##### REVISED APPLICATION: April 28, 2006

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

*U.S. Department of Education*

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

Name of Principal: [Mrs. Micki
Wesley\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name: [Petrolia Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address: [PO. Box 176, 601 S. Prairie
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Mailing address

[Petrolia, Texas 76377\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code

County : [Clay \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} State
School Code Number: [039903\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 940) 524-3212]{.underline} Fax [(940 ) 524-3608
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL
[www.esc9.net/petrolia](http://www.esc9.net/petrolia)[\_\_\_]{.underline}
E-mail [micki.wesley@esc9.net\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_
Date\_[\_January]{.underline}\_[31, 2006\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent: [Mr. Derrith Welch
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name: [Petrolia ISD Tel]{.underline}. [(940)
524-3555\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Date [January 31,
2006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson: [Mr. Mike Tucker
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Date [January
31, 2006]{.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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

[0]{.underline} Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure:
\$[3,320]{.underline}\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\$[8,916]{.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
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    6         9                      **15**       **7**                             

  **K**       21        16                     **37**       **8**                             

  **1**       10        9                      **19**       **9**                             

  **2**       20        12                     **32**       **10**                            

  **3**       16        14                     **30**       **11**                            

  **4**       14        16                     **30**       **12**                            

  **5**       13        17                     **30**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   193
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [87]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_[18]{.underline}\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      38
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    38
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 215
                            the school as of October 1  

  **(5)**                   Total transferred students  .0176
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           17.6
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_%

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

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

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[48]{.underline}\_\_\_\_%

Total number students who qualify: \_[115]{.underline}\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.
>
> 10\. Students receiving special education services:
> \_\_[11]{.underline}\_%

\_[31]{.underline}\_ Total Number of Students Served

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

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

\_ \_Deafness \_[3]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[7]{.underline}\_\_Specific Learning Disability

\_[1]{.underline}\_\_Emotional Disturbance \_[15]{.underline}\_Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[2]{.underline}\_\_Mental Retardation \_[2]{.underline}\_\_Visual
> Impairment Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

**Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[18]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

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

> Support staff \_\_\_\_\_\_\_ \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_[28]{.underline}\_\_\_\_ \_\_\_[2]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
[14:1]{.underline}\_\_

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

  Daily student attendance  96 %        97 %        97 %        97%         96 %

  Daily teacher attendance  99 %        96 %        96 %        96 %        96 %

  Teacher turnover rate     13 %        20 %        0 %         13 %        7 %

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

  Student drop-off rate     NA          NA          NA          NA          NA
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

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.

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

Petrolia Elementary is a small rural school located in Clay County, 20
miles north of Wichita Falls, Texas. We serve a population of students
from three small communities covering a 50-mile radius. We are famous
for our peach and pecan orchards and our district prides itself in
winning the 2002 Class A State Football Championship. We are most proud
of the academic achievements our school has accomplished. Last year
Petrolia Elementary was the only campus in Clay County that received the
"Recognized" rating from the Texas Education Agency. This year we
received Gold Performance Acknowledgements for our Commended
Performances on the Mathematics test and our Comparable Improvement in
Reading / ELA and Mathematics. Many of our parents commute to work in
Wichita Falls daily, but choose to send their children to school in
Petrolia because of our small town atmosphere. We have many students
that transfer into our district because they want to be a part of a
small school that offers tremendous learning opportunities. We are
fortunate to have a supportive, close-knit community, which everyone
seems to know everyone else and shares a commitment to educational
excellence.

Petrolia Elementary is a school-wide Title I school serving a population
of 200 students in grades pre-kindergarten through fifth. We also house
the local Head Start program on our campus. Our staff utilizes the
Effective School Correlates to provide every student with the highest
learning opportunity possible. It is our school mission to prepare each
of our students with the necessary skills to be productive citizens.
Teachers take a great deal of time getting to know each student on an
individual basis. Teachers monitor student progress daily and provide
frequent feedback to students and parents. This close monitoring of
student progress helps our staff to quickly identify weaknesses and
adjust instruction to meet student needs.

