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

*U.S. Department of Education*

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

Name of Principal [Mrs. Pamela Weathersby]{.underline}

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

Official School Name [Point Comfort Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [P. O. Box 500 87 Wood Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[\_Point
Comfort]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas
[77978-0500]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_[Calhoun]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_[029901104]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 361) 987-2212]{.underline} Fax [( 361 ) 987-4114
\_\_\_\_]{.underline}

Website/URL [calcoisd.org]{.underline} E-mail
[weathersbyp@calcoisd.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Larry Nichols]{.underline}

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

District Name [Calhoun County Independent School District]{.underline}
Tel. [( 361) 552-9728]{.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 Mrs. Brenda Wilson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_[1]{.underline}\_ Middle schools

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

\_\_\_[2]{.underline}\_ High schools

\_\_\_[1]{.underline}\_\_ Other

\_\_\_[9]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_ [\$7,197]{.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:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ X\] 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.

[2]{.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         7                      **14**       **7**                             

  **K**       6         8                      **14**       **8**                             

  **1**       11        7                      **18**       **9**                             

  **2**       10        5                      **15**       **10**                            

  **3**       8         10                     **18**       **11**                            

  **4**       10        6                      **16**       **12**                            

  **5**       7         6                      **13**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   108
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [65]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[34]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
\_\_[13]{.underline}\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    14
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 108
                            the school as of October 1  

  **(5)**                   Total transferred students  .13
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           13
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_5]{.underline}\_\_\_\_%

\_\_\_[5]{.underline}\_\_ Total Number Limited English Proficient

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[52]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_59]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

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

\_[\_11]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[3]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[8]{.underline}\_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]{.underline}\_\_\_\_\_

Classroom teachers \_\_[6]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[10]{.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:
\_\_\_[18:1\_\_\_]{.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 %        96 %        97 %        97 %

  Daily teacher attendance  93%         96%         95%         95%         96%

  Teacher turnover rate     17%         17%         0%          17%         0%

  Student dropout rate                                                      
  (middle/high)                                                             

  Student drop-off rate                                                     
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

.

**PART III ‑ SUMMARY**

Point Comfort is located on the Texas Gulf Coast, midway between
Galveston and Corpus Christi, and

two miles east of Port Lavaca which is across Lavaca Bay in Calhoun
County. Point Comfort claims to be the only town where every street name
is taken from Texas history. The name of Point Comfort was chosen
because it was such a comfort to be near the Gulf breeze.

This small Texas coastal town is best known for being the home of the
Alcoa Aluminum Company and the Formosa Plastics Plant. Alcoa has 600
employees who reside in more than a dozen south Texas counties. After
several years of reduced production, Point Comfort operations returned
to full capacity in 2003. Formosa Plastics Corporation employs nearly
2,000 people in 13 production units, testing labs, and research and
development labs.

Point Comfort was a planned community from the very beginning. It all
started in 1949 when the Aluminum Company of America was laying out a
town to house the workers of a new plant it was building in Calhoun
County. Point Comfort grew beyond the original plan as the population
grew and the city expanded.

Point Comfort Elementary School has a 50-year history, plus a
longstanding reputation for achieving high standards. Point Comfort is a
Title I school, serving 108 students in PK-fifth grade. The staff at
Point Comfort Elementary has high academic expectations and strives to
do what is needed for every student to succeed. We have a highly
qualified staff of professionals due to a low turnover rate and hiring
highly qualified staff when there are open positions. Our
paraprofessional staff primarily work with students, rather than
performing clerical duties. They work hand in hand with our teachers to
ensure that our students are receiving the proper instruction, and help
with students that are identified as needing additional instruction or
intervention.

The mission of our school is for all students to succeed and to reach
their academic potential. The staff and parents share the common
education vision of President Bush as reflected in the following
statement, "Because I believe every child can learn, I intend to ensure
that every child does learn*."* When children enter Point Comfort
Elementary School the staff attitude is that there are differences but
never deficits in children. Students come from a variety of backgrounds,
from different family circumstances, and have had different
opportunities. When children enter with gaps in knowledge or prior
leaning they are accepted and offered multiple opportunities to succeed.
The same high expectations are shared in school-wide to ensure that
children who are identified as at-risk, economically disadvantaged,
English language learners, or served through IDEA in special education,
are all successful.

