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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal : Mrs. Nancy Jane Knowles

Official School Name: Highland Park Elementary

School Mail Address: 4900 Fairview Drive

Austin, Texas 78731-5422

County: Travis State School Code Number: 207-901-119

Telephone: (512) 414-2090 Fax: (512) 414-2626

Website: www.hipark.austinisd.org E-mail: jknowles@austinisd.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 accurate.

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

(Principal's Signature)

Name of Superintendent: [Dr. Pat Forgione]{.underline}

District Name: Austin Independent School District Telephone Number:
(512) 414-1700

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: [Mr. Doyle Valdez]{.underline}

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 74 Elementary schools

17 Middle schools

0 Junior high schools

12 High schools

[9]{.underline} Other

112 TOTAL

2\. District Per Pupil Expenditure: [\$8,677]{.underline}

Average State Per Pupil Expenditure: [\$8,916]{.underline}

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

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

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

4\. [7]{.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**

  **PreK**                                                  **7**                             

  **K**       34        52                     **86**       **8**                             

  **1**       40        37                     **77**       **9**                             

  **2**       52        43                     **95**       **10**                            

  **3**       56        45                     **101**      **11**                            

  **4**       40        35                     **75**       **12**                            

  **5**       41        37                     **78**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   512
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 80% White

the students in the school: 2% Black or African American

11% Hispanic or Latino

7 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      9
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    13
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 512
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0253906
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3%]{.underline}

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

Number of languages represented: [3]{.underline}

Specify languages: Spanish, Farsi, Filipino

9\. Students eligible for free/reduced-priced meals: [6%]{.underline}

Total number students who qualify: [29]{.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: [7%]{.underline}

[37]{.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. Do not add additional categories.

1 Autism Orthopedic Impairment

Deafness 8 Other Health Impaired

Deaf-Blindness 15 Specific Learning Disability

4 Emotional Disturbance 9 Speech or Language Impairment

Hearing Impairment Traumatic Brain Injury

> Mental Retardation Visual Impairment Including Blindness
>
> Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) 1 1

Classroom teachers 30 2

Special resource teachers/specialists 5

Paraprofessionals 16

> Support staff [4]{.underline}
>
> Total number **56 3**

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

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

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

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

  Daily teacher attendance   97%         97%         96%         97%         96%

  Teacher turnover rate      13%         7%          7%          12%         7%
  -------------------------- ----------- ----------- ----------- ----------- -----------

**\* Indicates that data is NOT available due to a system change.**

**PART III ‑ SUMMARY**

Built in 1952, Highland Park Elementary looks nothing like the school
facilities built today. Although the building is dated, visitors are
more aware of the shine on the old tile floor, the displayed evidence of
student involvement, and the welcoming sense of belonging shared by all
those in the school community. Our greatest strength is the community
commitment of working together to help [all]{.underline} students
discover their passion for learning and develop the skills needed to
succeed. We provide a positive and productive learning environment that
enables every student to achieve and exceed state and district
expectations. Commitment is illustrated through dedicated teachers with
an average of 18 years of experience, involved parents who contribute
over 14,000 volunteer hours each year, custodians who greet students by
name, an office staff that makes even the most hesitant parent feel
comfortable, neighbors who mentor students with special needs, and
administrators who facilitate decisions based on what is best for
children.

Highland Park's vision is best shared through our Mission Statement.
Faculty, students, and parents chose to communicate the school's
educational philosophy through our Scottie Dog mascot:

*S* uccess: the opportunity to succeed

*C* itizenship: responsible members of the American society and world
community

*O* pportunity: the opportunity to learn and grow in a caring atmosphere

*T* echnology: a world-class technology system

*T* eamwork: a partnership of students, staff, parents, and community

*I* nnovation: creative ideas to meet the needs of today's students

*E* xcellence: mastery and achievement beyond basic curriculum

*S* olutions: problem solvers to prepare for the future

Team commitment to creatively meet student needs is a Highland Park
tradition and this philosophy is reinforced through every school
interaction. Students acknowledge their own commitment daily as they
recite the Scottie Pledge: "I am a Highland Park Scottie. I am a partner
in my education. I pledge to make decisions that will help me become the
best person I can be."

