##### *REVISED April 28, 2006*

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

*U.S. Department of Education*

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

Name of Principal [Mrs. Jeanette
O'Neal\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Routh Roach Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [1811 Mayfield
Ave.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Garland\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_75041-5245\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[Dallas\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School Code Number\* [057909127\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(972) 926-2580\_\_\_\_\_\_\_\_\_\_\_]{.underline} Fax [(972)
926-2585\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL:
<http://www.garlandisdschools.net/RouthRoachElementary/index.asp>

E-Mail [JAONeal@garlandisd.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.

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

(Principal's Signature)

Name of Superintendent\* [Dr. Curtis
Culwell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Garland
ISD\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Tel.
[(972) 487-3023\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 [Dr. Tommy
Reed\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: 47 Elementary schools

13 Middle schools

N/A Junior high schools

8 High schools

2 Other 1. CBC (Cooperative Behavior Ctr.)

2\. GAEC (Garland Alternative Education Ctr.)

70 TOTAL

2\. District Per Pupil Expenditure: \$4,168

Average State Per Pupil Expenditure: \$5,030

**SCHOOL**

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. 14 Number of years the principal has been in her/his position at
this school.

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

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

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

  **PreK**    14        10                     **24**       **7**                             

  **K**       39        46                     **85**       **8**                             

  **1**       42        44                     **86**       **9**                             

  **2**       37        23                     **60**       **10**                            

  **3**       28        28                     **56**       **11**                            

  **4**       36        26                     **62**       **12**                            

  **5**       25        25                     **50**       **Other     9         2           11
                                                            (EC)**                            

  **6**                                                                                       

                                    **TOTAL                                                   434
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 25% White

the students in the school: 20% Black or African American

54% Hispanic or Latino

1% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year
(2004-2005): 26%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      53
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      57
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    110
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 429
                            the school as of October 1  

  **(5)**                   Total transferred students  .26
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           26
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 37%

161 Total Number Limited English Proficient

Number of languages represented: 3

Specify languages: Spanish, Vietnamese, Yoruba

9\. Students eligible for free/reduced-priced meals: 64%

Total number students who qualify: 277

10\. Students receiving special education services: 11%

46 Total Number of Students Served

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

0 Autism 0 Orthopedic Impairment

0 Deafness 8 Other Health Impaired

0 Deaf-Blindness 5 Specific Learning Disability

5 Emotional Disturbance 13 Speech or Language Impairment

0 Hearing Impairment 0 Traumatic Brain Injury

> 0 Mental Retardation 0 Visual Impairment Including Blindness
>
> 15 Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) 1 0

Classroom teachers 28 0

Special resource teachers/specialists 8 0

Paraprofessionals 11 0

> Support staff 6 0
>
> Total number 54 0

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

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

13\. Show the attendance patterns of teachers and students as a %age.
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 %age drop-off rate.) Briefly explain in 100
words or fewer any major discrepancy between the dropout rate and the
drop-off rate. Only middle and high schools need to supply dropout rates
and only high schools need to supply drop-off rates.

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

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

  Daily teacher attendance  95%         95%         94%         96%         95%

  Teacher turnover rate     2%          3%          0%          1%          1%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Routh Roach Elementary is a learning community that provides an
environment of high expectations for all. Our mission is to educate
children to become responsible citizens with the skills, values and
creativity necessary to claim the possibilities of tomorrow. The student
population is comprised of 64% of the students qualifying for
free/reduced price meals with an ethnic composition of 25% White, 20%
Black, 54% Hispanic, and 1% Asian.