To reach this goal, the staff shares a common vision about
professionalism and professional growth. When students are not learning,
they don't ask, "What's wrong with the child?" They examine their own
teaching and professional knowledge for a solution. The staff continues
to grow through professional reading and study, and by participating in
professional development opportunities that expand their knowledge of
research-based instructional strategies and methods.

The vision for success also is shared by the parents of the children
that attend Point Comfort Elementary. A high number of parents
participate in parent school organizations, and attend both academic and
social functions at the school. Parents are also active partners in
overcoming barriers, setting goals, and developing strategies for
student success.

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

**1. *[Assessment Results]{.underline}***

Schools in Texas use a variety of assessment measures to monitor
students' academic growth, which is based on the state curriculum --
Texas Essential Knowledge and Skills (TEKS). Most students take the
state test, the Texas Assessment of Knowledge and Skills (TAKS) in
reading and math. Students who are identified as English language
learners may take the TAKS test, but they are also given the Texas
English Language Proficiency Assessment System (TELPAS), which measures
comprehending, listening, speaking, reading, and writing in English.
Special Education students served under the Individuals with
Disabilities Act (IDEA), may also participate in TAKS or be administered
the State Developed Alternative Assessment (SDAA) in reading and math.
In addition, students are tested in writing, science, and social studies
at selected grades. All of these assessments measure not just basic
proficiency but higher level critical thinking. These assessments are
administered to students in grades three to eleven.

The results of the state assessments at Point Comfort Elementary School
show that most students have demonstrated mastery in reading and math.

Reading data from the state assessment for the last three years
indicates that a high number of students from 3^rd^ to 5^th^ grade are
meeting the standards or expectations. To meet the standards, students
must correctly answer approximately 70% of the test items correctly. The
percentage of commended performance students has also increased, even
though the state assessment used the last three years required more
higher-level thinking and the standard for meeting expectations
increased each year. To reach this commended level, students must
correctly answer approximately 90% of the items correctly.

An examination of subpopulations indicates that a very limited number of
students are taking an alternative assessment in reading. Also data
indicates that over the last three years, a high number of economically
disadvantaged, African American, and Hispanic students are meeting the
standard. There also have been dramatic increases in the number of
Hispanic students reaching the commended level on the test for the last
two years.

Math data also indicates that from 3^rd^ to 5^th^ grade a high number of
students are meeting the standard or expectation on the state
assessment. The assessment used the last three years also required
higher level reasoning and application and the standard for "passing"
has increased. Even though it is a "tougher" test the number of
commended students has increased over the last three years. The state
expectation for met standard is correctly answering 70% of the items and
commended performance requires that 90% of the test items are answered
correctly.

Data for subpopulations also indicates positive results. A limited
number of students are taking an alternative assessment. A high number
of economically disadvantaged, African American, and Hispanic students
are meeting the standard. The number of commended students has
increased, with a dramatic gain in Hispanic scores. The data shows that
the number of commended students dropped at 3^rd^ and 5^th^ grade last
year. At 3rd grade, this may be due to an increase in the number of
students identified for reading intervention. Reading ability is tied to
the student's ability to read the math assessment and to apply
higher-level thinking and problem solving. At 5^th^ grade, the drop may
be due to the increase in the standard for commended.

From the test results, as well as attendance and drop out rates, schools
are identified as Exemplary, Recognized, Acceptable, or Low-performing
in the State of Texas. Point Comfort has been rated Exemplary five out
of the last seven years.

Our school's performance data can be found on the Texas Education Agency
website at [www.tea.state.tx.us/]{.underline}.

**2. *[Using Assessment Data]{.underline}***

The use of assessment data has been the center of the decision-making
process at Point Comfort Elementary. Assessment measures yield a wide
range of data from a variety of assessments. While the end of year state
data measures the success of all students, it is critical that the data
is used to determine needed inventions early in the year and throughout
the year to monitor students' mastery of learning.

All pre-kindergarten through 5^th^ grade students are given individual
reading and math assessments in the fall of the year. The primary level
test in reading measures phonemic awareness, grapho-phonemic ability,
reading level, comprehension, and reading fluency. The 3rd through 5th
reading assessment measures reading level, fluency, literal, and higher
level comprehension. In math, students are asked to perform hands-on
task, to demonstrate understanding of concepts, as well as paper and
pencil tasks that address computation, plus higher-level thinking and
problem solving.

