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

*U.S. Department of Education*

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

Name of Principal [Mrs. Mary Ann Bargmann]{.underline}

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

Official School Name [Mary Alice Skaggs Elementary School]{.underline}

(As it should appear in the official records)

Mailing Address [3201 Russell Creek Dr.]{.underline}

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

# [Plano \_\_\_\_\_\_ \_\_\_ \_TX \_\_\_\_ \_\_\_75025-4044\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Collin]{.underline} School Code Number [043-910-133]{.underline}

Telephone [(469) 752-3300]{.underline} Fax [(469) 752-3301]{.underline}

Website/URL <http://k-12.pisd.edu/schools/skaggs> E-mail
<mbargma@pisd.edu>

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. Doug Otto]{.underline}

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

District Name [Plano]{.underline} Tel. [(469) 752-8100]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Duncan Webb]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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: \_\_[42]{.underline}\_ Elementary
schools

\_\_[12]{.underline}\_ Middle schools

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

\_\_\_[8]{.underline}\_ High schools

\_\_\_[5]{.underline}\_ Other

\_\_[67\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_
[\$10,391.00]{.underline}\_(Actual financial data from funds)

Average State Per Pupil Expenditure: \_\_[\$8916.00]{.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\. \_[1]{.underline} Number of years the principal has been in her/his
position at this school.

\_[6.5]{.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:

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

  **PreK**                                                  **7**                             

  **K**       66        53                     **119**      **8**                             

  **1**       52        72                     **124**      **9**                             

  **2**       61        51                     **112**      **10**                            

  **3**       64        54                     **118**      **11**                            

  **4**       50        65                     **115**      **12**                            

  **5**       43        54                     **97**       **Other**   1         1           **2**

  **6**                                                                                       

                                    **TOTAL                                                   **687**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of \_[38]{.underline} % White

the students in the school: \_ [3]{.underline} % Black or African
American

\_ [3]{.underline} % Hispanic or Latino

\_[56]{.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      16
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      24
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    40
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 776
                            the school as of October 1  

  **(5)**                   Total transferred students  0.05
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school:
\_\_[13]{.underline}\_\_\_%

\_\_[106]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[20]{.underline}\_\_\_\_

Specify languages: Bengali, Cantonese, Chaochow, Farsi, Hindi, Japanese,
Kannada, Korean, Mandarin, Marathi, Polish, Spanish, Taiwanese, Tamil,
Telugu, Thai, Tigrinya, Turkish, Urdu, and Vietnamese

9\. Students eligible for free/reduced-priced meals:
\_\_[3]{.underline}\_\_\_\_\_%

Total number students who qualify: \_\_[21]{.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:
\_\_\_[6]{.underline}\_\_\_\_%

\_\_\_[41]{.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.

\_\_[5]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[9]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[5]{.underline}\_Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance \_[18]{.underline}\_Speech or
Language Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_[1]{.underline}\_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) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[34]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[21]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

> Support staff \_\_\_[5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[69]{.underline}\_\_\_ \_\_\_[2]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[20:1]{.underline}\_\_\_