Students come first at Petrolia Elementary. Administrators, teachers,
and parents continually work to focus on student needs and strive to
meet those needs weather they are academic or emotional. Through
continual staff development, our teachers stay abreast of current
research data and teaching strategies. Our school counselor meets with
students individually when they are struggling, as well as providing
whole-class lessons concerning character education. The Petrolia Board
of Trustees is also aware of the ever-changing needs of our students and
strives to provide the necessary support to help make our school
successful. It is our goal to keep our curriculum and technology
updated, so that we are able to provide our students with the necessary
skills to be successful after graduation.

At Petrolia Elementary, it is also our goal to provide a safe atmosphere
where students are encouraged to accept challenges and know that they
will be supported by their teachers and classmates. Our students enjoy a
small class size, as well as the opportunity for accelerated
instruction. A challenging curriculum is enhanced by small group
instruction. Accelerated instruction is provided daily in Mathematics
and Reading / Language Arts. We also hold tutorials for students before
and after school. Beginning the second semester of the school year, we
operate a second bus route for students who need to stay for tutorials
but do not have transportation home. This attention to individual
student needs has resulted in academic success.

We enjoy celebrating student success with student assemblies,
participating in reading programs, such as Book It, Six Hour Reading
Club, and Accelerated Reader. We recognize respectful behavior through
our Principal's 100 Club. We believe this supports our school mission by
teaching students life-lessons they will carry with them in every aspect
of their adulthood. We try to instill a work ethic and love of learning
that will make them productive citizens when they graduate. Students
enjoy a wide variety of motivational tools that are used daily in the
classroom and campus-wide.

It takes a continuous improvement effort from all stakeholders to make a
successful school. We believe that all our students will achieve our
high expectations if they are given the necessary tools and provided
with the necessary support. We believe the key to success is our
attention to details, which makes Petrolia Elementary a great place to
learn!

**[1. ASSESSMENT RESULTS]{.underline}**

At Petrolia Elementary, we have a clearly defined goal to continuously
improve student performance. In order to accomplish this goal, Petrolia
Elementary is dedicated to closing the achievement gap. It is this clear
and focused mission of preparing students to be productive citizens that
has earned Petrolia the Gold Performance Acknowledgements on the Texas
Assessment of Knowledge and Skills (TAKS) in Mathematics and Reading/
Language Arts. Our campus was given a "Recognized" rating from the Texas
Education Agency (TEA) for our high scores. Gold Performance
Acknowledgements are presented to schools that have at least 20% of the
class meeting the Commended Performance standard. Comparable Improvement
recognition is presented to classes in the Top Quartile in each
category. We have also maintained high student attendance ranging from
96% to 97% over the past five years.

The State of Texas implemented a new accountability assessment during
the 2002-2003 school year, the TAKS. State officials predicted a lower
passing rate due to the more rigorous test. Petrolia Elementary rose to
the challenge and immediately began adjusting instruction to meet the
demands of the new assessment. Through the use of vertical curriculum
alignment, we prepared our students to meet the demands of a more
challenging curriculum and tests. Our teachers continued to focus on
small group instruction and provided frequent feedback to parents and
students concerning progress.

As a result of our commitment to excellence, our 3^rd^ grade students
improved from a 78% passing rate in 2002 on the less stringent Texas
Assessment of Academic Skills (TAAS) test to a 94% passing rate on the
more difficult TAKS test in 2003 on the Reading assessment. Our 3^rd^
grade students continued to improve each year on the TAKS test. Last
year, we achieved a 100% passing rate for 3^rd^ grade. Not only have our
passing rates improved, but our percentage of "Commended Performance"
students has increased from 3% in 2003 to 31% in 2005. Commended
Performance is the highest performance level set by the State Board of
Education on the TAKS. Students who achieve Commended Performance have
performed at a level that is considerably above the state passing
standard and have shown a thorough understanding of the knowledge and
skills at the grade level tested. Our 3^rd^ grade students also
performed extremely well on the Math assessment. In 2002, the 3^rd^
graders had a 57% passing rate on the TAAS, and in 2003 and 2005, they
achieved a 100% passing rate.

Not only do we pride ourselves on our 3^rd^ grade performance, but our
4^th^ graders also met and exceeded the challenge. The 4^th^ grade
students made a dramatic improvement from a passing rate on the Math
TAKS of 78% in 2003 to a 100% passing rate on the Math TAKS in 2005. Our
percentage of Commended Performance in 2003 was only 5%, compared to 39%
in 2005. Our 4^th^ grade scores continue to surpass the scores of their
counterparts across the state.