Using this assessment data, small groups are formed and interventions
are offered. For example, students that lack fluency use classroom
activities that promote much reading and re-reading. Students also
receive additional time in the computer lab using a research-based
program to promote fluency. In math, students receive small group
intervention during the day in classrooms and, if needed, are tutored
one-on-one. Students that are identified as English language learners
are also monitored carefully for social and academic language
development. Adequate yearly progress is reviewed using data from all
assessments administered and students are given additional focused
instruction, as needed.

Students that take the state TAKS test in reading and math are monitored
throughout the year to ensure that they are mastering the TEKS-based
objectives. This is done by using TAKS released tests and also through
six weeks testing. Data from the tests is analyzed to focus instruction
and directly address gaps in mastery. Students are re-administered an
individual reading test in January and April each year to ensure they
are reading on-level, fluently, and as proficient critical readers.

**3. *[Communicating Assessment Results]{.underline}***

Point Comfort Elementary School shares student performance data with
parents, the community, and the students throughout the year in a
variety of ways. This communication is a critical component in
maintaining parental support, by involving parents and students in some
shared decision making and problem solving.

Parents and the community are given a chance to meet and visit with
teachers before school starts to open the lines of communication. Then
daily, weekly, and every six weeks, data is shared through daily notes,
parent conferences, three-week progress reports, and six-week report
cards.

The data from the individual reading and math assessments is shared
through parent conferences and student reports. These conferences allow
teachers to clarify any questions that parents have on the test and to
discuss possible solutions or support the child may need. Parents are
also sent letters if their child has been selected for additional
support and intervention in reading or math at any grade level. Again
data is shared in January and at the end of the school year through
conferences and a formal report sent home.

To inform and share our success, Point Comfort Elementary involves
parents and the community in school activities and events. Through a
very active PTA, each month the teachers share data, children present
programs to demonstrate learning, and are recognized for making honor
roll and/or perfect attendance. In addition, information and success are
shared though the local cable channel and newspaper articles. The
teachers and students also produce a monthly calendar and publish *The
Cougar Express News* to share data, celebrate successes, and to
highlight upcoming events. Additionally, we celebrate our success with
parents and the community through school board meetings, as well as
local and regional newspaper articles.

And perhaps most importantly, we celebrate and share the data with the
students! This is done through

individual reports, conferences, and school-wide programs.

**4. *[Sharing Success]{.underline}***

Point Comfort has shared its success in the district, with community
groups, and at state conferences. Presentations have been given at
*Texas Elementary Principals and Supervisors Association* and to *Delta
Kappa Gamma Society International* of which the local chapter is
*Epsilon Pi.* In addition, the staff and administrator have shared their
success with the local school board and civic organizations. These
presentations focus not just on data, but also effective research-based
strategies, the use of technology in the classroom, and effective
initiatives for parental and community involvement.

In the district, teachers receive an extended time, once a week, to
share successful strategies and programs that have impacted student
learning. This time, called Block, has enabled teachers in
pre-kindergarten through fifth grade to visit other campuses, observe
teachers teaching lessons, and learn about new material or programs.
Also, teachers from other schools within the district have been invited
to visit Point Comfort Elementary to observe teachers or to work with
the teacher in the classroom. In a partnership with the University of
Houston Victoria, Point Comfort has facilitated the training of student
teachers.

Staff from Point Comfort Elementary have also presented to and trained
teachers in district professional development sessions. These sessions
have focused on helping district teachers learn how to use the computer
effectively in classrooms, effective math and science instructional
strategies, and reading comprehension.

The staff of Point Comfort Elementary will continue to share with
schools, and through sharing, they continue to grow professionally.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** ***[Curriculum]{.underline}***

The Texas Essential Knowledge and Skills (TEKS), which was adopted in
1998 is the foundation of the curriculum in Texas. The TEKS are research
based and focus on the elements and strands of instruction that are
important in each subject area. They also outline student expectations.
TEKS expectations are comprehensive in each subject area. For students
to reach mastery of the expectation, they must not only have knowledge
and skills, but must be able to apply higher-level critical thinking
skills.

