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

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

**Cover Sheet**

Name of Principal [Mrs. Karol French]{.underline}

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

Official School Name [Highland Lakes Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [8200 Highway 1431 West]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Granite Shoals Texas]{.underline}
\_\_[78654-8256]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(830 ) 798-3650]{.underline} Fax [(830 ) 598-9349]{.underline}

Website/URL [http://www.mfisd.txed.net/hles/]{.underline} E-mail
kfrench@mfisd.txed.net

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\* [Dr. Ryder Warren]{.underline}

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

District Name [Marble Falls Independent School District]{.underline}
Tel. [(830) 693-4357]{.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. Richard
Giesecke\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**MARBLE FALLS INDEPENDENT SCHOOL DISTRICT**

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

[\_\_\_1\_\_\_]{.underline} Middle schools

\_\_\_\_\_\_\_ Junior high schools

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

\_\_\_[3]{.underline}\_\_\_ Other (Briefly explain)

Primary -- PK-2

Elementary -- 3 -5

Falls Alternative High School

\_\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$7267.00]{.underline}

Average State Per Pupil Expenditure: [\$7088.00]{.underline}

**HIGHLAND LAKES ELEMENTARY 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
>
> \[X \] Small city or town in a rural area
>
> \[ \] 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   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       50        46                     **96**       **7**                             

  **1**       46        32                     **78**       **8**                             

  **2**       46        32                     **78**       **9**                             

  **3**       58        34                     **92**       **10**                            

  **4**       42        40                     **82**       **11**                            

  **5**       35        37                     **72**       **12**                            

  **6**                                                     **Pre-K**   32        39          71

                                    **TOTAL                                                   569
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [40.5]{.underline} % White

the students in the school: [1.4]{.underline} % Black or African
American

[57.4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[22]{.underline}\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 47
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 76
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        123
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    560
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .22
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    22
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[28.8%]{.underline}

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [76.3]{.underline}
%

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

10\. Students receiving special education services: [11.9 %]{.underline}

[68\_\_\_]{.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.

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

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[29]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment [\_27]{.underline}\_Speech or Language
Impairment

\_\_[5]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_[2\_]{.underline}Visual Impairment
Including Blindness

\_\_ [4]{.underline} Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) [\_\_\_2\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[31]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[16]{.underline}\_\_\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[18]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_\_4]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[71]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[18.35]{.underline}\_\_\_\_\_

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

  ------------------------ ------------- ------------- ------------- ------------- -------------
                           **2002-03**   **2001-02**   **2000-01**   **1999-00**   **1998-99**

  Daily student attendance 96.35%        96.19%        95.98%        95.7%         95.31%

  Daily teacher attendance 93.60%        94.60%        93.10%        94.2%         93.90%

  Teacher turnover rate    6 %           18 %          17 %          8 %           8 %

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

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

**PART III -- SUMMARY**

Located six miles west of Marble Falls in the rural Texas Hill Country,
Highland Lakes Elementary School (HLES) serves 569 students pre-K
through grade 5, with 76.3% of the students qualifying for free or
reduced-priced meals. HLES has the highest percentage of economically
disadvantaged students in the Marble Falls Independent School District;
therefore we are a Title I Schoolwide campus. Our students are 40.5%
White, 57.4 % Hispanic, 1.4% African American, .7% other minorities,
28.8% Limited English Proficient, and 11.9 % receive special education
services.

This is a high-energy school served by a committed staff. Since the
school opened over six years ago, we have communicated this enthusiasm
to our parents/community. All our events, such as Open House, AR/Reading
Family Night, Fall and Spring Book Fairs, Math Night, Science Fair,
monthly PTO programs, annual choir programs, and award programs are well
attended by parents and other family members. Volunteers are a very
important part of our campus. Our students and their parents value the
importance of school. This year the entire student population is
averaging over 97% attendance.

As part of the Marble Falls ISD, Highland Lakes Elementary School is
registered with the U.S. Department of Education's National Center for
Education Statistics. Our web site address is:
<http://www.mfisd.txed.net/hles/default.htm>.

As posted on our web site and prominent places throughout our building,
the mission of Highland Lakes Elementary is to create a safe environment
in which each child is inspired to achieve personal excellence in
acquiring knowledge and thinking skills, making responsible decisions,
and respecting the value and rights of self and others.

Our Vision for HLES is shared by Marble Falls ISD:

-   Guarantee that every student will be fully prepared to take risks
    and accept the challenges needed to succeed at any rigorous
    academic, technological, social, or vocational endeavor.

-   Maximize academic achievement for each learner using traditional and
    nontraditional instruction and technology to complement and broaden
    the learning experience.

-   Develop staff and student partnerships that create an academically
    challenging educational environment, which promotes self-governance,
    personal accountability, responsible lifelong learning, and positive
    global citizenship.

-   Assure that every student and staff member sees the community as a
    classroom and each classroom as a community, creating unique and
    innovative partnerships for student success.

The *No Child Left Behind* concept was applied at Highland Lakes
Elementary School before being enacted into law. We opened 6 years ago
amidst a sea of construction workers, complete with hammers and hard
hats. Given the demographics of our student population and their
barriers to learning, concerns existed that HLES would be a low
performing school; however, because of our commitment to excellence our
students have succeeded academically. In 2002, the Texas Education
Agency (TEA) awarded HLES the Texas Gold Performance Acknowledgement in
the area of reading. Now our school leads the district in state mandated
test scores and has been a TEA Recognized Campus for the last four
years. Our goal is to be an Exemplary School where all children achieve
at a success rate of over 90% in reading, math, writing, and science on
the state mandated assessment (TAKS).