In addition, our 5^th^ grade students performed quite well on the TAKS.
This past year we had a 100% passing rate on the Math TAKS with a
whopping 44% of students Commended Performance. This is an outstanding
accomplishment considering the state scores were only 80% passing. In
2005, the State of Texas raised the bar by requiring all 3^rd^ and 5^th^
graders to pass the Reading TAKS before being promoted to the next grade
level. Texas 5th grade students are also required to pass the Math TAKS
before being promoted.

These accomplishments, which can be accessed at,
[www.tea.state.tx.us/students.assessment/taks/standards]{.underline} are
the pride of our students and staff. We try to instill the value of a
good work ethic in our students at a very young age so they learn to
appreciate the rewards of hard work. It is our goal that these life
lessons, and a solid academic background will provide our students with
the necessary skills to be successful, productive citizens.

**[2. USING ASSESSMENT RESULTS]{.underline}**

Disaggregating assessment data is an important part of individualized
instruction to meet student needs. In August, our faculty receives the
assessment data from our state TAKS test. At that time faculty and staff
look for trends in the data from year-to-year and determine our
strengths and weaknesses. Teachers at each grade level develop a
curriculum plan that will enhance our strengths and overcome our
weaknesses.

During the school year, we use many tools for ongoing assessments. Our
K-3^rd^ graders take the Texas Primary Reading Inventory (TPRI), while
pre-kindergarten students take the Developmental Indicators for the
Assessment of Learning 3^rd^ edition, (DIAL III). Each week, students
are assessed through the use of reading records and weekly math tests.
The results of these assessments are communicated to parents and
students regularly.

Through the use of frequent assessments, the staff is able to quickly
determine a student's weakness and target that area so that he does not
continue to lag behind. Students who are experiencing difficulties in
reading or math are given an extra 30 minutes of accelerated instruction
daily. Accelerated instruction is provided in a small group setting so
that student needs are very specifically targeted. As soon as the
student has learned the skill, he is exited from the accelerated
instruction program.

All teachers at Petrolia Elementary were trained in the Balanced
Literacy program. This program incorporates the use of daily guided
reading. Along with guided reading, teachers take reading records, which
determine specific mistakes the students is making during the reading.
This data allows a teacher to analyze student progress move the student
along the learning continuum at his/her own progress rather than being
pushed too fast or held behind due to his/her classmates' abilities.

We believe that benchmark testing is extremely important when planning
curriculum. Therefore, we benchmark test our students in grades 3-5 a
minimum of three times before the actual TAKS test is administered. This
testing not only gives students and parents a clear understanding of
what needs to be accomplished before the actual TAKS, but also provides
the teacher with accurate data to use when planning for instruction. We
truly believe in preparing our students for the TAKS test so that they
feel comfortable with the actual test. The use of this assessment of
data has proven to be a key to our success.

**[3. COMMUNICATING ASSESSMENT RESULTS]{.underline}**

Keeping an accurate record of student progress is an essential part of
our success. We monitor student progress weekly through our reading and
math programs. Keeping our students and parents informed with timely,
accurate information has helped us build support between the school and
home.

We send home progress reports every three weeks. These reports inform
parents and students of their grades for each subject. We also contact
parents by phone when students seem to be struggling. Many times, just a
little extra support will help the student overcome the weakness
quickly. This results in keeping all students on track and progressing
in a timely manner toward curriculum goals.

Our county newspaper recognizes our students who made the A or AB Honor
Roll by publishing their names in the paper. Our state testing results
are also published in the newspaper. Last year, our campus was the only
campus in Clay County to receive the "Recognized" rating from TEA. This
accomplishment was published in the county newspaper, which made our
community soar with pride. Additionally, student progress is reported
monthly at the school board meeting so that our Board of Trustees stay
informed concerning student needs and progress.

At the end of the first six-weeks grading period, we hold mandatory
parent-teacher conferences. At this time, teachers go over the
expectations for the students and give the parents helpful suggestions
on how to help their child. Past test results are also discussed at this
time. Parents commented that these conferences early in the year have
given them a clear understanding of the goals and expectations for their
child. This communication helps the home-school relationship
tremendously.

