***[REVISED 3/16/05]{.underline}***

***[2004-2005 No Child Left Behind -- Blue Ribbon Schools
Program]{.underline}***

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary
\_\_\_Middle\_\_\_High\_\_\_K-12

Name of Principal [Mr. Greg Smith]{.underline}

Official School Name [Robert S. Hyer Elementary School]{.underline}

School Mailing Address [3920 Caruth Boulevard]{.underline}

[Dallas Texas 75225-5401]{.underline}

County [Dallas]{.underline} School Code Number [057911103]{.underline}

Telephone [(214) 780-3300]{.underline} Fax [(214) 780-3399]{.underline}

Website/URL <http://hy.hpisd.org/> E-Mail <smithg@hpisd.org>

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 correct.

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

(Principal's Signature)

Name of Superintendent [Dr. Cathy Bryce]{.underline}

District Name [Highland Park ISD]{.underline} Tel. [(214)
780-3000]{.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/Chairman [Jeffrey A. Barnes]{.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 \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Top of Form

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status [or been
    identified by the state]{.underline} [as "persistently
    dangerous"]{.underline} 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: Highland Park ISD**

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: [8641]{.underline}

Average State Per Pupil Expenditure: [8838]{.underline}

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

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

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ X\] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

4.  [2]{.underline} Number of years the principal has been in her/his
    position at this school.

5\. [18]{.underline} 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:

<table style="width:100%;">
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 11%" />
<col style="width: 6%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Grade</td>
<td># of Males</td>
<td colspan="2"># of Females</td>
<td><p>Grade</p>
<p>Total</p></td>
<td></td>
<td>Grade</td>
<td># of Males</td>
<td># of Females</td>
<td colspan="2"><p>Grade</p>
<p>Total</p></td>
</tr>
<tr class="even">
<td>PreK</td>
<td>9</td>
<td colspan="2">1</td>
<td>10</td>
<td></td>
<td>7</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>K</td>
<td>44</td>
<td colspan="2">50</td>
<td>94</td>
<td></td>
<td>8</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>1</td>
<td>38</td>
<td colspan="2">55</td>
<td>93</td>
<td></td>
<td>9</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>2</td>
<td>70</td>
<td colspan="2">64</td>
<td>134</td>
<td></td>
<td>10</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>3</td>
<td>69</td>
<td colspan="2">43</td>
<td>112</td>
<td></td>
<td>11</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>4</td>
<td>54</td>
<td colspan="2">57</td>
<td>111</td>
<td></td>
<td>12</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>5</td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td>Other</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>6</td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="7">TOTAL STUDENTS IN THE APPLYING SCHOOL</td>
<td>554</td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [0]{.underline} % Black of African American

> [2]{.underline} % Hispanic or Latino

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

[0]{.underline} % 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:
[5%]{.underline}

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

  ----------------- ---------------------------------- -------------------
  \(1\)             Number of students who transferred 18
                    to the school after October 1      
                    until the end of the year          

  \(2\)             Number of students who transferred 10
                    from the school after October 1    
                    until the end of the year.         

  \(3\)             Subtotal of all transferred        28
                    students \[sum of rows (1) and     
                    (2)}                               

  \(4\)             Total number of students in the    565
                    school as of October 1             

  \(5\)             Subtotal in row (3) divided by     1
                    total in row (4)                   

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

8\. Limited English Proficient students in the school: [0]{.underline} %

> [0]{.underline} Total Number Limited English Proficient

Number of languages represented: [n/a]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [0]{.underline} %

Total number students who qualify: [0]{.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: [11]{.underline} %

[61]{.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.