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

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

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

  Daily teacher attendance  92%         95%         95%         94%         94%

  Teacher turnover rate     13%         19%         1%          27%         21%

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

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

                                                                            
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

**"**Reach for the Stars," our motto at Skaggs Elementary, warmly
welcomes students, staff and parents at the entrance of our building
proclaiming the school's commitment to challenging each student to daily
reach their potential. At Skaggs everything we do is a collaborative
effort to maximize the exceptional abilities of our diverse population.
Our mission statement embraces a dedication to educating responsible
students, who can realize a life-long love of learning and the
empowerment to be leaders and contributors in a challenging and ever
changing world. This long-standing vision and commitment to high
standards and higher expectations has won the respect and attraction of
many cultures. Skaggs's reputation of sustained excellence has become a
melting pot for families literally from around the world who value a
good education. Each day, this diverse population of students is
immediately embraced by a community of teachers, parents and
administrators who ensure Skaggs is a place where children are loved,
respected and challenged. Every year staff and community revisit our
mission statement and feel proud that we "really live" these words. This
child-centered philosophy begins with creating a nurturing environment
where children can flourish. Parents frequently comment that their
children never want to leave Skaggs.\
Numerous academic achievements in reading, math, art, music, science and
our "Exemplary" rating from the Texas Education Agency each year
demonstrate how effectively we teach our progressive curriculum while
accommodating the unique needs of so many first generation English
speakers with exceptional potential.\
Skaggs's three most effective strengths contributing to these successes
are: high expectations, parent involvement and teamwork. Teachers use
the most current, research-based instructional strategies to maintain
high expectations. Ongoing professional development provides training to
facilitate effective implementation. Instructional time is maximized to
actively engage students in a variety of learning experiences including
multi-tasking, hands-on integrated activities, writing and reading
across the curriculum and specialized programs. There is a culture of
hard work, high expectations and huge hearts in sustained incredible
opportunities that promote a successful and responsible learning
community. All stakeholders share this philosophy and support each other
in this endeavor.

Skaggs values a mutual collaborative partnership between parents and
teachers. Instrumental are the parent/teacher/principal relationships
established through effective communication and genuine, vested
interests in doing what is best for children. Clearly evident are
parents and teachers working above and beyond through a foundation of
trust and hope. Our parent community and staff are untiringly committed
to shared responsibility and abundant caring to ensure our vision of
student success. The school's culture of positive relationships and
parent partnerships support this child-centered/high expectation
environment.

At Skaggs we are all one team. The accomplishments of one are the
successes of all. Our vertical teams allow us to effectively align
curriculum. Grade level teams plan together the teaching of state
objectives. Specialized departments collaborate with teachers to support
classroom instruction. There is a consistency in all we do across
instruction, procedures and policy. Regularly we come together, dialogue
and develop better plans to help students be successful. Together we
teach students lifelong learner traits like being quality producers and
responsible citizens. These skills are carefully and purposefully
integrated throughout the instructional day and are designed to equip
our students to be productive, contributing members of society.

Our vision is to never lose sight of what it feels like to learn
something new as we share the challenges and the triumphs of that
process. Each new day is another opportunity to reach one more child,
feel connected in our work's purpose and make a difference in the lives
of the children. Skaggs's students look forward to each school day to
reach new stars!

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

**1. Assessment Results:\
\
**Skaggs Elementary has a prestigious reputation for receiving an
*Exemplary* state rating by the Texas Education Agency for the entire
ten years it has been in existence. In addition, we received "Gold
Performance Acknowledgement" in all areas: attendance, commended
reading, commended math, commended science and commended writing.
Students in grades three, four and five are given the TAKS (Texas
Assessment of Knowledge Skills) battery of tests that measure student
understanding of concepts and skills in mathematics, reading, writing
and science. Special need students unable to take the TAKS are required
to take an alternative assessment, SDAA (State Developed Alternative
Assessment). Student results on these exams are compared to state
standards to determine the level of achievement that may be credited to
a campus. Results are evaluated in the aggregate (for all students) as
well as disaggregated (among different ethnic groups, special education
populations, gifted and low socio-economic populations).

Skaggs Elementary sets goals to move beyond the minimum state standard
for passing (scale score of 2100 or answering 70% of all items
correctly) and work toward higher commended percentages on the state
assessment (scale score of 2400 or answering 90% of all items
correctly). When compared to the state's average during each of the past
two years, Skaggs Elementary had students with higher commended scores,
an average of forty-four percent higher than the state average and
twenty-six percent higher than the district average. This level of
performance indicates that students at Skaggs receive an exceptional
education in the core academic areas. One hundred percent of the special
education population tested on the SDAA met their projected levels of
achievement as predicted by the Individual Education Plan (IEP).