Awards assemblies are held every six weeks to recognize students for
their accomplishments. We recognize students for perfect attendance, A
and AB Honor Roll, Accelerated Reading, and perfect conduct. We also
started a program that recognizes students who get caught doing
something good. This encourages positive behavior.

We celebrate the year's accomplishments with an end of the year bash.
Students are treated to outdoor games and activities, and parents are
encouraged to come join the fun. Students and teachers look forward to
celebrating their end of the year and the many accomplishments.

**[4. SHARING SUCCESS]{.underline}**

            Petrolia Elementary has many recent successes to celebrate
and share with our community and surrounding school districts.  Being in
a rural area, we have a very diverse staff, who bring with them a wealth
of knowledge and practices from other districts.  This helped our
teachers develop a curiosity to explore other programs and implement
them in our building. 

Our Campus Improvement Team is always looking at campus strengths and
weaknesses to focus on for each school year.  We visited many other
campuses and been able to implement programs that have proven to support
our own programs and add to our students' success. 

Our staff attends numerous workshops through our Regional Service
Center, where they are able to share our successes informally with other
teachers and principals.

In sharing our success with the community, we periodically hold
assemblies to honor students for their academic, attendance, and extra
curricular achievements.  Parents and community members are invited to
attend all assemblies.  The local newspaper is also very supportive in
publishing the accomplishments of our students at Petrolia Elementary. 

It is our goal to continue our open-door policy of communicating our
successes to other school districts and our community members through
publishing successes in our county newspaper and on our local website at
[www.esc9.net/petrolia]{.underline}.

**[PART V -- 1. CURRICULUM]{.underline}**

The State of Texas provides school districts with a set of
state-developed learning objectives for each grade level, Texas
Essential Knowledge and Skills (TEKS). These objectives were developed
by Texas educators and are assessed by the Texas Assessment of Knowledge
and Skills (TAKS). This curriculum provides the foundation of learning
at Petrolia Elementary. Teachers also supplement the TEKS with many
other research-based techniques and materials. We use state-adopted
textbooks, which have been aligned with the TEKS curriculum.
Supplemental materials are purchased by our school district to help
enhance and support the curriculum. Texas students are held accountable
for mastering these objectives by Texas law.

The goal of the mathematics curriculum at Petrolia Elementary is to
provide students with the necessary skills to pass the TAKS test.
Petrolia Elementary has adopted the Saxon Math curriculum, which
provides students with objectives that are reviewed and tested weekly.
New concepts are introduced in a very consistent manner, spiraling as
they develop and introduce more complex skills. Daily lessons include
whole group and individual components. Saxon Math keeps parents involved
in the learning process by including a short homework assignment each
night. To ensure the mastery of newly-learned, as well as the retention
of previously taught concepts, assessments are administered weekly.
Skills that need focused remediation will be reinforced through daily
targeted practice along with morning and after school tutorials. This
curriculum is supplemented by Sleek Tutor It software. These
supplemental resources are used to target TAKS objectives, familiarize
the students with the testing format, and to build endurance and
confidence.

The language arts goal is a balance literacy approach. This program
incorporates eight components of the reading and writing curriculum,
which provides students with a wealth of opportunities to master new
concepts. Guided reading is the engine that drives this curriculum. The
guided reading gives teachers insight into the child's growth and
reading development. It also provides an opportunity for the child to
progress at his or her own rate until our high expectations are met.

Petrolia's science goal recognizes the importance of an effective
elementary science program. Teachers are encouraged to extend their
lessons through hands-on lab experiences. Science materials are
available from our Regional Education Service Center as well as our
5^th^ grade science teacher. Fifth grade teachers use research-based
programs to prepare our students for the TAKS, as well as supplemental
materials from Step Up to TAKS, TAKS Coach, the Activities Integrating
Math and Science (AIMS), and the Great Explorations in Math and Science
(GEMS) curriculum. Lab activities are enhanced by using the Full Option
Science System, (FOSS) science lab kits and Bridging the TAKS program.
Our 5^th^ grade science teacher is a member of the Region Nine Science
Collaborative and as a mentor teacher she has received a \$1,000 grant
to purchase science materials for the 5th grade class.

