></td>
<td>94.7%</td>
<td><strong>13</strong></td>
<td><strong>% TESTED</strong></td>
<td>13.2%</td>
<td><strong>12</strong></td>
<td>2.2%</td>
<td><strong>12</strong></td>
<td>****</td>
<td><strong>14</strong></td>
<td>****</td>
<td><strong>15</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100%</td>
<td></td>
<td>100%</td>
<td></td>
<td>100%</td>
<td></td>
<td>55.6%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>50%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td>100.0%</td>
<td><strong>20</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>19</strong></td>
<td>****</td>
<td><strong>19</strong></td>
<td>****</td>
<td><strong>21</strong></td>
<td>****</td>
<td><strong>23</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>94.7%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>91%</td>
<td></td>
<td>75%</td>
<td></td>
<td>86%</td>
<td></td>
<td>83%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>33.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
</tbody>
</table>

\* 1999 ARD Exempt students took the CLASS, Comprehensive Learner
Adapted Scope and Sequence, copyright 1998

2000 -- 2003 ARD Exempt students took the SDAA, State Developed
Alternative Assessment

\*\* 1999 -- 2002 LEP Exempt students took the previous year's released
TAAS test.

\*\*\* 2 African-American students took the 2003 TAKS; 1 Native-American
took the 1999 TAAS; data are masked for reporting purposes to protect
the

privacy of the students under FERPA when less than 5 students are in the
subgroup.

\*\*\*\*Information is unavailable on Academic Excellence Indicator
System report.

> **Kelley Elementary State Assessment Scores for Third Grade Math**

**TAAS (Texas Assessment of Academic Skills) 1999 -- 2002 ENGLISH / TAKS
(Texas Assessment of Knowledge and Skills) 2003** ENGLISH

