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

*U.S. Department of Education*

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

Name of Principal [Mrs. Patty Strieber]{.underline}

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

Official School Name [Yorktown Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 487 416 West Fourth Street]{.underline}

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

[Yorktown Texas 78164-0487]{.underline}

City State Zip Code+4 (9 digits total)

County [DeWitt]{.underline} State School Code Number\*
[062904102]{.underline}

Telephone [( 361 ) 564-2252]{.underline} Fax [( 361 )
564-2270]{.underline}

Website/URL [http://www.yisd.org/]{.underline} E-mail
[pstrieber@yisd.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mrs. Deborah Kneese]{.underline}

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

District Name [Yorktown Independent School District]{.underline} Tel. [(
361 ) 564-2252]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Stephen Blaschke]{.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.

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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

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

[1]{.underline} Junior high schools

[1]{.underline} High schools

Other

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,715]{.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
>
> \[ √ \] Rural

4\. [11]{.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**    14        11                     **25**       **7**                             

  **K**       27        19                     **46**       **8**                             

  **1**       24        21                     **45**       **9**                             

  **2**       20        17                     **37**       **10**                            

  **3**       26        21                     **47**       **11**                            

  **4**       22        20                     **42**       **12**                            

  **5**       29        23                     **52**       **Other**   1         1           2

  **6**                                                                                       

                                    **TOTAL                                                   296
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [57]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[39]{.underline} % Hispanic or Latino

**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:
[20]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      30
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    58
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 289
                            the school as of October 1  

  **(5)**                   Total transferred students  .20
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           20%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [60]{.underline} %

Total number students who qualify: [179]{.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: [14]{.underline} %

[42]{.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.

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

\_\_\_\_Deafness [7]{.underline} Other Health Impaired

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

[1]{.underline} Emotional Disturbance [25]{.underline} Speech or
Language Impairment

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

> [1]{.underline} Mental Retardation [1]{.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 [19]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} [1]{.underline}

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

> Support staff [3]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [36]{.underline} [1]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[16:1]{.underline}

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

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

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

  Daily teacher attendance  4%          4%          5%          4%          3%

  Teacher turnover rate     19%         14%         9%          0%          0%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**Part III-SUMMARY**

Yorktown Elementary School, one of the school district's three campuses,
is a small rural school in Yorktown, Texas. Yorktown Independent School
District, with approximately 650 students, strives to be highly
competitive in meeting the academic needs of all students, reflecting a
direct correlation to Yorktown Elementary School's motto---"Youth
Excelling for Success." Located in South Central Texas with a population
of approximately 2,200, Yorktown is primarily a ranching and farming
community, with oil and gas production also crucial to the area.

Yorktown Elementary School's mission is to motivate each child to reach
their maximum potential as a responsible, successful, contributing
member of society. The school theme is "Fitting the Essential Pieces
Together to Be an Exemplary Campus." The essential pieces include the
students, parents, staff, and community members. Realizing that
education is a shared responsibility, all stakeholders accept the
challenges highlighted at the beginning of the year in school-wide
orientations, which explain how to fit the essential pieces together in
order to maximize student achievement.

A Texas Education Agency Recognized campus for the past two years,
Yorktown Elementary School continues to set high expectations for all
students in striving to reach the goal of being an Exemplary campus, the
highest accountability rating given by the state of Texas. A great sense
of pride and accomplishment is shared by all stakeholders as assessment
data reveals success that is achieved by ALL students. Student
achievement confirms that dedication, hard work, and the commitment of
the entire school community are key ingredients for increased student
performance.

Yorktown Elementary School students receive ongoing assistance to
perform on their grade level. In addition to the core Reading and Math
instruction included in all students' daily schedules, kindergarten
through fifth grade teachers provide Accelerated Reading Instruction
(ARI) and Accelerated Math Instruction (AMI). One-on-one and small group
intense intervention are offered on a daily basis to assist struggling
students, while including enrichment and extension activities for
students who meet grade-level criteria. An additional intense
intervention time, "Homeroom Highlights," is an integral part of the
first through fifth grade schedule from 2:50-3:30 p.m. daily. The
Pre-Kindergarten, Kindergarten, Reading, and Physical Education
teachers, as well as the eight Yorktown Elementary School
paraprofessionals are assigned to one of the first through fifth grade
homeroom classes. All first through fifth grade teachers provide the
necessary one-on-one and small group intense Reading and Math
intervention for their homeroom students who are struggling, while the
additional adult assigned to their homeroom provides enrichment
activities for the students performing on grade level.

