##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[x\] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Damon Patterson]{.underline}

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

Official School Name [Meridian Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 349 201 2^nd^ Street .]{.underline}

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

[Meridian TX 76665-0349 .]{.underline}

City State Zip Code+4 (9 digits total)

County [Bosque]{.underline} State School Code [018-902 .]{.underline}

Telephone [(254) 435-2731]{.underline} Fax [( 254) 435-6099]{.underline}

Web site/URL[www.meridianisd.org/elementary/index.html]{.underline}
E-mail [patterson@meridianisd.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. Billy Jack Henderson]{.underline}

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

District Name [Meridian ISD]{.underline} Tel. [( 254 )
435-2081]{.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. Marie Garland .]{.underline}

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

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

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

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

**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 on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: [1]{.underline} Elementary
schools

\_\_\_\_\_ Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,534 .]{.underline}

Average State Per Pupil Expenditure: [\$9,269 .]{.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
>
> \[ \] Small city or town in a rural area
>
> \[ X \] Rural

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

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

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

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

  **PreK**    14        5                      **19**       **7**                             

  **K**       14        16                     **30**       **8**                             

  **1**       29        20                     **49**       **9**                             

  **2**       23        23                     **46**       **10**                            

  **3**       19        14                     **33**       **11**                            

  **4**       17        17                     **34**       **12**                            

  **5**       18        19                     **37**       **Other**                         

  **6**       19        15                     **34**                                         

                                    **TOTAL                                                   **282**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [66]{.underline} % White

the school: [4]{.underline} % Black or African American

[29]{.underline} % Hispanic or Latino

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

[1]{.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: [14
%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      22
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      20
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    42
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 310
                            the school as of October 1  

  **(5)**                   Total transferred students  .14
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           14
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [10]{.underline}
%

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [56]{.underline} %

Total number students who qualify: [157 .]{.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} %

[27]{.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 [3]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [9]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [12]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_ Traumatic Brain Injury

> [1]{.underline} 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 [16]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [6]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [4]{.underline} \_\_\_\_\_\_\_\_

> Support staff [1]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [28]{.underline} \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [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. Also
explain a high teacher turnover rate.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance 95%         97%         97%         96%         96%

  Daily teacher attendance 97%         98%         97%         98%         98%

  Teacher turnover rate    12%         12%         0%          19%         0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

> 02-03 -- 2 teachers moved, 1 retired; 04-05 -- 1 teacher moved, 1
> retired; 05-06 -- 2 teachers left for administrative advancement

**PART III ‑ SUMMARY**

Meridian Elementary lies in the heart of beautiful Bosque County.
Meridian, Texas was established on July 4, 1854, incorporated in 1874
and is the county seat. Although it was a predominantly agricultural
area, it did not take many years for the citizens of Meridian to see the
important need for local education. Therefore, in 1889 Meridian took the
responsibility away from the county and started its own Independent
School District. For over 120 years the citizens of Meridian have placed
education at the forefront of their community.

The present elementary school building was built in 1947 and housed
grades kindergarten through twelve until 1996 when citizens approved a
bond for the construction of a new junior high and high school. Once
again, in May 2006 citizens of Meridian realized the need for a new
elementary building and passed another bond, by a two to one margin.
Overwhelming support from the community and school board coupled with
dedication from the faculty and staff at Meridian Elementary has made it
possible to achieve the highest honor from the Texas Education Agency,
an Exemplary Rating.

Meridian Elementary's mission of providing an orderly, safe environment
and challenging curriculum for all students to learn social, academic
and technological skills necessary in a changing and global society is
not just something on a sign; it is what each educator truly believes.
It is this belief that continues to help Meridian overcome many
obstacles in the education process.

Meridian Elementary has an exceptional school board that has taken a
particularly active interest in the school's technological advancement.
The school board, administration and staff realized the need for
"country" kids to have the same quality of education as that of "city"
kids. Teachers recognized their limited ability to take the students to
the world so they opted to bring the world to them via technology.