[10]{.underline} Autism [2]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [10]{.underline} Other Health Impaired

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

[1]{.underline} Hearing Impairment [29]{.underline} Speech or Language
Impairment

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

[0]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

\_\_\_\_Emotional Disturbance

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

**Number of Staff**

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

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

Classroom teachers [35]{.underline} [1\_\_\_]{.underline}

Special resource teachers/specialists [4]{.underline}
[1\_\_\_]{.underline}

Paraprofessionals [12]{.underline} \_\_\_\_\_\_\_

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

Total number [54]{.underline} \_\_\_\_\_\_\_

12\. Average school student- "classroom teacher" ratio:
[14:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate it 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
student; 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 school need to supply
dropout rates and only high school needs to supply drop-off rates.)

  --------------------- ----------- ----------- ----------- ----------- -----------
                        2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student         97%         97 %        98 %        98 %        98 %
  attendance                                                            

  Daily teacher         87%         94%         93%         94%         93%
  attendance                                                            

  Teacher turnover rate 13%         10%         30%         22%         3%
  --------------------- ----------- ----------- ----------- ----------- -----------

**[Part III Summary]{.underline}**

Ask anyone who goes to Hyer Elementary School \-- or who is a former
student of Hyer \-- for one word that embodies our school, and the word
you\'ll most likely hear is *home*. Many parents of our students are
Hyer alumni and wouldn\'t consider having their children attend any
other school. Parents are the key to what makes Hyer unique.

An outsider who drives up to our school may feel he\'s traveled in a
time machine back to the days of the one-room, red-brick schoolhouse.
This is the kind of place where people wish they had been able to grow
up. It\'s quite the norm to see a mom, in her terry-cloth robe, kiss her
helmet-clad child good-bye as he rides his bike off to school. Dads,
golden retriever on their left and a first grader with an overloaded
backpack on the right, walk by, enjoying the crisp morning air. An
elderly couple, sitting on their front balcony, interrupt their morning
coffee to wave at the youngsters heading to school, perhaps remembering
their own youth.

Is it really possible to have this kind of experience inside a major
metropolitan area in the 21^st^ Century? Yes. Welcome to the world of
Hyer Elementary. Robert S. Hyer Elementary, continuing its 55^th^ year
in a tradition of excellence, is a neighborhood red-brick schoolhouse
\-- albeit, not one-room \-- that sits on 7½ acres of land nestled in a
serene area of Dallas, Texas, called University Park. The families of
our community have high expectations of Hyer, producing an educational
environment second to none.

We believe Hyer\'s uniqueness is borne out of small things ... like dads
who show up every Tuesday morning in the library to teach chess to the
kids; like volunteer mothers in the workroom who make copies, laminate
bulletin board letters and do everything they can to absorb a teacher\'s
\"busy work\" so that our teachers are freed up to do what they do best:
Teach. Parent volunteers abound -- in the cafeteria, the library, the
supply room and in individual classrooms -- further lending that feeling
of home throughout our school. Parental involvement is vital to the life
of our school, and we believe this enriches the child's educational
experience, providing more individual attention and varied classroom
activities.

Academic success and high expectations are staples at Hyer. In 2001,
Hyer received special recognition from then Texas Commissioner of
Education Jim Nelson for being one of eight schools in Texas to receive
an \"Exemplary\" rating for the nine years of the rating system\'s
existence. In 2004, Hyer Elementary was also named to the statewide
Honor Roll Schools list by Just for the Kids and the Texas Business and
Education Coalition for the fourth time for its consistently outstanding
performance in educating students.

But there are many other things that contribute to Hyer\'s uniqueness,
too ... like the auction, carnival and bazaar, which consistently raise
more than \$200,000 each year so that our students might enjoy
enrichment activities otherwise not possible when confined by a public
school budget. Such activities include field trips, classic novels for
individual book club studies, musical instruments for our music program,
AlphaSmarts, desktop computers, math manipulatives and so much more.

The staff at Hyer includes a principal, administrative assistant and
attendance clerk, 45 + teachers, a counselor, a speech and language
specialist, a media center specialist, two physical education teachers,
an R.N., a science lab teacher, a music teacher, an art teacher and a
computer lab teacher. Three cafeteria workers, with the help of
volunteer parents, serve healthful lunches daily. Hyer is also the hub
for a specialized program for children with autism and a PPCD classroom
for our pre-kindergarten students with identified disabilities. After
Care, an on-site before and after school childcare facility, provides
nurturing care for approximately 25 students each day.