Yorktown Elementary School takes great pride in its open-door policy,
which encourages parent and community involvement. Volunteers help the
staff by listening to students read, reading to students, helping
students take Accelerated Reader tests, serving as Site-Based Decision
Making committee members and parent organization officers/members, as
well as assisting with a variety of school activities (Career Day, Red
Ribbon Week, The Leukemia Society's Pennies for Patients, field trip
chaperones, room mothers, and fundraisers). Parents and grandparents are
special guests at Grandparent's, Dad's, and Mom's Breakfasts. Yorktown
Elementary School is fortunate to have community members who are part of
the school's Mentor Program in which individual volunteers spend one
hour per week mentoring a student.

Yorktown Elementary School offers a structured program that is
well-rounded, yet flexible enough to meet the needs of each student.
Students learn the Texas Essential Knowledge and Skills curriculum and
participate in a variety of programs that promote self-esteem and
increase awareness of issues that are relevant to their lives.

The Yorktown Elementary School staff members are committed to ensuring
educational excellence to empower all children to reach their fullest
potential in a safe and positive learning environment. The staff
consistently do whatever it takes for the success of the students,
including keeping parents well-informed of student progress through
personal conferences, telephone conferences, and home visits.

At Yorktown Elementary School the essential pieces are linked together
for a perfect fit, resulting in a positive, rich education for ALL
students.

**Part IV- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results**

Yorktown Elementary School administers the state-mandated Texas
Assessment of Knowledge and Skills (TAKS) test, which measures students'
understanding of the state-mandated curriculum, the Texas Essential
Knowledge and Skills (TEKS). In an effort to match the TEKS objectives
that are taught with the TAKS assessments that are administered, they
are aligned, and both reflect alignment with the No Child Left Behind
federal legislative requirements. The levels of performance for the
TAKS, as determined by the state, include the "Met Standard" level and
the "Commended Performance" level. In order to show mastery in the "Met
Standard" level, a student must earn a scale score of 2100. The
"Commended Performance" level scale score is 2400.

Students in third grade take the TAKS test in Reading and Math; students
in fourth grade take the TAKS test in Reading, Math, and Writing; and
students in fifth grade take the TAKS test in Reading, Math, and
Science. In Texas, the Student Success Initiative (SSI) requires third
graders to master the Reading test in order to be promoted. Fifth
graders must master the Reading and Math tests in order to be promoted.
As determined by each student's Admission, Review, and Dismissal (ARD)
committee, special education students are administered one of the
following tests: the TAKS, the TAKS-Inclusive (TAKS-I), the State
Developed Alternative Assessment (SDAA II), or the Locally Developed
Alternative Assessment (LDAA), according to each student's instructional
level.

Kindergarten, first, second, and third grade students at Yorktown
Elementary School are given the Texas Primary Reading Inventory (TPRI)
which assesses phonemic awareness, graphophonemic knowledge,
comprehension, and fluency. Kindergarten teachers administer the TPRI in
the middle and the end of the year. First and second grade students are
given the TPRI at the beginning of the year, mid-year, and end of the
year. Third grade is assessed using the TPRI at the beginning and end of
the year.

Test data reported in Yorktown Elementary School's Academic Excellence
Indicator System (AEIS) show that prior to 2004, TAKS results revealed
that Yorktown Elementary was not meeting the needs of ALL students,
specifically the Hispanic and Economically Disadvantaged sub-groups. An
accomplishment of which our campus is most proud shows that since 2004,
scores improved, especially in the Hispanic and Economically
Disadvantaged sub-groups in the following areas: third grade Reading,
Math, and All Tests Taken; fourth grade Reading; and fifth grade
Reading, Math, Science, and All Tests Taken. Yorktown Elementary earned
Texas Education Agency's Texas Successful School Award in 2000 and 2001,
and the Recognized accountability rating in 2004 and 2005. In addition,
Yorktown Elementary earned Gold Performance Acknowledgements in the
following areas for 2004: Reading, Math, Writing, and Science. In 2005
the school received Gold Performance Acknowledgements in Math, Writing,
and Science. Additional assessment information is located on the Texas
Education Agency websites:
<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html> and
[http://www.tea.state.tx.us/student.assessment/reporting/taksagg/yr0405/index.html.]{.underline}

