##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*REVISED U.S. Department of Education MARCH 16, 2005*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mr. Bob Turner]{.underline}

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

Official School Name [Woodland Heights Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [3900 4^th^ Street]{.underline}

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

[Brownwood TX 76801-6799]{.underline}

City State Zip Code+4 (9 digits total)

County [Brown]{.underline} School Code Number [025-902-107]{.underline}

Telephone [(325) 646-8633]{.underline} Fax [(325) 641-0109]{.underline}

Website/URL [brownwoodisd.com]{.underline} E-mail <bob.turner@netxv.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 [February 5, 2005]{.underline}

(Principal's Signature)

Name of Superintendent [Dr. Sue Jones]{.underline}

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

District Name [Brownwood Independent School District]{.underline} Tel.
[(325)-643-5644]{.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 [February 5, 2005]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Mark Bradshaw]{.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 [February 5, 2005]{.underline}

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

**[PART I ‑ ELIGIBILITY CERTIFICATION]{.underline}**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2004-2005 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 1999 and has not received the 2003 or 2004 *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]{.underline}**

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

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

1\. Number of schools in the district: [5]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,267]{.underline} *from* *the
2003-2004 district AEIS report*

Average State Per Pupil Expenditure: [\$8,029]{.underline} *from the
Texas Education Agency*

**SCHOOL** (To be completed by all schools)

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

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

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

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

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

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

  **PK**      18        22                     **40**       **7**                                  

  **K**       51        51                     **102**      **8**                                  

  **1**       60        60                     **120**      **9**                                  

  **2**       38        38                     **76**       **10**                                 

  **3**       51        49                     **100**      **11**                                 

  **4**                                                     **12**                                 

  **5**                                                     **Other:**       9         3           **12**

  **6**                                                     Self-contained                         
                                                            Life Skills                            

                                    **TOTAL                                                        **450**
                                    STUDENTS                                                       
                                    IN THE                                                         
                                    APPLYING                                                       
                                    SCHOOL**                                                       
  ----------- --------- ----------- ---------- --------- -- ---------------- --------- ----------- ---------

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

6\. Racial/ethnic composition of the students in the school:

  ----------- -----------------------------------------------------------
  73%         White

  4%          Black or African American

  21%         Hispanic or Latino

  \<1%        Asian/Pacific Islander

  \<1%        American Indian/Alaska 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:
[23]{.underline}%

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

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

  **(2)**   Number of students who transferred ***from*** the school    51
            after October 1 until the end of the year.                  

  **(3)**   Subtotal of all transferred students \[sum of rows (1) and  98
            (2)\]                                                       

  **(4)**   Total number of students in the school as of October 1      430

  **(5)**   Subtotal in row (3) divided by total in row (4)             .228

  **(6)**   Amount in row (5) multiplied by 100                         22.8
  --------- ----------------------------------------------------------- ------

8\. Limited English Proficient students in the school:

  -------- --------------------------------------------------------------
  0        \%

  0        Total Number Limited English Proficient
  -------- --------------------------------------------------------------

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

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals: [51%]{.underline}

> Total number students who qualify: [219]{.underline}
>
> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

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

[45]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [4]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [9]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [23]{.underline} Speech or Language
Impairment

[3]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [3]{.underline} Visual Impairment
Including Blindness

[2]{.underline} Emotionally Disturbed [1]{.underline} Non-Categorical
Early Childhood\*

*\*This category is not an IDEA category, but it is a category of
students in our school.*

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                          23                    0

  Special resource teachers/specialists       3                     3

  Paraprofessionals                           18                    0

  Support staff                               2                     0

  Total number                                47                    3
  ------------------------------------------- ------ -------------- -----

12\. Average school student-"classroom teacher" ratio:
[20:1]{.underline}

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

  --------------------------------- ------------ ------------ ------------
                                    2003-2004    2002-2003    2001-2002

  Daily student attendance          97%          96%          96%

  Daily teacher attendance          95%          96%          95%

  Teacher turnover rate             0%           0%           16%
  --------------------------------- ------------ ------------ ------------

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

**Provide a brief, coherent narrative snapshot of the school.**

Woodland Heights Elementary is located in the west-central Texas
micropolitan area of Brownwood. This pre-kindergarten through grade
three campus had its beginning in 1916 as an independent school
district, consolidating in 1957 with the Brownwood Independent School
District. The current configuration took place in 2002 following a
district-wide campus restructuring effort due to declining enrollment.
Woodland welcomed two-thirds of the enrollment, staff, and principal
from the closing South Elementary campus. Fourth grade students from
both campuses were moved to a central fourth grade campus. Staff and
parents appreciated the new-found stability after both campuses had
experienced four principals in an equal number of years. An influx of
lower socio-economic students resulted in Woodland qualifying as a Title
I school-wide campus.