Parents and extended family members are welcome at the school to become
part of the school's educational program. The staff of Routh Roach has
high expectations for all the children and work very hard to determine
each child's learning style and what motivates each child to learn. If
students have not mastered the required skills or acquired the essential
knowledge at each grade level then we offer an extended day program.
This is an additional hour of tutoring in a small group setting for as
many as four days a week after regular school hours. Good communication
between the teachers and parents is present. Each six weeks a school
newsletter is sent home to keep parents informed of past and future
happenings at school. The basic framework of the school is such that the
details of how we will teach reading and math are written into our
Campus Improvement Plan. This is created each year by a committee of
parents, teachers, and two community members to continually meet the
changing needs of our students. Reading is taught with the teacher
bringing three separate reading groups to the reading table at set times
each day for thirty minutes. This small teacher to student ratio allows
the teacher to guide the reading instruction of each child. In the
primary grades a phonetic approach to reading is utilized. Fluency is
achieved when decoding is mastered and comprehension follows fluency.
Through grants, our library has acquired a large collection of books.
This allows our reading curriculum to include the Accelerated Reading
Program, which tests a child's comprehension of the book read and a good
score is rewarded. Math is taught a minimum of one hour each day. All
math instruction is taught on grade level with pull out groups being
used for remediation. Each math skill is introduced via a story problem
to give relevance to its use. Concrete to semi-abstract to abstract is
the progression. Manipulatives are used at the concrete level. Students
continue math practice in the computer lab for thirty minutes several
days a week. The computer program, SuccessMaker, is individualized for
each student in the areas of reading and math. Each classroom also has
five computers networked with the lab which provide students additional
access to their individualized programs. Student can use these computers
to do research on the internet. Each teacher has a presentation station
to present visuals to support the skill or concept being taught. Our
science program is hands-on experiments with textbook support. All
subject areas of our curriculum have been aligned via staff development
determining how each skill will be taught. Repetition of methodologies
at each grade level results in student mastery of the skills. Spanish is
the language of instruction offered a large portion of the day for
almost one half of our students whose dominant language is Spanish with
English as a Second Language instruction being utilized to teach the
students to learn to speak, read, and write English. This approach
allows our bilingual students to master the on grade level essential
concepts and skills in their dominant language during the primary years
facilitating the transfer of these skills into English during the
intermediate years. Our music program supports our core subject academic
program. Part of the framework of the school is the discipline program
that is in place. Students are taught to be responsible for their
actions. Either rewards or consequences follow behaviors. A building
discipline plan determined by teachers and parents is in place.
Counseling is provided by our full-time counselor for students who need
special help accepting responsibility for their actions. Students cannot
be taught effectively if each self-contained heterogeneous classroom
unit has students coming and going at different times. Therefore, a
master schedule coordinates the times students leave the class to
receive special program services. Instruction for all is protected.
Routh Roach has achieved the state's highest rating of Exemplary for ten
years and Recognized for three years. Our school climate, characterized
by mutual respect between adults and children, and our carefully
developed program allow our students to be successful.

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

**1.** **Assessment Results:**

Every public school in Texas is mandated to use a criterion referenced
test to assess student achievement. We use the Texas Assessment of
Knowledge and Skills (TAKS). The TAKS Test specifications are written to
reflect the Texas Essential Knowledge and Skills (TEKS), which is the
curriculum taught beginning in Kindergarten. In the elementary school,
reading and math tests are administered every year starting in third
grade in both English and Spanish. The performance levels for meeting
the standards are set by the state each year. The 2005 passing standard
for TAKS Reading and Math are as follows: 3^rd^ English Reading 64% and
Math 68%, 3^rd^ Spanish Reading. 64% and Math 68%, 4^th^ English Reading
70% and Math 67%, 4^th^ Spanish Reading 65% and Math 67%, 5^th^ English
Reading 71% and Math 68%, and 5^th^ Spanish Reading 62% and Math 73%.

The results of Routh Roach's 2005 assessment in reading when combining
3^rd^, 4^th^, and 5^th^ grades are as follows: 96% of the students meet
standards for the Reading test. When comparing our score of 96% to the
state average of 83% meeting standards, the district rate of 85%, and
the campus group of forty comparable campuses meeting standards at 87%,
Roach's success could be considered evidence that the reading program in
place fosters a higher level of achievement. The state also sets a much
higher bar in the rating of "Commended Performance." Our school had 31%
of the students obtaining that elevated honor.

The results of Routh Roach's 2005 assessment in math when combining
3^rd^, 4^th^, the 5^th^ grades are as follows: Our school had 97% of our
students meeting standards for the TAKS Math test. Once again, when
comparing our score of 97% to the State rate of 72%, the District rate
of 73%, and the Campus Group rate of 83% meeting standards, Routh Roach
students did well. Thirty six percent of those tested received
recognition for "Commended Performance". This success is the result of
the dedication and hard work of our staff in providing a
learning-centered environment, and the dedication and drive our students
have for success.