Meridian ISD took advantage of Chapter 41 of the Texas Education Code
which provides a wealth equalizing provision between poor and wealthy
school districts with the selling of its Weighted Average Daily
Attendance (WADA). By partnering with wealthy school districts, Meridian
ISD received WADA funds designated to be spent entirely on technology
for the district. Meridian ISD has spent 1.8 million dollars in the past
five years on improving technology and buying hardware and programs that
promote learning. Meridian Elementary feels that technology integration
in all subject areas and computer assisted programs have increased the
achievement of all students.

Meridian Elementary is also very focused on giving back to the
community. It helps the local food bank every year. This year alone the
students, teachers and staff donated 3,325 lbs of food to Helping Hands
of Bosque County. It also provides inclusion services to all special
needs students of the Bosque County Educational COOP during lunch and
physical education. Many extracurricular activities are supported by
Meridian Elementary as well. Facilities are offered to Little Dribblers,
Little League Baseball/Softball and Peewee Football/Cheerleading.
Grandparent's Day, Muffins for Mom, and Pizza for Pop are also
celebrated with students' families throughout the year. Meridian
Elementary maintains a wonderful relationship with the retired residents
of Meridian Manor too. The students have been able to participate in
fashion shows, hallway parades, caroling, music programs and spring egg
hunts.

The community, school board, administration and the 100% NCLB highly
qualified staff of Meridian Elementary continually work together to
insure the children of Meridian the opportunity to experience an
exemplary education. Meridian Elementary is truly "The Best and Getting
Better."

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

**1. Assessment Results:**

Meridian Elementary School (MES) students are assessed through the state
mandated Texas Assessment of

Knowledge and Skills (TAKS) criterion-referenced assessment each spring.
The teachers, staff and students

recognize the importance of these assessments and excel in them each
year. Last year, 2005-06, Meridian

Elementary received the highest recognition from the state with an
Exemplary Rating for the campus.

Meridian Elementary was also awarded Gold Performance Commended
Acknowledgements of Reading/ELA, Mathematics and Science. Comparable
Improvement Acknowledgements were received in Reading/ELA and
Mathematics. The mission of Meridian Elementary is that all students
successfully achieve social, academic

and technological skills necessary to succeed in a changing global
society. Any other accomplishments or

accolades bestowed upon Meridian Elementary are secondary to the
mission.

The State of Texas requires all students in grades 3 through 6 to be
tested with the TAKS test. Each of these grade levels are tested in
reading and math. Students in 4^th^ grade are also assessed in writing,
while 5^th^ graders are assessed in science. Texas law mandates all
students in 3^rd^ and 5^th^ grades pass the reading portion of the TAKS
test and for 5^th^ grade students pass the math portion in order to be
promoted to the next grade level. There are three categories of student
performance for each test: "Commended Performance", "Met the Standard"
and "Did Not Meet the Standard". Results are reported through a scale
score. Students who "Meet the Standard" show sufficient understanding of
the Texas Essential Knowledge and Skills (TEKS) tested. Students rating
a "Commended Performance" perform at a level significantly higher than
the passing standard. Additional information regarding state assessment
can be found at <http://www.tea.state.tx.us/student.assessment/>.

In the past four years, MES has consistently achieved high expectations
in grades 3 and 6 in reading and math. The data from the 2003 TAKS
revealed areas of needed improvement in the 4^th^ and 5^th^ grade
assessment areas. The task of individual teachers having to prepare each
student for three assessments was overwhelming. The following year the
4^th^ and 5^th^ grades were departmentalized with each teacher
responsible for one TAKS assessment area. In the 2004-05 year, classes
were fifty-five minutes. Scores indicated that maximum student
achievement was not attained, so class times were increased to
seventy-five minutes. With the increase in instructional time, scores
significantly improved for all students. The most significant
improvement was made in science which rose from 55% to 90%. As a campus,
MES has maintained a passing percent of 91-95% in reading and 83-98% in
math in the past four years. The "Commended Performance" for the campus
has been 27-52% in reading and 18-36% in math.

Disparity among subgroups does not exist on a consistent basis. Many
times the subpopulations outperform the majority population. MES
teachers are proud of this fact because each child is taught for his/her
own needs, not a "label".

Students who have been identified with a disability have several options
for assessment. These students can be assessed with a TAKS test, a
State-Developed Alternative Assessment (SDAAII), or a Locally Developed
Alternative Assessment (LDAA). For students with disabilities, the
Admission, Review, and Dismissal (ARD) committee determines the
appropriate assessment.