The social studies goal at Petrolia is to instill a sense of respect and
understanding for others, and to teach our students about the history of
this great state and country. Our state-adopted texts are aligned with
this goal by teaching the basics of neighborhood and community living,
to developing an understanding of the world we live in. Many of these
objectives are taught across the curriculum with the language arts
objectives.

The fine arts goal at Petrolia is to provide students with an
appreciation for art and music. Petrolia is one of the few small rural
school districts that can boast about having two highly qualified music
teachers. Students perform at our Parent-Teacher-Community-Organization
(PTCO) meetings, Grandparent's Day, and Veteran's Day programs. We also
have an annual Christmas program that involves all students in grades
pre-kindergarten through 5th. This is a huge community event that draws
a large crowd annually.

**[2a. READING]{.underline}**

Reading is a critical subject for all students. At Petrolia Elementary
we believe that every child must be a fluent reader to be able to
achieve their life goals. For this reason, we have very high standards
and expectations for our students. Our school takes a balanced literacy
approach to reading, which allows for a balance between the more
traditional phonics-based programs and the whole language theory. We
have found that it is this balance that gives our students the tools
they need to become fluent readers.

The balanced literacy program includes an assessment piece that
determines children's individual reading level. This allows for
individualized instruction, which is provided in a small group setting.
This allows students to realize their own successes early on and
encourages them to keep working to meet their individual goals. Primary
students focus on decoding skills, phonemic awareness, and comprehension
skills. With this critical foundation in place, intermediate students
can master high-level thinking skills, such as the critical analysis of
literature.

Our students enjoy participating in our A.R. program, which provides a
taste of competition with themselves and their classmates. Students
develop individual reading goals, and are recognized as they achieve
these goals. We place student's names on our A.R. Achievement Wall as
they reach each level. At the end of the year, we recognize reading
achievement with an end-of-year celebration.

**[3.  TECHNOLOGY CURRICULUM]{.underline}**

           

Today's society places an enormous emphasis on technology-based
careers.  At Petrolia Elementary, we feel that students need to be
introduced to computers at an early age.  We spend a large portion of
our budget each year keeping our technology upgraded and running
smoothly.  Each classroom has access to our computer lab, as well as
computers in their classrooms.  We have a teacher that works with
classes using various technology to improve student learning at all
grade levels.

 Students learn typing skill, and how to access the Internet for
research purposes. The students are closely monitored to ensure that
they know how to search safely for the information they are seeking. 
Parent permission is required before any student has access to the
Internet.  We also utilize the computer lab to enhance learning for the
TAKS tests through supplemental research-based programs such as Sleek
Tutor IT software and educational Internet sites.

 Students are encouraged to type their own writing at the publishing
stage of the writing process. In doing so, our students become familiar
with Microsoft Word and the various tools available to help with editing
and writing.

Keeping our technology program updated allows us to not only teach the
TEKS more effectively, but it also strengthens cross-curricular skills. 
Students are learning using hands-on resources and they are having fun
at the same time.

**[4. INSTRUCTIONAL METHODS]{.underline}**

Teachers at Petrolia Elementary are well versed in instructional
methods. We understand that children learn through many modalities, and
our teachers strive to vary their instructional methods so that all
learning styles are utilized. Students benefit from these practices
because they maximize their learning potential. We take a "no excuses"
approach to achieving student success.

Early detection and intervention of learning difficulties is a key to
modifying and adapting instruction to meet the individual needs of our
students. The Texas Primary Reading Inventory (TPRI) is a diagnostic
test, which is administered three times per year to all 1^st^ through
3^rd^ grade students and twice a year to all kindergarten students. This
test is used to identify reading difficulties in graphophonemic
knowledge, phonemic awareness, comprehension, and fluency. Students that
are considered "still developing" in one or more of these areas are
placed in an accelerated reading program. Students receive specific
intervention for their areas of need. This same strategy is utilized in
our mathematics program. Diagnostic tests are given to students to
identify areas of need. Students then attend our Math Lab for one-on-one
or small group instruction until the achievement gap is closed.

Petrolia elementary also has the Peer Assistant Leadership Service
(PALS) program, which utilizes high school students to mentor elementary
students. Elementary students are paired with a PALS member for
mentoring. This program benefits both the young and older students by
developing a bond that helps to fill the achievement gap by providing
individual attention.