All subgroups must be equally successful in a public school with no
disparity between groups. An effective school must adequately support
and optimize learning to meet the needs of these students. The
expectation at Routh Roach is that all students will excel, regardless
of the identified subgroup. Our ethnic distribution on the 2005 TAKS
test is as follows: African American is 20% of our population; Hispanic
is 53%; White is 25%; and Asian/Pacific Islander is less than 1%. To
achieve recognized status, each subgroup must have 70% of the group
meeting state standards. Routh Roach's reading test results were as
follows: 96% African American students, 94% Hispanic students, and 99%
White students met standards. In math, 96% African American students,
97% Hispanic students, and 99% White students met standards. (It must be
noted that we did not have a sufficient population of Native Americans
or Asians/Pacific Islander to count as a subgroup.) Please refer to the
attached table of multiple years demonstrating that there are no great
disparities among the performance of the subgroups.

For more information on this school, TEA provides an instrument named
the Academic Excellence Indicator System (AEIS). You can obtain a copy
by visiting the TEA website: http:/www.tea.state.tx.us/cgi/sas/broker.
Another useful website is the TRIAND website, found at
https://www.triand.com.

**2. Using Assessment Results:**

Overall school performance on objectives provides direction in selecting
new program materials and planning staff development. For example, if
summarizing is one of the objectives with a low score overall, then
materials and training to address that objective will become a focus for
the building.

State assessment results are used to determine ways to improve teaching
methodologies. Disaggregating test data by subgroup and objective
provides the information needed for guiding instruction and for
selecting the children for small groups. This process is repeated
throughout the year on a variety of testing instruments. We administer
TPRI, Tejas Lee, Benchmarks developed by the school district,
assessments developed by Region 4, and campus level STAR, Accelerated
Reader, and SuccessMaker reports. Results of tests are discussed with
the children and items are reviewed so that the test can provide
additional learning opportunities.

Student selection for special services such as speech, literacy groups,
and special education is driven by assessment results. Recommendations
for student inclusion in the extended day program and summer school
sessions are based on test performance as well.

Our staff has grade level planning sessions and periodically meets to
discuss objectives with the grades above and below. We have found that
coordinating our methods of presenting the objectives to children from
grade to grade reduces confusion. Using test data to identify areas of
greatest need determines scheduling time for teaching objectives.

**3. Communicating Assessment Results:**

Parents and students are informed regarding the child's performance with
regular frequency. Daily progress is communicated as necessary by phone
calls and e-mails. On a weekly schedule, student work is sent home for
parental review; parents are required to acknowledge its receipt.
Progress reports are sent home at the third week of each six weeks, and
report cards are sent at the end of each six weeks. Two nights each
semester, the school offers evening conferences to parents. At these
parent conferences, teachers are prepared to discuss the strengths and
weaknesses of each child as documented by a variety of assessments.
Copies of the following results with written explanations are given to
parents: ITBS (Iowa Test of Basic Skills), a norm referenced test that
gives a score placing the child at a national percentile rank, and TAKS
Test (Texas Assessment of Knowledge and Skills), a criterion referenced
test which shows whether the child has mastered the objectives
considered essential at a particular grade level. Our school uses AR
tests (Accelerated Reading) to document that the child is reading with
understanding at the appropriate grade level. In second and fifth grades
the COGAT (Cognitive Ability Test) is administered to provide the school
with a measure of the child's ability level. In the early grades the
TPRI (Texas Primary Reading Inventory) or Tejas Lee (Spanish version) is
administered three times a year to assess the development of children's
reading ability, and parents of children who are found to be at risk are
notified and invited to a parent meeting in which a plan for
intervention strategies is presented. More in-depth testing is provided
by our diagnostician to children who are referred for special programs
and those results are communicated to parents in an ARD) (Admission,
Review, or Dismissal) meeting.

The local newspaper reports the TAKS results comparing our school with
other schools in the state. The individual school also receives a
ranking from the state (AEIS) which is published in the newspaper and on
the internet.