Much of our students\' learning comes from unique experiences. They
learn to think as scientists through hands-on experiments and they learn
about important figures in American history by participating in
Biography Day. They learn about colonial America by performing in our
annual musical, \"A Magic Look into the Past,\" and they learn the
spirit of giving by participating in book drives and spearheading toy
drives for the underprivileged. At Hyer, we believe that all students
and teachers endorse our motto, \"I can make a difference in my world.\"

# PART IV - INDICATORS OF ACADEMIC SUCCESS

**1. School Assessment Results**

Hyer Elementary participates in the state assessment system and assesses
students in the areas of reading and math in third and fourth grade and
in writing in grade four. This criterion- referenced test, known as the
Texas Assessment of Knowledge and Skills, or TAKS, was designed to
measure student progress in learning the Texas Essential Knowledge and
Skills.

> Hyer staff, students and parents have partnered together to ensure
> that our students excel to their utmost ability. As evidence to this,
> the passing percentages for reading and math have improved or remained
> outstanding for the past five years.

From 1999 to 2002, Hyer's third- and fourth-grade students scored
consistently 95% or above on the TAAS reading tests. In math during the
same testing period, Hyer students scored 97%. In 2003, the state
replaced the TAAS test with the more rigorous TAKS test. From 2003 to
2004, third- and fourth- grade students scored 99% or above on the TAKS
reading tests. In math, students also scored 99% or above in both third
and fourth grade.

Hyer had no subgroups with more than five students. From 1999-2003, all
students except those that were absent or taking the State Developed
Alternative Assessment (SDAA), have been assessed with TAKS or TAAS.

More information regarding the assessment system can be found at:

http://www.tea.state.tx.us/perfreport/aeis/2004/campus.srch.html

2\. Using Assessment Data

Hyer uses assessment data from many sources and for all sttudents to
determine each student's academic needs in a variety of ways. The Texas
Assessment of Knowledge and Skills (TAKS) is the main source of
assessment data. This is based on the standardized learning objectives
for Texas, the Texas Essential Knowledge and Skills (TEKS). Third- and
fourth-grades take the TAKS, but kindergarten, first-, and second-grade
teachers also teach the TEKS and use assessment data from the Texas
Primary Reading Inventory to ensure student learning. The Texas Primary
Reading Inventory is given twice a year to all of our kindergarten
students and three times a year to each of our first and second grade
students. The results from the TPRI and TAKS assessments are analyzed by
each objective and through item analysis to determine strengths and
weaknesses. Then teachers adjust curriculum according to this data. The
district utilizes math, science, and language arts facilitators who help
teachers analyze and understand the assessment data. These facilitators
also meet with teachers to create alternative instructional methods
according to assessment results. In addition, Hyer provides staff
development (for example, "Data Driven Decisions: Teaching and Assessing
the TEKS to the Depth and Complexity of TAKS") in order to help teachers
learn how to analyze assessments and best meet students' individual
needs. Teachers also use a series of "TEKS Checks," TAKS benchmarks, and
software such as Study Island and the STAR reading test throughout the
school year to assess students' needs throughout the school year.
Teachers remediate and create individual intervention plans and make
modifications to increase students' comprehension, fluency, and word
attack skills as needed. Finally, parents or teachers can nominate
individual students for special programs such as the Talented and Gifted
program, which is assessed through cognitive assessment and classroom
teacher evaluations. Teachers may also perform an informal assessment
for students if dyslexia or other reading difference is in question.
Teachers communicate assessment data to parents so they can understand
their child's needs and are part of the school team.