Our school-wide CLASS program is just one example of teacher and parent
teams working together for children. CLASS, *Character, Leadership,
Active Minds, Skills, and Service*, is integrated throughout the
academic curriculum to ensure we are educating the whole child:

*C* -- Emphasis on the ethical pillars of *Character Counts*

Safe Place's *Bullyproof* and *Quit It!* Curriculum

*L* -- Leadership groups such as Student Council, Leadership Austin
Kids, School Mail Team

*A* -- Exploration of individual learning strengths and needs using *The
Mind That's Mine*

*S* - Skill development for working in a group and making the best of
our learning strengths

*S* -- Service opportunities to develop a lifelong commitment to helping
others

437 students have completed a total of over 6,000 hours of community
service

One highlight of CLASS is *Family Groups*. Beginning in second grade,
each student is assigned to a vertical team of students who will be his
or her permanent *Family Group* at Highland Park. These vertical family
teams meet monthly with their family teacher to build relationships,
address student concerns, and discuss issues of character and
cooperative learning. As in any family, students come to understand and
accept one another, regardless of grade levels and individual
differences. Through CLASS, students gain personal insight and skills.
They are eager and confident facing academic challenges because they
feel accepted and valued in their learning environment.

At the heart of Highland Park's success is a sense of ownership. Each
member of the school community has a vested interest in continuing a
heritage of excellence. We believe in the future of quality public
education and are actively engaged in the preparation of today's
students for this new century.

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

**1. Assessment Results: Reading and Math**

Like children in all public schools in the state of Texas, Highland
Park's students in third through fifth grade are assessed annually
through the Texas Assessment of Knowledge and Skills (TAKS) to evaluate
mastery of the Texas Essential Knowledge and Skills (TEKS) state
curricula. TAKS consists of questions designed to measure problem
solving, critical thinking, processing, and application of knowledge and
skills in specific content areas. These include annual assessment of
reading and math, writing in fourth grade, and science in fifth grade.
As mandated by the 76^th^ Texas Legislature in 1999, Texas schools
replaced the old Texas Assessment of Academic Skills (TAAS) with the
TAKS in 2002-- 2003. The new assessment has proven to be more
challenging, but Highland Park students continue to rise to the
challenge. Additional information regarding the Texas state assessment
system can be found at:
[www.tea.state.tx.us/student.assessment]{.underline}

Student assessment results are reported according to the
state-established passing percentage defined as Meeting the Standard.
Students in this category achieved a scaled score of at least 2100 on
the 2005 assessment and can be assumed to have sufficient understanding
of the knowledge and skills measured by TAKS in the subject area at
their particular grade level. In addition, students can achieve
Commended Performance with a scaled score of at least 2400 on the
assessment, meaning they answer at least 90% of the test items
correctly. Commended Performance is recognized as high academic
achievement at a level considerably above the state passing standard.
Since the TAKS was implemented in the spring of 2003, 98 -- 100% of our
third, fourth, and fifth grade students have met the standards on the
reading assessment while 97 -- 99% have met the standards on the math
assessment. The majority of our subgroups are too small to measure, but
our Hispanic and Asian populations scored at a level equal to or higher
than our overall school population. During the same 2003--2005 period,
the number of Highland Park third through fifth graders achieving
Commended Performance has increased significantly each year. Commended
Performance levels in Reading rose from 49% in 2003 to 58% in 2005,
while Math rose from 30% to 41% over those same three years. In 2005
alone, an outstanding 75% of third graders achieved Commended
Performance in Reading and 56% of fifth graders reached Commended
Performance in Science. Documentation for Highland Park's assessment
performance can be found at:
[http://www.tea.state.tx.us/perfreport/aeis/2005/index.html]{.underline}
[http://www.tea.state.tx.us/student.assessment/reporting/taksagg/yr0405/index.html]{.underline}