<table>
<colgroup>
<col style="width: 19%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 18%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td><strong>SCORES-ALL STUDENTS</strong></td>
<td>April</td>
<td></td>
<td>Testing Month</td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>98.8%</td>
<td>90.8%</td>
<td>% Met Min. Expectations</td>
<td>98.6%</td>
<td>87%</td>
<td>96.2%</td>
<td>82%</td>
<td>83.9%</td>
<td>80.6%</td>
<td>82.2%</td>
<td>83.1%</td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>20.9%</td>
<td>18%</td>
<td>% Academic Recognition</td>
<td>17.04%</td>
<td></td>
<td>13.8%</td>
<td></td>
<td>18.2%</td>
<td></td>
<td>6%</td>
<td>.067%</td>
</tr>
<tr class="even">
<td>Number of students tested with TAKS or SDAA</td>
<td>92</td>
<td></td>
<td>2 took the Spanish TAKS</td>
<td>88</td>
<td></td>
<td>87</td>
<td></td>
<td>93</td>
<td></td>
<td>105</td>
<td></td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td>97.9%</td>
<td></td>
<td></td>
<td>96.7%</td>
<td></td>
<td>96.7%</td>
<td></td>
<td>93%</td>
<td></td>
<td>94.6%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td>2</td>
<td></td>
<td></td>
<td>2</td>
<td></td>
<td>2</td>
<td></td>
<td>7</td>
<td></td>
<td>5</td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.0%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>5.0%</td>
<td></td>
<td>1.8%</td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>2.2%</td>
<td></td>
<td>2.2%</td>
<td></td>
<td>2.0%</td>
<td></td>
<td>2.7%</td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td>0% (0)</td>
<td></td>
<td>Percentage and Number</td>
<td>1.1% (1)</td>
<td></td>
<td>1.1% (1)</td>
<td></td>
<td>0% (0)</td>
<td></td>
<td>.09% (1)</td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td>Tested</td>
<td></td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td>98.2%</td>
<td><strong>59</strong></td>
<td><strong>% TESTED</strong></td>
<td>95.1%</td>
<td><strong>57</strong></td>
<td>96.3%</td>
<td><strong>56</strong></td>
<td>89.7%</td>
<td><strong>64</strong></td>
<td>93.8%</td>
<td><strong>70</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>98%</td>
<td></td>
<td>93.8%</td>
<td></td>
<td>77.1%</td>
<td></td>
<td>76.3%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>15.7%</td>
<td></td>
<td>% Academic Recognition</td>
<td>10.2%</td>
<td></td>
<td>8.0%</td>
<td></td>
<td>9.6%</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td>97.3%</td>
<td><strong>35</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>34</strong></td>
<td>96.9%</td>
<td><strong>33</strong></td>
<td>100.0%</td>
<td><strong>36</strong></td>
<td>95.7%</td>
<td><strong>40</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100%</td>
<td></td>
<td>100%</td>
<td></td>
<td>92.3%</td>
<td></td>
<td>90.2%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>30.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>7.9%</td>
<td></td>
<td>8.0%</td>
<td></td>
<td>9.7%</td>
<td></td>
<td>3.8%</td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>Other</strong></td>
<td>0.02%</td>
<td><strong>2</strong></td>
<td>*** See note below</td>
<td>0 .0%</td>
<td><strong>0</strong></td>
<td>0.03%</td>
<td><strong>1</strong></td>
<td>0.01%</td>
<td><strong>0</strong></td>
<td>0.01%</td>