The RPTE (Reading Proficiency Tests in English) is administered to
Limited English Proficient (LEP) students in grades three, four and
five. This assessment provides a statewide, standardized measure of how
well these students are learning to read in English. Our LEP students
demonstrate a high level of proficiency as measured on this assessment.
Test results indicate that a significant majority of students achieve a
proficiency rating of *advanced high*.

The national standardized CogAT (Cognitive Aptitude Test) is
administered to all third and fifth grade students. This assessment
gives insight into each student's academic potential. Scores are
combined with additional district assessments to place students in
appropriate programs or instructional settings. Our results indicate a
high percentage of students with above average ability who need enriched
and extended learning as well as differentiated instruction, which they
receive through our academic programs.

Third, fourth and fifth grade students take MAP (Measures of Academic
Progress) tests, which are a computerized achievement test in
mathematics, reading and language. Each test is custom-designed to
provide an accurate and immediate measure of a student's achievement and
growth over time while monitoring the progress of all students toward
state standards.

PISD (Plano Independent School District) provides locally developed
district assessments in math, language arts and science to assess
skills, which provide data necessary to help the teachers enrich and
meet individual student needs.

In addition to performing above district and state standards, Skaggs
Elementary performs well above the standards set forth for meeting the
federal Adequate Yearly Progress (AYP) as described in the No Child Left
Behind Act of 2001. The attendance rate (98%) and the exam participation
rate (99%) are above the AYP standards of 90% and 95%, respectively.

More information regarding the Texas assessment and accountability
systems can be found at

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html.>

**\
2. Using Assessment Results:**\
All instruction and grouping decisions at Skaggs Elementary are made
through the use of standardized assessments: CogAT, MAP, TPRI (Texas
Primary Reading Inventory), TAKS (Texas Assessment of Knowledge and
Skills), district diagnostic tests, teacher observations and informal
assessments. Each staff member has access to a district-computerized
program that provides item analysis and testing results for all of this
data. Through the combination of these assessments, staff can
effectively create targeted goals for best practices to help each
student reach their potential. The disaggregating of test data ensures
differentiation of instruction, sets goals for student mastery of
concepts and driving instruction. Across grade level vertical teaming in
each of the core academic areas proves to be beneficial in planning for
continuity of instruction. This same test data assists the staff to
target students who are candidates for tutoring, remediation or
extension. The Plano Accelerated Reading program (PAR) and Accelerated
Instruction in Math (AIM) provide an extra layer of instruction that
focuses on non-mastered skill areas. During the monthly CARE (Committee
for Assessment, Review and Evaluation) meetings, this data is used to
develop accommodations for students and to identify those who may be
eligible for additional support through ESL (English as a Second
Language,) special education, dyslexia instruction or participation in
district math and reading programs. The data also drives professional
development, which is designed to equip teachers with the tools they
need to meet the needs of all students.

**3. Communicating Assessment Results*.*\
\
**Collaborative teamwork between students, parents and staff is a
driving force at Skaggs Elementary. Through a safe, comfortable, and
mutually beneficial working partnership, standards for student success
are created. Early in the year, Skaggs holds a *Meet the Teacher Day*
and *Parent Information Nights* to establish the groundwork for sharing
important information. Parents are given necessary general information
as well as strategies to help their child at home. Parent conferences
occur after the first nine weeks and throughout the year as needed to
keep parents informed of the testing results and to celebrate student
successes and goals.

The staff at Skaggs Elementary uses school newsletters, our school
website, e-News (district information) and email to communicate events
and information to parents and the community. Our SBIC (School Based
Improvement Council) meetings provide an opportunity for parents, the
community and teachers to analyze data and set academic, citizenship and
attendance goals for the school year. Every parent receives a campus
report card that details the campus's state of Texas accountability
rating and information regarding student performance on the state TAKS
academic assessment. The principal reviews the report card at our annual
public SBIC meeting and during a general PTA (Parent and Teacher
Association) meeting. Accountability results are published in local
newspapers, website and district newsletters.