The school's mission statement affirms, "...the staff of Woodland
Heights Elementary, in partnership with our parents, will create an
environment that enables all of our students to learn and achieve to
their full potentials." Woodland is known for its warm, welcoming
qualities. *Ohana* (nobody is forgotten, and nobody is left behind), the
motto of the Disney movie *Lilo and Stitch*, is the cornerstone of the
school's character education program. A strong emphasis on respect for
self, others, and property, with real world expectations, is carried out
through the daily recitation of the Pledges to the United States and
Texas flags, the school affirmation, character concepts from *180 Days
of Character*, and classroom guidance sessions. The district's severely
handicapped classroom is housed on the campus, reiterating *Ohana* as
these students are mainstreamed in other classes throughout the day. The
students in the Preschool Program for Children with Disabilities
transition into regular education classrooms as they are able, according
to their individual abilities, through the third grade.

Daily, parents and community members can be seen signing in to share
lunch with their children, participating in Parent Teacher Organization
functions, volunteering in various opportunities, and attending
conferences. Teachers share their good news and positive interactions
though written communication and weekly scheduled faculty meetings.
Students receive numerous positive recognitions including weekly treats
from the principal for perfect attendance and good behavior, and
"parades" for encouragement and accomplishment of student goals.
Six-week, semester, and end-of-year award assemblies take place for
attendance, honor rolls, and Super Star students.

Our staff believes reading is foundational to success in all subject
areas. Literally and figuratively, the library is the hub of the school.
Using the Accelerated Reader *Reading Renaissance* (AR) model in all
classrooms, library circulation rates exceed every other campus in the
district. Research by S. J. Samuels and others consistently demonstrates
that AR enables teachers to target instruction and accelerate reading
growth for students at all ability levels. AR emphasizes students
enjoying authentic and meaningful reading experiences. This highly
motivational program focuses on the careful match of book to child
according to the reading level of both. Extensive feedback is generated
for teachers as students demonstrate critical thinking and comprehension
skills. Students read at home, during designated blocks at school, and
at found moments in their classrooms. The young readers can be seen at
computers in their rooms, the library, or in the computer lab where they
are testing over their books. They achieve AR certifications appropriate
for their grade level. In a recent six-weeks period, all students
pre-kindergarten through third grade read an average of 28 books!

High expectations are reflected in all areas of Woodland's environment,
from custodial staff to the administration. Teachers appreciate the
professional and caring culture of the campus. Sharing ideas and
information is a daily occurrence. Staff support for each other is
strongly in evidence. Observers and student teachers from a local
university offer a strong presence. Students ("School is my favorite
place to go." Juanita, grade 3) and staff ("The rapport among the
faculty and staff has to have a positive effect on the learning
environment as well as the work environment.") appreciate their school.
How appropriate that the district mascot is a lion, as banners, t-shirts
and students proudly boast, "The pride's inside at Woodland Heights!"

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

**1. Describe the meaning of the school's assessment results in reading
and mathematics.**

The state's criterion-referenced assessments, currently the Texas
Assessment of Knowledge and Skills (TAKS), and formerly the Texas
Assessment of Academic Skills (TAAS), are aligned with the state's
mandated curriculum, the Texas Essential Knowledge and Skills (TEKS).
The objectives and expectations on the annual assessments in reading and
math measure the depth and breadth of student achievement according to
the state curriculum. This type of assessment holds all involved
accountable for student achievement.

TAKS, considered much more difficult than the TAAS that preceded it,
debuted in 2002-2003, and passing standards were phased in. In spring,
2004, the passing standard for reading was 64%, and for math, 63%. It is
noteworthy that based on the third year's standard, which was the target
standard being phased in, Woodland would still have had 99% of students
passing reading and 98% passing math. All TAKS data can be found at
www.tea.state.tx.us/persreport/aeis/index.html using our campus number
of 025-902-107.