The Reading Proficiency Test in English (RPTE) is given to English
Language Learners (ELL's) until a level of mastery is reached.

**2. Using Assessment Results:**

Meridian Elementary School uses a variety of assessments throughout the
school year to ensure students

are meeting state and local learning objectives. The importance of
acquiring reading skills is at the

forefront of MES student success. Students in grades K-2 are assessed
with the Texas Primary

Reading Instrument (TPRI) to ensure their reading proficiency.
Kindergarten students are assessed

twice a year, with 1^st^ and 2^nd^ graders being assessed three times a
year. Students who need

enrichment in reading receive additional help from a reading specialist.

Students in 1^st^ through 6th grades are given a STAR reading test to
assess their reading progress

throughout the year.

Students in grades 3-6 are given benchmark assessments throughout the
year to measure strengths and

weaknesses. The campus disaggregates data from prior state administered
tests and benchmarks to develop

a plan for each student. Teachers use the disaggregated data to plan
classroom instruction as well as

individual and small group instruction to target problem areas. A
content mastery teacher is also

utilized to provide targeted assistance for identified students.

Teachers use a variety of assessment instruments throughout the year to
meet their individual needs and

those of their students. These range from informal observations to
released TAKS tests.

Students identified as Limited English Proficient (LEP) have additional
assistance from the English as a Second Language (ESL) teacher.

**3. Communicating Assessment Results:**

Meridian Elementary communicates student performance through a variety
of means. Each year, before the first day of instruction, Meridian
Elementary holds a Meet the Teacher Night. Teachers go over academic
requirements with parents and answer questions at this time, thus
creating a team in educating. Parents know that the doors are always
open to them. In January of each year, teachers meet with each parent
individually to discuss student progress and concerns.

Teachers and parents keep the lines of communication open through
e-mail, phone calls, personal visits, and notes throughout the school
year. MES maintains a campus website where parents can check upcoming
events, menus, and other necessary information.

Individual performance of classroom skills is related to parents through
six week report cards. Additionally, all students in grades 3 -- 6
receive three week reports as well, whether failing or passing. Meridian
Elementary distributes a Student Success Initiative letter to 3^rd^ and
5^th^ graders (as required by the state) to insure their success in
reading and math.

Results of TPRI testing are conveyed to the parents of each K-2 student
after each administration. Results of benchmark testing for grades 3
through 6 are conveyed as well. Along with these results teachers
indicate the amount of, or lack of progress, and if students need extra
tutoring. Results of state tests (TAKS) are distributed with all
students along with an explanation of the results.

The state of Texas requires each campus to send home the School Report
Card (the state accountability report), based on the state's Academic
Excellence Indicator System.

**4. Sharing Success:**

Meridian Elementary believes that sharing knowledge is the key to
improving teaching and learning for all students. MES teachers freely
share their ideas with teachers on the home campus as well as those from
other districts. Through this sharing, today's leaders will become even
better leaders tomorrow. MES recognizes that "teachers teaching
teachers" with successful strategies will breed success

in the classroom. With that in mind, MES structures in-service trainings
around the needs of student success with MES teachers sharing their
successful strategies.

Educators from other districts have visited the MES campus to learn
about the successful writing program, departmentalization, and the
implementation of technology. MES feels privileged to help other
districts achieve academic success.

Meridian master teachers mentor future teachers from Tarleton State
University .This is a privilege MES does not take lightly. It is an
opportunity to help a future educator develop the skills and techniques
that will lead to success in the classroom. Mentor teachers are also
called upon to deliver training and workshops throughout the area and
state.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

The curriculum taught at Meridian Elementary has been fine-tuned
throughout the past few years. Teachers have worked tirelessly to align
the curriculum horizontally and vertically in order to provide a
curriculum that will challenge all students. Texas mandates that
students be taught a curriculum that is tied to the TEKS and aligned to
the TAKS objectives. Teachers document in weekly lesson plans and TEKS
check lists the teaching of these skills. Student success is at the
heart of every curriculum decision. Teachers meet at grade-to-grade
level meetings to relay to one another the skills students must have
before entering the next grade

Reading is the basis for all learning. It is with that belief that
students are taught at MES. Teachers hold to the theory that students in
grades K-2 are "learning to read" while those in 3-6 are "reading to
learn". The reading curriculum is designed to do just that: teach the
younger students to read and the older students to apply the reading
skills. MES began to realize success in all academic areas when students
began entering the 3rd grade reading at or close to grade level. The
writing curriculum used at MES was developed by MES teachers and modeled
after [The Writing Academy]{.underline}. Implemented in grades
kindergarten through 6th grade, this program has been highly successful
due to the progression of skills from grade level to grade level.