Each nine-week period of school, students receive report cards in third,
fourth and fifth grades. Portfolio reporting is used in kindergarten,
first and second grades. The state's "Student Success Initiative"
information packet is sent home to each family. Through letters and
conferences, parents are informed if their child qualifies for
participation in the remedial PAR or AIM programs, and they receive
information about TAKS, CogAT and MAP testing results.

**\
**

**4**. **Sharing Success:\
\
**Skaggs Elementary openly and proudly shares our best practices and
successes with others. Being on the forefront of new ideas and
technology, such as piloting a science PDA (Personal Digital Assistant)
program for students, our staff is continually exploring and developing
their talents to ensure optimal student success. We welcome student
teachers, other school staff members and high school students to visit
our school to observe new strategies. District personnel are regularly
invited to Skaggs, so we can showcase our instructional program. Staff
members have written grants for academic vocabulary opportunities
specifically targeted for our ESL population, and some teachers are
featured in a district's reading video modeling good practices.
Additional staff has acted as district mentors for new teachers in
Texas's alternative certification programs. Our administrators, ESL and
PACE teachers, literary specialist, and two counselors meet monthly with
their respective departments in a collaborative effort to facilitate
learning for all students. Skaggs Elementary is also a part of the
Western States Benchmarks Consortium, which is a select group of
districts located around the country that are committed to identifying
and sharing best practices and to closing the achievement gap for all
students. Campus teachers serve as excellent instructional role models
for student teachers and high school students who are interested in
pursuing an educational career. Through our *sister-school* program,
students at Skaggs Elementary realize the power of reaching out to
another school and sharing our resources.

**PART V -- CURRICULUM AND INSTRUCTION**

**\
1. *Curriculum.***

Skaggs Elementary is committed to high levels of achievement through a
curriculum that promotes comprehensive and interactive instruction.
Teachers collaborate both horizontally and vertically to ensure
continuity in all areas of curriculum. The core of the curriculum is
tied to the state TEKS (Texas Essential Knowledge and Skills) and
aligned to TAKS (Texas Assessment of Knowledge and Skills). To monitor
student progress and ensure student success, teachers utilize various
tools and best practices including tutoring, observations, interviews,
discussions, projects, simulations, performance tasks, rubrics, various
questioning techniques, multi-sensory techniques and formal written
tests. With our diverse student population at Skaggs, multicultural
connections are emphasized daily. All instruction is geared toward
higher level thinking and individual learning styles. Our focus is on
student success in a comfortable learning environment that encourages
students to take risks.

Our language arts program provides a balanced approach to literacy
instruction that combines the best theory and learning strategies to
match the learning styles of individual children. This curriculum
promotes reading growth that integrates phonics, spelling and language
skills to connected texts in reading and writing. The scope and sequence
of the curriculum and TEKS provides instruction that meets the various
diverse needs of students with the goal of all students reading and
writing at their potential. Teachers provide levels of support through
shared, guided and independent instruction. Vocabulary enrichment is an
integral part of our language arts program. This is critical with our
diverse population.

Our mathematics program provides instruction in an environment that
actively engages students in the learning process. Opportunities are
provided for students to value mathematics, become confident in their
abilities and experience effective connections to the real world. The
curriculum is aligned with the NCTM (National Council of Mathematics)
standards. Problem solving, language and communication within and
outside mathematics and formal/informal reasoning underlie all math
content areas. Students use these processes with technology,
manipulatives and other mathematical tools to support the development of
conceptual understanding, problem solving and critical thinking skills.
Varied assessment strategies allow continual monitoring.