Third grade students are tested in math and reading on this state-wide
test. A passing score on the reading portion is required for promotion
to the fourth grade. Students are provided three opportunities to
achieve the state designated standards. A four-day window is provided
for testing absent students.

In 2004, because of our strong emphasis on reading and its correlation
to all aspects of academic success, 98% of Woodland students received a
passing score on the Reading and 100% on the Math components of TAKS. We
are extremely proud that our 2003-2004 TAKS results reveal no
discrepancy among our sub-groups of white, Hispanic, African American,
and Economically Disadvantaged. Our "gap" last year consisted of one
Economically Disadvantaged Hispanic boy and one Economically
Disadvantaged white girl, both of whom passed the reading test on the
second attempt. With 100% success on math, there were no gaps there.

Commended status---students who scored a 95% or better on the reading
test---was earned by 59% of our students, almost triple the state
average of 20%. For math, 48% of our students achieved commended scores,
almost triple the state rate of 17%. Our Texas Education Agency
"Exemplary" status indicates that students in each of the sub-groups on
our campus are obtaining the passing standard at a rate exceeding 90%.

Students with identified learning disabilities, according to their
Individual Education Plans, take the State Developed Alternative
Assessment (SDAA), which was implemented in 2001. It is designed for
those students for whom TAAS/TAKS is not an appropriate measure, and it
is closely aligned with the TEKS, with accommodations made for reading
levels, critical thinking levels, and the length of the test. Woodland
houses the district's self-contained class for the academic needs of
more profoundly handicapped students. These students are assessed using
a Locally Developed Academic Assessment tailored specifically to each
student.

Other assessments given to grades K-3 include the district's six-weeks
benchmarks that are aligned to the scope and sequence of the TEKS. K-2
students are administered the Texas Primary Reading Inventory (TPRI)
individually, while pre-kindergarten and kindergarten teachers receive
feedback from the results of *Boehm Test of Basic Concepts* and the
*Dallas Pre-school Screening Test*. Teacher-made tests and Accelerated
Reader diagnostic reports provide invaluable information on the daily
progress of each student.

Ensuring that first and second grade students are held accountable, they
are administered end-of-year *Curriculum Associates* math and reading
assessments correlated to the TEKS, using the TAKS format. This data is
disaggregated so that instruction is strengthened the following year.
Indicative of the team spirit at Woodland, one can overhear first and
second grade teachers asking the third grade teachers to share
successful testing strategies with them. Our exceptional results give us
a hard-earned, tangible reason that "the pride's inside at Woodland
Heights!"

**2. Show how the school uses assessment data to understand and improve
student and school performance.**

Teachers use assessment data in various and sundry ways. Teachers assign
students to tutoring groups, improve instruction, and keep parents
informed using objective data collected from the following sources.

In August, TAKS data from the previous year is disaggregated by
objective so that third grade teachers can target any "gaps" in
instruction and improve student learning the following year. An item
analysis is done so that student problems in understanding questions,
answer choices, or test format can be addressed. In the same manner,
first and second grade teachers analyze data from their end-of-year
TEK/TAKS based assessments.

Teachers in pre-kindergarten through second grade analyze the
information provided by the TPRI, *Boehm*, and *Dallas* tests. Third
grade teachers use the Reading Academy reading screen to obtain reading
level, fluency rates, and accuracy percentages. Given individually, this
assists teachers in beginning instruction on each child's level so that
reading skills and levels increase quickly. Reading and tutoring groups
for both reading and math are chosen using data from these assessments.

In grades one through three, student data from the AR diagnostic reports
serve to place a child in reading levels that challenge, but not
frustrate the student. Monitoring these reports allows students maximum
growth and assists teachers in setting individual student weekly goals.

Prior to the reading and math TAKS, third graders take released versions
of the previous tests. Students failing or near failing on these are
assigned to additional tutoring and practice sessions.

Technology-based curricular programs in reading and math, such as *Study
Island*, *Orchard*, and *Lexia,* provide immediate feedback to the
students and help teachers monitor growth.

Teachers use all of the above assessments to plan lessons appropriate
for their students. These diagnostic measures help to determine areas of
weakness and prescriptive steps that can be taken to improve learning.