According to the Texas Accountability Rating System, schools are rated
as Exemplary, Recognized, Acceptable, or Low-Performing based on overall
campus passing rates in each tested area. Highland Park has received the
highest recognition as an Exemplary School for all but one year since
the state began the rating system. Only 4% of Texas public schools and
four schools in the Austin Independent School District (AISD) received
an Exemplary Rating for 2004-2005. Texas also awards Gold Performance
Acknowledgements for high rates of Commended Performance on assessment
results. Highland Park led the AISD in 2005 with the greatest number of
Gold Performance Acknowledgements earning Commended recognition in
Reading, Mathematics, Writing, and Science; Comparable Improvement in
Reading; and recognition for Attendance. These outstanding levels of
achievement across all academic areas confirm Highland Park's daily
commitment to excellence in all subjects for all students.

**2. Using Assessment Results:**

The consistently high level of performance on state assessments can be
linked to Highland Park's use of a variety of assessment tools and
procedures throughout the school year and across grade-levels. Teachers
identify strengths and weaknesses and tailor curriculum activities
accordingly to meet the needs of all students on campus. In addition to
the Texas Assessment of Knowledge and Skills (TAKS), teachers use
information gathered from benchmark tests, teacher-created tests,
achievement tests, anecdotal records, observations, journals and
portfolios to provide instruction targeting specific student needs which
results in exemplary performance by all students.

Assessment results are essential components of the continuous process
employed at Highland Park to identify student needs, guide instruction,
and evaluate performance. Prior to the start of school, teachers review
student information including standardized test scores, report cards,
portfolios, parent information, and prior teacher records. In the
primary grades, the Texas Primary Reading Inventory (TPRI) and
Developmental Reading Assessment (DRA) are used to identify students
needing additional support for early reading skills. Students in upper
grades are assessed with multiple tools including the MAT- 7. Students
may leave their homerooms for part of the school day to work with
another grade-level teacher skilled in meeting their behavioral or
learning style needs. Teachers also use assessment data to select some
students for small group instruction with a Reading or Math Specialist.
After analyzing data, the Specialist works to address the needed skills
and concepts for each student. This system offers additional support for
students to master required concepts and skills.

The Campus Advisory Council (CAC), composed of staff, parents, and
community representatives, use TAKS assessment results to write the
Campus Improvement Plan (CIP) which is a tool to set goals for school
performance in specific curriculum areas. Objectives are established to
target improvement in instructional strategies and activities in order
to improve student and school performance.

**3. Communicating Assessment Results**

Success at Highland Park is founded on our strong team of staff,
parents, students and community. Effective and continuous communication
among these team members contributes to the high level of achievement by
individual students and our exemplary school performance. To begin the
year, parents are provided TEKS learning guides outlining the curriculum
for the year and a Student Handbook containing Accountability Ratings.
Teachers host "Back-to-School Night" to describe school and classroom
goals for parents. Older students are encouraged to set their own
academic goals and guided to recognize their progress throughout the
year. Teachers share student performance through individual conferences,
data folders, written communication, student/teacher created rubrics,
analysis of standardized tests and benchmark tests, and classroom
assessments.

Communication with parents is ongoing. Weekly folders go home containing
homework, completed student work, graded papers, letters from classroom
teachers, and other school or PTA information. The Scottie Weekly Reader
provides a comprehensive look at the calendar for two weeks with school
events, community announcements, and an update from the Principal.
Teachers have daily planning and conference periods for team meetings,
parent meetings, phone calls, or e-mail correspondence. Report cards and
standardized test results go home to parents and school-wide results are
posted on the school website. The school's yearly Report Card including
the *Adequate Yearly Progress* *Report* and *Highly Qualified Teacher*
*Report* outlines performance based on state and federal standards.

Rich informal communication of results takes place across campus with
both parents and students. The Principal holds Brown Bag Lunches with
parents to share assessment results and other information related to
school performance. The Campus Advisory Council meets monthly to discuss
school issues. PTA members and staff submit information related to
school events and school performance to the local neighborhood newspaper
and neighborhood association publications. Students, themselves, receive
continuous classroom feedback to guide them as they work to develop
academic and behavioral skills. Teachers provide tools for students to
practice evaluating their personal work and their actions so they can
begin to assess their own performance.