Social studies, science and health are integrated into a curriculum that
is active, challenging and student-centered. This TEKS-based model is
divided into six overarching concepts housed in an electronic curriculum
planner. Website links, video clips, PowerPoint presentations, field
trips and ancillary materials accompany each specific objective. Basic
and higher order concepts are achieved through hands-on science
experiments, themed projects and activities. Field investigations
include an outdoor learning camp. This curriculum incorporates
technology including networked student and teacher computers, CD-ROMs,
laserdisc players, VCRs, large screen monitors, and digital cameras.
Sixteen wireless laptop computers are also available for student use.

Students participate in physical education, music and art. The physical
education department emphasizes fitness for life through exercises and
activities, while teaching a healthy life-style. The goal of our music
program is musical literacy based on the teaching of Zoltan Kodaly.
Students are engaged in activities where they hear music of the highest
quality, sing a variety of folk music, play singing games and read music
independently. Students build on prior knowledge and leave fifth grade
with a strong foundation that can be applied in middle school choir or
instrumental ensembles. Our visual arts program includes a curriculum
based on DBAE (Discipline Based Art Education); art production,
aesthetics, art history and art criticism. Students are engaged in
activities where they see art of the highest quality, learn about the
elements including principles of design and create works of their own
based on the concept taught. Our students are successfully represented
each year in the PTA Reflections' program with some students' work
advancing to district and state levels. An annual Fine Arts Night
showcases students' art c.

**2. Reading:**

***\
***Skaggs Elementary believes that all students should be actively
involved in the learning process. Through a partnership, teachers and
students work toward building a strong literacy rich environment
balanced to give reading and writing equal status. The basis for our
balanced literacy program comes from the National Reading Panel Report's
research-based best practices. It is aligned with the TEKS student
objectives required by the state of Texas as minimal standards of
proficiency for public school children. In addition, Skaggs Elementary's
reading curriculum supports the district's language arts program. The
curriculum framework recognizes the importance of cognitive and
affective dimensions of literacy that help all students perform at their
highest level. In partnership, classroom teachers, ESL teachers, special
education teachers, gifted trained teachers and the literacy specialist
differentiate curriculum to provide optimal learning in whole group,
guided reading groups, independent work and individualized instruction.
Our integrated language arts curriculum connects all aspects of
phonics/word study, vocabulary extension programs such as *Word
Masters*, reading comprehension, grammar, spelling and writing in
meaningful contexts. Literacy stations provide students with
opportunities for independent practice and choices based on learning
styles and levels of instruction. Writers' Workshop provides experiences
for students in the five-step writing process while developing the six
traits of writing. Daily integration of technology provides support for
the reading program. The gifted specialist in the building provides
*Thinkercise* to teach creative problem solving and logical thinking
skills to all classes. The school librarian reinforces the reading
curriculum by addressing grade level specific TEKS's objectives in the
areas of research, literary selections, author studies, and *Read
Alouds* using fiction and non-fiction selections. The special education
teachers support a student's individual education plan (IEP) for reading
by providing reinforcement of the general education teacher's objectives
or by using their training from the *Strategic Reading* program for
students who receive reading instruction in a resource room setting.

**3. Math:***\
\
*Skaggs Elementary's math program is built around a problem-centered
approach dedicated to providing a quality education for all students.
Instruction is based on the TEKS and is designed to build basic
understanding in number, operations, and quantitative reasoning;
patterns, relationships, and algebraic thinking; geometry and spatial
reasoning; measurement; and probability and statistics. The district
developed online curriculum guide provides a spiraling scope and
sequence of instruction which utilizes multiple resources.

Conceptual models and manipulatives are used to teach abstract thinking
and computational fluency. Through the use of CGI (Cognitively Guided
Instruction), children utilize multiple solution strategies to solve
problems and extend their thinking. As a prelude to the accelerated
middle school math program, all of our fifth grade students receive
instruction using CMP (Connected Math Project). Because mathematics is
taught with real world connections, students learn to value mathematics
and become confident problem solvers willing to take risks.