For our students, staff, and community . . . **nothing is impossible!**

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

1.  Assessment data measuring students' mastery of the state mandated
    curriculum, Texas Essential Knowledge and Skills (TEKS) was measured
    by the TAAS -- Texas Assessment of Academic Skills (1999-2002) and
    TAKS -- Texas Assessment of Knowledge and Skills (2003).

-   Highland Lakes Elementary School opened during the 1998-1999 school
    year.

-   A comparison of the reading and math scores from 1999 to 2003
    indicate an increase in percentile points in the three grades
    tested.

-   All sub-groups in all grades have improved.

-   Reading

    1.  The Hispanic sub-group has had an increase and scored higher
        than the white students in each grade.

    2.  The white sub-group has maintained scores in the 90's with the
        exception of third grade which scored 87 in 1999.

    3.  The economically disadvantaged sub-group at grade three has made
        a meaningful gain from 1999 to 2003.

    4.  The economically disadvantaged subgroup at grades four and five
        have maintained

> scores in the 90's.

-   Math

    1.  Scores during the five years have increased in all levels for
        all sub-groups.

    2.  Third grade has made the greatest gain in their scores.

> The Hispanic sub-group has made significant gains each year in all
> grades, often achieving higher scores than the white sub-group.
>
> 3\. The white sub-group has increased scores and/or maintained scores
> in the 90's for all grades with the exception of fifth grade.
>
> 4\. The economically disadvantaged sub-group at each level has also
> substantially

increased, at times greater than the white sub-group at that grade
level.

**2. Use of assessment data to improve performance:**

-   TAAS/TAKS assessment results in reading, math, writing, and science
    are analyzed utilizing the Academic Excellence Indicator System
    (AEIS) from the Texas Educational Agency to evaluate scope and
    sequence of the curriculum along with instructional
    materials/programs utilized.

-   Comparisons of data indicate trends, patterns, strengths and
    weaknesses which the staff addresses through adjustments in teaching
    strategies, educational materials utilized, organization of the
    school day and the time frame of instructional objectives.

-   Results of the 2003 Oral Proficiency Test, given to incoming
    kindergarten students, indicated that 23 of 64 English speaking
    students were classified as one step above the Limited English
    category. Testing also indicated that 19 of 34 Spanish dominant
    students were at the lowest level of oral Spanish fluency. These
    results showed a student population that possesses limited native
    language abilities. Highland Lakes has worked diligently to improve
    the oral language skills of both groups in all activities throughout
    the school.

-   Utilizing Kamico, a computer based assessment tool, to analyze
    reading/math results weekly, regular education and support staff
    design lesson plans to help students master state mandated TEKS.

-   Students and staff will have to continue to focus on the challenge
    of meeting the constantly increased levels of expectations. Our
    teachers are aware that focused diagnostic/prescriptive instruction
    is necessary to meet new levels of expected proficiency.

-   To meet the educational needs of students who have mastered state
    requirements, enrichment activities focusing on higher level
    thinking skills are addressed in Project LIFE, an environmental
    education class in which students have opportunities to be actively
    engaged in reading, math, science, and social studies skills in
    classroom and research projects.

**3. Communication of student performance to parents, students, and
community:**

Highland Lakes Elementary communicates student progress to parents in a
variety of ways.

-   Progress reports go home every third week. Report cards are sent
    home every six weeks. Accelerated Reading logs indicating number of
    books read, comprehension scores, and rewards earned are enclosed in
    the report card.

-   All students take their daily planner home for parents to review
    homework assignments and behavior. Planners also allow for
    parent/teacher to communicate with each other for the benefit of the
    student and share daily successes or needs. All parents are provided
    with a copy of the school's master schedule showing the teacher's
    daily conference hour which provides time for communication with
    parents in person, through e-mail, or by telephone.

-   Every morning the student body assembles 10 minutes prior to the
    official start of the school day. Student achievement in the areas
    of academic, social, behavioral, physical accomplishment or
    attendance is recognized in a non-competitive manner based on
    individual improvement.

-   HLES works closely with the local newspapers to feature our students
    and their accomplishments in all areas. Local school board meetings
    spotlight student achievements for parents and community members.
    Meetings are often highlighted by student presentations.

-   Open houses, monthly Parent Teacher Organization meetings/grade
    level programs, special family-oriented events/fairs, and a school
    generated bi-monthly newsletter, encourage communication and
    interaction between school, families and community.

-   Students make presentations for clubs/organizations and retirement
    centers. The Christmas program on Main Street by our students is an
    annual highlight for the community. Students also decorate the
    Community Christmas tree with environmentally safe ornaments that
    they have created.

-   The school web site reaches out to the world, sharing our
    newsletter, activities, goals, and accomplishments.

**4.** **Share success with other schools:**

-   Highland Lakes Elementary School is currently the only PK-5 grade
    campus in the Marble Falls School District. District growth and
    reconfiguration of the two other campuses along with the opening of
    a new elementary school will enable us to share our experiences and
    expertise. We will be able to help the three new campuses manage and
    create horizontal/vertical teaming and curriculum building, and
    develop schedules. We are ready to offer guidance to the new schools
    in any other areas they may encounter as they address
    reconfiguration.