**4. Sharing Success**

Highland Park enjoys visits from schools throughout the state and
nation. Recently, a team came from Arkansas to observe our integration
of technology in the classroom and our student production and
presentation goals in the Computer Lab. Our website allows us to share
technology and instructional units as students post their written
products and creations. Teachers receive emails from around the world
asking for details and plans to implement similar units.

Each semester, experienced faculty and staff members host interns and
student teachers from the University of Texas, St. Edward's University,
and Texas State University. Most interns request to stay at Highland
Park for their student teaching semester because of the receptive
attitude and caring support of our teaching teams. This partnership
fosters a learning community in which new educators learn from
experienced mentors while sharing with us the latest research about
classroom instruction and techniques.

Faculty members present training sessions at the district, regional,
state, and national level. Trainers facilitate for nationally recognized
programs such as *Character Counts*, *MTA/Basic Language Skills*, and
*Schools Attuned*. In addition to training and writing curriculum for
our campus and district, teachers have also been commissioned to write
and present for organizations including the National Council for the
Social Studies, Capitol Restoration Project, Bob Bullock Texas State
History Museum, Heritage Society of Austin, and the Lower Colorado River
Authority.

Our collegial philosophy emphasizes team efforts while valuing each
individual. Many of our faculty meetings feature a team of teachers
sharing expertise with the staff. We are willing and able to share
successful practices beyond our school community. Our last two Teacher
of the Year nominees were selected as district semi-finalists and served
on the A.I.S.D. Superintendent's Teacher Advisory Forum.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Though our core curriculum centers on state and district mandates,
teachers add their own strengths and experiences to develop a cohesive
school program that meets community needs and results in meaningful
learning and high achievement. Training in *Principles of Learning*
helps teachers focus, implement, and assess a rigorous curriculum with
clear expectations.

The essence of planning and implementation is a collegial approach.
Teachers with needed expertise head vertical teams to examine assessment
data, generate solutions for student needs, and ensure effective
curriculum alignment. Our Math Team, for example, recognized students
scored relatively low on TAKS items related to measurement. They worked
with grade level teachers to redesign lessons that strengthen those
skills.

A collegial approach also enables teachers to integrate **Special
Areas** of the curriculum, including Art, Music, P.E., Spanish,
Technology, and the Library. During third grade's study of the Middle
Ages, for example, students discuss artists of the Renaissance, perform
folk dances of the period, examine Spain's rise as a world power,
research period society and customs, develop slide shows based on
medieval myths, and create related crafts including calligraphy and
stained glass. In addition to supporting grade level units, Special Area
teachers strive to develop lifetime enthusiasm and basic skills that
encourage students to actively pursue creative and athletic interests.

Teachers structure *Balanced Literacy* classrooms to deliver an
integrated **Language Arts** program that includes effective listening
and speaking, reading, writing, English, spelling, handwriting, and
theater arts. In addition to assessing and teaching specific skills,
teachers strive to produce lifetime readers who can communicate
effectively. Students enjoy a wide variety of good literature and use
language in many meaningful ways. Every grade level offers many
opportunities for students to share communication skills. Fourth
graders, for example, share writings in Author's Chair, enter poetry and
essay contests, and can choose to produce fairy tale plays,
Depression-Era radio broadcasts, or their favorite scenes from
Shakespeare's plays.

Reflecting our Mission Statement, **Math** curriculum emphasizes
"solutions" and developing problem solvers who are prepared for the
future. Students must demonstrate the ability to reason, solve problems,
and apply mathematical knowledge to everyday experiences. Structured
presentation of concepts maximizes student understanding by providing
activities at the appropriate Piagetian level of understanding. Lessons
begin with the concrete level in which students depend on models and
manipulatives as they explore concepts. Teachers then incorporate
pictorial and symbolic linking experiences and finally move students to
the abstract manipulation of numerical and mathematical symbols. Student
understanding goes beyond the algorithm to the underlying reasoning.