According to Yorktown Elementary School's disaggregated data, as
calculated in Region 3 Education Service Center's Data Disaggregated
Program for the 2004-2005 school year, state, region, and district data
were compared. Highlighted successes, along with their contributing
factors, showed that our campus scores surpassed the state, region, and
district scores in all student sub-groups in Reading, Math, and Science.
Contributing factors consisted of the campus restructuring efforts,
which included small group and one-on-one intense intervention, ability
grouping, and extended time on task in Reading and Math. In addition,
the Hispanic and Economically Disadvantaged student sub-groups greatly
improved their performance in Reading, Math, and Science. A contributing
factor included the classroom teacher and the Language Arts specialist
identifying students' specific deficiencies and providing small group
and one-on-one intense instruction. Finally, more than 85% of the
students in grades three through five passed All Tests Taken.
Contributing factors included additional time spent on task during
"Homeroom Highlights" and after school tutorials in which ALL staff
members participated.

Assessment results reflect that the Hispanic and Economically
Disadvantaged sub-groups continue to show academic equity in correlation
with all sub-groups. As noted in our theme, Yorktown Elementary School
is "Fitting the Essential Pieces Together to Be an Exemplary Campus."

**2. Using Assessment Results**

Yorktown Elementary School's theme highlights our student, parent,
staff, and community expectation to strive for excellence. Yorktown
Elementary believes that high expectations lead to high student
achievement. In order to ensure improvement in student performance, our
campus follows a sequential, structured plan that begins with "TAKS
Camp" meetings attended by classroom teachers, the Language Arts
specialist, and the principal. Agenda items discussed at these meetings
include checking the spring TAKS results, studying the Disaggregated
Data, reviewing TAKS Information Booklets, planning for restructuring
efforts, reviewing TAKS Passing Standards, and analyzing completely all
TAKS strategies to be used consistently by all grade levels.

A thorough analysis of the state's testing results is completed, and
data from the state's assessment report is carefully reviewed, along
with reports generated from Region 3 Education Service Center's Data
Disaggregation Program. Individual student strengths and weaknesses are
identified, and teachers use this information to guide instruction and
to identify instructional groups. Teachers prepare a TAKS Scope and
Sequence, which answers the questions of what will be taught, how it
will be taught, and when it will be taught. A TAKS and SDAA II benchmark
schedule is prepared with students completing two benchmark tests per
subject area. After each benchmark test is administered, students who
are not mastering the assessment items, as well as students showing
mastery, are identified. Restructuring efforts are implemented and, for
students showing non-mastery, the focus is on small group and one-on-one
intervention, ability grouping, extended time on task in the core
subject areas, and tutorials during the school day, as well as after
school in order to reteach the objective items that reveal weaknesses.
To assist in the school-wide efforts to produce exemplary achievement
results, each third through fifth grade homeroom class is equipped with
three campus staff members that help promote the intense after school
tutorial. Students showing mastery on the benchmark are provided
enrichment and an extension of the skills they have already learned.

This approach provides the structure needed to ensure academic success
and, along with the overall support of all stakeholders, continues to
guide Yorktown Elementary School in its efforts to be a state Exemplary
campus, the highest rating a school can attain.

**3. Communicating Assessment Results**

Yorktown Elementary School is dedicated to "Fitting the Essential Pieces
Together to Be an Exemplary Campus." This theme of high expectations is
clearly articulated to all students and staff as everyone recites it at
the conclusion of daily morning announcements. Student performance is
communicated to parents, students, and the community in a variety of
ways.

Initially, school-wide assessment results are shared by the principal at
the beginning of the year Pre-Kindergarten through fifth grade
orientation general session. Teachers follow up in their grade level
orientation meetings with specific student expectations.

