**[U.S. Department of Education November 2002]{.underline}**

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

**Cover Sheet**

Name of Principal [Mrs. Patricia
Holubec\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Official School Name [Skidmore-Tynan
Elementary\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

School Mailing Address [P.O. Box 409/US Highway
181\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

\_\_
[Skidmore\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
TX\_\_\_\_\_\_\_\_\_ 78389-0409\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(361)
287-3425]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Fax
[(361) 287-0104\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL[\_\_www.stisd.esc2.net\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Email <pholubec@stisd.esc2.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
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

*[Private Schools: If the information requested is not applicable, write
N/A in the space.]{.underline}*

Name of Superintendent \_\_[Dr. Charles Thompson, Interim Superintendent
of Schools\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name [Skidmore-Tynan ISD\_\_\_\_\_]{.underline} Tel.
[(361)287-3426\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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. Daniel Naranjo, President, Board of
Trustees \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**[PART II -- DEMOGRAPHIC DATA]{.underline}**

**DISTRICT**

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

> \_\_[\_]{.underline}\_\_\_Middle schools
>
> \_\_[1]{.underline}\_\_\_Junior high schools
>
> \_\_[1]{.underline}\_\_High schools
>
> \_\_[3]{.underline}\_\_\_TOTAL

2.  District Per Pupil Expenditure:
    \_\_\_\_[\$6854]{.underline}\_\_\_\_\_\_\_\_

> Average State Per Pupil Expenditure:
> \_\_\_\_[\$6913]{.underline}\_\_\_\_\_\_\_\_

**SCHOOL**

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.  \_\_[5]{.underline}\_\_\_\_ Number of years the principal has been
    in her/his position at this school.

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

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

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

  **PK**            9                 12                21 

  **K**             23                23                46 

  **1**             20                28                48 

  **2**             26                18                44 

  **3**             29                21                50 

  **4**             20                15                35 

  **5**             26                34                60 

  **Total Students                                      304
  in the Applying                                       
  School**                                              
  ----------------- ----------------- ----------------- -----------------

> 6\. Racial/ethnic composition of \_\_[29]{.underline}\_\_\_% White
>
> the students in the school: \_\_ [3]{.underline}\_\_\_% Black or
> African American
>
> \_\_[68]{.underline}\_\_\_% Hispanic or Latino
>
> \_\_\_[0]{.underline}\_\_[\_]{.underline}% Asian/Pacific Islander
>
> \_\_\_[0]{.underline}\_\_\_% American Indian/Alaskan Native
>
> **100% Total**
>
> 7\. Student turnover, or mobility rate, during the past year:
> \_[25]{.underline}\_\_\_%
>
> (This includes the total number of students who transferred to or from
> different schools between October 1 and the end of the school year,
> divided by the total number of students in the school as of October 1,
> multiplied by 100.)

  --------- -------------------------------------------- -----------------
  \(1\)     Number of students who transferred ***to***  45
            the school after October 1 until the end of  
            the year.                                    

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

  \(3\)     Subtotal of all transferred students \[sum   73
            of rows (1) and (2)\]                        

  \(4\)     Total number of students in the school as of 290
            October 1                                    

  \(5\)     Subtotal in row (3) divided by total in row  .25
            (4)                                          

  \(6\)     Amount in row (5) multiplied by 100          25.17
  --------- -------------------------------------------- -----------------

> 8\. Limited English Proficient students in the
> school:\_\_[6.6]{.underline}\_\_%
>
> \_\_[20]{.underline}\_\_Total Number Limited English Proficient
>
> Number of languages represented: \_\_[2]{.underline}\_\_\_\_
>
> Specify languages: English/Spanish

9.  Students eligible for free/reduced-prices meals:
    \_\_[67]{.underline}\_\_\_\_%

> \_\_[203]{.underline}\_\_\_ Total Number Students Who Qualify

10. Students receiving special education services:
    \_\_[11]{.underline}\_\_%

> \_\_[34]{.underline}\_\_ Total Number of Students Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.
>
> \_\_[0]{.underline}\_\_\_\_Autism \_\_\_[1]{.underline}\_\_Orthopedic
> Impairment
>
> \_\_[0]{.underline}\_\_\_\_Deafness \_\_\_[4]{.underline}\_\_Other
> Health Impaired
>
> \_\_[0]{.underline}\_\_\_\_Deaf-Blindness
> \_\_[12]{.underline}\_\_Specific Learning Disability
>
> \_\_[0]{.underline}\_\_\_Hearing Impairment
> \_\_[15]{.underline}\_\_Speech or Language Impairment
>
> \_\_[1]{.underline}\_\_\_Mental Retardation
> \_\_\_[0]{.underline}\_\_Traumatic Brain Injury
>
> \_\_[0]{.underline}\_\_\_Multiple Disabilities
> \_\_\_[1]{.underline}\_\_Visual Impairment Including Blindness

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

> **Number of Staff**

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

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

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

Special resource teachers/specialists \_\_\_\_[3]{.underline}\_\_
\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_[5]{.underline}\_\_ \_\_\_\_\_\_\_

Support staff \_\_\_\_[3]{.underline}\_\_ \_\_\_[2]{.underline}\_\_\_

Total number \_\_\_[32]{.underline}\_\_ \_\_\_\_\_\_\_

12. Student-"classroom teacher" ratio: \_[15:1]{.underline}\_\_

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13. Attendance patterns of teachers and students. Teacher turnover rate.