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

Communication is a fundamental element in Woodland's success. Teachers
correspond with parents weekly through folders that hold progress and
homework notes, conduct reports, and school notices. Three-week reports
and six-week report cards communicate the progress of each child. A
newsletter

authored by teachers, the counselor, and the principal accompanies each
report card. One of the most cherished communications parents receive is
a letter from the principal and teacher commending two or three students
from each homeroom each semester.

Texas schools are required to distribute a formal TAKS "report card" to
parents. This report includes campus, district, and statewide TAKS
averages, as well as other data. Third grade parents must be notified of
the Student Success Initiative, advising them that third graders must
pass TAKS reading to be promoted and describing the assistance and
resources available to all students. The principal also conducts a
conference with any third grader struggling to pass the TAKS practice
assessment. With parents, student, and teacher in attendance, student
effort, parent responsibilities, and TAKS strengths and weaknesses are
reviewed. All pledge mutual support for TAKS success by signing a "TAKS
Success Form."

Positive reinforcement is observed frequently as new Independent Readers
parade through the halls, cheered on by everyone. Students also receive
stickers from the librarian for passing AR quizzes. A new certification
level in AR results in a visit to the principal's office for personal
acknowledgment and a label added to the child's AR folder. Students
anticipate weekly rewards for good behavior and attendance, handed out
personally by the principal as he recognizes each student by name.

The community receives information from the local newspaper and radio
stations. Both report school board meetings and campus accomplishments
such as TAKS results. Super Star students' pictures appear in the paper.
Campus groups, such as choral groups and the jump rope team, are known
for their community performances. A marquee alerts passers-by to
information concerning the school. Our campus website is accessed at
[brownwoodisd.org]{.underline}.

**4. Describe how the school has shared and will continue to share its
successes with other schools.**

Woodland Heights looks forward to the attention it will garner as a
result of our Blue Ribbon School nomination. We are developing a plan to
accommodate the requests of other campuses, administrators, and
researchers to investigate our success. Our goal will be to assist
others as much as possible without adverse effects on our instructional
focus.

Campus staff members currently participate in district-wide grade level
meetings, as well as vertical and horizontal campus meetings, where
successful strategies and ideas are shared. One of our third grade
teachers has served in the capacity of Reading Academy instructor for
the district's third grade teachers.

Woodland is a magnet for student teachers, attracting students from
three universities within our region. Education students and their
professors serve as unofficial ambassadors. Howard Payne University
students, employed by their financial aid program, work in our Extended
Day program while other students complete observation hours and class
presentation requirements at all grade levels. The Extended Day
supervisor, a retired teacher, trains her education students in phonics,
learning styles, reading styles, and motor skills development on our
campus. Teachers, the principal, and the counselor participate in
leading HPU education classes.

Our counselor shares motor sensory concepts and activities with other
campuses. The principal actively shares techniques, strategies, and
forms with other principals, as well as volunteering to mentor new
principals and participating in presentations for the Region XV
Education Service Center. The staff also shares its expertise by
offering programs for community service organizations.

One staff member stated that we share our success with others "by
sending on to other schools students who have been given strong
foundational skills which ensure academic success." This might be our
most authentic method of sharing our success.

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

**1. Describe the school's curriculum.**

The student-centered, data-driven curriculum of Woodland is the Texas
Essential Knowledge Skills (TEKS), which is aligned with the Texas
Assessment of Knowledge and Skills (TAKS). The TEKS is an ambitious
curriculum. It "raises the bar" for all students academically, setting
high standards for Texas students in all grades up to the exit-level
test. It emphasizes critical thinking and problem solving. TEKS
objectives are developed and charted horizontally at each grade level
and vertically between grade levels to ensure mastery of concepts.
Benchmark calendars incorporating the TEKS were locally written by
school district teachers. All teachers in the core curricular areas use
this scope and sequence. Within this framework, teachers collaboratively
use their expertise to develop units and lessons that incorporate
opportunities for reteaching and extending these elements.

An integrated **language arts** program creates day-long opportunities
for instruction. The research-based *Rebecca Sitton Spelling Program*
begins a scaffolding instruction of high-frequency words at
kindergarten. Real-world application and transfer is based on *Write
Traits*, which focuses on the six qualities seen in outstanding written
works. Students make daily use of word walls which display high
frequency words, spelling patterns, and vocabulary. These areas are
supported by the strong reliance on reading practice provided by the
Accelerated Reader program.