The district's curriculum department organizes the TEKS into a scope and
sequence, places them in a timeline, and develops six-week tests that
benchmark skills, concept acquisition, and higher-level thinking. The
staff then teaches the TEKS-based curriculum. Successful implementation
involves using appropriate resources, developing motivating activities,
using research-based practices and strategies when teaching TEKS, and
monitoring TEKS mastery. It is also critical to offer interventions for
students below TEKS expectations at every grade level.

While some TEKS can be used as an objective, there are TEKS in both
reading and math that have to be broken down into teaching objectives
for each six weeks. For example, in reading the comprehension TEK for
retelling of stories leaves a lot to teacher interpretations. In math,
students compare and order numbers. This TEK is very broad. So TEKS are
identified by teachers in both reading and math that need to be broken
down into teaching objectives and expectations each six weeks. This
ensures that teachers are teaching and students are mastering the TEK at
the depth and complexity needed.

Calhoun County ISD, as well as Point Comfort Elementary, serves a very
diverse population. To support mastery and success for all students, the
campus uses a variety of supplemental support curriculum material. In
language arts and math there are both books and computer programs in
place that address a variety of needs. In reading, computer programs are
available that address reading fluency, word attack skills, and reading
comprehension. In math, additional supplemental programs and additional
hands-on materials are available for classroom use. There are also
computer programs that address computation, problem solving, and higher
level thinking. We want to ensure that students from a variety of ethnic
backgrounds, students identified as English language learners, and
students served in special education have equal access and opportunity
for success.

Finally, there is the testing and monitoring component of the
curriculum. Students in second through fifth grade take assessments in
reading and math. The assessments are aligned with each six weeks scope
and sequence. Items on the assessments are written in the state testing
format and use different levels of questioning requiring critical higher
level thinking. These assessments are scanned and using the internet
based assessment program, teachers have access to data. The program
allows teachers to arrange and use data in a variety of ways. Teachers
can examine classroom and individual student data or data based on
specific objectives or items on the test. Using this data, teachers can
focus instruction and re-teach more effectively.

**2. *[Reading]{.underline}***

Reading plays an important role in students' success or failure in their
school career. Students who struggle with reading encounter more and
more difficulty as they progress into upper grade levels where they are
required to read content-based resources and text. So curriculum must
meet the needs of a variety of learners, ensure that gaps are closed,
and address the needs of all learners.

The curriculum in pre-kindergarten and kindergarten focuses on laying a
solid foundation for students in language and literacy development,
print awareness, phonological awareness, letter/sound relationships, and
reading/listening comprehension. Writing is also an essential part of
this curriculum because it contributes to application and mastery of
reading TEKS. This curriculum offers students language-rich environments
with appropriate activities to promote this essential foundation for
learning to read. Both state- adopted and supplemental curriculum
resources are used to immerse students in a rich literacy environment
with big books, poems, literature books, and non-fiction books. This
approach balances speaking, listening, reading, and writing using whole
and small group instruction, as well as center and group work.

More formal reading instruction occurs in 1st and 2nd grade. Students
receive small group guided reading instruction where they are taught
strategies for problem solving, self-monitoring consistency, and
developing fluency in reading. Comprehension is taught through teacher
modeling and direct instruction. Students are engaged in written
responses to stories that are read, including the use of graphic
organizers. Students receive phonic instruction through spelling
instruction in whole groups, but are re-taught, based on needs, at the
guided reading table. Teachers plan and provide many opportunities for
students to re-read familiar and easy books to develop automaticity and
fluency in reading.

The reading curriculum for students in 3rd to 5th grade addresses
comprehension strategies and engages students in learning to read both
fiction and non-fiction texts effectively. Students may still be taught
in small groups, based on identified needs, and a guided reading
approach may be used. Fluency, literacy concepts and responses, and
vocabulary still play a critical role in the higher grades.

**3. *[Math]{.underline}***

Success in math is critical for students in school. It is also essential
preparation for higher level education and career choices. Additionally,
it plays a critical role in the real world where students, as adults,
must apply and use mathematics.

The math curriculum from pre-kindergarten to 5th grade is based on the
essential strands of number operations-quantitative reasoning, patterns,
relationships-algebraic thinking, geometry-spatial reasoning,
measurement, probability and statistics, as well as understanding the
processes and the use of math tools.

At each level, students gain basic knowledge and skills through TEKS
based expectations that are broken down into teaching objectives. All
math strands require students at each grade level to develop the ability
to think mathematically and apply higher-level reasoning and problem
solving. It also requires students to organize data in a variety of
ways. At each grade level, teachers must develop the concepts and
vocabulary that will be essential for the higher-level thinking
required.