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

  Daily student attendance       95.5%       95.6%       95.5%       95.8%       95.0%

  Daily teacher attendance       96.8%       97.5%       97.5%       97.1%       97.2%

  Teacher turnover rate          16.7%       8.3%        26.1%       13.1%       8.7%

  Student dropout rate           n/a         n/a         n/a         n/a         n/a

  Student drop-off               n/a         n/a         n/a         n/a         n/a
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

*Coherent narrative snapshot of the school with mission and school's
name, city, and state.*

Skidmore-Tynan Elementary School is located in Skidmore, Texas, in the
southern part of Bee County. Tynan is another smaller community 7 miles
to the west. These two small communities consolidate efforts to form
Skidmore-Tynan Independent School District. The U. S. Census Bureau
reports that Bee County, Texas, has a population of approximately
32,000. Language other than English is spoken in 42.3% of the homes in
this county. High school graduates make up 73.7% of the population while
those with bachelor's degrees represent only 12.2% of the county's
population. The median family household income is \$27, 982.

Skidmore-Tynan Elementary student demographics indicate that 67% of the
total enrollment of 304 students are from low socio-economic homes.
Ethnic diversity of the student population of Skidmore-Tynan Elementary
reflects 68% Hispanic, 29% Anglo, and 3% African-American. This cultural
diversity creates a challenging mix of parents with varying expectations
for their children and their school. Strong family ties and long
histories of school involvement give this school a unique standing in
the community.

The school is the hub and the heart of this small, proud, rural
community. Skidmore-Tynan Elementary, with its exemplary school ratings,
celebrates accomplished efforts in the improvement of student
achievement with no extraordinary means of financial support. There are
no corporate sponsorships or financial partnerships to supplement the
state and federal monies that finance our pursuit of excellence. Student
achievement is the number one driving force in the use of state per
pupil allocations and federal Title I entitlements. Academic 2000 grant
funds have been a positive asset in providing funding for focused
multi-year staff development.

Armed with high expectations and quality, sustained staff development,
the professional teaching staff has relentlessly met the challenges of
this small, rural elementary school. Collaboration among the faculty for
the purpose of planning, implementing, assessing, and evaluating is
exceptional. Teachers pursue excellence with a passion, never wavering
at going the extra mile for children who lack real world experiences and
require extra instructional time. Teachers' rapport with students and
parents at Skidmore-Tynan Elementary is exemplary. Teachers are
empowered to provide quality instructional delivery; students are
expected and encouraged to learn well beyond the basics; and parents'
support is accepted in whatever capacity they feel confident and
comfortable. To encourage students' success the school offers incentives
such as field trips to larger cities so that the students with very
limited experiences have the opportunity to expand their personal
knowledge base.

The principal, the instructional leader of the school, leads through
encouragement, empowerment, and example. She believes that student
success is non-negotiable and goal setting by all is vital to success.
Each year, teachers generate a theme and set classroom goals, which
incorporate opportunities for challenge and growth. Students are
expected to work with the teacher to set personal goals, followed by an
individual goal setting meeting with the principal to write down their
personal testing goals and sign them. These goals are then prominently
displayed in the hallway outside the principal's office.

Collaboration is the name of the game at Skidmore-Tynan Elementary.
Through the Campus Site-Based Decision-Making Team (SBDM), many
stakeholders are involved in an advisory capacity for the success of our
students. Members of the SBDM represent parents, teachers, community and
business. The Parent Teachers Club (PTC) is another active entity of our
school. This club supports an annual fall festival for the school and
the community. Funds raised by the PTC have been focused on the
improvement of the elementary playground, which also serves as the only
community playground and park.

Successful students generate successful schools. The mission of the
school communicates that all children can and will learn, given the time
and resources to help them to succeed; it creates a climate in which it
is unacceptable for any child's learning to become static.

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

1.  *Skidmore-Tynan Elementary assessment results in reading and
    mathematics for the last five years using Texas Assessment of
    Academic Skills (TAAS) data as determined by the Texas Education
    Agency. Discussion of data disaggregation and significant finding in
    student achievement.*

Accountability is the operative word in the state of Texas and at
Skidmore-Tynan Elementary. Texas has moved its public schools through a
series of student tests that began as a below grade level test in the
1980's. Texas schools have progressed with a state-mandated curriculum
of Texas Essential Knowledge and Skills (TEKS) which, until 2002-2003
school year, has been evaluated through the Texas Assessment of Academic
Skills (TAAS).

The TAAS test is a criterion-referenced test mandated by the Texas
Education Agency to be given to all students in grades 3-8 and grade 10.
It is a test of academic skills based on learning objectives. For
elementary grades 3-5, each student takes a reading and a math test.
Fourth grade students also take a writing test. Students in Special
Education take a State Developed Alternative Assessment (SDAA) test
implemented in 2001. The SDAA test, designed for those for whom TAAS is
not an appropriate measure,

is closely aligned to the TAAS, with accommodations made to the
readability level, the critical thinking level, and the length of the
test, dictated by the Individual Education Plan (IEP) which addresses
the learning disabilities of the individual students served by special
education classes. Prior to 2001, an alternate below-level TAAS test or
the Iowa Test of Basic Skills (ITBS) was administered for accountability
of special education students. Recent immigrants are allowed an
exemption for up to three years as Limited English Proficient (LEP)
students. These students are administered an appropriate alternative
assessment in Spanish or English.

The Texas accountability system additionally incorporates the Texas
Learning Index (TLI), a statistic that allows for comparison to assess
learning progress both across years and across grades within a subject
area for TAAS reading and mathematics tests. The minimum expectations
score of 70 represents the same amount of achievement at each grade
tested. The tables show subgroup scores further disaggregated using TLI
rankings as indicated on the tables. Academic Recognition is used to
identify a high level of achievement on TAAS tests and represents 95% or
more items correct on the test.

In 1998 Skidmore-Tynan Elementary was experiencing great difficulty with
student testing success, especially with the Hispanic and Economically
Disadvantaged subgroups. Causal elements here point to inadequate
teacher staff development, lack of aligned curriculum and focused
instructional time, and inconsistent student expectations for these
subgroups.