-   HLES teachers eagerly share ideas and resources. Many serve in
    leadership capacities, including vertical/horizontal teams as well
    as District Education Improvement and Campus Education Improvement
    Committees.

-   Currently Highland Lakes Elementary, with the assistance of a
    community volunteer, is spearheading communication with foundations
    as we apply for district grants to provide for professional
    development in the areas of reading and the use of technology to
    improve reading comprehension and vocabulary. Success in these areas
    is critical for all campuses in state mandated assessment testing.

-   The spirit of cooperation and learning is so intense that we look
    for ways to share with other district schools. The Bright Beginners
    Program (Pre-K) at Highland Lakes has worked closely with the Marble
    Falls Primary Campus to build a strong partnership with the
    Headstart Organization.

-   The Lower Colorado River Authority, with whom we had a partnership,
    has chosen our school to be a mentor for other schools who wish to
    create an outdoor learning lab and curriculum.

> When you have good news, it's easy and exciting to show and tell. We
> welcome the opportunity to share how we foster individual student
> achievement/successes. Our web site is a current portal to Highland
> Lakes Elementary. The enthusiasm and expertise of our staff is only a
> mouse click, phone call or visit away.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Description of the school's curriculum**

Highland Lakes Elementary strives to challenge the minds and excite the
interests of students through the use of multi-sensory programs that
focus on the state mandated curriculum, the Texas Essential Knowledge
and Skills (TEKS). TEKS form the framework of all lessons which combine
a variety of materials and methods to engage students through
differentiated instruction measuring not only basic understanding but
higher level thinking skills while challenging students to achieve
academic excellence. Staff members utilize direct teaching, cooperative
learning, independent performance, and team effort as methods of
instructional delivery along with identified questioning strategies to
measure student progress in the following areas:

-   **Language Arts** --Balanced reading, a method based on scientific
    research, utilizes multi-sensory activities, constant
    diagnostic/prescriptive services that build reading, writing, oral
    language and comprehension skills.

-   **Math** -- Computation/problem solving in real life situations are
    taught through the use of manipulatives to move from concrete
    foundations to abstract forms of higher level problem solving.

-   **Social Studies and Science** -- Skills for both areas are taught
    in tandem with reading and writing TEKS utilizing textbooks,
    periodicals, field trips, theme based activities, the internet and
    the Project LIFE curriculum. A multi-media approach is utilized and
    assessment is based on individual/group projects, presentations, and
    real life applications along with formal and standardized testing
    methods. HLES has partnered with businesses, city government, state
    agencies including the educational service center, and Texas Tech
    University in the design, construction and educational activities
    connected with the outdoor educational program.

-   **Art, Computers, Music and Physical Education** -- Students are
    served during daily

> hour blocks. Student progress of TEKS in these areas is measured by
> projects, public performances, and individual mastery of skills.

Teacher preparation time is used for team planning and conferences with
students, staff and parents in addition to analysis and review of data
to meet the constantly changing needs of the students.

The support team for students includes the following:

-   **Title I Math --** Students are pulled for small group instruction
    based on weekly Kamico test results during the daily Enrichment
    Period.

-   **ELI --** Early Literacy Intervention provides a reading specialist
    for individual service.

-   **ALP** -- Accelerated Learning Program provides ability grouped
    reading/writing instruction for students in kindergarten through
    second grade.

-   **Inclusion --** Special education teachers go into regular
    education classrooms to provide services.

-   **Resource Room --** Special education students receive services in
    special education classrooms on an individual/small group basis.

-   **Dyslexia --** Specialist provides individual/small group services
    to identified students.

-   **Bi-lingual/ESL --** Certified teachers provide services to
    students through the district's late exit program or in the regular
    classroom.

-   **Gifted/Talented --** Students are identified through district
    testing and served by the GT teacher.

-   **Project LIFE --** Interactive cross curricular program taught by
    Title I teacher that utilizes reading, writing, research, and math
    and science skills in a program that is built around the
    environment. This program was inspired by a mile long nature trail
    created by students, parents, staff and community members.

**2. Reading curriculum**

-   HLE, in accordance with No Child Left Behind, uses a scientifically
    research-based reading curriculum. Materials are selected to support
    TEKS (Texas Essential Knowledge and Skills) objectives. The reading
    curriculum at HLE includes the following components: phonemic
    awareness, phonics, fluency, vocabulary and comprehension. Vertical
    alignment throughout the curriculum, K-5, insures that each year's
    instruction is based on prior and future learning.

-   The reading curriculum used at HLE is a balanced literacy program.
    We use the balanced approach to reading, defined as reading and
    writing to children, reading and writing with children and reading
    and writing by children. Comprehension is developed through the use
    of summarizing, retelling, predicting, prior knowledge and
    vocabulary development. Fluency is increased through a system of
    rereading known stories every day. Assessment is an important part
    of our curriculum throughout all grade levels.

-   Early literacy intervention is an essential part of the reading
    curriculum at HLE. This early intervention is composed of two unique
    programs. Our ALP (Accelerated Literacy Program) program is an
    ability grouped reading-writing program. All kindergarten, first and
    second grade students are served throughout the year. ELI (Early
    Literacy Intervention) is conducted by two reading specialists and
    is a one-on-one 30-minute tutorial session. This session is a
    structured, intensive and diagnostic approach to the teaching of
    reading strategies. At risk first graders are served by the ELI
    program.