Assessment results are shared by the principal at the first meeting of
the year held by the Always Believing in Children (ABC) parent, staff,
and community organization. Student performance is shared with parents
in weekly folders sent home every Wednesday, as well as three-week
progress reports and six-week report cards.

Each six weeks the principal presents students Recognition Certificates
for their accomplishments during the six weeks (Honor Roll, Perfect
Attendance, and Good Citizen). Student successes (Honor Roll, Perfect
Attendance, Spelling Bee results, and UIL awards) are included in the
[Yorktown News-View]{.underline}, our weekly newspaper.

Every year a public hearing is held to present the Academic Excellence
Indicator System (AEIS), which shows the district and campus assessment
results. A copy of our campus School Report Card (SRC), which is based
on the AEIS, is sent home to all parents. The Yorktown Independent
School District Board of Trustees sends assessment information to all
parents as well.

Beginning in November and continuing through April, the principal
includes in the monthly parent newsletter a copy of the year's benchmark
testing schedule and the state assessment calendar.

TAKS/SDAA II Family Nights and individual conferences are held to share
students' benchmark results with parents. At these conferences students,
parents, and teachers sign the TAKS/SDAA II Contract, which states that
everyone will strive for excellence on the upcoming tests.

The principal holds TAKS/SDAA II talks with every student after each of
the benchmarks to encourage and motivate them to continue doing their
best to meet their goals.

A letter is sent home the day before testing begins wishing students
good luck and reminding parents to make sure their child gets a good
night's sleep.

In addition to all of the above forms of communication, home visits are
made by staff to ensure that ALL parents are kept well informed of their
child's progress. The all-encompassing efforts made by the Yorktown
Elementary School stakeholders assist in meeting the goal of being a
Texas Education Agency Exemplary campus.

**4. Sharing Success**

As a No Child Left Behind-Blue Ribbon School Nominee, Yorktown
Elementary School is most willing and eager to share successful
instructional programs and practices with other schools.

Currently, the staff shares ideas, strategies, and educational practices
with one another in various ways: as mentors to first year teachers and
teachers new to the campus, as Coordinating Teachers for student
teachers, by opening their classrooms for observations by education
students from local universities, and in the "Workshop Sharing" segment
of each of the monthly staff meetings.

Yorktown Elementary hosted visits from surrounding campuses, as well as
sent staff members to other campuses in an effort to learn and share
best educational practices.

One of the campus teachers is a New Jersey Writing Project in Texas
(NJWPT) Trainer and, on numerous occasions, has shared her expertise
with other campuses, as well as presented at Region 3 Education Service
Center workshops.

Currently a campus teacher is participating in the Teacher Partners'
Pilot Program sponsored by Region 3. In keeping with the goal to improve
student performance in Reading, the Pilot Program encourages teachers to
work collaboratively with Region 3 personnel and other teachers in the
Region 3 area to ensure that all students access the Reading curriculum,
as specified in the Texas Essential Knowledge and Skills (TEKS).

Yorktown Independent School District is a member of the South Texas
Rural Systemic Initiative (STRSI), which works with participating Texas
districts to improve the Mathematics and Science performance of all
students through systemic reform. Three Yorktown Elementary teachers
participate in STRSI's Teacher Partner Academies and Summer Institutes,
in which a wealth of sharing and learning take place. The principal and
a teacher shared a presentation at STRSI's Summer 2005 Institute that
focused on Yorktown Elementary's successful TAKS Science results and
strategies used to achieve that success.

The principal shared a presentation for first year principals at Region
3 in the fall of 2005 and hosted the January 2006 Administrators' Issues
and Opportunities Cadre session on our campus. The presentation was
titled Six Types of Teachers.

In addition, the principal is a member of the Texas Elementary
Principals and Supervisors Association (TEPSA) and attends their yearly
Summer Conferences to gain valuable information and to network with
other educators.

As a No Child Left Behind-Blue Ribbon School Nominee, Yorktown
Elementary School will continue its efforts to share successful school
achievement with other schools and communities. Additionally, the school
looks forward to every learning opportunity shared by other educators.