Grade level teams alternate **Science and Social Studies** or integrate
the two in cross-curricular units. Instructional strategies emphasize
hands-on lab activities, primary source artifacts, and divergent student
products. Many classroom units are built on research-based kits from
FOSS -- Full Option Science System and AIMS -- Activities Integrating
Math and Science. Students utilize higher-order thinking skills working
in cooperative groups to predict, research, conduct experiments, and
present inferences about their observations. Teachers guide group and
individual progress through questioning strategies based on Bloom's
Taxonomy. Such successful practices result in excellent Social Studies
Benchmark scores, outstanding TAKS Science scores, over 200 students
participating annually in our Science Fair, and nine out of our twelve
District Invention Fair entries coming home with prize ribbons.

Curriculum at Highland Park is never static. Teachers keep up with the
latest research on curriculum and instruction through workshops,
district committees, and sharing with other colleagues. We are currently
charting and examining our grade level enrichment units to ensure that
each activity is purposeful and truly a valuable use of limited
classroom time.

**2. Reading Curriculum:**

Reading builds the foundation for lifetime learning, so Highland Park
teachers provide meaningful literacy experiences and closely monitor
students' reading progress. Beginning in Kindergarten, students enjoy a
print-rich environment that encourages natural language acquisition.
Teachers read to and with students on a daily basis. They select from
picture books, texts, poetry, and award-winning novels to provide
appropriate literature that captures student interest.

Frequent assessment using daily informal observations and formal data
from the Flynt Cooter, Developmental Reading Assessment, and Texas
Primary Reading Inventory allows teachers to individualize reading
skills instruction. First grade teachers reinforce reading skills using
Spalding phonics and spelling. Second and third grade provide additional
support through Project Read. Based on assessment, students may be
pulled for dyslexia intervention with our Reading Specialist, after
school tutoring to fill in missing skills, or intensive MTA/Basic
Language Skills instruction through Special Education. Upper grades
continue reading support through needs groups, Reading Workshop, and
structured vocabulary development.

All grade levels encourage a love of literature by varying the genre and
instructional settings to appeal to diverse learners. Classroom units
include Ice Cream Readers, Reading Counts, Literature Circles, novel or
author studies, and Book Clubs. All reading units tie directly into both
a writing and a speaking component to reinforce the connectedness of
communication.

Highland Park's Librarian increases student enthusiasm for reading
through our annual Book Fair, author visits, book talks, *Texas 2 x 2
Books* for younger readers, and *Texas Bluebonnet Books* for third
through fifth graders. This past year, 131 students read at least five
Bluebonnet novels, non-fiction, and picture books to be eligible to vote
for their favorite in the state-wide election.

**3. Social Studies Curriculum:**

Comprehensive Social Studies units are designed to integrate history,
geography, government, economics, literature, technology, character
education, and presentation skills. Fourth Grade, for example, opens
with a teacher-developed unit entitled *Texas from the Ground Up* which
includes completion of the FOSS Earth Materials kit, analysis of soil
and vegetation samples from across Texas, student maps of Texas
geographic regions, PowerPoint presentations on endangered species in
each region, examination of census records to determine the most common
occupations in the regions, research and discussions on how these
occupations and human behavior brought about the need for local and
state government, and study of historical novels such as *Old Yeller*
and *Tales From the Homeplace*.

Primary source materials such as letters, census records, journals, old
photographs, period maps, and household artifacts prove that significant
citizens such as Sam Houston and George Washington Carver are not just
names in a textbook. People from the past also serve as role models when
students understand they were ordinary people who used their talents and
resources to achieve extraordinary goals. Even heroes are not perfect
and everyone must overcome weaknesses. The natural extension of this
understanding is for students to realize their own potential for
contributing to society. Our CLASS program provides students with their
first opportunities to use personal talents and resources to help
others. Examples of service projects this past year include collecting
funds for Katrina victims, writing letters to service personnel in Iraq,
and creating table decorations for Hospice.