The staff works diligently to make sure that students are provided as
much support as needed to make sure that all areas of development are
met. This is why we say, Petrolia is a great place to learn!

**[5. PROFESSIONAL DEVELOPMENT]{.underline}**

Professional development is a key ingredient to the continuous school
improvement process. Teachers at Petrolia Elementary realize the
importance of staying abreast of new teaching techniques and current
data. We have ten days of staff development each year. Teachers also
have the opportunity to attend training at our Regional Service Center
during the year. Each year, the elementary staff focuses on an area of
the curriculum that needs to be strengthened. For example, two years ago
we focused on reorganizing our reading program. We brought in
consultants from other districts to work with our staff on developing a
new reading/ language arts program. During that year we also visited
another campus in a neighboring community to observe teachers in the
classroom to gain strategies we could use. This activity was very
beneficial to the staff because it allowed them the opportunity to "get
out of their own comfort zone" and explore other teaching styles.

The next year, we focused our attention on our math curriculum. Again,
we invited consultants from the Saxon Math company to come to our campus
and work with our staff to strengthen and update the math curriculum.
This workshop gave our teachers an opportunity to ask very specific
questions about areas of the Saxon curriculum with which they were
struggling. Not only did the consultants address concerns, but they also
provided updated materials and other Internet resources that teachers
could utilize.

This year, our academic focus has been on strengthening the writing
curriculum. Last summer we asked teachers from a neighboring district to
present the Writing Academy curriculum to us. Through this writing
workshop, teachers were able to share professional development
strategies and learn new ways of presenting concepts to students.

Each year we have seen an improvement in our test scores. We attribute
this achievement to our continuous improvement process. Our high
expectations for our students keep the faculty motivated to improve the
instructional methods we use. At Petrolia Elementary we are committed to
excellence!

***No Child Left Behind - Blue Ribbon School***

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

Subject\_\_[Reading]{.underline}\_\_\_\_\_\_\_\_\_\_ Grade
[3]{.underline}\_\_\_\_\_

Test\_\_\_[Texas Assessment of Knowledge and
Skills]{.underline}\_\_\_\_\_

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                Feb.        Mar.        Apr.

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         97          94

  \% At Commended Performance                  31          39          3

                                                                       

  Number of students tested                    26          30          40

  Percent of total students tested             99          99          100

  Number of students alternatively assessed    2           2           3

  Percent of students alternatively assessed   1           1           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100         91          86

  \% At Commended Performance                  19          35          2

  Number of Students Tested                    16          15          20

  2\. African American                                                 

  \% At or Above Met Standard                  0           NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           1           0

  3\. White                                                            

  \% At or Above Met Standard                  100         100         91

  \% At Commended Performance                  38          39          9

  Number of Students Tested                    21          27          37

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    5           5           3
  -------------------------------------------- ----------- ----------- -----------

***Student Success Initiative***

Enacted by the 76th Texas Legislature in 1999, the Student Success
Initiative (SSI) grade advancement requirements apply to the Grade 3
reading test and the Grade 5 reading and mathematics tests. The SSI
requirements will be phased in for the Grade 8 reading and mathematics
tests beginning in the 2007-2008 school year. As specified by these
requirements, a student may advance to the next grade level only by
passing these tests or by unanimous decision of his or her grade
placement committee that the student is likely to perform at grade level
after additional instruction.

The goal of the SSI is to ensure that all students receive the
instruction and support they need to be academically successful in
reading and mathematics. This effort depends greatly on schools,
parents, and community members working in partnership to meet individual
student needs. A number of materials have been developed to help schools
implement the SSI grade advancement requirements. These materials are
available at
[www.tea.state.tx.us/student.assessment](http://www.tea.state.tx.us/student.assessment).

***No Child Left Behind - Blue Ribbon School***

**Grade 3 Mathematics**

Subject\_\_[Math]{.underline}\_\_\_\_\_\_\_\_\_
Grade\_[3]{.underline}\_\_\_\_

Test\_\_\_[Texas Assessment of Knowledge and
Skills]{.underline}\_\_\_\_\_

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                Apr.        Mar.        Apr.

