**[U.S. Department of Education November 2002]{.underline}**

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: Christine Brunner

Official School Name: Valley Creek Elementary

School Mailing Address: 2800 Valley Creek Trail

McKinney, Texas 75070-4375

Telephone: (469) 742-4800 Fax: (469) 742-4801

Website: www.mckinneyisd.net/valleycreek/ Email:
<cbrunner@mckinneyisd.net>

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: Dr. David Anthony

District Name: McKinney ISD Tel. (469) 742-4000

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: Mrs. Geralyn Kever

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 Signature)

**[PART II - DEMOGRAPHIC DATA ]{.underline}**

**DISTRICT **

**1.  Number of schools in the district:** 16 Elementary schools

3 Middle schools

0 Junior high schools

2 High schools

**2.  District Per Pupil Expenditure:**  [\$4,659.00]{.underline} 

     **State Average Per Pupil Expenditure:**  [\$4,929.00]{.underline}

## SCHOOL

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

    (  ) Urban or large central city

    (  )  Suburban school with characteristics typical of an urban area

    (X) Suburban

    (  ) Small city or town in a rural area

    (  ) [Rural ]{.underline}

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

     [9]{.underline} **If fewer that three years, how long was the
previous principal at this school? **

5.  **Number of students enrolled at each grade level or its equivalent
    in applying school: **

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

  K                 45                39                84

  1                 52                47                99

  2                 42                43                85

  3                 49                47                96

  4                 51                48                99

  5                 43                41                84

  PPCD              17                6                 23

  **Total           299               271               570
  Students**                                            
  ----------------- ----------------- ----------------- -----------------

**6.  Racial/ethnic composition of the students in the school:**

91.3 % White

  2.3% Black or African American

               3.6% Hispanic or Latino

               2.3% Asian/Pacific Islander

                 0.5%  American Indian/Alaskan Native

             100%    TOTAL

**7.  Student turnover, or mobility rate, during the past year:**  [7.9 
%]{.underline}

  ------------ --------------------------------------------- ------------
  1            Number of student who transferred ***to***    37
               the school after October 1 until the end of   
               the school year                               

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

  3            Subtotal of all transferred students \[sum of 57
               rows (1) and (2)\]                            

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

  5            Subtotal in row (3) divided by total in row   0.1
               (4)                                           

  6            Amount in row (5) multiplied by 100           10
  ------------ --------------------------------------------- ------------

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

[0%]{.underline} Total Limited English Proficient

**9. Students eligible for free/reduced-priced meals:** 
[1.3 %]{.underline}

[7]{.underline} Total Students Who Qualify

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

   [56]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [12]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [16]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [32]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

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

**Number of Staff**

  ------------------------------------ ----------------- -----------------
                                       **Full-Time**     **Part-time**

  **Administrators**                   2                 0

  **Classroom Teachers**               29                1

  **Special resource                   1                 1
  teachers/specialists**                                 

  **Paraprofessionals**                7                 1

  **Support Staff**                    5                 2

  **TOTAL**                            44                5
  ------------------------------------ ----------------- -----------------

**12.  Student-\"classroom teacher\" ratio: ** 15:1

13. **Show the attendance patterns of teachers and students.**

14. 

  ------------------- --------------- --------------- --------------- --------------- ---------------
  **School Year**     **2001-2002**   **2000-2001**   **1999-2000**   **1998-1999**   **1997-1998**

  **Daily Student     **97.3%**       **97.2%**       **97.5%**       **97.5%**       **97.3%**
  Attendance**                                                                        

  **Daily Teacher     **94.3%**       **94.2%**       **not           **not           **not
  Attendance**                                        available**     available**     available**
  ------------------- --------------- --------------- --------------- --------------- ---------------