The goal of the **math** curriculum is to promote higher-level critical
thinking skills and problem solving in all students. Students receive
instruction in a vertically and horizontally aligned curriculum
prescribed by the district benchmarks. Problem-solving strategies are
stressed and students practice daily on maintenance of independent
skills. Hands-on, tactile-kinesthetic activities with manipulatives
reinforce all areas of the curriculum. Technology provides additional
support.

The district's **social studies** scope and sequence is followed as
students participate in interactive and experiential learning. They are
assessed with the TAKS social studies test in eighth grade. Character
education and good citizenship are stressed in the daily announcements
and in classroom guidance sessions. Second grade students experience
real world geography in their "Flat Stanley" project. Woodland students
receive instruction on the history and traditions of our country and
state, and transfer that to how we relate to the larger world. Students
routinely participate in various opportunities such as local canned good
drives; coin campaigns for 9/11 support; Florida Red Cross hurricane
aid; tsunami relief; Operation Shoebox for Franklin Graham Ministries;
and a pictorial support wall and counseling group for family members of
deployed troops.

Students learn **science** concepts through a balance of hands-on
activities and solid content knowledge. Field trips, gardens, life-cycle
observations, and experiential learning provide a variety of experiences
for the students to prepare for the TAKS science test in fifth grade.
District benchmarks call for hands-on teacher evaluation in both of the
science and social studies areas.

Every student participates daily in a structured **physical education**
program with concrete objectives. All staff members believe that the
acquisition of motor skills contributes positively to other learning.
TEKS/TAKS objectives are supported by the PE-certified instructor. An
extra-curricular opportunity is a highly-skilled jump rope team that
demonstrates student skills to community groups and other campuses.

**Music** instruction follows the appropriate scope and sequence set by
the district. Students in grades one through three receive daily
instruction by a certified music teacher. Students are provided
performance opportunities for the Parent Teacher Organization and
various community groups. The music teacher supports TEKS/TAKS
objectives through music and movement. **Art** instruction is
incorporated into the regular classroom through state-provided
curricular materials. Hallways are the canvas for students'
interpretations of classroom instruction. Local art associations invite
students to participate in art contests and to view juried art exhibits.
In addition to individual classroom drama opportunities, students enjoy
**theater** performances by Howard Payne University, Brownwood High
School and productions provided by the PTO.

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

The staff, under the leadership of the principal, chose to base our
reading curriculum on our goal of creating life-long readers. Research
shows that the top five percent of students read 117 times more than the
bottom five percent. We believe that the Accelerated Reader *Reading
Renaissance* program best achieves this top goal with its emphasis on
students receiving authentic, meaningful reading practice. The STAR
reading placement test, developed by AR, provides teachers information
that assists students in choosing appropriate books for their reading
levels, ensuring that students are being challenged, but not frustrated.
An AR diagnostic report supplies teachers with an easy and effective way
to monitor individual guided reading practice. One hour throughout the
school day is designated for dedicated reading practice, with students
being encouraged to also read at home. Teachers enhance students'
vocabularies by the oral reading of quality literature. Choral reading,
reader's theater, and reading buddies are supplemental methods used in
the classroom to enhance student reading time.

Quizzes over AR books provide immediate feedback and ensure that
students are actually reading and comprehending the books they choose.
Students are motivated by small extrinsic rewards given by the librarian
for quizzes they passed, while the principal recognizes each student's
achievement of a new AR certification level. The intrinsic value of
reading is excitedly demonstrated with high fives, glowing faces,
sparkling eyes, and students exclaiming, "I made a hundred!"

The state-adopted basal reader is used at the discretion of the
classroom teacher to assure a continuum of skills, and provides the
opportunity for sequential learning. Pre-kindergarten and kindergarten
curriculum is broad-based, laying the foundation for the success of
emergent readers, which in turn lays a foundation for creating life-long
readers.

**3. Describe one other curriculum area of the school's choice and show
how it relates to essential skills and knowledge based on the school's
mission.**

Our mission statement says we "...will create an environment that
enables all of our students to learn and achieve to their full
potentials." Our focus is on creating this environment. Our academic
success is directly connected to character education and its close
correlation to a positive school climate.