An analysis of the assessment data for the last five years, from 1998 to
2002, indicates dramatic improvements throughout all scores, but
especially with the reading and math scores of Hispanic and Economically
Disadvantaged students. The tables on pages 13 through 18 reflect a
consistent, significant, upward trend in the students' scores in the
targeted areas of reading and math. Improvement ranges from gains of
17.9 percentage points to gains of as much as 52.9 percentage points in
these content areas for these subgroups. Subsequently the data on the
table paints a clear picture of achievement gaps being significantly
narrowed, and in some areas eliminated completely. The table on page 15
highlights fourth grade reading scores beginning with 47.1% of Hispanics
passing reading in 1998 to 100% passing in 2002 while the Economically
Disadvantaged progressed in reading from 60% in 1998 to 100% passing in
2002. Further disaggregation of fourth grade on page 15 shows students
passing at or above proficient levels, including advanced, moving from
5% in 1998 to 96% in 2002 for the Hispanic subgroup. On page 16 the
table reflects similar improvements for 5^th^ grade, with Hispanic
students passing math at or above proficient levels, including advanced,
moving from 25% in 1998 to 64% in 2002.

Commitment by a dedicated faculty, student body, and parents
demonstrates the philosophy that all students can and will learn given
the time and resources. This validates the significant improvements in
student achievement reflected in the tables documented in this
application.

2.  **How the school uses assessment data to understand and improve
    performance.**

Skidmore-Tynan Elementary follows the philosophy of plan, do, check, and
act, which was implemented through intensive training to address
improvement in student performance. Ensuring excellence and equity in
student performance, this model encourages planning based on student
assessment data, which is the Texas Assessment of Academic Skills.
Implementation of an eight-step process has proven highly beneficial to
the use of assessment data and the improvement of student and school
performance. First, this campus dissaggregates test scores and
identifies flexible instructional groups along with test objectives
which indicate mastery and non-mastery. Extra focus is given to the
non-mastered objectives. The second step involves developing grade-level
instructional timelines that encompass all objective areas and time
allocations based on the needs of student groups. Our third step is
instructional focus. By using the TAAS instructional timelines with
targeted areas for improvement, planned benchmark testing, and
disaggregated data to item analysis, an aggressive plan for student
improvement evolves. The fourth step is assessment---after the
instructional focus is taught, an assessment is administered to identify
those students who are mastering the skills and those still experiencing
non-mastery. Step five involves tutorial time devoted to the reteaching
of non-mastered target areas. Tutorials take place during the school day
and three days each week after school from November until after TAAS
testing in April. Sixth in this series of school improvement steps is
enrichment that is provided for students mastering the learning. Steps
seven and eight involve checking and monitoring. Checking provides
maintenance of on-going skills coupled with reteaching. Monitoring
reflects the active involvement of the principal in the
teaching/learning process through classroom visits, grade-level and
campus meetings, and monitoring the progress of all students.
Skidmore-Tynan Elementary is committed to this process which ensures
continuous improvement of student performance.

3.  **How the school communicates student performance, including
    assessment data, to parents, students, and the community.**

The school uses various methods to communicate student performance to
the parents, students, and community. Every year in November, there is a
public meeting held by the Board of Trustees to present the Academic
Excellence Indicator System (AEIS) as compiled by the Texas Education
Agency (TEA) to the community. This is known as the District's
accountability report based on TAAS scores and other demographic data.
Then in January, an elementary parent meeting is held to discuss the
campus report card which is based on the AEIS and is campus specific to
sub-groups and overall student performance.

Individual conferences are set up with each student's parents to review
the criteria and standards as well as the results of teacher created
tests, standardized tests, benchmark tests, state assessments, and
Accelerated Reading TOPS reports. During these conferences, discussion
is focused on understanding test results and ways in which the parent
and teacher can improve student performance. At this time, an
Intervention Report is completed stating a plan of action for student
improvement. In the higher grades, teachers conference with individual
students to discuss previous TAAS scores and to set goals for the
upcoming test. Three-week progress reports and six-week report cards are
sent home regularly. In conjunction with the six-week's report card,
principal positive phone calls are made to a limited number of students'
parents to congratulate the students on their achievements. High
academic achievement by our students is celebrated through an all A's
Honor Roll breakfast for students and parents. Students are awarded for
A-B Honor Roll, Perfect Attendance, and BUG (Bringing Up Grades) awards.
Successes on TAAS, Honor Roll, UIL, and any other competitions are
published in the area newspaper.

Our school has an open door policy in which parents are welcome at all
times to discuss student performance or ask any questions or voice any
concerns regarding their child. Because of this policy and the quantity
as well as the quality of communication that takes place between home
and school, our community has become a unified support system for our
school.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

Winning the No Child Left Behind -- Blue Ribbon Award is the most
prestigious national honor that an elementary school can receive. The
distinction it brings to the school and community carries with it the
responsibility of modeling excellence for others. It is the goal of
Skidmore-Tynan Elementary School to develop a plan for sharing our
exemplary educational programs and practices with other educational
facilities. Schools such as Ricardo Elementary School and Bee County
HeadStart have already made site visits to our school. We will continue
to extend an open-door invitation to any school interested in visiting
our campus. Furthermore, we will implement a system for networking with
other schools via principal leadership development, being a mentoring
school, and presenting at regional and state conferences such as the
Association for Compensatory Educators of Texas (ACET), the Texas
Elementary Principals and Supervisors Association (TEPSA), the Texas
Association of School Boards (TASB) and the Texas Association of School
Administrators (TASA). The Education Service Center, Region 2 provides
added resources that will allow us to collaborate with area colleges and
surrounding schools through professional development programs. Recently
Skidmore-Tynan Elementary participated in a session at the Education
Service Center, Region 2, in which effective practices of Texas
Distinguished Schools were shared. In addition, as a Blue Ribbon Award
winning school, we will utilize every opportunity to share our school
successes by reaching out to other schools and communities through
various forms of local, state, and national media.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Description of the school's curriculum, showing how all students
    are engaged with significant content, based on high standards.**