-   HLE uses a scientifically-based reading curriculum. We believe that
    many reading difficulties can be avoided with early intervention.
    Also, a balanced reading program will meet the needs of all of our
    children. Our curriculum uses rereading daily as fluency builds
    comprehension. Numerous types of assessment are included so that we
    may determine each child's specific reading needs. As our campus has
    28.8% Limited English Proficient children, we have chosen a
    curriculum which includes a Spanish component equivalent to the
    English version.

**3. One other curriculum area**

Project LIFE, Leading Investigators for the Environment, is a unique
program designed to assist every student in acquiring knowledge, values,
attitudes, and skills to protect and improve the environment through
cross-curriculum instruction and activities. Project LIFE enriches the
state's learning requirements ranging from science and environmental
education to social studies, math, writing, reading, and problem
solving. Instruction is both formal and informal with hands-on, real
life engaging lessons. Through scientific literature, active
involvement, and practical experiences, students are guided to new
discoveries and scientific understanding which helps to develop their
critical thinking and problem solving skills. Students have researched
many ecological issues and relationships, the world's biomes, and the
earth's biodiversities. They have shared this knowledge throughout the
school and community. Many lessons incorporate cooperative learning
which organizes students to accomplish academic tasks while developing
their social skills. Student interactions develop a sense of belonging
and a feeling that they can make a positive difference in our world.
Through Project LIFE, we have strengthened academics, provided real
world applications, and formed cohesive relationships between our
community and school.

**4. Instructional methods the school uses to improve student
learning.**

-   **School-wide practices** promote a climate of continuity and higher
    expectations that provides seamless transitions between grade levels
    and classrooms throughout the building. They reduce our discipline
    issues, give our students a sense of security and order, and give us
    the additional time to meet the challenges of teaching a school of
    at risk children. Students in grades 1-5 carry planners with them to
    record assignments and individual meetings, chart behavior, use as
    references, communicate with parents, and plan for the future.
    Kindergarten and Pre-K children use folders. All students and
    teachers begin the day in the gym for Morning Meeting practicing
    good citizenship, mastering skills, reinforcing the monthly
    character building trait, acknowledging attendance and rewarding
    students for individual and group accomplishments through applause.
    In addition, we have vertical teams in reading, math, science and
    social studies that provide continuity between grade levels.

-   **Large group approach/direct teaching** activities provide a
    risk-free environment for students to practice and apply basic
    skills at mastery levels through programs such as, Shurley Language
    Arts and Saxon Math/Phonics. Educators teach higher level thinking
    skills through questioning strategies based on Bloom's Taxonomy.

-   **Small group/individualized approaches,** including cooperative
    group learning, allow for differentiated teaching based on academic
    needs identified through assessment. .

-   **Multi-cultural approach** builds on our diversity. All staff
    members utilize oral language development and ESL strategies.
    Bilingual services are based on a late exit program with monitoring
    and support provided after the student exits the program.

-   **Hands-on multi-sensory approach** assures that no child is left
    behind because he does not learn in the same manner or rate as his
    teachers or peers.

**5. The school's professional development program.**

Every principal, teacher and paraprofessional has a transcript that
allows HLES to plan for professional development. Divided into the areas
of Educational, Gifted/Talented, and Technology, every course is
recorded by title, credit, hours, completion and status using a computer
program that generates reports. Through the use of these transcripts,
the faculty is able to make better professional development decisions
that strengthen teams and improve student achievement. Staff is
encouraged to pursue individual goals, sharing their new ideas and
skills with the faculty.

Derived from the results of the staff's annual survey, professional
development is planned based on the needs of our campus. For example,
this year educational consultants are meeting with our faculty monthly
updating methods of teaching reading and writing, ESL, bilingual and
low-socioeconomic learners, and providing methods to better manage
school-wide, class specific and child specific behavioral issues. Our
on-site technology representative acts as both consultant and trainer.
New teachers are provided with mentors.

The staff participates in professional development training based on the
district mission statement and yearly goals. TEA recommendations are
taken seriously. The faculty attends numerous service center sponsored
workshops. Our district goal is for every teacher to have 30 hours of
gifted education.

Highland Lakes Elementary teachers and staff expect our children to be
high achievers, and we expect no less from ourselves.

**[PART VII - ASSESSMENT
RESULTS\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**STATE CRITERION -- REFERENCED TESTS**

**3rd GRADE**

Test: TAAS -- Texas Assessment of Academic Skills

Edition/Publication Year: 1999 -- 2002

Publisher: Texas Education Agency

Test: TAKS -- Texas Assessment of Knowledge and Skills

Edition/Publication Year: 2003

Publisher: Texas Education Agency

+-----------------+--------------+----------------+-------------------+
| **Year**        | **Number in  | **Number       | **Number Tested** |
|                 | Grade**      | Tested**       |                   |
|                 |              |                | **In Math**       |
|                 |              | **In Reading** |                   |
+-----------------+--------------+----------------+-------------------+
| 2002-2003       | 80           | 68             | 66                |
+-----------------+--------------+----------------+-------------------+
| 2001-2002       | 65           | 59             | 59                |
+-----------------+--------------+----------------+-------------------+
| 2000-2001       | 87           | 74             | 74                |
+-----------------+--------------+----------------+-------------------+
| 1999-2000       | 77           | 72             | 73                |
+-----------------+--------------+----------------+-------------------+
| 1998-1999       | 84           | 64             | 71                |
+-----------------+--------------+----------------+-------------------+

Special education students were excluded from TAAS or TAKS testing. This
population was tested instead by the State-Developed Alternative
Assessment (SDAA). Numbers and percentages of students excluded are
reported on the following charts. For all Highland Lakes Elementary
students taking the SDAA, 82.4% met expectations in 2003 and, 83.3% met
expectations in 2002. 2001 were not reported.