**4. Sharing Success:**

The success of our students has been noted by other district
coordinators and principals via our state ratings of either Exemplary or
Recognized. The published state ratings communicate that our
economically disadvantaged and ethnic subgroups each year learn at the
same high level of mastery at Routh Roach. Principals of various
neighboring schools have contacted us for help in improving their
programs. Throughout the years we have explained our school program,
particularly our method of teaching reading, to many schools. We start
with a presentation of how we teach reading which was described in the
snapshot of our school. After giving an overview to the principals and
teachers of these schools, the teachers meet with the Routh Roach
teachers at the same grade level. The meetings are followed by classroom
observations. Post-observation conferences help the visiting teachers
develop a similar program. Visiting educators leave with our Campus
Improvement Plans for reading and math and a copy of our master
schedule. Comments are always made about good behavior of our students.
We explain good discipline is necessary for maximum learning to occur.
The staff of Routh Roach will continue to share the particulars of our
program with others through our mentoring of other schools or through
staff development presentations at other schools. Schools we have
mentored often call to tell us about their success after using our
methodologies.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

The goal in Reading instruction is to lead students to higher levels of
thinking and achievement in all subject areas. It is through reading
instruction that we expand students' vocabularies, increase their level
of comprehension and fluency, and give them the tools necessary to
evaluate what they read. This is achieved through the use of a balance
of fiction and non-fiction texts including grade appropriate novel
studies. Attention is given to providing materials at the appropriate
independent reading level as assessed by STAR. Cross grade-level
tutoring is provided as necessary. Occasionally, a child who is
performing significantly above grade level is included in a reading
group in the grade level above. Comprehension, the underlying goal of
the reading program, is supported through the use of computer
evaluations provided by the AR programs.

Application is the ultimate goal in the math curriculum. Students are
taught the required state essential knowledge and skills at each grade
level. As students demonstrate mastery of each skill or concept, they
can begin to apply them to real-life problems and situations. Our math
curriculum includes programs such as Touch Math in the primary grades.
This provides students a tactile means of mastering the basics of
addition and subtraction. Building wide use of Mountain Math, a program
providing daily practice on a broad range of concepts, is a way of
constantly reviewing what has been previously taught. In addition to
tutorials when needed, all grades receive math practice using the
SuccessMaker program in our computer lab. The computer generates reports
that are useful in targeting areas of need for individual children.
Teachers use this information on areas of weakness to design
individualized computer practice.

Writing is taught across the curriculum in every subject. Focus is
directed at both the components of grammar and composition. Students are
introduced to a variety of writing styles and encouraged to use them
when writing on both teacher-selected and student-selected topics.
Writing is a daily activity for the students. The process and the traits
of good writing are taught. Students receive feedback during individual
writing conferences with the teacher and also from their peers in buddy
conferences or in response to class readings. Visits from well known
authors help children to realize that every book is written by someone
very much like them.

Every science lesson is used to teach children how to think like
scientists. Our school maintains a central location for the large
inventory of science equipment that is available in our building. Using
the Foss materials, teachers introduce grade appropriate vocabulary and
theories, and teach concepts using hands-on experiments and
investigations directly related to real-life situations.

The Social Studies curriculum focuses on past and present communities
throughout the world. Students learn about the different types of
communities and explore the reasons they were formed. This knowledge
allows them to make comparisons to their own community. Fourth grade
students focus on Texas History, while fifth grade students study U.S.
History.

Students are given unlimited opportunities to demonstrate their
understanding across the curriculum through art activities. They may
also choose to participate in several art competitions i.e. Reflections,
Environmental Poster, or Holiday Greeting Card-Design contest. Through
the generosity of our PTA, the students are able to enjoy performances
by the Fort Worth Opera, Young Audiences and KidProv.

Spanish is taught in general education classes. In addition to learning
Spanish vocabulary, students are also introduced to the different
cultures of Spanish speaking countries. Students who speak Spanish have
an opportunity to share their knowledge of Spanish with non-Spanish
speaking students.