**3. Communicating Student Performance**

Hyer's school report card (the state accountability report) is sent to
the parents or guardians of all Hyer students and TAKS scores are
printed in the local community newspaper. Additionally, Hyer's TAKS
results are communicated to the public through the district website and
during board meetings, PTA meetings, and Dads' Club meetings. Teachers
make academic requirements regarding TAKS known to parents at the
beginning of each year during "Meet the Teacher" night, and these
requirements are re-emphasized throughout the year during a PTA meeting
and in teacher/parent conferences. Individual student performances are
communicated to parents in report cards each six weeks. Individual TPRI
and TAKS scores are sent home. Depending on the classroom, completed
student work is graded then returned and sent home daily or weekly. If a
student is below expectations, teachers communicate to parents in a
progress report and/or by conference. Teachers also correspond with
parents by e-mail. Hyer encourages parent conferences by increasing the
minimal time required for conferences by 15 minutes. The Talented and
Gifted teacher holds meetings, announced in the weekly newsletter, to
inform parents regarding qualifications and assessment.

# 

#  4. Sharing Successes

The staff members of Hyer Elementary School share our successes with
other schools, as well as educational professionals in a variety of
ways. Some of our teachers are part of a district math and literacy
cadre. These cadres are made up of people from different schools within
our district and focus on math and language arts. This is a great time
for sharing ideas and successes. Many of our teachers have worked on
teams with teachers from other schools to help write curriculum. Some of
our staff attend regular scheduled meetings with teachers and staff from
other schools to discuss and share successes. Our dyslexia/reading
teachers are teaming with Luke Waites Child Development Center of the
Scottish Rite Hospital for Children to pilot a program using a new
curriculum they have developed. We have a strong partnership with Region
X Education Service Center. Through Region X, we are able to work with
educators throughout the area and state. A number of our teachers have
attended workshops to look at different ways to make data-driven
decisions for our reading and math programs and to share our strategies
with other schools. We have a district TV cable channel, as well as a
district and Hyer school website. Our goal is to develop a link on this
website that will communicate ways we are working with students to
ensure they are receiving an excellent education and report on how
successful they are. We have always maintained an open-door policy with
professionals within our district as well as local colleges and
universities to come and observe in our classrooms or do student
teaching. We want to encourage and inspire young people to become
educators.

# PART V CURRICULUM AND INSTRUCTION

1.  **Curriculum Overview**

> Hyer\'s curriculum focuses on preparing each student for a productive
> life in a rapidly changing society and is based on the campus and the
> district's strategic plans. We use a formal, district-wide curriculum,
> written by a cadre of teachers throughout the district to promote,
> instruct, and assess students' progress with state and national
> standards. The following briefly describes the major goals of each
> curricular area:
>
> Reading and Language Arts **--** Solid reading and language arts
> skills are essential for learning in all other areas. Our teachers
> believe that reading is best covered using a three-pronged approach:
> Students read assigned literature, focusing on various reading
> strategies; students read self-selected literature through the
> accelerated reading program; and students listen to read-aloud stories
> by their teacher or a visiting parent. We strive to inspire a
> life-long love of reading, writing, listening and viewing.
>
> Math -- The mathematics curriculum is written based on state and
> national standards. Students solve problems by thinking logically,
> communicating mathematically and working both individually and
> cooperatively. Students learn number sense, space, shape and
> measurement, patterns, relationships, and functions, and chance/data
> analysis.
>
> Science -- Hyer has a strong science program which goes beyond the
> state Texas Essential Knowledge and Skills. Units covering earth, life
> and physical sciences are taught in each grade level, expanding and
> becoming increasingly complex as students go along. Students in grades
> third and fourth have a weekly, hands-on, one-hour lab where they
> explore scientific principles through a discovery approach.
>
> Social Studies --The purpose of the social studies curriculum is to
> empower students to apply critical thinking skills in order to
> participate effectively in their community and the world. Focus areas
> include geography, history, civics, world cultures, economics, and
> current events.