**[PART III -- SUMMARY]{.underline}**

##  Nestled among stately lively oaks, Valley Creek Elementary School, McKinney Independent School District (MISD), is the centerpiece of a friendly community park. The inviting setting is echoed inside the walls where a warm climate and sense of pride inspire quality and excellence. A contagious spirit for learning abounds as teachers and students alike strive to acquire skills to be lifelong learners. In this community "little people make big things happen". Within a challenging, highly motivating environment, the focus is upon mutual respect. In Valley Creek's learning community, everyone's creativity, participation and skills are important. In an environment rich with trustworthiness, truthfulness, active listening, and appreciation, students are acquiring skills for the 21^st^ Century. Students learn to value diversity and celebrate differences through programs, which make Valley Creek worthy to be named a No Child Left Behind: Blue Ribbon School. The classrooms are student centered with the teacher being the facilitator. Everyone belongs to a group and feels included and valued for unique contributions. The sense of belonging is reflected by an attendance record of over 97%. Democracy is practiced, as students themselves are involved in classroom management, setting personal learning goals, problem solving, and choosing tasks. Students and teacher assess individual and group accountability jointly. At Valley Creek, teachers ask students to be all that they can be. We believe that all students can and will succeed. Teachers design learning experiences to reach students of multiple cultures, intelligences, and abilities. They strive to present curriculum that is academically challenging. Students practice critical and creative thinking. Subject areas are meshed together so students can make the connections from curriculum to real life experiences. High expectations and commitment to excellence transformed the school into one of high achievement. Evidence of this is that Valley Creek has earned an "Exemplary" rating by the Texas Education Agency for last 6 years. In 1995-1996 Valley Creek received the National Blue Ribbon School of Excellence. In addition, the last two years, Valley Creek has received the Texas Business and Education Coalition/Just for the Kids Honor Roll award based student achievement over time. Valley Creek's most recent award came as *[D Magazine]{.underline}* ranks Valley Creek in the top 10 elementary schools in the Dallas Metroplex area for the 2002-2003 school year. Strong traditions are in place at the school, bolstering school pride and achievement. Each day "gold slips" are drawn and announced on the afternoon announcements of students who demonstrated positive use of daily lifeskills. Each Friday students and teachers come dressed in orange and turquoise Valley Creek T-shirts for Spirit Day. The Valley Creek school song, depicting a "do my best attitude", rings throughout the halls during morning announcements. Each 9 weeks, students celebrate success with the "3 As", Attendance, Academics and Attitude by receiving ribbons. The strength of the school lies within the staff. The camaraderie of the staff is evident to all who enter the building. The sense of caring, sharing and helpfulness meld the staff into one with the vision of continually improving. Parent involvement is high at Valley Creek through the PTA and Cougar Dads organizations and enhances the overall school success. Students are motivated to learn and demonstrate this intention by enthusiastically reciting the Valley Creek Student Creed, "I can, I want to, and I will do my best today!"

## 

## 

## 

##  

## [PART IV - INDICATORS OF ACADEMIC SUCCESS ]{.underline}

## 

##  1.   State of Texas Criterion-Referenced Tests

Grades:    3rd through 5th    TAAS Test (Texas Assessment of Academic
Skills)

Tests:  3rd Grade Reading and Math

   4th Grade Reading, Math and Writing

   5th Grade Reading, Math 

Years:      1997-1998 through 2001-2002       

Publisher:    Texas Education Agency 

-   Children absent on the day of testing were excluded from the
    testing. 

-   Children with an Individual Education Plan (IEP) that stipulated
    alternative testing were given the State Developed Alternative
    Assessment (SDAA) as determined by ARD Committee were excluded form
    the testing.

Scores reported are:

-   Meets Minimum Expectations: (MME) percentage of children performing
    at or above the state\'s pass/fail point.

-   Mastery of All Objectives: (MAO) percentage of children performing
    at or above State\'s proficient level on all tested objectives  (80%
    and above)

-   Academic Recognition:  (AR) percentage of children missing few or
    none of questions on all tested objectives (90% and above)

 Student Populations: 

Percentages are given for All Students, African American, Hispanic, and
Economically Disadvantaged student groups.  It should be noted that for
the years reported, the ethnicity composition of the student population
is above 90 % White.  In order to receive data the State of Texas
requires at least 5 students take the test by any of the following
student groups:  African American; Hispanic; White; and Economically
Disadvantaged.  Percentages given are for Meets Minimum Expectations
(MME) only and reflect a total passing rate for all tests taken by
students in Third through 5th grades. 

**Assessments Referenced Against National Norms**

Grade:  5th Reading, Math 

Test:   Iowa Tests of Basic Skills 

Years:   1997 through 2001 

Publisher:  Riverside Publishing 

-   Children absent on the day of testing were excluded from the
    testing.