<td><strong>0</strong></td>
</tr>
<tr class="even">
<td><p>4<strong>. ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td>96.8%</td>
<td><strong>65</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>61</strong></td>
<td>****</td>
<td><strong>61</strong></td>
<td>****</td>
<td><strong>67</strong></td>
<td>****</td>
<td><strong>75</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100%</td>
<td></td>
<td>94.3%</td>
<td></td>
<td>77.1%</td>
<td></td>
<td>78.8%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>18.5%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td><p>5. <strong>SPECIAL</strong></p>
<p><strong>EDUCATION</strong></p></td>
<td>94.7%</td>
<td><strong>13</strong></td>
<td><strong>% TESTED</strong></td>
<td>13.2%</td>
<td><strong>12</strong></td>
<td>2.2%</td>
<td><strong>12</strong></td>
<td>****</td>
<td><strong>14</strong></td>
<td>****</td>
<td><strong>15</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100%</td>
<td></td>
<td>100%</td>
<td></td>
<td>50%</td>
<td></td>
<td>72.7%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>27.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td>100.0%</td>
<td><strong>20</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>19</strong></td>
<td>****</td>
<td><strong>19</strong></td>
<td>****</td>
<td><strong>21</strong></td>
<td>****</td>
<td><strong>23</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100%</td>
<td></td>
<td>88%</td>
<td></td>
<td>78%</td>
<td></td>
<td>71%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>19%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
</tbody>
</table>

\* 1999 ARD Exempt students took the CLASS, Comprehensive Learner
Adapted Scope and Sequence, copyright 1998

2000 -- 2003 ARD Exempt students took the SDAA, State Developed
Alternative Assessment

\*\* 1999 -- 2002 LEP Exempt students took the previous year's released
TAAS test

\*\*\* 2 African-American students took the 2003 TAKS; data are masked
for reporting purposes to protect the privacy of the students under
FERPA when

less than 5 students in the subgroup.

\*\*\*\* Information not provided through Academic Excellence Indicator
System.

# Kelley Elementary State Assessment Scores

**Third Grade SPANISH READING TAKS** (Texas Assessment of Knowledge and
Skills) 2003

<table>
<colgroup>
<col style="width: 19%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 18%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td>Testing Month</td>
<td>March</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SCORES-ALL STUDENTS</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td>82%</td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>0%</td>
<td>15%</td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td><strong>2</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Percent of students tested</td>
<td>2%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>OTHER</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>4. <strong>ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td>82%</td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>0%</td>
<td>15%</td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>5. <strong>SPECIAL EDUCATION</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