**2a. Reading:**

Because success in reading is essential to success in life, the staff at
Routh Roach is committed to implementing a curriculum that reaches all
children effectively. Ongoing assessment, curriculum alignment across
the grade levels and flexible grouping by ability/objective in the
primary grades are in place for all children. The students work a
minimum of thirty minutes a day on a computer program, SuccessMaker,
which is an individualized program for each child. Early intervention is
provided for the at-risk population by literacy specialists trained to
identify and remediate specific deficits in reading skills and
strategies. Children identified by diagnostic tests as qualifying for
special education or dyslexia programs receive appropriate placement in
a timely manner. After school tutoring is offered to all children with
failing grades, as well as to those identified as at risk by measures
such as the TPRI, TEJAS LEE, ITBS and TAKS. The identified students are
provided an extended day program which consists of one hour of tutoring
after the regular school day for four days a week. The student/teacher
ratio is no larger than six to one. The students are grouped by
objective for these lessons.

All facets of reading instruction are presented in a balanced manner
using a wide variety of resources and activities. Resources available
include but are not limited to basals, novels, Project Read Programs,
Hampton Brown, Time for Kids, and the Summer Success Phonics packet. The
school librarian directs AR (the Accelerated Reading program) a reading
incentive program which involves an opportunity for the children to
purchase rewards with points earned by reading. Appropriate reading
level is determined by STAR, (Standardized Test for the Assessment of
Reading, a computer reading assessment with adaptive branching), and
monitored and adjusted periodically. Other reading incentive programs
coordinated by the teachers and librarian are Six Flags Read to Succeed
and the Pizza Hit Book-It program.

The bilingual population is taught using Spanish as the language of
instruction in the primary grades and then transitioning to English in
the intermediate grades once the basic skills are in place.

**3. Mathematics, Science, Art, Etc.:**

Language Arts, Math, Science and Social Studies are best taught using
multi-sensory activities. Instruction in song, rhythm, instruments and
dance can be combined with the objectives in every area of the
curriculum. Learning to read music and understand the theory is an
activity that uses and reinforces the skills learned in reading. Our
music teacher reinforces math objectives as well when teaching note
values and time signature. The music choices and programs often
coordinate with social studies themes and science lessons being taught
in general education classes.

Our music program functions in part as ambassador to the larger
community. Each grade level is featured at one of the monthly PTA
programs. This strengthens our learning community by allowing parents an
opportunity to participate in helping with props, costumes and sets.
Music programs guarantee high levels of attendance at PTA meetings.

Our fourth and fifth graders are encouraged to join the honor choir if
they have satisfactory grades and behavior. This motivates children to
achieve the high expectations held for them in all the other curriculum
areas. Choir membership develops responsibility and dedication to going
above and beyond because the rehearsals occur outside of school hours.
The choir goes out into the community through performances at nursing
homes, malls and civic events, such as Christmas on the Square. Other
opportunities to attend cultural events such as the symphony are offered
through our music program to various grade levels.

**4. Instructional Methods:**

Primary grade classes on our campus are self-contained and those
teachers deliver all instruction. Our fourth and fifth grades are
departmentalized. The teachers are able to develop more in-depth lessons
for fewer areas of the curriculum. At fourth grade each teacher is
responsible for the Language Arts block, but rotate for Science and
Math. One teacher is able to share her passion and expertise in math
with our entire fourth grade while the other teacher channels her
natural curiosity to prepare memorable science lessons. Our fifth grade
is also departmentalized but according to the strengths and interests of
those teachers. One teacher is responsible for science and math while
the other teacher plans the ELA and social studies because of her prior
experience as a Language Arts teacher at the middle school level.

The increasingly diverse population of our school has provided incentive
for the staff to continuously improve instructional methods. Differences
in student learning styles require that all new concepts in any subject
be presented in a variety of modes such as visual, auditory, kinesthetic
and tactile. We believe that children who are totally engaged are able
to relate new knowledge to prior learning. Elementary age children are
still at a developmental level requiring that concepts be presented
concretely before proceeding to the abstract. In each subject, concepts
are presented systematically and sequentially. Students have
opportunities to participate in a variety of investigations and
experiments using assorted manipulatives. Teachers use many resources
including power points, charts, maps, books with tapes, and educational
games.

Every classroom has children with varying levels of ability. Therefore,
teachers also must be able to differentiate instruction and provide
additional challenges to the students who are higher functioning while
providing additional support to the students who are at risk. Students
are given every opportunity for success and are allowed to work
cooperatively as well as independently.