Teachers reach beyond American history through enrichment units on
Japan, the Middle Ages, and Ancient Greece. Fifth grade students examine
Greek culture and its contributions to modern society through
instructional activities including a vocabulary unit highlighting Greek
roots, comparison of ancient and modern systems of government, art
projects based on Greek artifacts, and productions of teacher-written
plays based on Greek myths. Many fifth-graders qualify to take the
National Mythology Examination and at least one-third of those earn
medals each year for scoring 98% - 100%.

**4. Instructional Methods:**

Highland Park's instructional organization facilitates our philosophy of
working together to maximize each student's achievement. Most students
spend a large portion of their instructional day in heterogeneous
homerooms. Beginning in second grade, however, they may leave their
homerooms for part of each day to work in flexible needs groups for math
and language arts instruction. This combination of experiences and
collegial teacher planning ensure all students engage in challenging
activities that reflect their learning styles and strengths.

If alternative approaches or classroom modifications prove unsuccessful,
teachers may utilize *Schools Attuned* strategies, provide individual
tutoring, or refer the student to our IMPACT committee to determine if
additional intervention is needed. Possible student assistance includes
dyslexia or dysgraphia testing, providing technology tools, bringing in
district behavioral specialists, group sessions with our Reading or Math
specialist, 504 designation, or referral to Special Education.

Special Education teachers work as part of our grade level teams so
students can be mainstreamed or placed in inclusion classes for most of
their day. Almost all of our identified Special Education students spend
only the language arts block in a resource setting receiving MTA/Basic
Language Skills or specialized writing instruction.

All students benefit from an enriched curriculum that includes
individual choices for extensions and grade level cross-curricular
units. Most Highland Park teachers are certified to teach Gifted and
Talented students and all have been trained to differentiate instruction
by one of our colleagues who was selected as District Gifted and
Talented Teacher of the Year in 2001. In addition to these
opportunities, students formally identified as Gifted and Talented work
together with the principal to achieve goals outlined in the AISD *G/T
Curriculum Scope and Sequence*.

**5. Professional Development:**

Highland Park is a community of learners and our teachers engage in
professional learning on a daily basis through developing innovative
methods with students, observing in other classrooms, planning with
colleagues, and working on campus committees. In addition to formal
district-directed staff development, all Highland Park teachers
participate in faculty-planned training programs after school or in the
summers. A vertical Staff Development team evaluates teacher-identified
needs based on the most current assessment results as well as district
and state goals. Recent professional development opportunities have
included incorporating new technology into student presentations,
implementing changes in the Special Education referral process and
available services, and helping students deal with anxiety and learn to
focus effectively.

Our dedication to student success and the increasing number of children
with special needs and learning differences has led to Highland Park's
commitment to implementing Dr. Mel Levine's *Schools Attuned*. Grants
and P.T.A. funding have enabled the majority of our teachers to complete
this intense training and "attune" many of our students. The attuning
process educates children and their families to understand the way they
learn and develop strategies enabling them to be more successful. Our
entire faculty participated in a book study of Dr. Levine's bestseller,
*A Mind at a Time,* and interested parents attended a teacher-led series
of sessions outlining Dr. Levine's neurological constructs.

Individual teachers also pursue training at conferences and workshops
and then return to campus and share with colleagues. The teachers
training teachers model allows our faculty to efficiently and
effectively stay up to date with research and best practices on learning
differences, student needs, and achieving success for all students.