Saxon Math provides the mathematics curriculum for the MES campus. The
Saxon curriculum is an activity-based program that ensures consistency
of instruction and development. The curriculum is aligned to the TEKS
and TAKS and provides daily lessons in whole group and individual
learning. Concepts (quantitative reasoning, algebraic thinking, critical
thinking, problem solving, etc.) are

presented in a consistent manner, spiraling as they develop and
introduce more complex concepts. Teachers enrich the Saxon curriculum
with technology and teacher made activities.

The science curriculum is a source of pride at Meridian Elementary. For
many years science was put on the back burner in order to focus on math
and reading objectives. The success of the reading curriculum enabled
all grade levels to focus more on science. Teachers have adopted a
hands-on science curriculum with a campus developed scope and sequence.
Mobile science carts enable all grade levels to have access to materials
for experiments. The use of United Streaming, an online digital
video-based learning resource from Discovery Education, enables teachers
to have the latest educational videos at their disposal to enhance the
science curriculum.

The Fine Arts program encompasses visual and performing arts. All
students participate in art class. This program has celebrated the honor
of having six students' artwork chosen for the Texas Art Educators
Association \"Youth Art Month\" exhibit in the past three years. In
addition to this achievement, one student had his artwork chosen to be
on display in the governor's office for a year with a special reception
held in his honor. Another outstanding Art student won 3^rd^ place in a
national art contest sponsored by Royal Brush Company, receiving \$250
in art supplies for both the student and the elementary school. In 2005,
the Art department applied for and received \$2,500 from the Michael
Jordan Fundamentals Grant for the \"Creating Character through Clay\"
project. A kiln and art supplies were purchase with this money providing
an opportunity for students to explore a 3-D art medium. In addition to
the Visual Arts, is the Performing Arts program. The \"Fiesta Dancers\"
were created as a result of this after-school program. These groups
perform Mexican Folk dances in colorful costumes at local events,
nursing homes, and for area schools' Cinco de Mayo celebration. Fiesta
Dancers serve as positive role models for other students, as well as
promoting happiness and goodwill through the spirit of dance.
The diversity of students range from grades 2-6, Special Education to
Gifted/Talented, and all ethnicities.

**2a.** Reading**:**

"Reading to Learn" and "Learning to Read" are the two theories upon
which Meridian Elementary bases

its reading curriculum upon. Students in kindergarten through second
grade are taught with a phonics

based reading curriculum in order to acquire reading skills. The reading
curriculum encompasses whole

class instruction, guided reading groups, learning centers, word attack
skills, fluency practice as well as a

continual assessment of skills. Students who need enrichment are sent to
the reading specialist.

Students who qualify receive services from ESL and Special Education
teachers. The computer lab and

classroom computers are utilized to access reading programs to target
concepts and build reading

skills.

Students in 3^rd^ through 6^th^ grades focus on comprehension,
vocabulary development, reading

response, and literary concepts. Students participate in whole class
instruction, cooperative groups, and

novel studies. Students in these grades must take the TAKS reading test
with 3^rd^ and 5^th^ graders passing

for promotion. Teachers assess students through weekly comprehension
tests, vocabulary building

activities and benchmark assessments to ensure their success on the TAKS
test. The computer lab and

classroom computers provide teachers with programs to enhance and enrich
instruction. A reading

enrichment teacher is also used for targeted instruction.

Students in all grade levels participate in a sustained reading time in
which they read Accelerated Reader

(A.R.) leveled books and take tests. This gives students individual
reading practice on their reading level

and builds fluency, comprehension and reading ability. Meridian
Elementary does not award tangible

items in the A.R. program. The goal of every teacher is to create a love
of reading for all students. The

student "award' is the love of reading. Students can be seen taking
books to read during lunch, walking

back from the library with their noses in a book and stopping to discuss
a book with a teacher in the hall.