Skidmore-Tynan Elementary's overall curriculum is purposely developed
and clearly designed to ensure high levels of achievement for all
students. The school's curriculum concentrates on reading, writing,
math, science, and social studies. Texas educators have created
grade-appropriate standards called the Texas Essential Knowledge and
Skills (TEKS). These TEKS are the foundation of the local curriculum.
Skidmore-Tynan Elementary teachers have the opportunity to collaborate
and interpret the broad scope of the TEKS and narrow them to develop
more specific lessons reflecting on cross-grade level concepts and
skills. The curriculum addresses every component in these mandated
standards and is assessed by the Texas Assessment of Academic Skills
(TAAS).

The Student Success Initiative as set forth by then Governor George W.
Bush has raised the standards, goals, and practices which drive our
curriculum. Skidmore-Tynan Elementary emphasizes time on task so that
all students have multiple opportunities to be engaged in significant
content with challenging objectives for academic learning, personal
growth, citizenship development, and skills that are valued in the work
place. For each subject area taught, there is a rich curriculum in place
designed to accomplish the expectation that each student will learn
significant content and essential cross-content skills and be fully
prepared for the next level of schooling.

For students with special needs, provisions are made to engage them in
significant content with knowledge-based curriculum to meet their needs.
A differentiated curriculum challenges the identified gifted and
talented student population and others who are targeted for inclusion in
the gifted and talented program. An intensive accelerated approach
offers learning interventions in a small group setting to those students
in at-risk situations. The special education curriculum is tailored for
those students with learning disabilities to address their individual
needs in a least restrictive environment.

High expectations vigorously impact our curriculum. Our staff develops
timelines using vertical team alignment to provide the foundation for
the students to be successful in the transition from one grade level to
the next. Time is provided during the summer for teachers to continually
reassess and prioritize the teaching of the skills based on a careful
analysis of the previous year's data. This data is analyzed to ensure
alignment of objectives with the school's goals and mission statement
and to make sure the needs of special populations are met. Before each
year's state assessment, each student conferences with the teacher to
set his/her goals for the TAAS test. The staff encourages a goal of 85%
or higher on the Texas Learning Index (TLI). All of the testing and
record keeping help provide the staff with necessary information
securing a growth pattern for each child to insure that no child is left
behind.

Skidmore-Tynan Elementary has selected one of the approved state adopted
texts in all subjects to use as a resource in delivery of instruction.
However, other publications such as [TAAS Master]{.underline} and
[KAMICO]{.underline} which incorporate higher order thinking skills are
relied on heavily with the teaching materials. Student performance in
the last five years substantiates that achievement levels are higher
when students push beyond the minimal standards of their designated
grade level. Guided by the principal, the staff is continuously updated
on current information, materials, and research so that they can be
effective facilitators. The students and teachers have met the
challenges of outstanding performance. In four years, the Skidmore-Tynan
Elementary has gone from an Acceptable to a Recognized to an Exemplary
rating as measured by the Texas Education Agency (TEA) in the annual
Academic Excellence Indicator System (AEIS).

Emphasis on higher order thinking skills is the current target of our
persistent revision of curriculum and instructional models. With this
emphasis, even more continuity will exist at all levels of our student
performance accountability.

2.  **Describe the school's reading curriculum, including a description
    of why the school chose this particular approach to reading.**

Skidmore-Tynan Elementary believes that the ability to read critically
provides the tools and freedom to access all other knowledge. A
multi-sensory teaching approach, based on research by Drs. Rita and
Kenneth Dunn, acknowledges that all students learn and process
information differently. Recognizing the diverse student needs, varied
activities and strategies are incorporated so that every student has the
opportunity to access knowledge using visual, auditory, kinesthetic, and
tactile techniques. The core instructional reading program is based on
the theories and research of Madeline Hunter and Benjamin Bloom. This
cyclical program includes teaching of new vocabulary through discussion
including the students' worlds to make meaningful connections, the
direct teaching of comprehension skills, group and independent reading
practice, assessment of the learning, and reteach or enrichment
activities. Project Read, another research-based, multi-sensory program,
is used for teaching phonology and comprehension strategies. Originally
designed for the at-risk learner, this reading program has proven
beneficial for all students.

Soar to Success is the intervention program used for struggling
students. Research done by Clay, Pikulski, Heibert, and Taylor shows
that successful early intervention is systematic, fast paced,
structured, and focused heavily on fluency. Reciprocal teaching,
emphasizing four strategies of summarize, clarify, question, and
predict, demonstrates that students make large gains in a short amount
of time. Accelerated Reading is used in the classroom as additional
practice for the students to develop fluency and comprehension. Every
individual is afforded the opportunity to read at their independent
reading level and to their particular interests. Identified dyslexic
students are targeted with the Multi-Sensory Teaching
Approach/Alphabetic Phonics Program developed after studies by
Orton-Gillingham. Dyslexia is recognized and addressed at Skidmore-Tynan
Elementary with increasing success.

A well developed reading program has yielded exemplary status through
the use of effective instructional methodology teamed with the
determination of our teachers and students to succeed.