-   Children with an Individual Education Plan (IEP) that stipulated
    alternative Assessment (SDAA) as determined by ARD Committee were
    excluded from the testing.

-   Scores are reported as national percentile (NPR) and grade level
    equivalencies (GE).

-   Scores reported are for all students and not for specific student
    populations.

**2.  Show how the school uses assessment data to understand and improve
student and school performance.**

Valley Creek is a data driven campus. Students in grades 3 through 5 are
given district assessments in Reading, Writing, Math & Science each 9
weeks. The assessments are used to generate grade level reports and show
student levels of mastery of the TEKS (Texas Essential Knowledge &
Skills). The reports can be broken down by grade level, classroom, and
individual student. Each teacher can study the reports to determine
individual student needs and overall classroom instruction needs. During
grade level planning meetings, teachers use the assessments to decide
how instruction needs to change based on the assessments. Small flexible
groups are formed to meet each student at his or her skill level. K-2
uses TPRI (Texas Primary Reading Inventory) to determine the needs of
students. This assessment is given at the begin and end of each school
year. The data is used as an early predictor of master of reading
fluency. This assessment data transfers to the next grade level which
allows a teacher to provide instruction based on individual student
needs. Vertical subject teams meet throughout the school year to
evaluate campus assessment results. Strategies and plans for improvement
are put into place to meet campus needs and provide consistent vertical
alignment. Valley Creek is evaluated by the TAKS (Texas Assessment of
Knowledge and Skills) state test in grades 3 through 5. These
assessments are analyzed by all staff members and goals will be
developed with a plan of action for the Campus Improvement Plan for the
upcoming school year. Assessment data is used by all levels K-5 to
ensure optimal success of the entire campus.

**3. Show how the school communicates student performance, including
assessment data, to parents, students, and the community.**

Communication with parents is key to the success of a school. The
assessment procedures are discussed with parents at the beginning of the
year on *Meet the Teacher Night*. Report cards are sent home every nine
weeks to give parents information on student performance. Progress in
academic areas and social and behavioral expectations, as cited in the
students creed, are reported. In addition parents receive a progress
report for every student at the mid-nine weeks marking period. During
the first nine weeks every parent conferences with their child's
teacher. This involves them with their child's learning and establishes
a working partnership all year long. Each week students take home a
Monday folder. This contains the weekly *Cougargram*, Valley Creek's
newsletter, highlighting the schools events and PTA opportunities.
Parents are able to see student work that is sent home in the folder and
the progress their child is making towards their academic goals. Valley
Creek keeps a campus webpage with updated information on class
objectives or events of the school. PTA & Cougar Dads are two parent
groups that enable parents to become involved and enhance the programs
of the school. Prior to the state TAKS test, teachers in grade 3-5 hold
one on one student conferences. This provides students with the
opportunity to meet with their teacher and set their on personalized
academic goals. Each morning, members of the 5^th^ grade Student Council
along with the principal, deliver *live* announcements to start the day.
Success of individual students, classrooms, and Valley Creek as a whole
are celebrated by everyone.

**4.  Describe how the school will share its successes with other
schools. **

A school, by definition, is a place to learn.  We have been most
fortunate to have colleagues eager to share what they know about
improving student achievement with our faculty, and in turn, we are
always honored to share our body of knowledge with any other school or
individual.  This is a core value in McKinney ISD and all children have
benefited from this intra-district communication and dialogue.  We are
intentional about these opportunities to share and our schools are
organized in like-student population cohorts that meet at least twice a
month to address specific areas of instruction and student learning.  In
addition, about once a month we hear from a school or organization
outside our district that would like to come and visit our classrooms
and talk with our teachers about successful strategies and best
practices.  We are anxious to schedule these visits because we want to
help, but we also want to find out what the visitor\'s school is doing.
We have participated in several research projects, most recently the
\"Just For the Kids\" survey, that identify those teacher behaviors
proven to have the most impact on student achievement.  We are committed
to continual improvement and we have found that one of the best avenues
to sustained student growth is to engage in meaningful and focused
conversations with our colleagues.  \
 

## [PART V - CURRICULUM AND INSTRUCTION]{.underline}

## 

 **1.  Describe the school\'s curriculum, including foreign languages
and show how all students are engaged with significant content, based on
high standards. **