# Kelley Elementary State Assessment Scores

**Third Grade SPANISH MATH** TAKS (Texas Assessment of Knowledge and
Skills) 2003

<table>
<colgroup>
<col style="width: 19%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 18%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td>Testing Month</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>SCORES-ALL STUDENTS</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td>82%</td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>50%</td>
<td>7%</td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Number of students tested</td>
<td><strong>2</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Percent of students tested</td>
<td>2%</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>3. <strong>OTHER</strong></p>
</blockquote></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>4. <strong>ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100%</td>
<td>82%</td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>50%</td>
<td>7%</td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p>5. <strong>SPECIAL</strong></p>
<p><strong>EDUCATION</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>6<strong>. LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td></td>
<td></td>
<td>% Met Min. Expectations</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Kelley Elementary State Assessment Scores** **for** **Fourth Grade
Reading**

**TAAS (Texas Assessment of Academic Skills) 1999 -- 2002 ENGLISH / TAKS
(Texas Assessment of Knowledge and Skills) 2003** ENGLISH

<table>
<colgroup>
<col style="width: 21%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 17%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td><strong>SCORES –</strong> <strong>ALL STUDENTS</strong></td>
<td>March</td>
<td></td>
<td><strong>Testing Month</strong></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>94.6%</td>
<td>85.9%</td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td>92.5%</td>
<td>100.0%</td>
<td>90.8%</td>
<td>98.9%</td>
<td>89.9%</td>
<td>93.3%</td>
<td>88.8%</td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>24.1%</td>
<td>18.5%</td>
<td>% Academic Recognition</td>
<td>39.6%</td>
<td></td>
<td>53.2%</td>
<td></td>
<td>45.1%</td>
<td></td>
<td>23.5%</td>
<td>43.9%</td>
</tr>
<tr class="even">
<td>Number of students tested with TAKS or SDAA</td>
<td><strong>96</strong></td>
<td></td>
<td></td>
<td><strong>91</strong></td>
<td></td>
<td><strong>92</strong></td>
<td></td>
<td><strong>93</strong></td>
<td></td>
<td><strong>98</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td>98.5%</td>
<td></td>
<td></td>
<td>98.9%</td>
<td></td>
<td>99.3%</td>
<td></td>
<td>95.5%</td>
<td></td>
<td>92.9%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td><strong>2</strong></td>
<td></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>5</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.0%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>2.6%</td>
<td></td>
<td>5.1%</td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>1.0%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>1.0%</td>
<td></td>
<td>0.3%</td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td>.7% <strong>(1)</strong></td>
<td></td>
<td>Percentage and Number</td>
<td>.4% <strong>(1)</strong></td>
<td></td>
<td>.3% <strong>(1)</strong></td>
<td></td>
<td>0.0%<strong>(0)</strong></td>
<td></td>
<td>0.6% <strong>(1)</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td>Tested</td>
<td></td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td>99.4%</td>
<td><strong>62</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>58</strong></td>
<td>99.5%</td>
<td><strong>59</strong></td>
<td>93.9%</td>
<td><strong>61</strong></td>
<td>93.8%</td>
<td><strong>67</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>92.2%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>98.2%</td>
<td></td>
<td>91.8%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>17.7%</td>
<td></td>
<td>% Academic Recognition</td>
<td>6.6%</td>
<td></td>
<td>9.8%</td>
<td></td>
<td>6.4%</td>
<td></td>
<td>8.1%</td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td>97.9%</td>
<td><strong>36</strong></td>
<td><strong>% TESTED</strong></td>
<td>97.2%</td>
<td><strong>34</strong></td>
<td>100.0%</td>
<td><strong>34</strong></td>
<td>97.6%</td>
<td><strong>35</strong></td>
<td>98.6%</td>
<td><strong>39</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>95.2%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td></td>
<td></td>
<td>% Academic Recognition</td>
<td>10.9%</td>
<td></td>
<td>11.9%</td>
<td></td>
<td>11.8%</td>
<td></td>
<td>10.2%</td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>OTHER</strong></td>
<td>80.0%</td>
<td><strong>1</strong></td>
<td>*** See note below</td>
<td>N/A</td>
<td><strong>0</strong></td>
<td>N/A</td>
<td><strong>1</strong></td>
<td>N/A</td>
<td><strong>2</strong></td>
<td>N/A</td>
<td><strong>0</strong></td>
</tr>
<tr class="even">
<td><p>4<strong>. ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td>98.3%</td>
<td><strong>67</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>63</strong></td>
<td>****</td>
<td><strong>63</strong></td>
<td>****</td>
<td><strong>66</strong></td>
<td>****</td>
<td><strong>71</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>92.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>16.9%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>5. <strong>SPECIAL EDUCATION</strong></td>
<td>100.0%</td>
<td><strong>14</strong></td>
<td><strong>% TESTED</strong></td>
<td>3.5%</td>
<td><strong>13</strong></td>
<td>5.9%</td>
<td><strong>13</strong></td>
<td>****</td>
<td><strong>14</strong></td>
<td>****</td>
<td><strong>15</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>98.5%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>70.0%</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>0.0%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td>100.0%</td>
<td><strong>21</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>20</strong></td>
<td>****</td>
<td><strong>20</strong></td>
<td>****</td>
<td><strong>21</strong></td>
<td>****</td>
<td><strong>23</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>69.2%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>11.1%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
</tbody>
</table>