> *3. Math curriculum and its relation to essential skills and knowledge
> based on the school's mission.*

The goal of Skidmore-Tynan's mathematics program is to provide all
learners with the problem-solving tools necessary to be successful now
and in their future careers. While computational skills are necessary,
the ability to think mathematically and make connections to other
disciplines and the real world is important for lifelong learning. Using
math frequently during science class such as measurements during lab
activities and graphing statistical data reinforce skills.

Success in the math program begins before the first day of school. The
principal and each teacher study the assessment data from the previous
school year targeting areas of concern and charting next year's plan.
Math curriculum timelines are written by teachers in the summer
according to the needs of the students as well as the Texas Essential
Knowledge and Skills (TEKS). In planning, benchmarks or mini-assessments
of the TEKS required for each grade level are included. Teachers attend
staff development in various learning styles, research-based programs,
and assessment tools. Skidmore-Tynan teachers meet in vertical teams all
the way to high school.

The math delivery system is based on the Madeline Hunter model. Direct
teaching of new concepts is achieved through hands-on manipulatives.
Math activities address all learning styles. With the guidance of the
teacher, students then practice skills, and finally, application through
problem-solving is achieved. Students not mastering objectives are
provided in-school and after-school tutorials. All students are
reinforced in math twice a week in the computer lab. The music and
physical education teachers also incorporate math in their active
learning lessons.

The students at Skidmore-Tynan Elementary have demonstrated success in
math due to a coordinated effort across all grade levels preparing them
to be better problem solvers for life.

4.  **Describe the different instructional methods the school uses to
    improve student learning.**

Skidmore-Tynan uses different instructional methods based on the
students' auditory, visual, tactile, or kinesthetic learning styles to
produce creative global learners. All instructional methods are
learner-centered to ensure active, successful learners. Project Read and
English as a Second Language (ESL) methodologies, which use a
multi-sensory approach to learning, are employed. At the core of the
reading instruction is the instructional reading cycle based on Madeline
Hunter's and Benjamin Bloom's research. This cycle of teaching
vocabulary and skills, reading the passage, assessing followed by
reteach, is consistent and holds continuity on all grade levels
throughout the elementary campus. All instruction begins with a direct,
instructional delivery to a heterogeneous group and includes a specific
focus followed by independent practice. Academic skills are approached
in a flexible cooperative group setting to serve the individual needs of
the students. The teaching of skills is approached beginning with a
concrete, kinesthetic activity as a bridge toward the abstract,
higher-order thinking skills. In conjunction with the academic learning
that takes place in cooperative groups, social skills are also being
addressed. Upon completion of whole group instruction and independent
practices, data is collected to evaluate student performance and
methodologies. Such data includes benchmark tests, end-of-chapter tests,
and the Academic Excellence Indicator System for TAAS (Texas Assessment
of Academic Skills). Students demonstrating the need to internalize the
concepts in more depth are placed in flexible grouping sessions. These
flexible groups include daily thirty-minute in-school tutorial sessions
and/or twice weekly after-school one-hour tutorials. Comprehensive
support programs such as Reading Intervention, which includes the
research based program Soar to Success, and a Dyslexia Program
emphasizing phonics are also in place. Differentiated lessons provide
the opportunity for diverse learners to learn challenging content and
achieve at higher levels. To meet the different independent reading
levels of students and further their individual needs, a research-based
supplemental program, Accelerated Reading, is incorporated into the
daily lessons.

5.  **Describe the school's professional development program and its
    impact on improving student achievement.**

Skidmore-Tynan Elementary's professional development efforts are
data-driven using TAAS (Texas Assessment of Academic Skills), the Texas
state-mandated test. As documented in the Campus Improvement Plan, an
annual needs assessment is made based on the disaggregated scores from
the state test. Teachers and community members become shared
stakeholders in the decision that drives professional development. The
first step in the professional development efforts to impact student
achievement indicated an overwhelming need to address the academic
performance of low socio-economic students. English as a Second Language
(ESL) training and certification was provided to the entire elementary
faculty. The emphasis of this training in a multi-sensory approach to
active learning led to the beginning of improved student achievement. In
conjunction with the ESL training, Dr. Ruby K. Payne provided the staff
with strategies for understanding and working with students from
poverty. The second phase of the professional growth occurred when our
campus was awarded an Academics 2000 grant, which led to all staff being
trained in Project Read. This is a research based program especially
geared to at-risk children but beneficial to all students. Providing
basic continuity throughout all grades are the three components of
Project Read, Phonology, Written Expression, and Report Form. When the
governor of Texas mandated state initiatives in reading and math,
teachers attended reading academies focusing on improved performance of
targeted students. The governor's "Student Success Initiative" was the
driving force for the reading academies. The third phase of the
professional developmental program continues with teachers now receiving
training in math through the Math TEXTEAM collaborators at the Education
Service Center, Region 2 and/or on-campus sites. This training, based on
Grace Stasny's research, focused on math problem solving and higher
order thinking skills.

**State Criterion-Referenced Tests -- Texas Assessment of Academic
Skills (TAAS)**

Grade \_**[3rd]{.underline}**\_\_ \_\_**[Reading]{.underline}**\_ Test
[**Texas Assessment of Academic Skills**\_\_\_\_\_\_\_\_]{.underline}

Publication years \_[1998-2002]{.underline}\_ Publisher \_[Texas
Education Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? [Recent Immigrants from Mexico
(LEP Exemptions)]{.underline}

[Special Education Students 2 years or more below
level\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

How were they assessed? [LEP -- ITBS\*/Special Education -- SDAA and
ITBS\*\*\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                   April       April       April       April       April

  **SKIDMORE-TYNAN ELEMENTARY     90.3%       87.5%       89.7%       71.4%       51%
  SCORES**                                                                        

  Number At or Above Basic (TLI   11          10          19          12          10
  70 -- 84)                                                                       