### Art - The elementary art curriculum supports the core curriculum being taught in the regular ed classroom. Focus is placed on art history, the development of ability to critique art, and the production of two- and three-dimensional works of art. Students experiment with a wide variety of media such as oil paint, tempera, paper, crayons and ceramics. Our student artwork has been selected for display in various locations, including the state capitol. 

> Music **-** Students receive a variety of music education experiences
> that enhance the core curriculum. Our music specialist provides
> instruction in vocal and instrumental music. Hyer's students learn to
> read, write and create music. They also glean music appreciation by
> studying several composers and their music throughout the school year.
> Our Music Department produces a variety of musicals per year in our
> auditorium for larger audiences. For example, every third-grade
> student has a role in a holiday program in December, and fourth-
> graders produce a spring play based on colonial history.
>
> Health/Physical Education -- Our elementary students receive
> instruction in health and physical education by a physical education
> major four times per week for 120 minutes. The core of our health and
> physical education curriculum is to develop a lifetime of health,
> wellness, and physical fitness.

**2a. Reading Curriculum**

Hyer's research based reading curriculum, the Highland Park Multisensory
Approach to Language Arts and Reading (HPMALA), follows the Texas
Essential Knowledge and Skills (TEKS) objectives as a foundation. In
accordance with No Child Left Behind and the findings of the National
Reading Panel (NRP) our curriculum is comprised of the following
components: phonemic awareness, phonics, fluency, vocabulary and
comprehension. To ensure student success these components are taught
explicitly and systematically in balanced literacy format. Instruction
includes kinesthetic, visual and auditory techniques to meet
differentiated learning styles. Teachers expose students to a
significant amount of both narrative and expository text. Our students'
success is further enhanced by the various grouping strategies we
employ: whole group, small group, peer pairs, one-on-one and learning
centers. Hyer's vertical alignment throughout the curriculum allows each
year's instruction to be built on the previous year. In this way,
student learning can progress seamlessly throughout kindergarten to
fourth grade.

**3. Science Curriculum**

Hyer Elementary School has developed a science program that emphasizes
experiential learning and is correlated to the Texas Essential Knowledge
and Skills (TEKS). The age-appropriate science experiments motivate
students and require critical thinking and scientific problem-solving.
Students learn the objectives listed in the TEKS through guided
discovery during experiments and hands-on activities. In this program,
students spend 90 or more minutes a week in their classroom and use
skills such as inference and drawing conclusions to investigate key
science concepts. The students also participate in an hour-long science
laboratory classroom that allows for discovery of core concepts in the
Earth, Physical and Life Sciences. The experiments that are performed in
the lab are scheduled as enhancement and enrichment to the regular
classroom teacher's science curriculum. They follow a scope and sequence
for greater continuity. The teacher guides the students through
scientific inquiry in which students perform laboratory investigations.
This allows them to analyze, interpret, and conclude their own results
and explanations. At Hyer, science is not only found in the classrooms
or in the science lab. Our students participate in a yearlong study of
Life Science by growing plants in our greenhouse, observing caterpillars
transform into butterflies in our butterfly garden, and noticing how
science is all around us. Through this curriculum, Hyer students gain a
foundation in science and become aware that science is a part of our
everyday lives.

**4. Instructional Methods**

Our teachers utilize various research based instructional strategies and
approaches to accommodate and improve students' learning.

-   Instruction time for reading, language arts and math is increased,
    according to an individual student's needs, through before and after
    school tutorials.

-   Hyer's dyslexia program, Jump Start, provides intensive, small group
    reading and language arts instruction for students diagnosed as
    dyslexic as well as those with other reading differences. Using
    diverse, scientifically designed materials our dyslexia specialist
    attends to the individual needs of each Jump Start student.

-   Accelerated Reading Instruction (ARI), the state-mandated early
    intervention program for reading, provides at risk students with
    intensive, daily small group instruction with a reading specialist.

-   Third-grade and fourth-grade teachers provide intense reading and
    language arts instruction to at-risk students during "Saturday
    School." These learning clinics are designed to target key
    comprehension components.