SDAA exams were not available in 1999 and 2000.

The test standards for the 1999-2002 academic years as reported by the
TAAS Interpreting Assessment Reports Booklet are as follows:

-   **Met Minimum Expectations --** 70% of the items correct on each
    subject area test.

-   **Academic Recognition --** used to identify a high level of
    achievement on a TAAS test by students who correctly answer 95% or
    more of the items on a particular subject area test.

    The test standards for the 2003 academic year as reported by the
    TAKS Interpreting Assessment Reports Booklet are as follows:

```{=html}
<!-- -->
```
-   **Met the standard --** This category represents satisfactory
    academic achievement. Students in this category performed at a level
    that was at or somewhat above the state passing standard. Students
    demonstrated a sufficient understanding of the knowledge and skills
    measured at this grade.

-   **Commended Performance --** This category represents high academic
    achievement. Students in this category performed at a level that was
    considerably above the state passing standard. Students demonstrated
    a thorough understanding of the knowledge and skills measured at
    this grade.

**Highland Lakes Elementary School READING GRADE 3**

  ------------------------------ --------------- --------------- --------------- --------------- ---------------
                                 **TAKS**        **TAAS**        **TAAS**        **TAAS**        **TAAS**

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

  Testing month                  March           April           April           April           April

  **SCHOOL SCORES**                                                                              

  \% Met Minimum Expectations                    95              88              88              83

  \% Received Academic                           17              16              31              28
  Recognition                                                                                    

  \% Met Standards               93                                                              

  \% Commended Performance       32                                                              

  Number of students tested      68              59              74              72              64

  Percent of total students      85              91              85              94              76
  tested                                                                                         

  Number of students excluded    12              6               13              5               20

  Percent of students excluded   15              9               15              7               24

  SUBGROUP SCORES                                                                                

  1\. Hispanic                                                                                   

  \% Met Minimum Expectations                    96              83              85              84

  \% Received Academic                           8               0               36              26
  Recognition                                                                                    

  \% Met Standards               95                                                              

  \% Commended Performance       26                                                              

  Number of students tested      38              25              29              39              19

  2\. White                                                                                      

  \% Met Minimum Expectations                    97              93              93              82

  \% Received Academic                           24              25              27              29
  Recognition                                                                                    

  \% Met Standards               93                                                              

  \% Commended Performance       41                                                              

  Number of students tested      27              33              44              30              45

  3\. African American/Other     \*\*            \*\*            \*\*            \*\*            \*\*
  Minorities                                                                                     

  4\. Econ. Disadvantaged (Free                                                                  
  Meal)                                                                                          

  \% Met Minimum Expectations                    93              84              87              71

  \% Received Academic                           7               11              28              21
  Recognition                                                                                    

  \% Met Standards               86                                                              

  \% Commended Performance       17                                                              

  Number of students tested      36              29              37              39              24

  5\. Econ. Disadvantaged                                                                        
  (Reduced Meal)                                                                                 

  \% Met Minimum Expectations                    80              86              80              71

  \% Received Academic                           17              0               40              0
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       20                                                              

  Number of students tested      10              6               7               10              7

                                                                                                 

  **STATE SCORES -ALL STUDENTS**                                                                 

  \% Met Minimum Expectations                    87              86              87              88

  \% Received Academic                           \*              \*              \*              \*
  Recognition                                                                                    

  \% Met Standards               89                                                              

  \% Commended Performance       26                                                              
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

\*Not Reported \*\* Subgroup populations with fewer than 7
students---scores not reported

**Highland Lakes Elementary School MATH GRADE 3**

  ------------------------------ --------------- --------------- --------------- --------------- ---------------
                                 **TAKS**        **TAAS**        **TAAS**        **TAAS**        **TAAS**

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

  Testing month                  March           April           April           April           April

  **SCHOOL SCORES**                                                                              

  \% Met Minimum Expectations                    90              82              81              76

  \% Received Academic                           5               16              12              10
  Recognition                                                                                    

  \% Met Standards               98                                                              

  \% Commended Performance       23                                                              

  Number of students tested      66              59              74              73              71

  Percent of total students      83              91              85              95              85
  tested                                                                                         

  Number of students excluded    14              6               13              4               13

  Percent of students excluded   18              9               15              5               16

  SUBGROUP SCORES                                                                                

  1\. Hispanic                                                                                   

  \% Met Minimum Expectations                    84              84              77              75

  \% Received Academic                           4               0               8               0
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       16                                                              

  Number of students tested      38              25              32              39              24

  2\. White                                                                                      

  \% Met Minimum Expectations                    97              80              84              77