**4. *[Instructional Methods]{.underline}***

Instructional methods selected for reading and math instruction must
meet two criteria. First, is it a research based strategy or activity
and second, will it address the needs of all students within the
classroom? Teachers at Point Comfort Elementary use a variety of
approaches and strategies to ensure success based on these criteria.

When children are learning to read, heavy emphasis is placed on small
group instruction. Based on

assessment data, flexible groups are formed within the classroom.
Teachers are then able to address

different instructional reading levels and the needs of different groups
of students. Within their guided

reading plan, they develop one to two objectives for instruction that
are based on these needs. Supplemental leveled fiction and non-fiction
book sets are used at all grade levels.

Comprehension instruction is explicit. Teachers using literature books
or non-fiction selections model and use "think aloud" strategies to
facilitate students' understanding of comprehension strategies and
objectives. For example, the teacher may model the process required for
inferring. Then students apply this strategy in text reading. Teachers
then meet with students in small groups or with the whole class to
monitor students' understanding and ability to infer as they read.

> Math instructional strategies focus on the development of concepts and
> vocabulary that are necessary for
>
> the mastery of objectives and thinking mathematically. Teachers model
> and engage students in hands-on activities to develop concepts and
> students' ability to reason and problem solve at higher levels. They
> demonstrate and model for students the thinking and problem solving
> processes. Then students are guided through activities that ask them
> to reason and apply what they are leaning, using both concrete
> activities and paper and pencil tasks. Students also are engaged in
> group work to facilitate that "instructional conversation" that
> contributes to learning. Teachers scaffold and facilitate learning to
> meet the needs of students encountering difficulties.

**5. *[Professional Development]{.underline}***

Professional development is a key factor in effective teaching. Changes
in society and higher academic expectations dictate that teachers
continually grow and refine their teaching. Teachers need to be aware of
research based practices and strategies and to be able to implement
changes so children are successful.

The staff at Point Comfort Elementary continues to learn and grow as
professionals. The professional development plan includes book studies
and discussion with peers, using on-line teacher trainings that are
available from different sources, using information and resources from
the state, attending and presenting in professional conferences, and
attending ongoing training that is available through the regional
educational service center, and in the district.

The planned professional development is based on a staff needs
assessment, as well as a needs assessment based on student data. The
sessions in the professional development plan are ongoing and in enough
depth to impact teaching and learning.

**PART VII - ASSESSMENT RESULTS**

***No Child Left Behind - Blue Ribbon School***

**Grade 3 Reading (Language Arts or English)**

Test\_\_\_**[Texas Assessment of Knowledge and Skills]{.underline}**

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                              February    February    February

  **SCHOOL SCORES**                                                  

  \% At or Above Met Standard                \>99%       \>99%       \>99%

  \% At Commended Performance                36%         58%         25%

                                                                     

  Number of students tested                  15          12          12

  Percent of total students tested           \>99%       \>99%       \>99%

  Number of students alternatively assessed  1           0           0

  Percent of students alternatively assessed 7%          \<1%        \<1%

  SUBGROUP SCORES                                                    

  1\. Economically Disadvantaged                                     

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

  \% At Commended Performance                \*          \*          \*

  Number of Students Tested                  5           7           4

  2\. African American                                               

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

  At Commended Performance                   \*          \*          \*

  Number of Students Tested                  1           0           0

  3\. White                                                          

  \% At or Above Met Standard                \>99%       \*          \*

  \% At Commended Performance                22%         \*          \*

  Number of Students Tested                  10          8           6

  4\. Hispanic                                                       

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

  \% At Commended Performance                \*          \*          \*

  Number of Students Tested                  4           4           6
  ------------------------------------------ ----------- ----------- -----------

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Reading (Language Arts or English)**

Test\_\_\_**[Texas Assessment of Knowledge and Skills]{.underline}**

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  92%         \>99%       \>99%

  \% At Commended Performance                  58%         44%         20%

                                                                       

  Number of students tested                    12          15          20

  Percent of total students tested             \>99%       \>99%       \>99%

  Number of students alternatively assessed    1           0           0

  Percent of students alternatively assessed   8%          \<1%        \<1%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    5           5           7