  Number At or Above Proficient   14          20          11          15          8
  (TLI 85 \>)                                                                     

  Number At Advanced (Academic    5           12          6           8           6
  Recognition)                                                                    

  Number of students tested       34          50          41          51          50

  \% of total students tested     97%         93%         87%         88%         96%

  Number of students exempted     4           5           6           3           DNA\^

  \% of students exempted         10.5%       9.1%        12.8%       6.1%        DNA\^

  **SUBGROUP SCORES**                                                             

  1\. **Hispanic**                83.3%       84.6%       88.9%       60.0%       36.7%

  \% At or Above Basic (TLI 70 -- 34%         14%         56%         21%         20%
  84)                                                                             

  \% At or Above Proficient (TLI  44%         47%         25%         32%         13%
  85\>)                                                                           

  \% At Advanced (Academic        5%          23%         7%          7%          3%
  Recognition)                                                                    

  2\. **Anglo**                   100%        90.9%       91.7%       100%        78.6%

  \% At or Above Basic (TLI 70 -- 31%         14%         27%         30%         25%
  84)                                                                             

  \% At or Above Proficient (TLI  38%         43%         33%         30%         24%
  85\>)                                                                           

  \% At Advanced (Academic        31%         33%         31%         40%         29%
  Recognition)                                                                    

  3\. **Economically              90.0%       80.0%       84.6%       62.1%       41.9%
  Disadvantaged**                                                                 

  \% At or Above Basic (TLI 70 -- 40%         26%         51%         19%         25%
  84)                                                                             

  \% At or Above Proficient (TLI  46%         39%         29%         34%         13%
  85\>)                                                                           

  \% At Advanced (Academic        4%          15%         4%          9%          3%
  Recognition)                                                                    

  **STATE OF TEXAS SCORES**       88.0%       86.8%       87.9%       88.0%       86.2%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\*LEP -- Limited English Proficient

\*SDAA -- State Developed Alternative Assessment (Implemented in 2001)

\*ITBS -- Iowa Test of Basic Skills

\*\*Prior to SDAA, TAAS Alternative Test or ITBS were used

\^DNA -- Data Not Available

**State Criterion-Referenced Tests -- Texas Assessment of Academic
Skills (TAAS)**

Grade \_\_**[3rd]{.underline}**\_ \_**[Math]{.underline}**\_\_ Test
[**Texas Assessment of Academic Skills**\_\_\_\_\_\_\_\_]{.underline}

Publication years \_[1998-2002]{.underline}\_ Publisher \_[Texas
Education Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? [Recent Immigrants from Mexico
(LEP Exemptions)]{.underline}

[Special Education Students 2 years or more below
level\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

How were they assessed? [LEP -- ITBS\*/Special Education -- SDAA and
ITBS\*\*\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                   April       April       April       April       April

  **SKIDMORE-TYNAN ELEMENTARY     90.6%       88%         85.0%       56.0%       48.9%
  SCORES**                                                                        

  Number At or Above Basic (TLI   13          20          26          24          13
  70 -- 84)                                                                       

  Number At or Above Proficient   14          21          3           1           6
  (TLI 85 \>)                                                                     

  Number At Advanced (Academic    4           3           7           3           4
  Recognition)                                                                    

  Number of students tested       34          52          42          52          49

  \% of total students tested     97%         98%         89%         90%         94%

  Number of students exempted     4           3           4           2           DNA\^

  \% of students exempted         10.5%       5.5%        8.7%        3.7%        DNA\^

  **SUBGROUP SCORES**                                                             

  1\. **Hispanic**                84.2%       82.1%       82.1%       50.0%       33.3%

  \% At or Above Basic (TLI 70 -- 44%         55%         72%         42%         27%
  84)                                                                             

  \% At or Above Proficient (TLI  35%         24%         0%          3%          6%
  85\>)                                                                           

  \% At Advanced (Academic        5%          3%          10%         5%          0%
  Recognition)                                                                    

  2\. **Anglo**                   100%        95.5%       91.7%       71.4%       78.6%

  \% At or Above Basic (TLI 70 -- 29%         22%         38%         64%         26%
  84)                                                                             

  \% At or Above Proficient (TLI  50%         64%         23%         0%          26%
  85\>)                                                                           

  \% At Advanced (Academic        21%         9%          30%         7%          26%
  Recognition)                                                                    

  3\. **Economically              90.5%       81.5%       76.9%       46.7%       41.9%
  Disadvantaged**                                                                 

  \% At or Above Basic (TLI 70 -- 52%         44%         61%         43%         35%
  84)                                                                             

  \% At or Above Proficient (TLI  34%         37%         0%          0%          6%
  85\>)                                                                           

  \% At Advanced (Academic        4%          0%          15%         3%          0%
  Recognition)                                                                    

  **STATE OF TEXAS SCORES**       87.4%       83.1%       80.6%       83.1%       81.0%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\*LEP -- Limited English Proficient

\*SDAA -- State Developed Alternative Assessment (Implemented in 2001)

\*ITBS -- Iowa Test of Basic Skills

\*\*Prior to SDAA, TAAS Alternative Test or ITBS were used

\^DNA -- Data Not Available

**State Criterion-Referenced Tests -- Texas Assessment of Academic
Skills (TAAS)**

Grade **[\_4th\_]{.underline}**\_ **[\_Reading]{.underline}** Test
**[Texas Assessment of Academic Skills]{.underline}**

Publication years \_[1998-2002]{.underline}\_ Publisher \_[Texas
Education Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? [Recent Immigrants from Mexico
(LEP Exemptions)]{.underline}

[Special Education Students 2 years or more below
level\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

How were they assessed? [LEP -- ITBS\*/Special Education -- SDAA and
ITBS\*\*\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                   April       April       April       April       April