**5. Professional Development:**

Professional development is planned after identifying a need based on
the results of the state test. Results are analyzed by objective in each
curriculum area. A teacher is selected for each subject to participate
as a Cadre member at the district level. Each Cadre member attends
district level trainings and is responsible for presenting the
information during in-service opportunities. This information relates to
analysis of test data, on-line curriculum developed for district wide
use, and new research based methodologies in each area of the
curriculum. Cadre members facilitate use of all resources by the staff
in order to continually improve performance in every area of study.

Cadre members have been trained to present information on activities to
be used with the children that focus on objectives identified as
weaknesses in the curriculum. Multi-sensory activities useful across the
grade levels are often part of the training as are a variety of
cooperative learning activities. Many of the activities and methods can
be adapted for a variety of objectives.

Continued education for the staff keeps the focus on the objectives to
be taught and ensures that best practices are used. It allows time for
the staff to share what is and isn't working. During this sharing time
we coordinate the methods we use to teach each skill and concept so that
we are consistent throughout the building. All teachers are committed to
improved student achievement across the grade levels and work together
to accomplish this goal.

Region 10 also provides training that allows us to stay current with
issues affecting our students at the state level. In particular, any
modifications to the TEKS and TAKS test which are projected for the
future. We utilize this information to prepare our students for success.

**PART VII -- ASSESSMENT RESULTS**

  ---------------------------------------- ----------- ----------- -----------
  Texas Assessment of Knowledge and Skills                         
  3rd Grade Reading Scores                                         

                                                                   

                                                                   

                                                                   

                                           2004-2005   2003-2004   2002-2003

  Testing Month                            April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard              98          98          96

  \% At Commended Performance               35         54          28

  Number of students tested                54          54          52

                                                                    

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard              97          97          93

  \% At Commended Performance              24          44          15

  Number of Students Tested                31          31          28

                                                                    

  2\. Black                                                         

  \% At or Above Met Standard              100         \*          93

  \% At Commended Performance              16          \*          13

  Number of Students Tested                17          \*          14

                                                                    

  3\. White                                                         

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              63          61          53

  Number of Students Tested                16          18          16

                                                                    

  4\. Hispanic (LEP Included)                                       

  \% At or Above Met Standard              95          100         95

  \% At Commended Performance              30          50          19

  Number of Students Tested                21          28          20

                                                                    

  5\. Asian or Pacific Islander                                     

  \% At or Above Met Standard              \*          \*          \*

  Number of Students Tested                \*          \*          \*
  ---------------------------------------- ----------- ----------- -----------

\*Less than ten students tested.

  ---------------------------------------- ----------- ----------- -----------
  Texas Assessment of Knowledge and Skills                         
  4th Grade Reading Scores                                         

                                                                   

                                                                   

                                                                   

                                           2004-2005   2003-2004   2002-2003

  Testing Month                            April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard              95          96          100

  \% At Commended Performance              24          33          25

  Number of students tested                44          56          44

                                                                    

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard              92          93          100

  \% At Commended Performance              23          30          21

  Number of Students Tested                27          39          23

                                                                    

  2\. Black                                                         

  \% At or Above Met Standard              \*          89          100

  \% At Commended Performance              \*          22          15

  Number of Students Tested                \*          12          17

                                                                    

  3\. White                                                         

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              20          54          41

  Number of Students Tested                13          12          16

                                                                    

  4\. Hispanic (LEP Included)                                       

  \% At or Above Met Standard              96          96          100

  %At Commended Performance                26          27          17

  Number of Students Tested                22          32          11

                                                                    

  5\. Asian or Pacific Islander                                     

  \% At or Above Met Standard              \*          \*          \*

  Number of Students Tested                \*          \*          \*
  ---------------------------------------- ----------- ----------- -----------

\*Less than ten students tested.