Valley Creek Elementary follows the McKinney ISD curriculum and the
state TEKS (Texas Essential Knowledge and Skills) for each grade level. 
Lower grades engage in thematic study units with the integration of the
curriculum as a primary focus.  Grades 3-5 have a departmentalized
setting where each child sees 2 teachers within the day: Math/Science &
Reading/Writing/Social Studies.  Reading, writing, listening, and
speaking skills are the heart of the curriculum as students develop into
skilled communicators for tomorrow.  Students in grades K-5 engage in a
scope and sequence of instruction designed to foster communication,
literacy, cooperative learning, problem solving, scientific inquiry, and
research skills.  Writing across the curriculum is emphasized with the
use of math, science, social studies, and even P.E. journals.  Math
skill instruction begins at the concrete level, utilizing manipulatives,
progressing to application and finally results in abstract
representation.  Teachers may supplement the district curriculum with
Mountain Math, Read Draw Solve, and a Family SMATH night focused on 
Science and Math activities for the family.  Students and parents were
able to work on higher level thinking skills by estimating the amount of
sugar in a bag of Skittles at the 3rd grade station. Valley Creek\'s
science program strengthens literacy through the use of non-fiction
books.  Students in the role of scientists use the scientific method in
the campus Science Lab.  All grade levels use FOSS (Full Option Science
System) to guide science exploration.  Valley Creek teachers have met
the challenge to make science exciting, meaningful, and accessible to
kids.  Citizenship and the use of lifeskills are evident as a theme
throughout the building.  The Tribes program and Chick-fil-a Core
Essentials have built a community of respect and belonging.  The Social
Studies Curriculum is integrated into all content areas and relevant
experiences that make social studies come alive are plentiful. For
example, after our third grade students learned about city government,
they went on a field trip to see how their city functions in real life.
Fine arts are infused into the curriculum, providing students with a
means of exploration and personal expression.  Students attend art,
music, and P.E. each week while at school.  In summary, because of the
rich curriculum, integration of all subject areas is vital to the
development of the whole child.

**2.  Describe the school\'s reading curriculum, including a description
of why the school chose this particular approach to reading.**

Valley Creek implements a reading approach structured to assess and
address the needs of every child.   We are committed to provide a
complete comprehensive and balanced approach to meet the literacy needs
of all students.  Teachers follow the McKinney ISD district curriculum
and state TEKS for each grade level.  Before a successful reading
program is implemented, an assessment is administered to determine the
strengths and challenges of each child. In K-2, teachers administer the
Texas Primary Reading Inventory.  The TPRI is an assessment tool that
provides comprehensive data of each child\'s reading development while
identifying areas to monitor and address.  Teachers provide daily guided
reading groups, shared reading groups, running records, buddy reading,
independent reading, book bags based on each child\'s reading level,
Saxon Phonics and Spelling, Richard C. Owens Literacy Model, and Reading
Recovery strategies.  These same instructional methods carry over into
grades 3-5 supplemented by book clubs, novel reading, independent
strategies, enrichment, and tutoring.  K-5 students participate in the
Reading Renaissance Accelerated Reading program.  Teachers administer
the STAR Reading computerized test.  The STAR Reading test guides
teachers in determining the appropriate reading level for each child
through in-context vocabulary questions plus text passages to help
measure each child\'s reading performance.  All students work towards an
independent reading goal while working to help earn a class goal and
school goal. The Accelerated Reading program and supplemental reading
techniques and strategies have proven to show growth and success with
all children.