\* 1999 ARD Exempt students took the CLASS, Comprehensive Learner
Adapted Scope and Sequence, copyright 1998

2000 -- 2003 ARD Exempt students took the SDAA, State Developed
Alternative Assessment

\*\* 1999 -- 2002 LEP Exempt students took the previous year's released
TAAS test.

\*\*\* 2 African-American students took the 2003 TAKS; 1 Native-American
took the 1999 TAAS; data are masked for reporting purposes to protect
the

privacy of the students under FERPA when less than 5 students are in the
subgroup.

\*\*\*\*Information is unavailable on Academic Excellence Indicator
System report.

**Kelley Elementary State Assessment Scores** **for** **Fourth Grade
Math**

**TAAS (Texas Assessment of Academic Skills) 1999 -- 2002 ENGLISH / TAKS
(Texas Assessment of Knowledge and Skills) 2003** ENGLISH

<table>
<colgroup>
<col style="width: 21%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 17%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td><strong>SCORES –</strong> <strong>ALL STUDENTS</strong></td>
<td>March</td>
<td></td>
<td><strong>Testing Month</strong></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>98.6%</td>
<td>88.0%</td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td>94.1%</td>
<td>98.8%</td>
<td>91.3%</td>
<td>95.8%</td>
<td>87.1%</td>
<td>93.4%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>18.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>.054%</td>
<td></td>
<td>.049%</td>
<td></td>
<td>34%</td>
<td></td>
<td>16.3%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students tested with TAKS or SDAA</td>
<td><strong>96</strong></td>
<td></td>
<td></td>
<td><strong>91</strong></td>
<td></td>
<td><strong>82</strong></td>
<td></td>
<td><strong>94</strong></td>
<td></td>
<td><strong>98</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td>98.5%</td>
<td></td>
<td></td>
<td>98.9%</td>
<td></td>
<td>99.3%</td>
<td></td>
<td>95.5%</td>
<td></td>
<td>92.9%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td><strong>2</strong></td>
<td></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>5</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.0%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>2.6%</td>
<td></td>
<td>5.1%</td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.7%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>1.0%</td>
<td></td>
<td>0.3%</td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td>.7% (1)</td>
<td></td>
<td>Percentage and Number</td>
<td>0.4% <strong>(1)</strong></td>
<td></td>
<td>0.3% <strong>(1)</strong></td>
<td></td>
<td>0.0% <strong>(0)</strong></td>
<td></td>
<td>0.6% <strong>(1)</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td>Tested</td>
<td></td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td>99,4%</td>
<td><strong>62</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>58</strong></td>
<td>99.5%</td>
<td><strong>59</strong></td>
<td>93.9%</td>
<td><strong>61</strong></td>
<td>91.3%</td>
<td><strong>67</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>98.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>94.7%</td>
<td></td>
<td>90.3%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>17.2%</td>
<td></td>
<td>% Academic Recognition</td>
<td>5.4%</td>
<td></td>
<td>4.8%</td>
<td></td>
<td>7.4%</td>
<td></td>
<td>3.0%</td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td>97.9%</td>
<td><strong>36</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>34</strong></td>
<td>100.0%</td>
<td><strong>34</strong></td>
<td>97.6%</td>
<td><strong>35</strong></td>
<td>94.9%</td>
<td><strong>39</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>97.2%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>97.6%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>21.0%</td>
<td></td>
<td>% Academic Recognition</td>
<td>6.5%%</td>
<td></td>
<td>7.3%</td>
<td></td>
<td>8.5%</td>
<td></td>
<td>6.1%</td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>OTHER</strong></td>
<td>80.0%</td>
<td><strong>1</strong></td>
<td>*** See note below</td>
<td>N/A</td>
<td><strong>0</strong></td>
<td>N/A</td>
<td><strong>1</strong></td>
<td>N/A</td>
<td><strong>2</strong></td>
<td>N/A</td>
<td><strong>0</strong></td>
</tr>
<tr class="even">
<td><p>4<strong>. ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td>98.3%</td>
<td><strong>67</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>63</strong></td>
<td>****</td>
<td><strong>63</strong></td>
<td>****</td>
<td><strong>66</strong></td>
<td>****</td>
<td><strong>71</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>98.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>14.4%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>5. <strong>SPECIAL EDUCATION</strong></td>
<td>100.0%</td>
<td><strong>14</strong></td>
<td><strong>% TESTED</strong></td>
<td>3.5%</td>
<td><strong>13</strong></td>
<td>3.6%</td>
<td><strong>13</strong></td>
<td>N/A</td>
<td><strong>14</strong></td>
<td>N/A</td>
<td><strong>15</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>75.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>70.0%</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>6.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td>100.0%</td>
<td><strong>21</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>20</strong></td>
<td>****</td>
<td><strong>20</strong></td>
<td>****</td>
<td><strong>21</strong></td>
<td>****</td>
<td><strong>23</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>15.0%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
</tbody>
</table>

\* 1999 ARD Exempt students took the CLASS, Comprehensive Learner
Adapted Scope and Sequence, copyright 1998

2000 -- 2003 ARD Exempt students took the SDAA, State Developed
Alternative Assessment

\*\* 1999 -- 2002 LEP Exempt students took the previous year's released
TAAS test.

\*\*\* 2 African-American students took the 2003 TAKS; 1 Native-American
took the 1999 TAAS; data are masked for reporting purposes to protect
the

privacy of the students under FERPA when less than 5 students are in the
subgroup.

\*\*\*\*Information is unavailable on Academic Excellence Indicator
System report.

**Kelley Elementary State Assessment Scores** **for** **Fifth Grade
Reading**

**TAAS (Texas Assessment of Academic Skills) 1999 -- 2002 ENGLISH / TAKS
(Texas Assessment of Knowledge and Skills) 2003** ENGLISH