  ---------------------------------------- ----------- ----------- -----------
  Texas Assessment of Knowledge and Skills                         
  5th Grade Reading Scores                                         

                                                                   

                                                                   

                                                                   

                                           2004-2005   2003-2004   2002-2003

  Testing Month                            April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard              98          97          88

  \% At Commended Performance               25         38          13

  Number of students tested                43          33          34

                                                                    

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard              96          94          82

  \% At Commended Performance              21          38          10

  Number of Students Tested                27          17          17

                                                                    

  2\. Black                                                         

  \% At or Above Met Standard              \*          100         85

  \% At Commended Performance              \*          33          13

  Number of Students Tested                \*          10          13

                                                                    

  3\. White                                                         

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              36          46          21

  Number of Students Tested                11          13          13

                                                                    

  4\. Hispanic (LEP Included)                                       

  \% At or Above Met Standard              96          90          \*

  \% At Commended Performance              22          33          \*

  Number of Students Tested                27          10          \*

                                                                    

  5\. Asian or Pacific Islander                                     

  \% At or Above Met Standard              \*          \*          \*

  Number of Students Tested                \*          \*          \*
  ---------------------------------------- ----------- ----------- -----------

\*Less than ten students tested.

  ---------------------------------------- ----------- ----------- -----------
  Texas Assessment of Knowledge and Skills                         
  3rd Grade Math Scores                                            

                                                                   

                                                                   

                                                                   

                                           2004-2005   2003-2004   2002-2003

  Testing Month                            April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard              96          98          94

  \% At Commended Performance               27         23          18

  Number of students tested                54          54          52

                                                                    

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard              96          97          92

  \% At Commended Performance              31          25          6

  Number of Students Tested                31          31          28

                                                                    

  2\. Black                                                         

  \% At or Above Met Standard              93          \*          85

  \% At Commended Performance              24          \*          0

  Number of Students Tested                17          \*          14

                                                                    

  3\. White                                                         

  \% At or Above Met Standard              93          100         100

  \% At Commended Performance              40          18          44

  Number of Students Tested                16          18          16

                                                                    

  4\. Hispanic (LEP Included)                                       

  \% At or Above Met Standard              100         96          95

  \% At Commended Performance              20          26          8

  Number of Students Tested                21          28          20

                                                                    

  5\. Asian or Pacific Islander                                     

  \% At or Above Met Standard              \*          \*          \*

  Number of Students Tested                \*          \*          \*
  ---------------------------------------- ----------- ----------- -----------

\*Less than ten students tested.

  ---------------------------------------- ----------- ----------- -----------
  Texas Assessment of Knowledge and Skills                         
  4th Grade Math Scores                                            

                                                                   

                                                                   

                                                                    

                                           2004-2005   2003-2004   2002-2003

  Testing Month                            April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard              100         98          100

  \% At Commended Performance               35         53          27

  Number of students tested                44          56          44

                                                                    

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              40          52          21

  Number of Students Tested                27          39          23

                                                                    

  2\. Black                                                         

  \% At or Above Met Standard              \*          90          100

  \% At Commended Performance              \*          20          15

  Number of Students Tested                \*          12          17

                                                                    

  3\. White                                                         

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              40          69          47

  Number of Students Tested                13          12          16

                                                                    

  4\. Hispanic (LEP Included)                                       

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              37          58          17

  Number of Students Tested                22          32          11

                                                                    

  5\. Asian or Pacific Islander                                     

  \% At or Above Met Standard              \*          \*          \*

  Number of Students Tested                \*          \*          \*
  ---------------------------------------- ----------- ----------- -----------

\*Less than ten students tested.

  ---------------------------------------- ----------- ----------- -----------
  Texas Assessment of Knowledge and Skills                         
  5th Grade Math Scores                                            

                                                                   

                                                                   

                                                                    

                                           2004-2005   2003-2004   2002-2003

  Testing Month                            April       April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard              100         97          98

    % At Commended Performance              39         51          11

  Number of students tested                43          33          34

                                                                    

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard              100         94          81

  \% At Commended Performance              32          52          11

  Number of Students Tested                27          17          17

                                                                    

  2\. Black                                                         

  \% At or Above Met Standard              \*          100         77

  \% At Commended Performance              \*          50          13

  Number of Students Tested                \*          10          13

                                                                    

  3\. White                                                         

  \% At or Above Met Standard              100         100         100

  \% At Commended Performance              60          46          14

  Number of Students Tested                11          13          13

                                                                    

  4\. Hispanic (LEP Included)                                       

  \% At or Above Met Standard              100         90          \*

  \% At Commended Performance              32          58          \*

  Number of Students Tested                27          10          \*

                                                                    

  5\. Asian or Pacific Islander                                     

  \% At or Above Met Standard              \*          \*          \*

  Number of Students Tested                \*          \*          \*
  ---------------------------------------- ----------- ----------- -----------

\*Less than ten students tested.