Building success in the reading program has built lifelong readers and
success in all curriculum areas.

**3. Technology:**

The goal of using technology at Meridian Elementary is not to let the
computer do the teaching, but to enhance learning through technology.
Meridian Elementary is very blessed to have the most up to date
technology resources at our fingertips. These resources include:

-   a SMART Board in every classroom

-   2 mobile wireless labs with 25 laptops

-   3 classroom computers in each room

-   computer lab with 24 computers and SMART Board

-   classroom responder set

-   teacher computer for every teacher.

These resources are put to constant use with a variety of software
applications and learner directed activities. Teachers are able to use
the SMART Boards to present daily lessons in a fun, interactive manner
that involves the learner. Keeping a student engaged throughout an
entire lesson can be challenging in today's environment of iPods,
instant messaging and video games, but SMART Boards can stimulate
students the same way these sources of entertainment can, making
learning more enjoyable. This technology reaches all learning types and
allows teachers to print out digital notes taken during class for
students to review at a later date.  Simply by touching the large
display, users can access and control any computer application or
multimedia platform, including the Internet, CD-ROMs and DVDs.

The purchase of these interactive white boards was a major commitment to
a change in methodology in the classroom for MES. Meridian Elementary
was featured in a news release from SMART for its initiative vision.

All of these resources are put to work with software applications that
are learner centered.

These include:

-   learning lab using Classworks Gold

-   writing reports and creating presentations using Microsoft Office
    software

-   internet research

-   United Streaming videos

-   Webccat - a web-based comprehensive curriculum assessment tool

-   virtual field trips

-   Webquests.

**4. Instructional Methods:**

Meridian Elementary is a campus comprised of students in
pre-kindergarten through 6^th^ grade. All educators on campus recognizes
that instructional methods will differ greatly from grade level to grade
level and class-to-class. While the following are found in all
classrooms, teachers at MES are encouraged to find what is successful
and to share those successful methods with others to use in their
classrooms.

Accelerated Reading -- As previously mentioned, A.R. plays a vital part
of the reading curriculum. Combined with STAR Reading (a computer test
to determine reading levels) students are assigned a reading level.
Students then read from that level in three ways: read to, read with, or
read alone. Students in lower grades are frequently read to or with and
the test assesses their comprehension. As students become more
independent readers, they read and test alone to assess their
comprehension and reading level. A.R. time is a sustained silent reading
time that has proven to be beneficial in state assessment situations.
The A.R. program increases student stamina, comprehension, concentration
and reading level.

Technology and computer-assisted instruction are an important
instructional method for all teachers. Principal Damon Patterson proved
the positive effect of computer-assisted instruction in his study "The
Effects of Classworks in the Classroom". The study can be viewed at
<http://www.techlearning.com/shared/printableArticle.php?articleID=170702884>.
With this proven success, teachers continue to use computer-assisted
instruction with daily success.

Field trips are also an important instructional method at MES. The rural
setting of Meridian does not allow many of the students experience the
outside world. Through the use of the internet teachers are able to
bring the world to Meridian, but there is no substitute for experiencing
the real thing! With that in mind, teachers arrange field trips that not
only provide an academic learning experience but a life learning
experience. Many students have never experienced going to a museum,
theater, zoo or even a fast food restaurant for lunch until a class
field trip.

Gifted and Talented students are often an overlooked population. This is
not the case at Meridian Elementary. Every classroom teacher is
certified in G/T. Students receive instruction geared to their
individual needs. In addition, a G/T teacher provides instruction
through Meridian's Program Addressing Children's Talent (MPACT).
Students are provided with an individual curriculum to enhance their
learning. Individual projects are assigned throughout the year to
promote higher level thinking skills.

3.  **Professional Development:**

Student success and needs drive the professional development of the
staff and faculty of Meridian Elementary School. Several years ago, the
Site-Based Decision Making Team made it a priority that professional
development target the real needs of the students served at MES. With
that goal in mind, Meridian Elementary has a 100% NCLB Highly Qualified
staff. In addition, every teacher on campus is certified in Gifted and
Talented. Every grade level has a certified teacher in ESL.