Three simple rules---respect others, respect property, respect
yourself---guide our campus. The principal, whose staff handbook
emphasizes relationship building and a safe, orderly, and positive
school climate, models this by learning all 450 children's names and
affirming them in hallways, cafeteria, and the community. "He inspires
us the way he knows all of us," reports a first grader.

The counselor's guidance lessons promote the concept of *Ohana*---nobody
is forgotten, nobody is left behind. Teachers help students apply these
lessons after the counselor leaves the classroom. During morning
announcements, students recite our student led school affirmation: "I am
responsible for my own behavior. I will use good manners and treat
others with respect. I came to school to learn, and I will learn. I will
have a great day!" Good character thoughts are read daily. Students work
across grade levels with reading buddies and nurture empathy for one
another, and children with disabilities interact with others, as
appropriate.

Why is Woodland Heights a great place for kids? A third grader replies,
"We learn character from our principal and counselor; we are responsible
for our words, actions, thoughts, feelings. I am in charge of myself." A
first grader says, "We're friendly and we're protected." From a
kindergartener, "You do your work all the time and you don't break the
rules...we take care of things here."

Visitors encounter happy, responsible children when they visit. If
educator John Goodlad is right when he says, "Laughter is the music of
the schoolhouse," then Woodland is a symphony orchestra!

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

The foundation of our excellent results, as measured by the TAKS reading
and math tests, is that staff members are willing to use any method that
will help a child to be successful.

The principal encourages teachers to provide ample "hands-on"
instruction rather than relying on worksheets. Empirical evidence of the
staff buy-in is the continuing reduction in copier costs.

Teachers keep searching until the "right" method is found to achieve the
best student learning outcome, whether it is listening to books-on-tape
at listening centers; working on technology applications at the
computer; applying student knowledge one-on-one with the teacher; or
using movement to stimulate thinking. Teachers provide motor sensory
activities such as skating, rhythm, and song to teach math and reading
concepts. Beanbag exercises involve eye-hand coordination and crossing
the visual midline to facilitate stimulation of both sides of the brain.
Software applications support specific skills and curricular goals.
Small group or individual instruction is supplied as needed. Cross-level
reading buddies benefit older as well as younger students. Pinnell and
Fountas' Guided Reading and Marie Clay's reading strategies are
employed. Drama and role play are important elements for learning in
each classroom.

Formal and non-formal assessments help teachers plan instruction
according to learning styles. All classroom teachers earned the state's
thirty-hour Gifted and Talented endorsement, using the questioning
strategies of Bloom's Taxonomy. Mastery of math facts is supplemented by
the principal giving practice and timed tests to third graders. Highly
qualified teachers and instructional assistants tutor students at risk
of failure. Our Extended Day program provides small group instruction by
Howard Payne University education students that have been taught
different learning styles methods by the extended day supervisor, a
retired teacher.

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

Since effective staff development meets the needs of the students as
well as the teachers, the best staff development is that in which
teachers have input and ownership. Due to our high success rates on the
state's assessments in reading and math, we feel that we have found a
good professional development balance that is effective.

The Accelerated Reader's *Reading Renaissance* training has benefited
students and teachers at all grade levels. Because of the amount of
reading on the math TAKS test, improved reading skills helped students
achieve at a very high level on this assessment as well as the reading.

The Texas Student Success Initiative provided Reading Academies for all
teachers, grades kindergarten through three. These four days of
intensive instruction addressed the different learning styles of
students. This has made a positive impact on student achievement by
allowing teachers to accommodate differing students' needs.

District teachers were involved in compiling curriculum calendars and
timelines to teach the scope and sequence of the TEKS for math, writing,
social studies, and science. These ensure that all facets of the
curriculum are taught. Brownwood High School science and math teachers
have conducted workshops for primary teachers and continue to serve as
consultants.

The district provides the training to maintain the pre-kindergarten
through grade three teachers' G/T certification. This enables our
teachers to give our brightest students the challenges that allow them
to fulfill their potential, and enables us to use those same strategies
with all students. The district provides updates in other curriculum
areas such as TAKS or the Texas Primary Reading Inventory. The Region XV
Education Service Center serves as a valuable resource, meeting the
requests of campuses and offering summer workshops in all instructional
areas.

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

**Public Schools**

**Each nominated school must show results in reading and mathematics for
at least the last three years.**

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education. Grade three scores
are cumulative, given over the course of the year to facilitate
promotion. By law, if students do not pass the third grade reading test,
they are not promoted to the fourth grade.