Strengths and areas for growth are assessed through district diagnostic
tools, nationally normed tests, MAP (Measure of Academic Progress),
CogAT (Cognitive Aptitude Test) and teacher observations. Instruction is
carefully planned to differentiate for each learner's needs through
small group teaching and multi-tasking activities. Additionally,
students are remediated through AIM (Accelerated Instruction in Math) or
tutoring sessions and are enriched with extensions through diverse
activities to leave no child left behind.

**4. Instructional Methods:**\
\
Skaggs Elementary's teachers collaborate and coach one another in order
to enhance the education of all our students. Future trends and numerous
research based methodologies are studied and employed by the staff to
meet the needs of our diverse student population. Strategies from Bertie
Kingore, Howard Gardner and Robert Marzano are utilized throughout all
content areas to challenge and enrich the education of Skaggs's
high-achieving students.

Teachers assess and adjust teaching within flexible grouping of
students. The learning tasks are cognitively engaging, and lessons are
results driven. Students build proficiencies of skills by working on
independent projects, partner research, small group work stations and
lessons, or through whole class instruction and discussion. Lessons
additionally include multi-tasking activities and one-on-one work with
peer or teacher support. Based on individual needs, enrichment and
remediation can be given to self-directed learners. Teachers utilize
strategies that promote critical discussion and prompt students to ask
questions as they assimilate new knowledge prompting students to reach
high academic potentials. Technology is incorporated throughout all
subject areas with seamless integration.

Additional efficient strategies include community connectedness and
parental involvement. At Skaggs we cultivate a respectful and supportive
relationship among staff, students and parents. Community spirit and
success are built through sharing purpose and ideals, having
opportunities to provide service, allowing developmentally appropriate
opportunities for autonomy and control, developing home activities and
supporting school neighborhood activities. Partnerships between teachers
and families look at shared goals, problem solving, and accountability
for students' learning outcomes. These family/school relationships
support optimal school performance.

**5. Professional Development*:\
\
***Each new day is another opportunity to make a difference in the lives
of boys and girls. We do this with the belief that we are all learners.
As *"star"* polishers, we are always searching for best practices to
implement and sharing research-based strategies with colleagues. As a
team of educators, we are always on a quest to be our own personal best
for our Skaggs's Stars.\
All teachers are required to take a minimum of thirty hours of
professional development provided by the district which is aligned with
the state and campus goals. Skaggs consistently exceeds this by
participating in additional training to meet the unique needs of our
students.\
Our professional development each year begins with a thorough analysis
of formal test results. Vertical teams in each academic area evaluate
their program of instruction to determine and recommend staff inservice
needs that focus on student success.\
The "Train the Trainer" model has proven to be an effective practice by
not only bringing instructional strategies to our staff but also by
developing leadership. The campus literacy specialist attends monthly
trainings in effective reading and writing instruction, which she shares
with staff through modeling and informal training. The administrators
conduct monthly grade level specific curriculum meetings to share best
practices and current research-based methodologies. District curriculum
coordinators and outside consultants are frequently invited to
collaborate with staff on ways to extend and enrich student learning to
develop students' full potential.\
The success of specialized training in CGI (Cognitively Guided
Instruction), AIM (Advanced Instructional Math) and CMP (Connected Math
Project) are reflected in continual growth and high math performance of
all students. Teachers' training in PAR (Plano Accelerated Reading
Program) has been instrumental in the improvement of reading scores for
all student groups. Training has been provided in Six Trait Writing,
writing in all content areas and the use of literacy stations to develop
fluent writers. Teachers attend various conferences to learn and
implement strategies to meet the needs of ESL, gifted and talented,
special education, and general education students, so our students
continue to shine.