-   All teachers use hands-on manipulatives for instruction across the
    curriculum to develop students' problem-solving skills and concept
    mastery.

-   Learning Lab instructs students who require extra help, outside the
    classroom, in their pursuit of reading and math mastery.

-   All students participate in the Accelerated Reader (AR) program
    which awards points to students based on comprehension tests they
    pass after reading books.

-   Scope and sequence in each curriculum area includes a suggested
    "Best Instructional Methods" section. Teacher groups create the
    Scope and Sequence by meeting throughout the school year and during
    the summer.

-   Hyer's teachers utilize a team approach to planning. Grade levels
    work together to help find alternative instructional methods for
    individual students, if needed.

-   Progress monitoring and assessment are integral parts of Hyer's
    instructional methods throughout all grade levels.

## 

## 

## 

## 5. Professional Development

Hyer Elementary's staff development plan is a three-tiered approach with
each tier driven by assessment data. The first tier of the plan
incorporates district level needs and goals with an on-going set of
professional growth activities carried out over time to increase the
effectiveness of all district employees. The second tier involves campus
based leadership committees analyzing campus data and planning campus
development activities based on student needs. Hyer's campus leadership
committee generates staff development activities to support the campus
goals that were identified during the needs analysis process. Each year
the campus staff development plan may change based on the assessment
data we receive during the school year. However, long-range staff
development strands are in place for all teachers in order to increase
the effectiveness of student learning. Differentiation, multi-sensory
learning and the New Jersey Writing Project of Tx are three examples of
staff development strands that Hyer has in place for all teachers to
participate in and complete. The third tier is the individual staff
member's staff development plan and is developed in accordance with the
Self-Directed Appraisal System. The Self-Directed Appraisal System
allows teachers to develop an action research project in their classroom
based on their individual classroom needs. Staff development, based on
best practice, is then directed and developed by the teacher based on
the action research project that he/she has chosen. Finally, each school
year the staff development plans are evaluated using formative and
summative measures to determine the level of reaction from participants,
knowledge of participants, effectiveness of implementation and the
impact on

students.

**[PART VI -- PRIVATE SCHOOL ADDENDUM]{.underline}**

Hyer Elementary is a public school.

This portion of the application does not apply to our school.

**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 | TAAS | TAAS |
|                               |      |      |      |      |      |
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | M    | M    | A    | A    | A    |
|                               | arch | arch | pril | pril | pril |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 67%  | 64%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 99%  | 100% | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 95%  | 100% | 98%  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 111  | 123  | 126  | 112  | 142  |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students            | 2    | 3    | NA   | NA   | NA   |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students           | 10   | 10   | NA   | NA   | NA   |
| alternatively assessed        | 0%\* | 0%\* |      |      |      |
+-------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES\*\***       |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| **White**                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 68%  | 64%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 99%  | 100% | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 95%  | 100% | 98%  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 108  | 119  | 122  | 110  | 141  |
+-------------------------------+------+------+------+------+------+
| **STATE SCORES**              |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 35%  | 26%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 91%  | 89%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 87%  | 86%  | 87%  |
+-------------------------------+------+------+------+------+------+

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 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\* 100% indicates all students eligible for the State Developed
Alternative Assessment were tested

\*\* Scores are masked for fewer than 5 students within a specific
sup-group. Therefore only subgroups with more than 5 students are listed
above.

**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 | TAAS | TAAS |
|                               |      |      |      |      |      |
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | A    | A    | A    |
|                               | pril | pril | pril | pril | pril |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 66%  | 68%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 100% | 100% | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 97   | 100  | 97   |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 108  | 120  | 125  | 112  | 142  |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students            | 0    | 0    | NA   | NA   | NA   |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students           | 10   | 10   | NA   | NA   | NA   |
| alternatively assessed        | 0%\* | 0%\* |      |      |      |
+-------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES\*\***       |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| **White**                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 65%  | 67%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 100% | 100% | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 97%  | 100% | 97%  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 106  | 119  | 121  | 110  | 141  |
+-------------------------------+------+------+------+------+------+
| **STATE SCORES**              |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 25%  | 18%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 90%  | 90%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 87%  | 82%  | 80%  |
+-------------------------------+------+------+------+------+------+

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 3 scores are cumulative, given over the course of the
year to facilitate promotion. By law, if students don't pass the 3^rd^
grade reading test, they are not promoted to the next grade.