**Texas Third-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [3]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}

+---------------------------------------+---------+---------+---------+
|                                       | TAKS    | TAKS    | TAAS    |
|                                       |         |         |         |
|                                       | 20      | 2002    | 200     |
|                                       | 03-2004 | -2003\* | 1-2002† |
+---------------------------------------+---------+---------+---------+
| Testing month                         | Mar/Apr | Mar/Apr | April   |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Commended Performance        | 59%     | 37%     |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Met Standard                 | 98%     | 93%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 89%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 95      | 111     | 113     |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 96%     | 94%     | 97%     |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 4       | 6       | 3       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 4%      | 5%      | 2%      |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| ***1. Economically Disadvantaged***   |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Commended Performance        | 63%     | 27%     |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Met Standard                 | 92%     | 92%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 80%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 29      | 48      | 51      |
+---------------------------------------+---------+---------+---------+
| ***2. Hispanic***                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Commended Performance        | 54%     | 33%     |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Met Standard                 | 92%     | 85%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 84%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 14      | 23      | 33      |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % At or above Commended        | 20%     | 18%     |         |
| Performance                           |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % At or Above Met Standard     | 91%     | 89%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 87%     |
+---------------------------------------+---------+---------+---------+

*\*These scores were compiled from the 2002-2003 AEIS report.
Comparative data for 2002-2003 found on the 2003-2004 AEIS report use a
different Standard Error of Measurement and may not exactly match the
original numbers.*

*†Scores for 2001-2002 are the combined Third Grade scores of South
Elementary and Woodland Heights. South was closed and became a part of
Woodland Heights beginning the 2002-2003 school year and Fourth Graders
were moved to one central fourth grade campus.*

**Texas Third-Grade Criterion-Referenced Math Test**

> Subject [Math]{.underline} Grade [3]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}

+---------------------------------------+---------+---------+---------+
|                                       | TAKS    | TAKS    | TAAS    |
|                                       |         |         |         |
|                                       | 20      | 2002    | 200     |
|                                       | 03-2004 | -2003\* | 1-2002† |
+---------------------------------------+---------+---------+---------+
| Testing month                         | April   | April   | April   |
+---------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Commended Performance        | 48%     | 26%     |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Met Standard                 | \>99%   | 95%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 89%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 95      | 111     | 116     |
+---------------------------------------+---------+---------+---------+
| Percent of total students tested      | 94%     | 94%     | 100%    |
+---------------------------------------+---------+---------+---------+
| Number of students alternatively      | 4       | 6       | 0       |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| Percent of students alternatively     | 4%      | 5%      | 0%      |
| assessed                              |         |         |         |
+---------------------------------------+---------+---------+---------+
| **SUBGROUP SCORES**                   |         |         |         |
+---------------------------------------+---------+---------+---------+
| ***1. Economically Disadvantaged***   |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Commended Performance        | 33%     | 20%     |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Met Standard                 | \>99%   | 94%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 82%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 29      | 48      | 51      |
+---------------------------------------+---------+---------+---------+
| ***2. Hispanic***                     |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Commended Performance        | 38%     | 20%     |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % Met Standard                 | \>99%   | 90%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 87%     |
+---------------------------------------+---------+---------+---------+
| Number of students tested             | 14      | 23      | 33      |
+---------------------------------------+---------+---------+---------+
| **STATE SCORES**                      |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % At or above Commended        | 17%     | 12%     |         |
| Performance                           |         |         |         |
+---------------------------------------+---------+---------+---------+
| (TAKS) % At or Above Met Standard     | 90%     | 90%     |         |
+---------------------------------------+---------+---------+---------+
| (TAAS) % Met Minimum Standards        |         |         | 87%     |
+---------------------------------------+---------+---------+---------+

*\*These scores were compiled from the 2002-2003 AEIS report.
Comparative data for 2002-2003 found on the 2003-2004 AEIS report use a
different Standard Error of Measurement and may not exactly match the
original numbers.*

*†Scores for 2001-2002 are the combined Third Grade scores of South
Elementary and Woodland Heights. South was closed and became a part of
Woodland Heights beginning the 2002-2003 school year and Fourth Graders
were moved to one central fourth grade campus.*