**PART VII - ASSESSMENT RESULTS**

**Subject [Reading]{.underline} Grade [3]{.underline} Test
[TAKS/TAAS]{.underline}**

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                         Feb.        Mar.        Mar.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                   

  \% At or Above Meets State            100         100         100         100         99
  Standards**\***                                                                       

  \% At Exceeds State Standards**\***   81          66          68          \-\-\-\--   \-\-\-\--

  Number of students tested             130         105         114         103         77

  Percent of total students tested      95          97          95          95          96

  Number of students alternatively      7           3           6           5           3
  assessed                                                                              

  Percent of students alternatively     5           3           9           5           4
  assessed                                                                              

                                                                                        

  SUBGROUP SCORES                                                                       

  **[Asian]{.underline}**                                                               

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

  \% At Exceeds State Standards         87          75          64          \-\-\-\--   \-\-\-\--

  Number of students tested             82          56          59          41          29

  **[White]{.underline}**                                                               

  \% At or Above Meets State Standards  100         100         100         100         97

  \% At Exceeds State Standards         75          62          74          \-\-\-\--   \-\-\-\--

  Number of students tested             44          39          50          53          39
  ------------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject [Math]{.underline} Grade [3]{.underline} Test
[TAKS/TAAS]{.underline}**

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                    

  \% At or Above Meets State             98          100         100         97          96
  Standards**\***                                                                        

  \% At Exceeds State Standards**\***    75          76          66          \-\-\-\--   \-\-\-\--

  Number of students tested              133         106         116         103         77

  Percent of total students tested       97          97          95          95          96

  Number of students alternatively       4           3           6           5           3
  assessed                                                                               

  Percent of students alternatively      3           3           5           5           4
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

  \% At or Above Meets State Standards   100         100         100         100         96

  \% At Exceeds State Standards          84          88          71          \-\-\-\--   \-\-\-\--

  Number of students tested              82          56          59          41          29

  **[White]{.underline}**                                                                

  \% At or Above Meets State Standards   98          100         100         96          95

  \% At Exceeds State Standards          66          73          67          \-\-\-\--   \-\-\-\--

  Number of students tested              47          40          52          52          39
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject [Reading]{.underline} Grade [4]{.underline} Test
[TAKS/TAAS]{.underline}**

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                    

  \% At or Above Meets State             98          99          100         100         95
  Standards**\***                                                                        

  \% At Exceeds State Standards**\***    65          52          47          \-\-\-\--   \-\-\-\--

  Number of students tested              102         124         101         82          89

  Percent of total students tested       96          95          94          94          98

  Number of students alternatively       4           6           6           5           2
  assessed                                                                               

  Percent of students alternatively      4           5           6           6           2
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

  \% At or Above Meets State Standards   98          100         100         100         100

  \% At Exceeds State Standards          77          58          56          \-\-\-\--   \-\-\-\--

  Number of students tested              57          62          43          36          33

  **[White]{.underline}**                                                                

  \% At or Above Meets State Standards   100         98          100         100         92

  \% At Exceeds State Standards          55          53          42          \-\-\-\--   \-\-\-\--

  Number of students tested              38          53          48          39          48
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

Subject [Math]{.underline} Grade [4]{.underline} Test
[TAKS/TAAS]{.underline}

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                    

  \% At or Above Meets State             100         99          99          100         99
  Standards**\***                                                                        

  \% At Exceeds State Standards**\***    81          64          69          \-\-\-\--   \-\-\-\--

  Number of students tested              102         125         106         83          85

  Percent of total students tested       96          96          99          94          96

  Number of students alternatively       4           5           1           5           4
  assessed                                                                               

  Percent of students alternatively      4           4           1           6           4
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

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

  \% At Exceeds State Standards          88          80          91          \-\-\-\--   \-\-\--

  Number of students tested              57          64          43          36          32

  **[White]{.underline}**                                                                

  \% At or Above Meets State Standards   100         98          100         100         98

  \% At Exceeds State Standards          76          53          58          \-\-\-\--   \-\-\-\--

  Number of students tested              38          53          50          40          47
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject [Writing]{.underline} Grade [4]{.underline} Test
[TAKS/TAAS]{.underline}**