**PART V-CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Curriculum at Yorktown Elementary School is based on the Texas Essential
Knowledge and Skills. Teachers continuously refine instructional methods
to better meet the needs of all students. In addition, flexible grouping
allows staff members to provide intense intervention for students in
need while others interact with enrichment activities.

In the area of Language Arts, staff members utilize process-writing
strategies based on New Jersey Writing Project in Texas. In grades
kindergarten through second, teachers have implemented Lucy Calkins'
[First Hand: Units of Study for Primary Writing]{.underline} to scaffold
the development of writing skills and to improve written communication
in the upper grades. Students use 6+1 Traits of Writing to actively
participate in analyzing the quality of writing. Core instruction in
Spelling begins in kindergarten through second grade with Project Read,
and continues with Scientific Spelling in grades three through five.

Reading instruction focuses on active student involvement with the text
in order to make connections and strengthen comprehension. Students use
consistent strategies from one grade level to the next during their
entire time at Yorktown Elementary. Reading instruction utilizes the
state-adopted basal, trade books, TAKS practice materials, the
technology-based Waterford Early Reading Program, hands-on activities,
vocabulary practice, and educational websites.

Math concepts must be modeled and practiced to become permanent. Sharon
Wells Math provides Yorktown Elementary classrooms with a means of
distributing practice. Instruction is supplemented with hands-on
experiences to provide a basis for understanding numbers and explaining
mathematical processes.

Science instruction focuses on developing the knowledge and ability to
use the tools and processes in scientific inquiry. Study Island, United
Streaming, Laser Disc, the state-adopted textbook, and supplemental
printed resources are used for instruction. Opportunities to apply
concepts in real-life situations through hands-on experiences are an
integral part of achieving high levels of student success in Science. In
addition, Career Day demonstrations place emphasis on Science.

Connecting concepts across the curriculum along with use of literature
supports the Social Studies curriculum. The state-adopted textbook
provides classrooms with the focal point of instruction. The Building
Esteem in Students Today program, supported by the six pillars of
character, reinforces citizenship and social skills throughout the year.
Guidance sessions are presented by our counselor, who also organizes the
Yorktown Elementary Mentor Program to support students.

Fine Arts instruction is closely tied to the core curriculum taught in
each classroom. Participation in various content-related poster contests
throughout the year provides students opportunities to artistically
express knowledge. Teachers incorporate a variety of music experiences
in their lessons. All Yorktown Elementary students have a role in our
Christmas program. Fourth and fifth graders unite their voices in the
thirty-member school choir. While listening, singing, playing
instruments, and moving to the music, they learn about aspects of music
such as tempo, pitch, and rhythm. Throughout the year, the choir
performs various programs. In addition, students have the opportunity to
participate in the University Interscholastic League Art contest, which
involves learning titles of paintings along with the artist and
nationality. The Music Memory contest offers an opportunity to develop
music appreciation by studying composers and their music with emphasis
on time period, style, and theme.

Creating a fun, successful learning environment for all students based
on the belief that fun can serve as both a means and a motivation for
students is the goal of our Physical Education Department. When children
become motivated, they are more focused on learning, which can develop
healthy attitudes both in and out of the classroom that eventually lead
to a lifestyle of regular physical activity.

Our belief at Yorktown Elementary is that a unified effort, which
includes students, staff, parents, and community, is required to fit the
essential pieces together that lead to success.

**2. Reading**

Yorktown Elementary School's reading curriculum has at its foundation
the following components: phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Staff members strongly agree with Dr.
Susan Hall's research, which shows the urgency for early intervention.
Teachers in consecutive grade levels communicate special needs of
students in order to maximize instructional time and to ensure that time
is not wasted with concepts that children have already mastered. Data
obtained from Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
along with Texas Primary Reading Inventory (TPRI) and other informal
screening tools inform grouping and instructional decisions. Progress
monitoring after each round of intervention is an essential part of the
process. Additional personnel are assigned to provide intense support in
kindergarten through second grade, and students identified for dyslexia
services receive instruction in Neuhaus Basic Language Skills
(Alphabetic Phonics). Reading teachers offer additional support to
classroom teachers with Accelerated Reading Instruction (ARI). Teachers
continually plan, assess, and re-adjust to meet the needs of all
students. In order to expedite use of materials and planning, as well as
fine tune instructional strategies, teachers participate in summer
curriculum writing.