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         90          100

  \% At Commended Performance                  20          34          3

                                                                       

  Number of students tested                    25          29          32

  Percent of total students tested             100         100         100

  Number of students alternatively assessed    0           0           1

  Percent of students alternatively assessed   2           0           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100         77          100

  \% At Commended Performance                  19          23          0

  Number of Students Tested                    16          13          16

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           0           1

  3\. White                                                            

  \% At or Above Met Standard                  100         88          100

  \% At Commended Performance                  20          36          4

  Number of Students Tested                    20          25          26

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    5           2           5
  -------------------------------------------- ----------- ----------- -----------

***Student Success Initiative***

Enacted by the 76th Texas Legislature in 1999, the Student Success
Initiative (SSI) grade advancement requirements apply to the Grade 3
reading test and the Grade 5 reading and mathematics tests. The SSI
requirements will be phased in for the Grade 8 reading and mathematics
tests beginning in the 2007-2008 school year. As specified by these
requirements, a student may advance to the next grade level only by
passing these tests or by unanimous decision of his or her grade
placement committee that the student is likely to perform at grade level
after additional instruction.

The goal of the SSI is to ensure that all students receive the
instruction and support they need to be academically successful in
reading and mathematics. This effort depends greatly on schools,
parents, and community members working in partnership to meet individual
student needs. A number of materials have been developed to help schools
implement the SSI grade advancement requirements. These materials are
available at [www.tea.state.tx.us/student.assessment]{.underline}.

***No Child Left Behind - Blue Ribbon School***

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

Subject\_\_[Reading\_\_ Grade
4\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Test\_\_\_[Texas Assessment of Knowledge and
Skills]{.underline}\_\_\_\_\_

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                Mar.        Apr.        Apr.

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  77          88          78

  \% At Commended Performance                  33          6           8

                                                                       

  Number of students tested                    30          32          40

  Percent of total students tested             99          100         100

  Number of students alternatively assessed    2           0           3

  Percent of students alternatively assessed   1           0           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  75          100         100

  \% At Commended Performance                  33          0           5

  Number of Students Tested                    12          15          20

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           1           0

  3\. White                                                            

  \% At or Above Met Standard                  80          89          78

  \% At Commended Performance                  32          7           8

  Number of Students Tested                    25          27          37

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    3           4           3
  -------------------------------------------- ----------- ----------- -----------

***Student Success Initiative***

Enacted by the 76th Texas Legislature in 1999, the Student Success
Initiative (SSI) grade advancement requirements apply to the Grade 3
reading test and the Grade 5 reading and mathematics tests. The SSI
requirements will be phased in for the Grade 8 reading and mathematics
tests beginning in the 2007-2008 school year. As specified by these
requirements, a student may advance to the next grade level only by
passing these tests or by unanimous decision of his or her grade
placement committee that the student is likely to perform at grade level
after additional instruction.

The goal of the SSI is to ensure that all students receive the
instruction and support they need to be academically successful in
reading and mathematics. This effort depends greatly on schools,
parents, and community members working in partnership to meet individual
student needs. A number of materials have been developed to help schools
implement the SSI grade advancement requirements. These materials are
available at [www.tea.state.tx.us/student.assessment]{.underline}.

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Mathematics**

Subject\_\_[Math]{.underline}\_\_\_\_\_\_\_\_\_
Grade\_[4]{.underline}\_\_\_\_

Test\_\_\_[Texas Assessment of Knowledge and
Skills]{.underline}\_\_\_\_\_

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                Apr.        Mar.        Apr.

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  96          79          78

  \% At Commended Performance                  39          3           5

                                                                       

  Number of students tested                    28          34          41

  Percent of total students tested             99          100         100

  Number of students alternatively assessed    2           0           0

  Percent of students alternatively assessed   1           0           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  90          75          68

  \% At Commended Performance                  10          0           5

  Number of Students Tested                    10          16          19

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    2           1           0

  3\. White                                                            

  \% At or Above Met Standard                  96          79          81

  \% At Commended Performance                  48          4           5

  Number of Students Tested                    23          28          37

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    3           5           3
  -------------------------------------------- ----------- ----------- -----------

***Student Success Initiative***

Enacted by the 76th Texas Legislature in 1999, the Student Success
Initiative (SSI) grade advancement requirements apply to the Grade 3
reading test and the Grade 5 reading and mathematics tests. The SSI
requirements will be phased in for the Grade 8 reading and mathematics
tests beginning in the 2007-2008 school year. As specified by these
requirements, a student may advance to the next grade level only by
passing these tests or by unanimous decision of his or her grade
placement committee that the student is likely to perform at grade level
after additional instruction.