  \% Received Academic                           6               7               19              15
  Recognition                                                                                    

  \% Met Standards               96                                                              

  \% Commended Performance       32                                                              

  Number of students tested      25              32              41              32              47

  3\. African American/Other     \*\*            \*\*            \*\*            \*\*            \*\*
  Minorities                                                                                     

  4\. Econ. Disadvantaged(Free                                                                   
  Meal)                                                                                          

  \% Met Minimum Expectations                    86              80              72              68

  \% Received Academic                           0               0               8               7
  Recognition                                                                                    

  \% Met Standards               97                                                              

  \% Commended Performances      11                                                              

  Number of students tested      35              28              40              39              28

  4\. Econ. Disadvantaged                                                                        
  (Reduced Meal)                                                                                 

  \% Met Minimum Expectations                    100             100             80              88

  \% Received Academic                           17              0               10              0
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       0                                                               

  Number of students tested      9               6               6               10              8

  **STATE SCORES -ALL STUDENTS**                                                                 

  \% Met Minimum Expectations                    87              82              80              82

  \% Received Academic                           \*              \*              \*              \*
  Recognition                                                                                    

  \% Met Standards               90                                                              

  \% Commended Performance       18                                                              
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

\*Not Reported \*\* Subgroup populations with fewer than 7
students\-\--scores not reported

**STATE CRITERION -- REFERENCED TESTS**

**4^th^ GRADE**

Test: TAAS -- Texas Assessment of Academic Skills

Edition/Publication Year: 1999 -- 2002

Publisher: Texas Education Agency

Test: TAKS -- Texas Assessment of Knowledge and Skills

Edition/Publication Year: 2003

Publisher: Texas Education Agency

+-----------------+--------------+----------------+-------------------+
| **Year**        | **Number in  | **Number       | **Number Tested** |
|                 | Grade**      | Tested**       |                   |
|                 |              |                | **In Math**       |
|                 |              | **In Reading** |                   |
+-----------------+--------------+----------------+-------------------+
| 2002-2003       | 71           | 61             | 61                |
+-----------------+--------------+----------------+-------------------+
| 2001-2002       | 78           | 69             | 72                |
+-----------------+--------------+----------------+-------------------+
| 2000-2001       | 82           | 77             | 76                |
+-----------------+--------------+----------------+-------------------+
| 1999-2000       | 79           | 68             | 72                |
+-----------------+--------------+----------------+-------------------+
| 1998-1999       | 67           | 54             | 55                |
+-----------------+--------------+----------------+-------------------+

Special education students were excluded from TAAS or TAKS testing. This
population was tested instead by the State-Developed Alternative
Assessment (SDAA). These numbers and percentages are reported on the
following charts.

The test standards for the 1999-2002 academic years as reported by the
TAAS Interpreting Assessment Reports Booklet are as follows:

-   **Met Minimum Expectations --** 70% of the items correct on each
    subject area test.

-   **Academic Recognition --** used to identify a high level of
    achievement on a TAAS test by students who correctly answer 95% or
    more of the items on a particular subject area test.

    The test standards for the 2003 academic year as reported by the
    TAKS Interpreting Assessment Reports Booklet are as follows:

```{=html}
<!-- -->
```
-   **Met the standard --** This category represents satisfactory
    academic achievement. Students in this category performed at a level
    that was at or somewhat above the state passing standard. Students
    demonstrated a sufficient understanding of the knowledge and skills
    measured at this grade.

-   **Commended Performance --** This category represents high academic
    achievement. Students in this category performed at a level that was
    considerably above the state passing standard. Students demonstrated
    a thorough understanding of the knowledge and skills measured at
    this grade.

**Highland Lakes Elementary School READING GRADE 4**

  ------------------------------ --------------- --------------- --------------- --------------- ---------------
                                 **TAKS**        **TAAS**        **TAAS**        **TAAS**        **TAAS**

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

  Testing month                  May             April           April           April           May

  **SCHOOL SCORES**                                                                              

  \% Met Minimum Expectations                    93              95              96              93

  \% Received Academic                           41              43              50              33
  Recognition                                                                                    

  \% Met Standards               97                                                              

  \% Commended Performance       20                                                              

  Number of students tested      61              69              77              68              54

  Percent of total students      86              89              94              86              81
  tested                                                                                         

  Number of students excluded    10              9               5               11              13

  Percent of students excluded   14              11              6               14              19

  SUBGROUP SCORES                                                                                

  1\. Hispanic                                                                                   

  \% Met Minimum Expectations                    91              93              90              82

  \% Received Academic                           27              28              33              32
  Recognition                                                                                    

  \% Met Standards               96                                                              

  \% Commended Performance       8                                                               

  Number of students tested      26              33              40              30              17

  2\. White                                                                                      

  \% Met Minimum Expectations                    94              97              100             97

  \% Received Academic                           50              54              63              53
  Recognition                                                                                    

  \% Met Standards               97                                                              

  \% Commended Performance       29                                                              

  Number of students tested      35              34              35              38              34

  3\. African American/Other     \*\*            \*\*            \*\*            \*\*            \*\*
  Minorities                                                                                     

  4\. Econ. Disadvantaged(Free                                                                   
  Meal)                                                                                          

  \% Met Minimum Expectations                    91              89              94              91

  \% Received Academic                           40              35              50              45
  Recognition                                                                                    