Teacher Reading Academy materials and the reading basal are used in
reading instruction along with Project Read. The pre-kindergarten
program at Yorktown Elementary is heavily language based. An integral
part of reading instruction on our campus is consistency in modeling
comprehension strategies from year-to-year and teacher-to-teacher.
Maximizing opportunities to build on prior learning is critical.

Extensive teacher modeling and encouraging active student involvement
with the text is a key component to reading instruction. Teachers model
read-aloud-think-aloud and making connections to the text as supported
in [Mosaic of Thought]{.underline} by Keene and Zimmermann. This enables
teachers to scaffold instruction and employ the gradual release model
through the use of homogeneous flexible small groups to meet individual
needs. Read Naturally is used to develop reading fluency.

Students are encouraged to develop a love of reading through a variety
of opportunities including Bedtime Story Night and the Pizza Hut Book-It
Program. Parents have access to materials available for check-out in the
Parent Center of the Yorktown Elementary School Library.

**3. Mathematics**

Students at Yorktown Elementary School receive the Math Texas Essential
Knowledge and Skills curriculum, which includes the strands of number
operations and quantitative reasoning, patterns, relationships, and
algebraic thinking, measurement, geometry and spatial reasoning, and
probability and statistics. Horizontally and vertically aligned
strategies and vocabulary ensure that students receive consistent
instruction from grade level to grade level. Problem solving strategies
are modeled during the 60-90 minutes of Math instruction daily, and
manipulatives are incorporated so that students experience success while
independently solving real-world problems. Teachers also use various
resources to supplement lessons in order to build confident
problem-solvers and promote higher levels of thinking. All student
ability levels are incorporated in our Campus Improvement Plan, which
offers tutoring for our special education students and University
Interscholastic League Number Sense as a means for students to enrich
their math skills. Students who need additional Math help also receive
Accelerated Math Instruction (AMI) in intense, small groups, and often
receive one-on-one instruction in order to work on areas that need
improvement. All students receive tutoring prior to the TAKS and SDAA II
to strengthen deficits. Every teacher on campus is actively involved in
this tutoring program, and group size is usually no larger than two
students with one teacher. By working in small groups during this time,
students receive support in needed areas in order to be successful, not
only on the TAKS test, but also in real-world problem solving. Two math
benchmarks per year are given. The results determine grouping for
classes and tutoring. Students at Yorktown Elementary School are
provided opportunities to actively engage in their learning and prepare
for their future by doing whatever it takes. Parents are actively
involved by attending Fall orientation and Spring TAKS meetings. By
fitting the essential pieces together, the Math program at Yorktown
Elementary School is experiencing success.

**4. Instructional Methods**

Yorktown Elementary School implements multiple instructional methods so
that no child is left behind. Intense, small group, and one-on-one
instruction is implemented, as well as enrichment activities throughout
the grade levels to ensure academic success. Teachers spend time during
the summer writing curriculum to develop lesson plans, scope and
sequence, and refine instructional methods to meet the needs of each
student. Student data accumulated from the TAKS, SDAA II, T.P.R.I.,
DIBELS, benchmark testing, and subject area testing are analyzed in
order to locate and focus on weak areas. Two on-campus reading
specialists assist struggling readers by using research-based programs
and dyslexia strategies. Teachers have also received training in the New
Jersey Writing Project in Texas methods and have implemented writing
strategies to help students communicate using the written word. Students
are actively engaged in various Math and Reading strategies that are
consistent across grade levels. Students in kindergarten through fifth
grade use Accelerated Reader, and incentives are in place to help
promote comprehension skills. STAR placement tests are given at the
beginning of school to find reading levels and are again given at the
end of school to measure reading growth. Reading and Writing fluencies
are charted each six weeks, and results are discussed with each student.
Writing journals are used in Science and Social Studies classes in order
to promote critical thinking. Reading, Writing, and Math are blended
with technology when students go to the computer lab weekly. Students in
grades two through five participate in classroom, campus, and county
spelling bees. Community members promote high expectations for learning
at our annual Career Day. Ready Writing, Number Sense, and Oral Reading
are a few of the events in which our students have excelled in
University Interscholastic League academic competition where Yorktown
Elementary School has placed first or second in that competition the
last eight out of nine years. Field trips are taken by each grade level
to enrich students' learning. Students eagerly update portfolios that
are passed to the next grade level to show progress. The teachers at
Yorktown Elementary School hold the belief that "anything is possible if
you try."