+----------------------+---------+-----------+---+----------+-----------+
| **Texas Assessment   |         |           |   |          |           |
| of Knowledge and     |         |           |   |          |           |
| Skill**              |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Commended          |         |           |   |          |           |
| Performance**        |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Percent of         |         |           |   |          |           |
| Students Exceeding   |         |           |   |          |           |
| State Met            |         |           |   |          |           |
| Standard-Third,      |         |           |   |          |           |
| Fourth and Fifth**   |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Reading**          |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| 2004 - 2005          | 2003 -  |           |   | 2002 -   |           |
|                      | 2004    |           |   | 2003     |           |
+----------------------+---------+-----------+---+----------+-----------+
| 31%                  | 45%     |           |   | 24%      |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Math**             |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| 2004 - 2005          | 2003 -  |           |   | 2002 -   |           |
|                      | 2004    |           |   | 2003     |           |
+----------------------+---------+-----------+---+----------+-----------+
| 36%                  | 44%     |           |   | 18%      |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Texas Assessment   |         |           |   |          |           |
| of Knowledge and     |         |           |   |          |           |
| Skill**              |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **State Developed    |         |           |   |          |           |
| Alternative          |         |           |   |          |           |
| Assessment\***       |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Third, Fourth and  |         |           |   |          |           |
| Fifth Grades**       |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Reading**          |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         | 2004-2005 | 2 |          | 2002-2003 |
|                      |         |           | 0 |          |           |
|                      |         |           | 0 |          |           |
|                      |         |           | 3 |          |           |
|                      |         |           | - |          |           |
|                      |         |           | 2 |          |           |
|                      |         |           | 0 |          |           |
|                      |         |           | 0 |          |           |
|                      |         |           | 4 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| Total Special        |         | 32        | 3 |          | 39        |
| Education            |         |           | 7 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| Number Tested on     |         | \*        | \ |          | \*        |
| TAKS                 |         |           | * |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| Number Tested on     |         | 32        | 3 |          | 36        |
| SDAA                 |         |           | 4 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| \% Meets ARD         |         | 100       | 7 |          | 79        |
| Expectations         |         |           | 5 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Math**             |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         | 2004-2005 | 2 |          | 2002-2003 |
|                      |         |           | 0 |          |           |
|                      |         |           | 0 |          |           |
|                      |         |           | 3 |          |           |
|                      |         |           | - |          |           |
|                      |         |           | 2 |          |           |
|                      |         |           | 0 |          |           |
|                      |         |           | 0 |          |           |
|                      |         |           | 4 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| Total Special        |         | 32        | 3 |          | 39        |
| Education            |         |           | 7 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| Number Tested on     |         | \*        | \ |          | \*        |
| TAKS                 |         |           | * |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| Number Tested on     |         | 32        | 3 |          | 36        |
| SDAA                 |         |           | 4 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| \% Meets ARD         |         | 100       | 6 |          | 92        |
| Expectations         |         |           | 9 |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| SDAA is administered |         |           |   |          |           |
| to special education |         |           |   |          |           |
| students with        |         |           |   |          |           |
| individual           |         |           |   |          |           |
| educational plans.   |         |           |   |          |           |
|                      |         |           |   |          |           |
| \*Less than ten      |         |           |   |          |           |
| students tested.     |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Routh Roach        |         |           |   |          |           |
| Elementary**         |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **Attendance**       |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
|                      |         |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| **2004 - 2005**      | *       |           |   | **2002 - |           |
|                      | *2003 - |           |   | 2003**   |           |
|                      | 2004**  |           |   |          |           |
+----------------------+---------+-----------+---+----------+-----------+
| 97%                  | 97%     |           |   | 96%      |           |
+----------------------+---------+-----------+---+----------+-----------+
| Total Population 437 | Total   |           |   | Total    |           |
|                      | Pop     |           |   | Po       |           |
|                      | ulation |           |   | pulation |           |
|                      | 445     |           |   | 462      |           |
+----------------------+---------+-----------+---+----------+-----------+