\* 100% indicates all students eligible for the State Developed
Alternative Assessment were tested

\*\* Scores are masked for fewer than 5 students within a specific
sup-group. Therefore only subgroups with more than 5 students are listed
above.

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

Subject \_\_[Reading]{.underline}\_ Grade \_\_[4]{.underline}\_\_\_ Test
\_[Texas Assessment of Knowledge and Skills]{.underline}

Edition/publication year \_\_[2004]{.underline}\_\_\_\_\_\_ Publisher
\_[Texas Education Agency]{.underline}\_\_\_

+-------------------------------+------+------+------+------+------+
|                               | TAKS | TAKS | TAAS | TAAS | TAAS |
|                               |      |      |      |      |      |
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | A    | A    | A    |
|                               | pril | pril | pril | pril | pril |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 68%  | 50%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 99%  | 99%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 100% | 100% | 99%  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 126  | 124  | 108  | 141  | 148  |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students            | 1    | 1    | NA   | NA   | NA   |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students           | 10   | 10   | NA   | NA   | NA   |
| alternatively assessed        | 0%\* | 0%\* |      |      |      |
+-------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES\*\***       |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| **White**                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 69%  | 50%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 99%  | 99%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 100% | 100% | 97%  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 125  | 121  | 100  | 139  | 148  |
+-------------------------------+------+------+------+------+------+
| **STATE SCORES**              |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 25%  | 17%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 85%  | 85%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 92%  | 90%  | 89%  |
+-------------------------------+------+------+------+------+------+

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 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\* 100% indicates all students eligible for the State Developed
Alternative Assessment were tested

\*\* Scores are masked for fewer than 5 students within a specific
sup-group. Therefore only subgroups with more than 5 students are listed
above.

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

Subject \_\_[Math]{.underline}\_ Grade \_\_[4]{.underline}\_\_\_ Test
\_[Texas Assessment of Knowledge and Skills]{.underline}

Edition/publication year \_\_[2004]{.underline}\_\_\_\_\_\_ Publisher
\_[Texas Education Agency]{.underline}\_\_\_

+-------------------------------+------+------+------+------+------+
|                               | TAKS | TAKS | TAAS | TAAS | TAAS |
|                               |      |      |      |      |      |
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | A    | A    | A    | A    | A    |
|                               | pril | pril | pril | pril | pril |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 75%  | 61%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 100% | 99%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 100% | 100% | 100% |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 126  | 123  | 108  | 141  | 148  |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 100% | 100% | 100% | 100% | 100% |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students            | 1    | 1    | NA   | NA   | NA   |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Percent of students           | 10   | 10   | NA   | NA   | NA   |
| alternatively assessed        | 0%\* | 0%\* |      |      |      |
+-------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES\*\***       |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| **White**                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 75%  | 61%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 100% | 99%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 100% | 100% | 100% |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 125  | 121  | 104  | 139  | 148  |
+-------------------------------+------+------+------+------+------+
| **STATE SCORES**              |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Commended Performance  | 21%  | 15%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAKS)%Met Standard           | 86%  | 87%  | NA   | NA   | NA   |
+-------------------------------+------+------+------+------+------+
| (TAAS)%Met Minimum Standards  | NA   | NA   | 94%  | 91%  | 87%  |
+-------------------------------+------+------+------+------+------+

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 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\* 100% indicates all students eligible for the State Developed
Alternative Assessment were tested

\*\* Scores are masked for fewer than 5 students within a specific
sup-group. Therefore only subgroups with more than 5 students are listed
above.