###### PART VII - ASSESSMENT RESULTS 

Subject **Reading** Grade **3** Test **Texas Assessment of Knowledge and
Skills**

Edition/Publication Year **2004-05** Publisher **Texas Education
Agency**

+--------------------------------------------+-------+-------+-------+
|                                            | 2004  | 2003  | 2002  |
|                                            | -2005 | -2004 | -2003 |
+--------------------------------------------+-------+-------+-------+
| Testing month February and April           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| **SCHOOL SCORES\***                        |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards**\*** | 100   | 99    | 100   |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards**\***        | 75    | 53    | 54    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 76    | 80    | 83    |
+--------------------------------------------+-------+-------+-------+
| Percent of total students tested           | 93    | 95    | 93    |
+--------------------------------------------+-------+-------+-------+
| Number of students alternatively assessed  | 6     | 4     | 6     |
+--------------------------------------------+-------+-------+-------+
| Percent of students alternatively assessed | 7     | 5     | 7     |
+--------------------------------------------+-------+-------+-------+
| ####  SUBGROUP SCORES                      |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 1\. **Economically Disadvantaged**         |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 2\. **African American**                   |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 3\. **White**                              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       | 100   | 99    | 100   |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              | 75    | 53    | 54    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 66    | 73    | 73    |
+--------------------------------------------+-------+-------+-------+
| 4\. **Hispanic**                           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+

**\-\-\--Scores are masked to protect confidentiality \*Small numbers of
students in other ethnic groups included in the TOTAL tested.**

Subject **Mathematics** Grade **3** Test **Texas Assessment of Knowledge
and Skills**

Edition/Publication Year **2004-05** Publisher **Texas Education
Agency**

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month February and April                                      

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    95          100         100

  \% At Exceeds State Standards**\***           33          44          20

  Number of students tested                     79          80          88\*

  Percent of total students tested              94          95          97

  Number of students alternatively assessed     5           4           2

  Percent of students alternatively assessed    6           5           3

  ***SUBGROUP SCORES***                                                 

  1\. **Economically Challenged**                                       

  \% At or Above Meets State Standards                                  

  \% At Exceeds State Standards                                         

  Number of students tested                                             

  2\. **African American**                                              

  \% At or Above Meets State Standards                                  

  \% At Exceeds State Standards                                         

  Number of students tested                                             

  3\. **White**                                                         

  \% At or Above Meets State Standards          96          100         100

  \% At Exceeds State Standards                 30          45          22

  Number of students tested                     69          73          79

  4\. **Hispanic**                                                      

  \% At or Above Meets State Standards                                  

  \% At Exceeds State Standards                                         

  Number of students tested                                             
  --------------------------------------------- ----------- ----------- -----------

**\*Small numbers of students in other ethnic groups included in the
TOTAL tested.**

Subject **Reading** Grade **4** Test **Texas Assessment of Knowledge and
Skills**

Edition/Publication Year **2004-05** Publisher **Texas Education
Agency**

+--------------------------------------------+-------+-------+-------+
|                                            | 2004  | 2003  | 2002  |
|                                            | -2005 | -2004 | -2003 |
+--------------------------------------------+-------+-------+-------+
| Testing month February and April           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| **SCHOOL SCORES\***                        |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards**\*** | 99    | 99    | 99    |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards**\***        | 47    | 47    | 43    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 78    | 77    | 75    |
+--------------------------------------------+-------+-------+-------+
| Percent of total students tested           | 98    | 95    | 94    |
+--------------------------------------------+-------+-------+-------+
| Number of students alternatively assessed  | 2     | 4     | 5     |
+--------------------------------------------+-------+-------+-------+
| Percent of students alternatively assessed | 2     | 5     | 6     |
+--------------------------------------------+-------+-------+-------+
| ####  SUBGROUP SCORES                      |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 1\. **Economically Disadvantaged**         |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 2\. **African American**                   |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 3\. **White**                              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       | 99    | 99    | 98    |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              | 48    | 47    | 45    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 71    | 69    | 65    |
+--------------------------------------------+-------+-------+-------+
| 4\. **Hispanic**                           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+

**\-\-\-- Scores are masked to protect confidentiality. \*Small numbers
of students in other ethnic groups included in the TOTAL tested.**

Subject **Mathematics** Grade **4** Test **Texas Assessment of Knowledge
and Skills**