<table>
<colgroup>
<col style="width: 21%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 17%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td><strong>SCORES –</strong> <strong>ALL STUDENTS</strong></td>
<td>March</td>
<td></td>
<td>Testing Month</td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>91.7%</td>
<td>80.0%</td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td>92.7%</td>
<td>96.7%</td>
<td>90.2%</td>
<td>96.0%</td>
<td>87.8%</td>
<td>94.3%</td>
<td>86.4%</td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>24.1%</td>
<td>86.2%</td>
<td>% Academic Recognition</td>
<td>59.8%</td>
<td></td>
<td>35.0%</td>
<td></td>
<td>36.4%</td>
<td></td>
<td>25.0%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students tested with TAKS or SDAA</td>
<td><strong>103</strong></td>
<td></td>
<td></td>
<td><strong>82</strong></td>
<td></td>
<td><strong>97</strong></td>
<td></td>
<td><strong>96</strong></td>
<td></td>
<td><strong>100</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td>98.5%</td>
<td></td>
<td></td>
<td>98.5%</td>
<td></td>
<td>99.3%</td>
<td></td>
<td>95.5%</td>
<td></td>
<td>92.9%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td><strong>0</strong></td>
<td></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>4</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.0%</td>
<td></td>
<td>0.7%</td>
<td></td>
<td>2.6%</td>
<td></td>
<td>5.1%</td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.7%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>1.0%</td>
<td></td>
<td>0.3%</td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td><strong>0.7% (1)</strong></td>
<td></td>
<td>Percentage and Number</td>
<td>0.4% <strong>(1)</strong></td>
<td></td>
<td>0.3% <strong>(1)</strong></td>
<td></td>
<td>0.0% <strong>(0)</strong></td>
<td></td>
<td>0.6% <strong>(1)</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td>Tested</td>
<td></td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td>99.4%</td>
<td><strong>65</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>53</strong></td>
<td>99.5%</td>
<td><strong>62</strong></td>
<td>91.3%</td>
<td><strong>63</strong></td>
<td>91.3%</td>
<td><strong>68</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>90.5%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>94.8%</td>
<td></td>
<td>95.2%</td>
<td></td>
<td>88.9%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>17.7%</td>
<td></td>
<td>% Academic Recognition</td>
<td>14.6%</td>
<td></td>
<td>9.2%</td>
<td></td>
<td>5.2%</td>
<td></td>
<td>6.0%</td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td>97.9%</td>
<td><strong>38</strong></td>
<td><strong>% TESTED</strong></td>
<td>97.2%</td>
<td><strong>30</strong></td>
<td>100.0%</td>
<td><strong>37</strong></td>
<td>94.9%</td>
<td><strong>37</strong></td>
<td>94.9%</td>
<td><strong>31</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>97.1%</td>
<td></td>
<td>100.0%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>36.1%</td>
<td></td>
<td>% Academic Recognition</td>
<td>15.8%</td>
<td></td>
<td>10.3%</td>
<td></td>
<td>9.3%</td>
<td></td>
<td>15.0%</td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>OTHER</strong></td>
<td>***</td>
<td><strong>1</strong></td>
<td>*** See note below</td>
<td>N/A</td>
<td><strong>1</strong></td>
<td>N/A</td>
<td><strong>0</strong></td>
<td>N/A</td>
<td><strong>0</strong></td>
<td>N/A</td>
<td><strong>1</strong></td>
</tr>
<tr class="even">
<td><p>4<strong>. ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td>98.3%</td>
<td><strong>70</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>57</strong></td>
<td>****</td>
<td><strong>67</strong></td>
<td>****</td>
<td><strong>68</strong></td>
<td>****</td>
<td><strong>73</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>86.7%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>16.9%</td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>5. <strong>SPECIAL EDUCATION</strong></td>
<td>100.0%</td>
<td><strong>14</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>12</strong></td>
<td>****</td>
<td><strong>14</strong></td>
<td>****</td>
<td><strong>13</strong></td>
<td>****</td>
<td><strong>15</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>75.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>70.0%</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>0.0%</td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td>100.0%</td>
<td><strong>22</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>18</strong></td>
<td>****</td>
<td><strong>22</strong></td>
<td>****</td>
<td><strong>21</strong></td>
<td>****</td>
<td><strong>24</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>N/A</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>11.1%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
</tbody>
</table>

\* 1999 ARD Exempt students took the CLASS, Comprehensive Learner
Adapted Scope and Sequence, copyright 1998

2000 -- 2003 ARD Exempt students took the SDAA, State Developed
Alternative Assessment

\*\* 1999 -- 2002 LEP Exempt students took the previous year's released
TAAS test.

\*\*\* 2 African-American students took the 2003 TAKS; 1 Native-American
took the 1999 TAAS; data are masked for reporting purposes to protect
the

privacy of the students under FERPA when less than 5 students are in the
subgroup.