  2\. African American                                                 

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

  At Commended Performance                     \*          \*          \*

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  90%         \*          \>99%

  \% At Commended Performance                  50%         \*          27%

  Number of Students Tested                    10          7           15

  4\. Hispanic                                                         

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    2           8           5
  -------------------------------------------- ----------- ----------- -----------

***No Child Left Behind - Blue Ribbon School***

**Grade 5 Reading (Language Arts or English)**

Test\_\_\_**[Texas Assessment of Knowledge and Skills]{.underline}**

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                              February    February    February

  **SCHOOL SCORES**                                                  

  \% At or Above Met Standard                \>99%       89%         89%

  \% At Commended Performance                31%         35%         36%

                                                                     

  Number of students tested                  14          20          11

  Percent of total students tested           \>99%       \>99%       \>99%

  Number of students alternatively assessed  1           0           0

  Percent of students alternatively assessed 7%          \<1%        \<1%

  SUBGROUP SCORES                                                    

  1\. Economically Disadvantaged                                     

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

  \% At Commended Performance                \*          \*          \*

  Number of Students Tested                  7           6           4

  2\. African American                                               

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

  At Commended Performance                   \*          \*          \*

  Number of Students Tested                  0           0           0

  3\. White                                                          

  \% At or Above Met Standard                \*          93%         \*

  \% At Commended Performance                \*          36%         \*

  Number of Students Tested                  6           14          6

  4\. Hispanic                                                       

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

  \% At Commended Performance                \*          \*          \*

  Number of Students Tested                  8           6           5
  ------------------------------------------ ----------- ----------- -----------

***No Child Left Behind - Blue Ribbon School No Child Left Behind - Blue
Ribbon School***

**Grade 3 Mathematics**

Test\_\_\_**[Texas Assessment of Knowledge and Skills]{.underline}**

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  92%         \>99%       \>99%

  \% At Commended Performance                  23%         36%         15%

                                                                       

  Number of students tested                    13          13          13

  Percent of total students tested             \>99%       \>99%       \>99%

  Number of students alternatively assessed    1           0           0

  Percent of students alternatively assessed   8%          \<1%        \<1%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    5           7           6

  2\. African American                                                 

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

  At Commended Performance                     \*          \*          \*

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  91%         \*          \*

  \% At Commended Performance                  27%         \*          \*

  Number of Students Tested                    11          5           5

  4\. Hispanic                                                         

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    2           4           8
  -------------------------------------------- ----------- ----------- -----------

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Mathematics**

Test\_\_\_**[Texas Assessment of Knowledge and Skills]{.underline}**

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  \>99%       87%         \>99%

  \% At Commended Performance                  25%         20%         10%

                                                                       

  Number of students tested                    12          15          20

  Percent of total students tested             \>99%       \>99%       \>99%

  Number of students alternatively assessed    1           1           0

  Percent of students alternatively assessed   8%          6%          \<1%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    5           7           7

  2\. African American                                                 

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

  At Commended Performance                     \*          \*          \*

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  \>99%       \*          \>99%

  \% At Commended Performance                  20%         \*          13%

  Number of Students Tested                    10          7           15

  4\. Hispanic                                                         

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    2           8           5
  -------------------------------------------- ----------- ----------- -----------

***No Child Left Behind - Blue Ribbon School***

**Grade 5 Mathematics**

Test\_\_\_**[Texas Assessment of Knowledge and Skills]{.underline}**

Edition/Publication Year\_[2004-05]{.underline}\_\_

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  \>99%       95%         \>99%

  \% At Commended Performance                  31%         45%         \<1%

                                                                       

  Number of students tested                    13          20          11

  Percent of total students tested             \>99%       \>99%       \>99%

  Number of students alternatively assessed    0           0           0

  Percent of students alternatively assessed   \<1%        \<1%        \<1%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    6           6           \*

  2\. African American                                                 

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

  At Commended Performance                     \*          \*          \*

  Number of Students Tested                    0           0           \*

  3\. White                                                            

  \% At or Above Met Standard                  \*          \>99%       \*

  \% At Commended Performance                  \*          33%         \*

  Number of Students Tested                    6           14          6

  4\. Hispanic                                                         

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

  \% At Commended Performance                  \*          \*          \*

  Number of Students Tested                    7           6           5
  -------------------------------------------- ----------- ----------- -----------