Edition/Publication Year **2004-05** Publisher **Texas Education
Agency**

+--------------------------------------------+-------+-------+-------+
|                                            | 2004  | 2003  | 2002  |
|                                            | -2005 | -2004 | -2003 |
+--------------------------------------------+-------+-------+-------+
| Testing month February and April           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| **SCHOOL SCORES\***                        |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards**\*** | 97    | 97    | 99    |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards**\***        | 44    | 23    | 22    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 78    | 79    | 76    |
+--------------------------------------------+-------+-------+-------+
| Percent of total students tested           | 97    | 96    | 94    |
+--------------------------------------------+-------+-------+-------+
| Number of students alternatively assessed  | 2     | 3     | 5     |
+--------------------------------------------+-------+-------+-------+
| Percent of students alternatively assessed | 3     | 4     | 6     |
+--------------------------------------------+-------+-------+-------+
| ####  SUBGROUP SCORES                      |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 1\. **Economically Disadvantaged**         |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 2\. **African American**                   |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 3\. **White**                              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       | 97    | 97    | 98    |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              | 41    | 25    | 22    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 70    | 71    | 64    |
+--------------------------------------------+-------+-------+-------+
| 4\. **Hispanic**                           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+

**\*Small numbers of students in other ethnic groups included in the
TOTAL tested.**

Subject **Reading** Grade **5** Test **Texas Assessment of Knowledge and
Skills**

Edition/Publication Year **2004-05** Publisher **Texas Education
Agency**

+--------------------------------------------+-------+-------+-------+
|                                            | 2004  | 2003  | 2002  |
|                                            | -2005 | -2004 | -2003 |
+--------------------------------------------+-------+-------+-------+
| Testing month February and April           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| **SCHOOL SCORES\***                        |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards**\*** | 100   | 100   | 100   |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards**\***        | 51    | 62    | 49    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 69    | 71    | 77    |
+--------------------------------------------+-------+-------+-------+
| Percent of total students tested           | 93    | 91    | 93    |
+--------------------------------------------+-------+-------+-------+
| Number of students alternatively assessed  | 5     | 7     | 6     |
+--------------------------------------------+-------+-------+-------+
| Percent of students alternatively assessed | 7     | 9     | 7     |
+--------------------------------------------+-------+-------+-------+
| ####  SUBGROUP SCORES                      |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 1\. **Economically Disadvantaged**         |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 2\. **African American**                   |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 3\. **White**                              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       | 100   | 100   | 100   |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              | 55    | 61    | 51    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 61    | 61    | 72    |
+--------------------------------------------+-------+-------+-------+
| 4\. **Hispanic**                           |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At or Above Meets State Standards       |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% At Exceeds State Standards              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  |       |       |       |
+--------------------------------------------+-------+-------+-------+

**\* Small numbers of students in other ethnic groups included in the
TOTAL tested.**

Subject **Mathematics** Grade **5** Test **Texas Assessment of Knowledge
and Skills**

Edition/Publication Year **2004-05** Publisher **Texas Education
Agency**

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month February and April                                      

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    100         100         100

  \% At Exceeds State Standards**\***           47          51          47

  Number of students tested                     68          72          78

  Percent of total students tested              93          95          95

  Number of students alternatively assessed     5           4           4

  Percent of students alternatively assessed    7           5           5

  ***SUBGROUP SCORES***                                                 

  1\. **Economically Disadvantaged**                                    

  \% At or Above Meets State Standards                                  

  \% At Exceeds State Standards                                         

  Number of students tested                                             

  2\. **African American**                                              

  \% At or Above Meets State Standards                                  

  \% At Exceeds State Standards                                         

  Number of students tested                                             

  3\. **White**                                                         

  \% At or Above Meets State Standards          100         100         100

  \% At Exceeds State Standards                 49          54          51

  Number of students tested                     61          61          72

  4\. **Hispanic**                                                      

  \% At or Above Meets State Standards                                  

  \% At Exceeds State Standards                                         

  Number of students tested                                             
  --------------------------------------------- ----------- ----------- -----------

**\*Small numbers of students in other ethnic groups included in the
TOTAL tested.**