  \% Met Standards               93                                                              

  \% Commended Performance       13                                                              

  Number of students tested      30              35              37              34              22

  5\. Econ. Disadvantaged                                                                        
  (Reduced Meal)                                                                                 

  \% Met Minimum Expectations                    100             100             89              86

  \% Received Academic                           25              36              0               67
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       0                                                               

  Number of students tested      7               8               14              9               7

  **STATE SCORES -ALL STUDENTS**                                                                 

  \% Met Minimum Expectations                    92              90              89              88

  \% Received Academic                           \*              \*              \*              \*
  Recognition                                                                                    

  \% Met Standards               85                                                              

  \% Commended Performance       17                                                              
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

\*Not Reported \*\*Subgroup populations with fewer than 7
students---scores not reported

**Highland Lakes Elementary School MATH GRADE 4**

  ------------------------------ --------------- --------------- --------------- --------------- ---------------
                                 **TAKS**        **TAAS**        **TAAS**        **TAAS**        **TAAS**

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

  Testing month                  May             April           April           April           May

  **SCHOOL SCORES**                                                                              

  \% Met Minimum Expectations                    93              99              94              89

  \% Received Academic                           7               7               38              13
  Recognition                                                                                    

  \% Met Standards               97                                                              

  \% Commended Performance       8                                                               

  Number of students tested      61              72              76              72              55

  Percent of total students      86              93              92              92              82
  tested                                                                                         

  Number of students excluded    10              6               8               7               12

  Percent of students excluded   14              7               9               8               18

  SUBGROUP SCORES                                                                                

  1\. Hispanic                                                                                   

  \% Met Minimum Expectations                    91              97              94              78

  \% Received Academic                           0               8               27              11
  Recognition                                                                                    

  \% Met Standards               96                                                              

  \% Commended Performance       12                                                              

  Number of students tested      26              34              39              33              18

  2\. White                                                                                      

  \% Met Minimum Expectations                    94              100             95              94

  \% Received Academic                           11              6               46              29
  Recognition                                                                                    

  \% Met Standards               97                                                              

  \% Commended Performance       6                                                               

  Number of students tested      35              36              35              39              34

  3\. African American/ Other    \*\*            \*\*            \*\*            \*\*            \*\*
  Minorities                                                                                     

  4\. Econ. Disadvantaged (Free                                                                  
  Meal)                                                                                          

  \% Met Minimum Expectations                    87              97              97              86

  \% Received Academic                           0               6               28              23
  Recognition                                                                                    

  \% Met Standards               93                                                              

  \% Commended Performance       7                                                               

  Number of students tested      30              39              36              36              22

  5\. Econ. Disadvantaged                                                                        
  (Reduced Meal)                                                                                 

  \% Met Minimum Expectations                    100             100             82              75

  \% Received Academic                           0               0               9               38
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       14                                                              

  Number of students tested      7               8               14              11              8

  **STATE SCORES -ALL STUDENTS**                                                                 

  \% Met Minimum Expectations                    94              91              87              87

  \% Received Academic                           \*              \*              \*              \*
  Recognition                                                                                    

  \% Met Standards               87                                                              

  \% Commended Performance       15                                                              
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

\*Not Reported \*\*Subgroup populations with fewer than 7
students---scores not reported

**STATE CRITERION -- REFERENCED TESTS**

**5^TH^ GRADE**

Test: TAAS -- Texas Assessment of Academic Skills

Edition/Publication Year: 1999 -- 2002

Publisher: Texas Education Agency

Test: TAKS -- Texas Assessment of Knowledge and Skills

Edition/Publication Year: 2003

Publisher: Texas Education Agency

+-----------------+--------------+----------------+-------------------+
| **Year**        | **Number in  | **Number       | **Number Tested** |
|                 | Grade**      | Tested**       |                   |
|                 |              |                | **In Math**       |
|                 |              | **In Reading** |                   |
+-----------------+--------------+----------------+-------------------+
| 2002-2003       | 79           | 68             | 66                |
+-----------------+--------------+----------------+-------------------+
| 2001-2002       | 76           | 71             | 70                |
+-----------------+--------------+----------------+-------------------+
| 2000-2001       | 71           | 63             | 66                |
+-----------------+--------------+----------------+-------------------+
| 1999-2000       | 67           | 57             | 55                |
+-----------------+--------------+----------------+-------------------+
| 1998-1999       | 63           | 50             | 51                |
+-----------------+--------------+----------------+-------------------+

Special education students were excluded from TAAS or TAKS testing. This
population was tested instead by the State-Developed Alternative
Assessment (SDAA). These numbers and percentages are reported on the
following charts.

The test standards for the 1999-2002 academic years as reported by the
TAAS Interpreting Assessment Reports Booklet are as follows:

-   **Met Minimum Expectations --** 70% of the items correct on each
    subject area test.

-   **Academic Recognition --** used to identify a high level of
    achievement on a TAAS test by students who correctly answer 95% or
    more of the items on a particular subject area test.

    The test standards for the 2003 academic year as reported by the
    TAKS Interpreting Assessment Reports Booklet are as follows:

```{=html}
<!-- -->
```
-   **Met the standard --** This category represents satisfactory
    academic achievement. Students in this category performed at a level
    that was at or somewhat above the state passing standard. Students
    demonstrated a sufficient understanding of the knowledge and skills
    measured at this grade.