**5. Professional Development**

Yorktown Elementary School utilizes the information included in the
Campus Improvement Plan (CIP) and District Improvement Plan (DIP) to
guide our Professional Development efforts. The information accumulated
is a result of the Needs Assessment completed by the staff in
correlation with the campus assessment results. With curriculum being a
major ingredient to school success, staff members are encouraged to
participate in on-going staff development opportunities that will
highlight the implementation of specific curriculum. Along with their
workshop participation, staff members are asked to contribute to
"Workshop Sharing," which is a time provided during our monthly staff
meetings to share ideas and strategies learned during the workshops
attended. Areas of focus for staff development from the CIP include the
following:

> **Reading**: Project Read, Literacy Centers, Guided Reading, Neuhaus,
> DIBELS Training, Higher Order Thinking Skills, TEKS/TAKS/SDAA II,
> Critical Reading Skills

**Math**: Sharon Wells, Problem-Solving

**Science**: Hands-On Science Strategies, Science Experiments

**Writing**: Proofreading, Kaye Price-Hawkins, NJWPT

**Social Studies**: Integrating Reading and Social Studies

**Technology**: United Streaming, Interactive Sites

> **Special Programs**: Dyslexia, 504 Program Needs, Differentiated
> Instruction, Pre-Referral Team Training

Meeting the needs of ALL students is a major focus, and we believe that
ALL staff members benefit from the specific training provided in these
areas. To help with this endeavor, Dr. Ruby Payne's teachings from [A
Framework for Understanding Poverty]{.underline} provide valuable
insight and strategies for children of poverty. Other yearly
professional development opportunities provided for meeting the needs of
ALL students include Special Education updates for Admission, Review,
and Dismissal (ARD) process, Least Restrictive Environment (LRE), and
using modifications in the regular classroom; English As A Second
Language (ESL) strategies (88% of teachers are ESL certified); Gifted
and Talented (GT) updates (All teachers have completed the 30 hours of
GT training); and TAKS/SDAA II updates and expectations.

Research-based programs incorporated in the education of our students
include Project Read*,* Neuhaus, DIBELS*,* and New Jersey Writing
Project in Texas. Consistent implementation of vocabulary, strategies,
and practices from one grade level to the next helps boost student
achievement.

The campus goal is to be a Texas Education Agency Exemplary campus. In
order to realize this goal, participation in Professional Staff
Development must be in place. At Yorktown Elementary School, we are
"Fitting the Essential Pieces Together to Be an Exemplary Campus"!

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

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

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

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

Publisher [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                               February    March       March

  **SCHOOL SCORES**                                                   

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

  \% At Commended Performance                 35%         48%         20%

                                                                      

  Number of students tested                   37          42          31

  Percent of total students tested            98%         100%        100%

  Number of students alternatively assessed   SI          SI          SI

  Percent of students alternatively assessed  SI          SI          SI

  SUBGROUP SCORES                                                     

  1\. Economically Disadvantaged                                      

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

  \% At Commended Performance                 22%         33%         18%

  Number of Students Tested                   18          19          18

  2\. White                                                           

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

  \% At Commended Performance                 43%         48%         21%

  Number of Students Tested                   23          32          15

  3\. Hispanic                                                        

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

  \% At Commended Performance                 23%         SI          23%

  Number of Students Tested                   13          SI          13
  ------------------------------------------- ----------- ----------- -----------

SI-Statistically Insignificant

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

**Grade 3 Mathematics**

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

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

Publisher [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  98%         95%         100%

  \% At Commended Performance                  45%         36%         13%

                                                                       

  Number of students tested                    40          44          31

  Percent of total students tested             100%        100%        99%

  Number of students alternatively assessed    SI          SI          SI

  Percent of students alternatively assessed   SI          SI          SI

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  95%         90%         100%