\*\*\*\*Information is unavailable on Academic Excellence Indicator
System report.

**Kelley Elementary State Assessment Scores** **for** **Fifth Grade
Math**

**TAAS (Texas Assessment of Academic Skills) 1999 -- 2002 ENGLISH / TAKS
(Texas Assessment of Knowledge and Skills) 2003** ENGLISH

<table>
<colgroup>
<col style="width: 21%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 17%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 5%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>TAKS 2003</td>
<td>TAKS 2003</td>
<td></td>
<td>TAAS 2002</td>
<td>TAAS 2002</td>
<td>TAAS 2001</td>
<td>TAAS 2001</td>
<td>TAAS 2000</td>
<td>TAAS 2000</td>
<td>TAAS 1999</td>
<td>TAAS 1999</td>
</tr>
<tr class="even">
<td></td>
<td>Campus</td>
<td>State</td>
<td></td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
<td>Campus</td>
<td>State</td>
</tr>
<tr class="odd">
<td><strong>SCORES –</strong> <strong>ALL STUDENTS</strong></td>
<td>March</td>
<td></td>
<td>Testing Month</td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
<td>April</td>
<td></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>95.9%</td>
<td>86.3%</td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td>96.2%</td>
<td>97.9%</td>
<td>94.6%</td>
<td>98.0%</td>
<td>92.1%</td>
<td>98.8</td>
<td>86.4%</td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>18.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td>34.1%</td>
<td></td>
<td>19.6%</td>
<td></td>
<td>37.5%</td>
<td></td>
<td>21.0%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students tested with TAKS or SDAA</td>
<td><strong>103</strong></td>
<td></td>
<td></td>
<td><strong>82</strong></td>
<td></td>
<td><strong>97</strong></td>
<td></td>
<td><strong>96</strong></td>
<td></td>
<td><strong>100</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>Percent of students tested</td>
<td>98.5%</td>
<td></td>
<td></td>
<td>98.5%</td>
<td></td>
<td>99.3%</td>
<td></td>
<td>95.5%</td>
<td></td>
<td>92.9%</td>
<td></td>
</tr>
<tr class="even">
<td>Number of students excluded</td>
<td><strong>0</strong></td>
<td></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>1</strong></td>
<td></td>
<td><strong>4</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
</tr>
<tr class="odd">
<td>* Not tested – ARD Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.0%</td>
<td></td>
<td>0.7%</td>
<td></td>
<td>2.6%</td>
<td></td>
<td>5.1%</td>
<td></td>
</tr>
<tr class="even">
<td>** Not tested – LEP Exempt</td>
<td>0.0%</td>
<td></td>
<td></td>
<td>0.7%</td>
<td></td>
<td>0.0%</td>
<td></td>
<td>1.0%</td>
<td></td>
<td>0.3%</td>
<td></td>
</tr>
<tr class="odd">
<td>Absent</td>
<td>.7% <strong>(1)</strong></td>
<td></td>
<td>Percentage and Number</td>
<td>0.4% <strong>(1)</strong></td>
<td></td>
<td>0.3% <strong>(1)</strong></td>
<td></td>
<td>0.0% <strong>(0)</strong></td>
<td></td>
<td>0.6% <strong>(1)</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>SUBGROUP SCORES</strong></td>
<td></td>
<td>Tested</td>
<td></td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
<td></td>
<td>Tested</td>
</tr>
<tr class="odd">
<td>1. <strong>HISPANIC</strong></td>
<td>99.4%</td>
<td><strong>65</strong></td>
<td><strong>% TESTED</strong></td>
<td>100.0%</td>
<td><strong>53</strong></td>
<td>99.5%</td>
<td><strong>62</strong></td>
<td>93.9%</td>
<td><strong>63</strong></td>
<td>91.3%</td>
<td><strong>68</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>95.6%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>96.6%</td>
<td></td>
<td>95.2%</td>
<td></td>
<td>97.8%</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>17.2%</td>