 **3. Describe one other curriculum area of the school\'s choice and
show how it relates to essential skills and knowledge based on the
school\'s mission. \
 \
** High expectations, commitment to excellence, and discipline
integration describes our support classes or \"Specials\". They empower
the students to be all they can be using the monthly life skill as a
springboard to learning.  To maximize diverse abilities, students
develop their musical intellect by performing a varied repertoire of
music in monthly musicals. Fourth and fifth graders, through creative
performances in Cougar Choir, share their emotion and musical artistry
throughout the community. Broadway Junior Productions are performed each
May by outgoing fifth graders and guests from the community are
invited.  Analyzing and evaluating music, writing music notation, and
applying expressive technical skills develops critical thinking skills
in all our students. In art, students express their thoughts and ideas
creatively, while challenging their imagination, fostering reflective
thinking and developing disciplined effort and problem solving skills. 
Hall displays express original artwork communicating ideas from direct
observation, experience with Bloom\'s taxonomy, and imagination to
express ideas about self, family and community.  Writing reflections in
Physical Education journals, learning and practicing objectives through
music and poetry, and sharing the expertise of outside experts
incorporates empowerment toward common goals.  Students learn resolution
of conflicts during games and sports; understand the importance of
physically active lifestyles, and how to maintain good health throughout
their lives. Collaborating, leading, and using technology in building a
learning community, the library media specialist creates a
learner-centered library environment.  Integrating curriculum,
resources, and teaching strategies to ensure the success of all students
as the creators and users of ideas and information, enables them to
become lifelong learners. Helping students make individual book bags
targeting their reading range and interests, locating books on the
shelves with the students, meeting monthly with each team and planning,
researching materials needed for teachers, ordering new books and
Accelerated Reader (AR) quizzes, team teaching with different grade
levels, reading to classes, inviting authors and storytellers to share
their expertise, and explaining and troubleshooting technology and media
concerns are just a few of the activities flowing out of the hub of our
school, the Library Media Center.

**4.  Describe the different instructional methods the school uses to
improve student learning. **

On any given day, a stroll around our campus will reveal an incredible
array of differing instructional methods employed to reach our
students.  Pairs of students will be seen in the hallways, working
together to strengthen both the stronger and the weaker partners.  
Group activities are also visible, allowing students to work with each
other to create an end product that may span over several days or
weeks.  This type of activity provides academic as well as social skills
needed to work in everyday situations.  Teachers use technology
resources and students to draft and edit documents, design
presentations, organize and manipulate data, and engage in whole-class
queries and exploration.  Instruction is differentiated in the classroom
for students who may need to advance their thinking skills, as well as
for students with learning disabilities.  A teacher may be helping a
small group of students with a specific lesson or concept while other
students in the class work on assignments, which reach their needs. 
Inclusion and pullout programs also serve these special needs students.
Tutoring is provided for many students, within the framework of the
school day and before or after school.  All school staff members serve
as tutors, providing a mentoring relationship in addition to academic
assistance.  Students in a given grade level are grouped across classes,
based on common areas of instructional need.  When an area of concern is
identified vertically, special in-school sessions are set up to provide
direct remedial instruction.  This year, for example, a Handwriting
Clinic was developed to address specific problems at several grade
levels.  All instruction at Valley Creek Elementary implements Bloom\'s
Taxonomy strategies.  New ideas are connected to prior learning, and
students are moved from the concrete to the abstract in incremental
hands-on, high-interest, high success steps.  Individual centers,
activities and lessons allow students to work on their areas of need and
enhance their strengths while providing positive and successful learning
experiences.  \
 

**5.  Describe the school\'s professional development program and its
impact on improving student achievement.**

Valley Creek faculty believes that being a professional in the field of
education implies a commitment to continued learning and growth.  The
professional development program supports professional growth for all
employees based upon diagnosed needs, professional goals, District
beliefs and goals, and campus goals.  The program\'s purpose is to
ensure professional growth targeted at improving student achievement in
order to facilitate graduates that meet the District graduate profile. 
Teacher learning and student learning go hand in hand.  We believe that
students cannot achieve high levels of learning and performance unless
teachers, administrators, and other school employees are continuously
learning.  New professional knowledge requires sustained learning
opportunities for teachers.  At Valley Creek we look first at student
achievement data and then develop individual professional development
plans designed to move the data forward for each student.  Together
teachers and administrators seek out and provide these specific
opportunities.  As teachers add to their individual skill set, they also
add to the value of the entire campus team, which of course, benefits
each of our students.  We have many talented and experienced teachers
that teach or mentor less experienced teachers.  In this way the
programs and philosophy of the \"Valley Creek Way\" are imparted to each
team member and our success is perpetuated.