Meridian Elementary teachers know the needs of their students better
than anyone else. The 15.3 average years of experience of staff members
(with an average of 8.8 years at MES) brings a lot of expertise to the
training table. Therefore, the administration provides workshops taught
by campus teachers targeting those needs.

Each year staff development is presented in Technology, Special
Education, Gifted and Talented, ESL, and the content areas determined
from a needs assessment completed by teachers.

The administration also encourages teachers to attend conferences and
workshops they feel will benefit the staff and students. Many times
these teachers return to the campus and "teach the teachers". Seeking
additional certifications and degrees is encouraged as well. Meridian
Elementary is committed to growing its own administrators and
specialists.

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

# 

# 

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Reading]{.underline} Grade [3]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+---------------------------------------+-------+-------+------+------+
|                                       | 2     | 2004- | 2003 | 2    |
|                                       | 005 - | 2005  | -    | 002- |
|                                       | 2006  |       | 2004 | 2003 |
+---------------------------------------+-------+-------+------+------+
| Testing Month                         | Feb.  | Feb.  | Feb. | Feb. |
+---------------------------------------+-------+-------+------+------+
| # SCHOOL SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard                       | 93%   | 96%   | 100% | 100% |
+---------------------------------------+-------+-------+------+------+
| \% Commended Performance              | 55%   | 32%   | 54%  | 37%  |
+---------------------------------------+-------+-------+------+------+
| Number of Students Tested             | 29    | 28    | 30   | 40   |
+---------------------------------------+-------+-------+------+------+
| Percent of total students tested      | 91%   | 88%   | 88%  | 93%  |
+---------------------------------------+-------+-------+------+------+
| Number of students alternatively      | 2     | 4     | 2    | 2    |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| Percent of students alternatively     | 6%    | 12%   | 6%   | 5%   |
| assessed                              |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
|                                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| SUBGROUP SCORES                       |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| White                                 |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard                       | 94%   | 100%  | 100% | 100% |
+---------------------------------------+-------+-------+------+------+
| \% Commended Performance              | 84%   | 33%   | 54%  | 41%  |
+---------------------------------------+-------+-------+------+------+
| Number of Students Tested             | 19    | 15    | 24   | 27   |
+---------------------------------------+-------+-------+------+------+
| Economically Disadvantaged            |       |       |      |      |
+---------------------------------------+-------+-------+------+------+
| \% Met Standard                       | 92%   | 93%   | 100% | 100% |
+---------------------------------------+-------+-------+------+------+
| \% Commended Performance              | 33%   | 33%   | 36%  | 41%  |
+---------------------------------------+-------+-------+------+------+
| Number of Students Tested             | 12    | 15    | 14   | 22   |
+---------------------------------------+-------+-------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Mathematics]{.underline} Grade [3]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Apr. | Apr. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 89%  | 96%  | 100% |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 20%  | 24%  | 30%  | 23%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 30   | 29   | 30   | 40   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 100% | 100% | 94%  | 100% |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 0    | 0    | 2    | 0    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 0%   | 0%   | 6%   | 0%   |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 100% | 100% | 100% |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 20%  | 35%  | 27%  | 26%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 20   | 17   | 22   | 27   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 80%  | 92%  | 100% |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 25%  | 7%   | 23%  | 30%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 12   | 14   | 13   | 23   |
+----------------------------------------+------+------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Reading]{.underline} Grade [4]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Apr. | Apr. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 90%  | 85%  | 95%  | 90%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 23%  | 23%  | 28%  | 16%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 30   | 26   | 39   | 31   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 86%  | 96%  | 93%  | 97%  |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 5    | 1    | 3    | 0    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 14%  | 4%   | 7%   | 0%   |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 94%  | 79%  | 92%  | 85%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 29%  | 21%  | 30%  | 21%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 17   | 19   | 27   | 14   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 80%  | 73%  | 93%  | 88%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 13%  | 18%  | 20%  | 11%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 16   | 11   | 15   | 18   |
+----------------------------------------+------+------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Mathematics]{.underline} Grade [4]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Apr. | Apr. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 93%  | 85%  | 92%  | 94%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 14%  | 19%  | 16%  | 6%   |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 29   | 27   | 38   | 32   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 83%  | 100% | 91%  | 100% |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 6    | 0    | 4    | 0    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 17%  | 0%   | 9%   | 0%   |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 95%  | 88%  | 93%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 13%  | 21%  | 19%  | 13%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 16   | 19   | 26   | 15   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 87%  | 82%  | 93%  | 89%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 13%  | 18%  | 7%   | 0%   |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 16   | 11   | 15   | 18   |
+----------------------------------------+------+------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Reading]{.underline} Grade [5]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Feb. | Feb. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 90%  | 87%  | 75%  | 91%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 42%  | 31%  | 21%  | 22%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 31   | 39   | 34   | 32   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 94%  | 93%  | 92%  | 89%  |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 2    | 3    | 2    | 4    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 6%   | 7%   | 5%   | 11%  |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 87%  | 88%  | 88%  | 86%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 42%  | 35%  | 33%  | 18%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 24   | 26   | 18   | 22   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 85%  | 88%  | 62%  | 93%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 38%  | 24%  | 14%  | 13%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 13   | 17   | 22   | 15   |
+----------------------------------------+------+------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Mathematics]{.underline} Grade [5]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Mar. | Mar. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 89%  | 94%  | 97%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 45%  | 21%  | 24%  | 6%   |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 31   | 38   | 33   | 34   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 91%  | 91%  | 89%  | 94%  |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 1    | 4    | 3    | 2    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 3%   | 9%   | 8%   | 6%   |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 92%  | 94%  | 100% |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 38%  | 24%  | 39%  | 9%   |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 24   | 25   | 18   | 22   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 82%  | 95%  | 94%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 38%  | 18%  | 14%  | 0%   |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 13   | 17   | 21   | 17   |
+----------------------------------------+------+------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Reading]{.underline} Grade [6]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Apr. | Apr. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 100% | 97%  | 98%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 78%  | 47%  | 46%  | 29%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 37   | 32   | 37   | 42   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 93%  | 100% | 90%  | 93%  |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 2    | 0%   | 4    | 1    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 5%   | 0%   | 10%  | 2%   |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 100% | 96%  | 97%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 84%  | 65%  | 50%  | 37%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 25   | 17   | 28   | 30   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 100% | 94%  | 96%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 71%  | 29%  | 29%  | 13%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 14   | 17   | 17   | 24   |
+----------------------------------------+------+------+------+------+

# TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS

(State Criterion-Referenced Test)

Subject [Mathematics]{.underline} Grade [6]{.underline}

Test [(TAKS) Texas Assessment of Knowledge and Skills\_]{.underline}

Edition/Publication Year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

+----------------------------------------+------+------+------+------+
|                                        | 20   | 2    | 2003 | 2    |
|                                        | 05 - | 004- | -    | 002- |
|                                        | 2006 | 2005 | 2004 | 2003 |
+----------------------------------------+------+------+------+------+
| Testing Month                          | Apr. | Apr. | Apr. | Apr. |
+----------------------------------------+------+------+------+------+
| # SCHOOL SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 94%  | 100% | 95%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 61%  | 56%  | 43%  | 34%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 36   | 32   | 37   | 44   |
+----------------------------------------+------+------+------+------+
| Percent of total students tested       | 90%  | 100% | 90%  | 98%  |
+----------------------------------------+------+------+------+------+
| Number of students alternatively       | 3    | 0%   | 4    | 1    |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
| Percent of students alternatively      | 8%   | 0%   | 10%  | 2%   |
| assessed                               |      |      |      |      |
+----------------------------------------+------+------+------+------+
|                                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| SUBGROUP SCORES                        |      |      |      |      |
+----------------------------------------+------+------+------+------+
| White                                  |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 94%  | 100% | 97%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 63%  | 82%  | 44%  | 39%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 24   | 17   | 27   | 31   |
+----------------------------------------+------+------+------+------+
| Economically Disadvantaged             |      |      |      |      |
+----------------------------------------+------+------+------+------+
| \% Met Standard                        | 100% | 94%  | 100% | 96%  |
+----------------------------------------+------+------+------+------+
| \% Commended Performance               | 71%  | 35%  | 33%  | 32%  |
+----------------------------------------+------+------+------+------+
| Number of Students Tested              | 14   | 17   | 18   | 25   |
+----------------------------------------+------+------+------+------+