  \% At Commended Performance                  32%         15%         6%

  Number of Students Tested                    22          20          17

  2\. White                                                            

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

  \% At Commended Performance                  54%         38%         13%

  Number of Students Tested                    24          34          16

  3\. Hispanic                                                         

  \% At or Above Met Standard                  93%         SI          100%

  \% At Commended Performance                  33%         SI          17%

  Number of Students Tested                    15          SI          12
  -------------------------------------------- ----------- ----------- -----------

SI-Statistically Insignificant

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

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

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

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

Publisher [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  87%         91%         87%

  \% At Commended Performance                  34%         34%         23%

                                                                       

  Number of students tested                    38          32          47

  Percent of total students tested             97%         100%        100%

  Number of students alternatively assessed    SI          SI          SI

  Percent of students alternatively assessed   SI          SI          SI

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  87%         95%         79%

  \% At Commended Performance                  15%         30%         0%

  Number of Students Tested                    15          20          19

  2\. White                                                            

  \% At or Above Met Standard                  87%         100%        100%

  \% At Commended Performance                  37%         38%         37%

  Number of Students Tested                    30          16          30

  3\. Hispanic                                                         

  \% At or Above Met Standard                  SI          79%         64%

  \% At Commended Performance                  SI          36%         0%

  Number of Students Tested                    SI          14          14
  -------------------------------------------- ----------- ----------- -----------

SI-Statistically Insignificant

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

**Grade 4 Mathematics**

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

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

Publisher [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  87%         100%        90%

  \% At Commended Performance                  41%         41%         18%

                                                                       

  Number of students tested                    39          32          49

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    SI          SI          SI

  Percent of students alternatively assessed   SI          SI          SI

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  81%         100%        85%

  \% At Commended Performance                  36%         30%         0%

  Number of Students Tested                    16          20          20

  2\. White                                                            

  \% At or Above Met Standard                  90%         100%        97%

  \% At Commended Performance                  39%         50%         29%

  Number of Students Tested                    31          16          31

  3\. Hispanic                                                         

  \% At or Above Met Standard                  SI          100%        71%

  \% At Commended Performance                  SI          36%         0%

  Number of Students Tested                    SI          14          14
  -------------------------------------------- ----------- ----------- -----------

SI-Statistically Insignificant

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

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

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

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

Publisher [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                               February    April       April

  **SCHOOL SCORES**                                                   

  \% At or Above Met Standard                 97%         79%         71%

  \% At Commended Performance                 15%         32%         19%

                                                                      

  Number of students tested                   33          57          48

  Percent of total students tested            100%        100%        100%

  Number of students alternatively assessed   SI          SI          SI

  Percent of students alternatively assessed  SI          SI          SI

  SUBGROUP SCORES                                                     

  1\. Economically Disadvantaged                                      

  \% At or Above Met Standard                 100%        67%         63%

  \% At Commended Performance                 14%         11%         19%

  Number of Students Tested                   21          27          27

  2\. White                                                           

  \% At or Above Met Standard                 100%        94%         79%

  \% At Commended Performance                 18%         50%         21%

  Number of Students Tested                   17          32          28

  3\. Hispanic                                                        

  \% At or Above Met Standard                 93%         59%         60%

  \% At Commended Performance                 14%         5%          15%

  Number of Students Tested                   14          22          20
  ------------------------------------------- ----------- ----------- -----------

SI-Statistically Insignificant

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

**Grade 5 Mathematics**

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

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

Publisher [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100%        86%         82%

  \% At Commended Performance                  33%         29%         16%

                                                                       

  Number of students tested                    33          59          50

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    SI          SI          SI

  Percent of students alternatively assessed   SI          SI          SI

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100%        86%         72%

  \% At Commended Performance                  33%         18%         7%

  Number of Students Tested                    21          28          29

  2\. White                                                            

  \% At or Above Met Standard                  100%        94%         86%

  \% At Commended Performance                  35%         45%         21%

  Number of Students Tested                    17          33          29

  3\. Hispanic                                                         

  \% At or Above Met Standard                  100%        77%         76%

  \% At Commended Performance                  36%         5%          10%

  Number of Students Tested                    14          22          21
  -------------------------------------------- ----------- ----------- -----------

SI-Statistically Insignificant