**VI. APPENDIX: TEST DATA TABLES**

**VALLEY CREEK ELEMENTARY TEST DATA**:

Third Grade Reading (TAAS) Texas Assessment of Academic Skills

  ----------------------- ---------- --------- --------- --------- ---------
  Testing Year            2001-02    2000-01   1999-00   1998-99   1997-98

  Testing Month           April      April     April     April     April

                                                                    

  \% of Students                                                    

  MME                     98         100       100       99        99

  MAO                     83         89        96        90        90

  AR                      89         66        75        72        69

                                                                    

  \# Students tested      93         114       120       128       87

  \% Students tested      100        99        100       99        99

  \# Students excluded    0          1         0         1         1

  \% Students excluded    0          0.01      0         0.01      0.01

                                                                    

  Student Groups:                                                   

  African American        100        100       90        75        75

  Hispanic                100        100       88.9      100       85.7

  Economic Disadvantage   100        100       66.7      50        71.4

                                                                    

  State Scores (all                                                 
  students)                                                        

  MME                     88         86.8      87.9      88        86.2
  ----------------------- ---------- --------- --------- --------- ---------

# 

# 

# 

# 

# 

# 

# 

# 

# 

#  

# Third Grade Math (TAAS) Texas Assessment of Academic Skills

  ----------------------- ---------- --------- --------- --------- ---------
  Testing Year            2001-02    2000-01   1999-00   1998-99   1997-98

  Testing Month           April      April     April     April     April

                                                                    

  \% of Students                                                    

  MME                     98         100       100       99        99

  MAO                     83         89        96        90        90

  AR                      89         66        75        72        69

                                                                    

  \# Students tested      93         114       120       128       87

  \% Students tested      100        99        100       99        99

  \# Students excluded    0          1         0         1         1

  \% Students excluded    0          0.01      0         0.01      0.01

                                                                    

  Student Groups:                                                   

  African American        100        100       90        75        75

  Hispanic                100        100       88.9      100       85.7

  Economic Disadvantage   100        100       66.7      50        71.4

                                                                    

  State Scores (all                                                 
  students)                                                        

  MME                     88         86.8      87.9      88        86.2
  ----------------------- ---------- --------- --------- --------- ---------

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

#  

# Fourth Grade Reading (TAAS) Texas Assessment of Academic Skills

  --------------------- --------- --------- --------- --------- ---------
  Testing Year          2001-02   2000-01   1999-00   1998-99   1997-98

  Testing Month         April     April     April     April     April

                                                                 

  \% of Students                                                 

  MME                   100       100       99        99        99

  MAO                   88        95        90        83        78

  AR                    83        76        77        78        58

                                                                 

  \# Students tested    81        106       130       109       97

  \% Students tested    100       100       100       100       99

  \# Students excluded  0         0         0         0         1

  \% Students excluded  0         0         0         0         0.01

                                                                 

  Student Groups:                                                

  African American      100       100       90        75        75

  Hispanic              100       100       88.9      100       85.7

  Economic Disadvantage 100       100       66.7      50        71.4

                                                                 

  State Scores (all                                              
  students)                                                     

  MME                   92.5      90.8      89.9      88.8      89.7
  --------------------- --------- --------- --------- --------- ---------

# 

# Fourth Grade Math (TAAS) Texas Assessment of Academic Skills

  ------------------------ --------- --------- --------- --------- ---------
  Testing Year             2001-02   2000-01   1999-00   1998-99   1997-98

  Testing Month            April     April     April     April     April

                                                                    

  \% of Students                                                    

  MME                      100       100       100       99        97

  MAO                      48        32        84        78        74

  AR                       40        20        68        65        60

                                                                    

  \# Students tested       82        107       130       109       97

  \% Students tested       100       100       100       99        99

  \# Students excluded     0         0         0         1         1

  \% Students excluded     0         0         0         0.01      0.01

                                                                    

  Student Groups:                                                   

  African American         100       100       90        75        62.5

  Hispanic                 100       100       100       100       100

  Economic Disadvantage    100       100       83.3      50        85.7

                                                                    

  State Scores (all                                                 
  students)                                                        

  MME                      94.1      91.3      87.1      87.6      86.3
  ------------------------ --------- --------- --------- --------- ---------

#  

# Fourth Grade Writing (TAAS) Texas Assessment of Academic Skills

  ------------------------ --------- --------- --------- --------- ---------
  Testing Year             2001-02   2000-01   1999-00   1998-99   1997-98

  Testing Month            April     April     April     April     April

                                                                    

  \% of Students                                                    

  MME                      100       100       99        97        98

  MAO                      76        80        90        71        63

  AR                       15        24        11        0.02      0.09

                                                                    