  **SKIDMORE-TYNAN ELEMENTARY     100%        97.8%       87.5%       81.0%       71.0%
  SCORES**                                                                        

  Number At or Above Basic (TLI   1           14          14          17          10
  70 -- 84)                                                                       

  Number At or Above Proficient   14          18          19          9           10
  (TLI 85 \>)                                                                     

  Number At Advanced (Academic    30          12          13          9           4
  Recognition)                                                                    

  Number of students tested       45          46          53          44          36

  \% of total students tested     90%         94%         85%         83%         84%

  Number of students exempted     8           5           8           9           DNA\^

  \% of students exempted         15.1%       9.8%        13.1%       16.9%       DNA\^

  **SUBGROUP SCORES**                                                             

  1\. **Hispanic**                100%        96.7%       83.3%       70.4%       47.1%

  \% At or Above Basic (TLI 70 -- 4%          36%         39%         42%         42%
  84)                                                                             

  \% At or Above Proficient (TLI  33%         43%         33%         21%         5%
  85\>)                                                                           

  \% At Advanced (Academic        63%         17%         11%         7%          0%
  Recognition)                                                                    

  2\. **Anglo**                   100%        100%        94.4%       100%        100%

  \% At or Above Basic (TLI 70 -- 0%          20%         0%          33%         10%
  84)                                                                             

  \% At or Above Proficient (TLI  29%         33%         41%         20%         62%
  85\>)                                                                           

  \% At Advanced (Academic        71%         47%         53%         47%         28%
  Recognition)                                                                    

  3\. **Economically              100%        96.7%       82.1%       75.9%       60.0%
  Disadvantaged**                                                                 

  \% At or Above Basic (TLI 70 -- 5%          32%         34%         50%         43%
  84)                                                                             

  \% At or Above Proficient (TLI  52%         45%         30%         11%         13%
  85\>)                                                                           

  \% At Advanced (Academic        43%         19%         18%         14%         4%
  Recognition)                                                                    

  **STATE OF TEXAS SCORES**       92.5%       90.8%       89.9%       88.8%       89.7%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\*LEP -- Limited English Proficient

\*SDAA -- State Developed Alternative Assessment (Implemented in 2001)

\*ITBS -- Iowa Test of Basic Skills

\*\*Prior to SDAA, TAAS Alternative Test or ITBS were used

\^DNA -- Data Not Available

**State Criterion-Referenced Tests -- Texas Assessment of Academic
Skills (TAAS)**

Grade \_**[4^th^ \_]{.underline}** **[\_Math]{.underline}**\_ Test
[**Texas Assessment of Academic Skills** \_\_\_\_\_\_\_\_\_]{.underline}

Publication years \_[1998-2002]{.underline}\_ Publisher \_[Texas
Education Agency\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_

What groups were excluded from testing? [Recent Immigrants from Mexico
(LEP Exemptions)]{.underline}

[Special Education Students 2 years or more below
level\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

How were they assessed? [LEP -- ITBS\*/Special Education -- SDAA and
ITBS\*\*\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                   April       April       April       April       April

  **SKIDMORE-TYNAN ELEMENTARY     98.0%       100%        83.7%       70.2%       83.9%
  SCORES**                                                                        

  Number At or Above Basic (TLI   13          20          25          22          16
  70 -- 84)                                                                       

  Number At or Above Proficient   28          25          8           5           4
  (TLI 85 \>)                                                                     

  Number At Advanced (Academic    8           3           13          7           9
  Recognition)                                                                    

  Number of students tested       49          48          55          49          38

  \% of total students tested     98%         98%         89%         92%         88%

  Number of students exempted     4           3           6           4           DNA\^

  \% of students exempted         7.6%        5.9%        9.8%        7.5%        DNA\^

  **SUBGROUP SCORES**                                                             

  1\. **Hispanic**                96.3%       100%        77.4%       61.3%       70.6%

  \% At or Above Basic (TLI 70 -- 32%         52%         49%         45%         45%
  84)                                                                             

  \% At or Above Proficient (TLI  57%         48%         17%         10%         10%
  85\>)                                                                           

  \% At Advanced (Academic        7%          0%          11%         6%          15%
  Recognition)                                                                    

  2\. **Anglo**                   100%        100%        94.4%       86.7%       100%

  \% At or Above Basic (TLI 70 -- 15%         20%         36%         46%         40%
  84)                                                                             

  \% At or Above Proficient (TLI  55%         60%         11%         11%         20%
  85\>)                                                                           

  \% At Advanced (Academic        30%         20%         47%         29%         40%
  Recognition)                                                                    

  3\. **Economically              96.2%       100%        79.3%       63.6%       75.0%
  Disadvantaged**                                                                 

  \% At or Above Basic (TLI 70 -- 32%         50%         48%         46%         41%
  84)                                                                             

  \% At or Above Proficient (TLI  58%         47%         11%         13%         6%
  85\>)                                                                           

  \% At Advanced (Academic        6%          3%          20%         4%          28%
  Recognition)                                                                    

  **STATE OF TEXAS SCORES**       94.1%       91.3%       87.1%       87.6%       86.3%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\*LEP -- Limited English Proficient

\*SDAA -- State Developed Alternative Assessment (Implemented in 2001)

\*ITBS -- Iowa Test of Basic Skills

\*\*Prior to SDAA, TAAS Alternative Test or ITBS were used

\^DNA -- Data Not Available

**State Criterion-Referenced Tests -- Texas Assessment of Academic
Skills (TAAS)**

Grade \_**[5^th^]{.underline}** \_ **[\_Reading\_]{.underline}**\_ Test
[**Texas Assessment of Academic Skills**\_\_\_\_\_\_\_\_\_]{.underline}