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                    

  \% At or Above Meets State             98          97          99          98          95
  Standards**\***                                                                        

  \% At Exceeds State Standards**\***    32          49          38          \-\-\-\--   \-\-\-\--

  Number of students tested              101         124         97          83          84

  Percent of total students tested       96          95          95          94          95

  Number of students alternatively       4           6           5           5           4
  assessed                                                                               

  Percent of students alternatively      4           5           5           6           5
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

  \% At or Above Meets State Standards   99          100         100         100         97

  \% At Exceeds State Standards          40          56          55          \-\-\-\--   \-\-\-\--

  Number of students tested              57          64          42          37          32

  **[White]{.underline}**                                                                

  \% At or Above Meets State Standards   95          94          100         95          94

  \% At Exceeds State Standards          24          47          26          \-\-\-\--   \-\-\-\--

  Number of students tested              37          53          46          39          47
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject [Reading]{.underline} Grade [5]{.underline} Test
[TAKS/TAAS]{.underline}**

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                    

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

  \% At Exceeds State Standards**\***    61          75          48          \-\-\-\--   \-\-\-\--

  Number of students tested              129         101         89          102         182

  Percent of total students tested       94          94          95          95          98

  Number of students alternatively       8           6           5           5           3
  assessed                                                                               

  Percent of students alternatively      6           6           5           5           2
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

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

  \% At Exceeds State Standards          61          85          58          \-\-\-\--   \-\-\-\--

  Number of students tested              67          47          40          40          43

  **[White]{.underline}**                                                                

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

  \% At Exceeds State Standards          68          72          41          \-\-\-\--   \-\-\-\--

  Number of students tested              53          43          41          51          124
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject [Math]{.underline} Grade [5]{.underline} Test
[TAKS/TAAS]{.underline}**

Edition/Publication Year [2001-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.        Apr.        Apr.

  **SCHOOL SCORES\***                                                                    

  \% At or Above Meets State             100         99          100         100         100
  Standards**\***                                                                        

  \% At Exceeds State Standards**\***    73          74          68          \-\-\-\--   \-\-\-\--

  Number of students tested              129         105         91          100         185

  Percent of total students tested       95          98          96          95          99

  Number of students alternatively       7           2           4           5           1
  assessed                                                                               

  Percent of students alternatively      5           2           4           5           1
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

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

  \% At Exceeds State Standards          85          89          83          \-\-\-\--   \-\-\-\--

  Number of students tested              66          47          40          39          43

  **[White]{.underline}**                                                                

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

  \% At Exceeds State Standards          68          68          58          \-\-\-\--   \-\-\-\--

  Number of students tested              53          44          43          50          127
  -------------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject [Science]{.underline} Grade [5]{.underline} Test
[TAKS]{.underline}**

Edition/Publication Year [2003-2005]{.underline} Publisher [Texas
Education Agency (TEA)]{.underline}

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

  Testing month                          Apr.        Apr.        Apr.                    

  **SCHOOL SCORES\***                                                                    

  \% At or Above Meets State             95          94          96                      
  Standards**\***                                                                        

  \% At Exceeds State Standards**\***    64          59          14                      

  Number of students tested              131         104         94                      

  Percent of total students tested       100         100         100                     

  Number of students alternatively       0           0           0                       
  assessed                                                                               

  Percent of students alternatively      0           0           0                       
  assessed                                                                               

                                                                                         

  SUBGROUP SCORES                                                                        

  **[Asian]{.underline}**                                                                

  \% At or Above Meets State Standards   96          96          95                      

  \% At Exceeds State Standards          70          72          27                      

  Number of students tested              67          47          41                      

  **[White]{.underline}**                                                                

  \% At or Above Meets State Standards   100         95          96                      

  \% At Exceeds State Standards          66          50          4                       

  Number of students tested              53          44          45                      
  -------------------------------------- ----------- ----------- ----------- ----------- -----------