The goal of the SSI is to ensure that all students receive the
instruction and support they need to be academically successful in
reading and mathematics. This effort depends greatly on schools,
parents, and community members working in partnership to meet individual
student needs. A number of materials have been developed to help schools
implement the SSI grade advancement requirements. These materials are
available at [www.tea.state.tx.us/student.assessment]{.underline}.

***No Child Left Behind - Blue Ribbon School***

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

Subject [Reading]{.underline} Grade\_[5]{.underline}\_\_\_

Test\_\_\_[Texas Assessment of Knowledge and
Skills]{.underline}\_\_\_\_\_

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                Feb.        Mar.        Apr.

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  \>99        86          85

  \% At Commended Performance                  18          26          19

                                                                       

  Number of students tested                    34          42          27

  Percent of total students tested             99          97          100

  Number of students alternatively assessed    1           3           0

  Percent of students alternatively assessed   0           1           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  \>99        81          78

  \% At Commended Performance                  10          19          22

  Number of Students Tested                    21          16          9

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    1           0           0

  3\. White                                                            

  \% At or Above Met Standard                  \>99        87          87

  \% At Commended Performance                  18          28          17

  Number of Students Tested                    28          39          23

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    5           3           4

                                                                       
  -------------------------------------------- ----------- ----------- -----------

***Student Success Initiative***

Enacted by the 76th Texas Legislature in 1999, the Student Success
Initiative (SSI) grade advancement requirements apply to the Grade 3
reading test and the Grade 5 reading and mathematics tests. The SSI
requirements will be phased in for the Grade 8 reading and mathematics
tests beginning in the 2007-2008 school year. As specified by these
requirements, a student may advance to the next grade level only by
passing these tests or by unanimous decision of his or her grade
placement committee that the student is likely to perform at grade level
after additional instruction.

The goal of the SSI is to ensure that all students receive the
instruction and support they need to be academically successful in
reading and mathematics. This effort depends greatly on schools,
parents, and community members working in partnership to meet individual
student needs. A number of materials have been developed to help schools
implement the SSI grade advancement requirements. These materials are
available at
[www.tea.state.tx.us/student.assessment](http://www.tea.state.tx.us/student.assessment).

***No Child Left Behind - Blue Ribbon School***

**Grade 5 Mathematics**

Subject [Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_
Grade\_[5]{.underline}\_\_\_\_

Test\_\_\_[Texas Assessment of Knowledge and
Skills]{.underline}\_\_\_\_\_

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                Apr.        Mar.        Apr.

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         79          81

  \% At Commended Performance                  44          19          7

                                                                       

  Number of students tested                    34          42          27

  Percent of total students tested             100         97          100

  Number of students alternatively assessed    1           3           0

  Percent of students alternatively assessed   0           1           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100         80          78

  \% At Commended Performance                  37          13          0

  Number of Students Tested                    19          15          9

  2\. African American                                                 

  \% At or Above Met Standard                  0           0           0

  At Commended Performance                     0           0           0

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  100         79          83

  \% At Commended Performance                  46          21          9

  Number of Students Tested                    28          38          23

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    5           3           4
  -------------------------------------------- ----------- ----------- -----------

***Student Success Initiative***

Enacted by the 76th Texas Legislature in 1999, the Student Success
Initiative (SSI) grade advancement requirements apply to the Grade 3
reading test and the Grade 5 reading and mathematics tests. The SSI
requirements will be phased in for the Grade 8 reading and mathematics
tests beginning in the 2007-2008 school year. As specified by these
requirements, a student may advance to the next grade level only by
passing these tests or by unanimous decision of his or her grade
placement committee that the student is likely to perform at grade level
after additional instruction.

The goal of the SSI is to ensure that all students receive the
instruction and support they need to be academically successful in
reading and mathematics. This effort depends greatly on schools,
parents, and community members working in partnership to meet individual
student needs. A number of materials have been developed to help schools
implement the SSI grade advancement requirements. These materials are
available at [www.tea.state.tx.us/student.assessment]{.underline}.