Publication years \_[1998-2002]{.underline}\_\_\_ Publisher \_[Texas
Education Agency\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? [Recent Immigrants from Mexico
(LEP Exemptions)]{.underline}

[Special Education Students 2 years or more below
level\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

How were they assessed? [LEP -- ITBS\*/Special Education -- SDAA and
ITBS\*\*\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                   April       April       April       April       April

  **SKIDMORE-TYNAN ELEMENTARY     95.6%       97.8%       88.6%       88.9%       80.9%
  SCORES**                                                                        

  Number At or Above Basic (TLI   12          14          10          10          14
  70 -- 84)                                                                       

  Number At or Above Proficient   22          14          16          5           13
  (TLI 85 \>)                                                                     

  Number At Advanced (Academic    15          20          7           11          11
  Recognition)                                                                    

  Number of students tested       49          49          38          29          48

  \% of total students tested     94%         94%         83%         83%         100%

  Number of students exempted     8           11          8           6           DNA\^

  \% of students exempted         14%         18.3%       17.4%       17.2%       DNA\^

  **SUBGROUP SCORES**                                                             

  1\. **Hispanic**                92.6%       100%        90.5%       78.6%       71.4%

  \% At or Above Basic (TLI 70 -- 28%         43%         45%         45%         39%
  84)                                                                             

  \% At or Above Proficient (TLI  41%         27%         45%         13%         21%
  85\>)                                                                           

  \% At Advanced (Academic        23%         30%         0%          20%         11%
  Recognition)                                                                    

  2\. **Anglo**                   100%        94.1%       84.6%       100%        94.7%

  \% At or Above Basic (TLI 70 -- 12%         0%          0%          21%         19%
  84)                                                                             

  \% At or Above Proficient (TLI  41%         33%         38%         22%         35%
  85\>)                                                                           

  \% At Advanced (Academic        47%         61%         46%         57%         40%
  Recognition)                                                                    

  3\. **Economically              100%        96.3%       87.0%       82.4%       73.1%
  Disadvantaged**                                                                 

  \% At or Above Basic (TLI 70 -- 23%         40%         35%         36%         35%
  84)                                                                             

  \% At or Above Proficient (TLI  50%         26%         52%         15%         19%
  85\>)                                                                           

  \% At Advanced (Academic        27%         30%         0%          31%         19%
  Recognition)                                                                    

  **STATE OF TEXAS SCORES**       92.7%       90.2%       87.8%       86.4%       88.4%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\*LEP -- Limited English Proficient

\*SDAA -- State Developed Alternative Assessment (Implemented in 2001)

\*ITBS -- Iowa Test of Basic Skills

\*\*Prior to SDAA, TAAS Alternative Test or ITBS were used

\^DNA -- Data Not Available

**State Criterion-Referenced Tests -- Texas Assessment of Academic
Skills (TAAS)**

Grade \_**[5th]{.underline}**\_ **[\_Math\_]{.underline}** Test [**Texas
Assessment of Academic Skills**\_\_\_\_\_\_\_\_\_]{.underline}

Publication years \_\_[1998-2002]{.underline}\_ Publisher \_[Texas
Education Agency]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? [Recent Immigrants from Mexico
(LEP Exemptions)]{.underline}

[Special Education Students 2 years or more below
level\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

How were they assessed? [LEP -- ITBS\*/Special Education -- SDAA and
ITBS\*\*\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                   April       April       April       April       April

  **SKIDMORE-TYNAN ELEMENTARY     100%        100%        94.9%       92.9%       87.2%
  SCORES**                                                                        

  Number At or Above Basic (TLI   18          9           12          4           18
  70 -- 84)                                                                       

  Number At or Above Proficient   60          46          14          17          17
  (TLI 85 \>)                                                                     

  Number At Advanced (Academic    22          6           12          7           7
  Recognition)                                                                    

  Number of students tested       51          52          41          30          48

  \% of total students tested     100%        100%        89%         86%         100%

  Number of students exempted     6           8           4           5           DNA\^

  \% of students exempted         10.5%       13.3%       8.8%        14.3%       DNA\^

  **SUBGROUP SCORES**                                                             

  1\. **Hispanic**                100%        100%        91.7%       86.7%       82.1%

  \% At or Above Basic (TLI 70 -- 18%         28%         46%         24%         43%
  84)                                                                             

  \% At or Above Proficient (TLI  73%         67%         32%         56%         33%
  85\>)                                                                           

  \% At Advanced (Academic        9%          5%          13%         6%          6%
  Recognition)                                                                    

  2**. Anglo**                    100%        100%        100%        100%        94.7%

  \% At or Above Basic (TLI 70 -- 18%         0%          0%          0%          30%
  84)                                                                             

  \% At or Above Proficient (TLI  35%         74%         40%         57%         40%
  85\>)                                                                           

  \% At Advanced (Academic        47%         26%         60%         43%         24%
  Recognition)                                                                    

  3\. **Economically              100%        100%        92.3%       94.4%       76.9%
  Disadvantaged**                                                                 

  \% At or Above Basic (TLI 70 -- 28%         25%         44%         20%         34%
  84)                                                                             

  \% At or Above Proficient (TLI  54%         68%         37%         59%         38%
  85\>)                                                                           

  \% At Advanced (Academic        18%         7%          11%         15%         4%
  Recognition)                                                                    

  **STATE OF TEXAS SCORES**       96.2%       94.6%       92.1%       90.1%       89.6%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\*LEP -- Limited English Proficient

\*SDAA -- State Developed Alternative Assessment (Implemented in 2001)

\*ITBS -- Iowa Test of Basic Skills

\*\*Prior to SDAA, TAAS Alternative Test or ITBS were used

\^DNA -- Data Not Available