  \# Students tested       68        105       126       102       93

  \% Students tested       100       100       100       99        99

  \# Students excluded     0         0         0         1         1

  \% Students excluded     0         0         0         0.01      0.01

                                                                    

  Student Groups:                                                   

  African American         100       100       100       100       80

  Hispanic                 100       100       75        66.7      67

  Economic Disadvantage    100       100       50        100       33

                                                                    

  State Scores (all                                                 
  students)                                                        

  MME                      89.8      89.2      90.3      88.4      88.7
  ------------------------ --------- --------- --------- --------- ---------

# 

# Fifth Grade Reading (TAAS) Texas Assessment of Academic Skills

  ------------------------ --------- --------- --------- --------- ---------
  Testing Year             2001-02   2000-01   1999-00   1998-99   1997-98

  Testing Month            April     April     April     April     April

                                                                    

  \% of Students                                                    

  MME                      100       100       97        99        95

  MAO                      92        85        83        78        75

  AR                       86        71        72        68        70

                                                                    

  \# Students tested       88        113       116       108       92

  \% Students tested       100       98        99        100       100

  \# Students excluded     0         2         1         0         0

  \% Students excluded     0         0.02      0.01      0         0

                                                                    

  Student Groups:                                                   

  African American         100       100       90        75        75

  Hispanic                 100       100       88.9      100       85.7

  Economic Disadvantage    100       100       66.7      50        71.4

                                                                    

  State Scores (all                                                 
  students)                                                        

  MME                      92.7      90.2      87.8      86.4      88.4
  ------------------------ --------- --------- --------- --------- ---------

#  

# Fifth Grade Math (TAAS) Texas Assessment of Academic Skills

  ------------------------ --------- --------- --------- --------- ---------
  Testing Year             2001-02   2000-01   1999-00   1998-99   1997-98

  Testing Month            April     April     April     April     April

                                                                    

  \% of Students                                                    

  MME                      100       100       99        98        95

  MAO                      80        85        66        70        68

  AR                       66        49        61        59        53

                                                                    

  \# Students tested       89        118       117       110       92

  \% Students tested       100       98        99        100       100

  \# Students excluded     0         2         1         0         0

  \% Students excluded     0         0.02      0.01      0         0

                                                                    

  Student Groups:                                                   

  African American         100       100       90        75        62.5

  Hispanic                 100       100       100       100       100

  Economic Disadvantage    100       100       83.3      50        85.7

                                                                    

  State Scores (all                                                 
  students)                                                        

  MME                      96.2      94.6      92.1      90.1      89.6
  ------------------------ --------- --------- --------- --------- ---------

 **ITBS Scores (5^th^ grade) National Norm Reference Test: Iowa Tests of
Basic Skills**

+--------------------+---------+---------+---------+-------+---------+
| # Testing Year     | 2001-02 | 2000-01 | 1999-00 | 19    | 1997-98 |
|                    |         |         |         | 98-99 |         |
+--------------------+---------+---------+---------+-------+---------+
| Testing Month      | N       | Se      | Se      | Oc    | N       |
|                    | ovember | ptember | ptember | tober | ovember |
+--------------------+---------+---------+---------+-------+---------+
| School Scores      |         |         |         |       |         |
| Reading            |         |         |         |       |         |
+--------------------+---------+---------+---------+-------+---------+
|      NPR           | 77 %    | 69%     | 68%     | 66%   | 76%     |
+--------------------+---------+---------+---------+-------+---------+
|      GE            | 6.7     | 6.2     | 6.2     | 6.0   | 6.7     |
+--------------------+---------+---------+---------+-------+---------+
| School Scores Math |         |         |         |       |         |
+--------------------+---------+---------+---------+-------+---------+
|      NPR           | 85%     | 75%     | 77%     | 79%   | 83%     |
+--------------------+---------+---------+---------+-------+---------+
|      GE            | 6.8     | 5.5     | 5.6     | 5.9   | 6.9     |
+--------------------+---------+---------+---------+-------+---------+
| Number Tested      | 87      | 122     | 118     | 114   | 92      |
+--------------------+---------+---------+---------+-------+---------+
| Number Excluded    | 0       | 0       | 0       | 0     | 0       |
+--------------------+---------+---------+---------+-------+---------+