<td></td>
<td>% Academic Recognition</td>
<td>14.6%</td>
<td></td>
<td>6.1%</td>
<td></td>
<td>8.3%</td>
<td></td>
<td>7.0%</td>
<td></td>
</tr>
<tr class="even">
<td>2. <strong>WHITE</strong></td>
<td>97.9%</td>
<td><strong>38</strong></td>
<td><strong>% TESTED</strong></td>
<td>97.2%</td>
<td><strong>30</strong></td>
<td>100.0%</td>
<td><strong>37</strong></td>
<td>97.6%</td>
<td><strong>37</strong></td>
<td>94.9%</td>
<td><strong>31</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>100.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>100.0%</td>
<td></td>
<td>100.0%</td>
<td></td>
<td>97.1%</td>
<td></td>
<td>100.0%</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>21.0%</td>
<td></td>
<td>% Academic Recognition</td>
<td>13.4%</td>
<td></td>
<td>7.2%</td>
<td></td>
<td>9.6%</td>
<td></td>
<td>10.0%</td>
<td></td>
</tr>
<tr class="odd">
<td>3. <strong>OTHER</strong></td>
<td></td>
<td><strong>1</strong></td>
<td>*** See note below</td>
<td>N/A</td>
<td><strong>1</strong></td>
<td>N/A</td>
<td><strong>0</strong></td>
<td>N/A</td>
<td><strong>0</strong></td>
<td>N/A</td>
<td><strong>1</strong></td>
</tr>
<tr class="even">
<td><p>4<strong>. ECONOMICALLY</strong></p>
<p><strong>DISADVANTAGED</strong></p></td>
<td>98.3%</td>
<td><strong>70</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>57</strong></td>
<td>****</td>
<td><strong>67</strong></td>
<td>****</td>
<td><strong>68</strong></td>
<td>****</td>
<td><strong>73</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>93.8%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>14.4%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>5. <strong>SPECIAL EDUCATION</strong></td>
<td>100.0%</td>
<td><strong>14</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>12</strong></td>
<td>****</td>
<td><strong>14</strong></td>
<td>****</td>
<td><strong>13</strong></td>
<td>****</td>
<td><strong>15</strong></td>
</tr>
<tr class="even">
<td>% Met Standards</td>
<td>50.0%</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>70.0%</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
<tr class="odd">
<td>% Commended Performance</td>
<td>6.3%</td>
<td></td>
<td>% Academic Recognition</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p>6. <strong>LIMITED ENGLISH</strong></p>
<p><strong>PROFICIENT</strong></p></td>
<td>100.0%</td>
<td><strong>22</strong></td>
<td><strong>% TESTED</strong></td>
<td>****</td>
<td><strong>18</strong></td>
<td>****</td>
<td><strong>22</strong></td>
<td>****</td>
<td><strong>21</strong></td>
<td>****</td>
<td><strong>24</strong></td>
</tr>
<tr class="odd">
<td>% Met Standards</td>
<td>N/A</td>
<td></td>
<td>% Met Min. Expectations</td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
<td>N/A</td>
<td></td>
</tr>
<tr class="even">
<td>% Commended Performance</td>
<td>15.0%</td>
<td></td>
<td>% Academic Recognition</td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
<td>****</td>
<td></td>
</tr>
</tbody>
</table>

\* 1999 ARD Exempt students took the CLASS, Comprehensive Learner
Adapted Scope and Sequence, copyright 1998

2000 -- 2003 ARD Exempt students took the SDAA, State Developed
Alternative Assessment

\*\* 1999 -- 2002 LEP Exempt students took the previous year's released
TAAS test.

\*\*\* 2 African-American students took the 2003 TAKS; 1 Native-American
took the 1999 TAAS; data are masked for reporting purposes to protect
the

privacy of the students under FERPA when less than 5 students are in the
subgroup.

\*\*\*\*Information is unavailable on Academic Excellence Indicator
System report.