-   **Commended Performance --** This category represents high academic
    achievement. Students in this category performed at a level that was
    considerably above the state passing standard. Students demonstrated
    a thorough understanding of the knowledge and skills measured at
    this grade.

**Highland Lakes Elementary School READING GRADE 5**

  ------------------------------ --------------- --------------- --------------- --------------- ---------------
                                 **TAKS**        **TAAS**        **TAAS**        **TAAS**        **TAAS**

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

  Testing month                  May             April           April           April           May

  **SCHOOL SCORES**                                                                              

  \% Met Minimum Expectations                    94              94              91              68

  \% Received Academic                           29              43              37              12
  Recognition                                                                                    

  \% Met Standards               87                                                              

  \% Commended Performance       18                                                              

  Number of students tested      68              71              63              57              50

  Percent of total students      89              93              89              85              79
  tested                                                                                         

  Number of students excluded    8               5               8               10              13

  Percent of students excluded   11              7               11              15              21

  SUBGROUP SCORES                                                                                

  1\. Hispanic                                                                                   

  \% Met Minimum Expectations                    93              92              80              47

  \% Received Academic                           20              32              25              0
  Recognition                                                                                    

  \% Met Standards               81                                                              

  \% Commended Performance       13                                                              

  Number of students tested      31              41              25              20              17

  2\. White                                                                                      

  \% Met Minimum Expectations                    97              95              97              78

  \% Received Academic                           45              37              37              19
  Recognition                                                                                    

  \% Met Standards               94                                                              

  \% Commended Performance       24                                                              

  Number of students tested      34              29              38              35              32

  3\. African American/Other     \*\*            \*\*            \*\*            \*\*            \*\*
  Minorities                                                                                     

  4\. Econ. Disadvantaged (Free                                                                  
  Meal)                                                                                          

  \% Met Minimum Expectations                    89              92              86              59

  \% Received Academic                           21              28              14              4
  Recognition                                                                                    

  \% Met Standards               80                                                              

  \% Commended Performance       15                                                              

  Number of students tested      40              38              25              22              27

  5\. Econ. Disadvantaged                                                                        
  (Reduced Meal)                                                                                 

  \% Met Minimum Expectations                    100             \*\*            86              100

  \% Received Academic                           13              25              29              17
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       29                                                              

  Number of students tested      7               8               4               7               6

  **STATE SCORES -ALL STUDENTS**                                                                 

  \% Met Minimum Expectations                    92              90              87              86

  \% Received Academic                           \*              \*              \*              \*
  Recognition                                                                                    

  \% Met Standards               79                                                              

  \% Commended Performances      17                                                              
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

\*Not Reported \*\*Subgroup populations with fewer than 7
students\-\--scores not reported

**Highland Lakes Elementary School MATH GRADE 5**

  ------------------------------ --------------- --------------- --------------- --------------- ---------------
                                 **TAKS**        **TAAS**        **TAAS**        **TAAS**        **TAAS**

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

  Testing month                  May             April           April           April           May

  **SCHOOL SCORES**                                                                              

  \% Met Minimum Expectations                    97              97              95              84

  \% Received Academic                           31              18              31              10
  Recognition                                                                                    

  \% Met Standards               92                                                              

  \% Commended Performance       20                                                              

  Number of students tested      66              70              66              55              51

  Percent of total students      84              92              93              82              81
  tested                                                                                         

  Number of students excluded    13              6               5               12              12

  Percent of students excluded   16              8               7               18              19

  SUBGROUP SCORES                                                                                

  1\. Hispanic                                                                                   

  \% Met Minimum Expectations                    98              96              89              78

  \% Received Academic                           5               4               32              6
  Recognition                                                                                    

  \% Met Standards               97                                                              

  \% Commended Performance       9                                                               

  Number of students tested      32              40              25              19              18

  2\. White                                                                                      

  \% Met Minimum Expectations                    97              98              97              91

  \% Received Academic                           10              24              44              13
  Recognition                                                                                    

  \% Met Standards               87                                                              

  \% Commended Performance       32                                                              

  Number of students tested      31              29              41              34              32

  3\. African American/Other     \*\*            \*\*            \*\*            \*\*            \*\*
  Minorities                                                                                     

  4\. Econ. Disadvantaged (Free                                                                  
  Meal)                                                                                          

  \% Met Minimum Expectations                    95              96              95              82

  \% Received Academic                           3               4               32              7
  Recognition                                                                                    

  \% Met Standards               93                                                              

  \% Commended Performance       12                                                              

  Number of students tested      41              37              28              22              28

  5\. Econ. Disadvantaged                                                                        
  (Reduced Meal)                                                                                 

  \% Met Minimum Expectations                    100             \*\*            83              100

  \% Received Academic                           0               0               33              0
  Recognition                                                                                    

  \% Met Standards               100                                                             

  \% Commended Performance       14                                                              

  Number of students tested      7               8               3               6               6

  **STATE SCORES -ALL STUDENTS**                                                                 

  \% Met Minimum Expectations                    96              94              92              90

  \% Received Academic                           \*              \*              \*              \*
  Recognition                                                                                    

  \% Met Standards               86                                                              

  \% Commended Performance       17                                                              
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

\*Not Reported \*\* Subgroup populations with fewer than 7
students\-\--scores not reported