##### *REVISED 4/27/06*

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

*U.S. Department of Education*

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

Name of Principal [Ms. Debra Carroll-Boyce]{.underline}

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

Official School Name [Claude Curtsinger Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [12450 Jereme Trail]{.underline}

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

[Frisco]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Texas]{.underline}\_\_\_\_\_\_\_\_\_\_\_
\_\_[75035-7646]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Collin]{.underline} State School Code Number\*
[043-905-103]{.underline}

Telephone [(469) 633-2100 (469) 633-2101]{.underline} Fax [(469)
633-2150]{.underline}

Website/URL [www.friscoisd.org]{.underline} E-mail
[boyced@friscoisd.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\* [Dr. Rick Reedy]{.underline}

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

District Name [Frisco Independent School District]{.underline} Tel.
[(469) 633-6012 (469) 633-6010]{.underline}

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

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

Name of School Board

President/Chairperson\_\_\_\_\_\_\_\_\_[Mr. Buddy Minett]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

**[PART I ‑ ELIGIBILITY CERTIFICATION]{.underline}**

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

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

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

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

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

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

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

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

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

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

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

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

1\. Number of schools in the district: [18]{.underline} Elementary
schools

[6]{.underline} Middle schools

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

[2]{.underline} High schools

[2]{.underline} Other

[28]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,016]{.underline}

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

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

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

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

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **PreK**                                                  **7**                             

  **K**       68        56                     124          **8**                             

  **1**       63        70                     133          **9**                             

  **2**       48        75                     123          **10**                            

  **3**       61        69                     130          **11**                            

  **4**       63        58                     121          **12**                            

  **5**       66        64                     130          **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   761
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [83]{.underline} % White

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

[7]{.underline} % Hispanic or Latino

[5]{.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:
[5%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      16
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      23
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    39
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 779
                            the school as of October 1  

  **(5)**                   Total transferred students  .05
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: [1%]{.underline}
Total Number Limited English Proficient: [6]{.underline}

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

Specify languages: Hindi, Chinese, and Korean

9\. Students eligible for free/reduced-priced meals: [7%]{.underline}

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

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

10\. Students receiving special education services: [\*11]{.underline} %

[\*84]{.underline} Total Number of Students Served

> \*Indicates numbers as of February 8, 2006. Speech or Language
> Impairment numbers are included.
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

[0]{.underline} Deafness [13]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [23]{.underline} Specific Learning
Disability

[6]{.underline} Emotional Disturbance [41]{.underline} Speech or
Language Impairment

[1]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [0]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [37]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [12]{.underline} [4]{.underline}

Paraprofessionals [5]{.underline} \_\_\_\_\_\_\_\_ Support staff
[5]{.underline}

Total number [61]{.underline} [4]{.underline}

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

students in the school divided by the FTE of classroom teachers
[21:1]{.underline}

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

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

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

  Daily teacher attendance   95 %        95 %        94 %        97 %        95 %

  Teacher turnover rate      2 %         2 %         1 %         1 %         3 %

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

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

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

Welcome to Claude Curtsinger Elementary -- home of the Tiny Titans!
Curtsinger embodies a positive, can-do spirit. This spirit is the
catalyst from which greatness evolves.

No matter what age a student enters the halls of this school, he becomes
a member of the Curtsinger family. Students who begin as kindergarteners
or who transfer from other states are all met with open arms and smiling
faces.

As you approach Curtsinger's front entrance, you feel the tradition and
community spirit that permeates the school. A path of bricks dedicated
to past and present students, staff, and families of the school evokes a
feeling of devotion to our history. The bricks symbolize the spirit of
never leaving this beloved school. Curtsinger becomes a part of your
personal life experience no matter how you are involved here.

It only takes a moment to realize that Curtsinger cherishes its roots,
as evidenced by the old, stone raccoon beside the front door. Here is a
memory of the years when we were a small town with a population of only
5000 and three elementary schools. Those small-town days bring wonderful
memories to mind at a time when Frisco has become one of the fastest
growing cities in the nation and boasts an ever-expanding population of
80,000 people.

As you enter the doors, you hear music playing in the background. If it
is Book Fair Week, you see decorations created by parents who have spent
countless hours preparing for the big event. If it is the beginning of
the day, students are gathered in the cafetorium respectfully pledging
allegiance to their country, state, and school at the Good Morning
Curtsinger assembly.

Classrooms buzz with the excitement of learning. Guided reading groups
allow children to feel successful, while literacy centers grant students
opportunities to move, practice, and create. Computer and

library labs are busy with students researching and creating projects.
Manipulatives are commonplace as students explore mathematical concepts.
At every grade level, students create stories, share them with their
peers, and often publish them for others to enjoy as well.

Curtsinger's mission statement that it will be "a positive, challenging,
and nurturing learning environment where children, teachers, and parents
work together" is in evidence throughout the school. Everywhere there
are indications that teachers, parents, and staff work together to
educate the whole child. Children participate daily in brain-based
learning through experiences ranging from inspirational PTA programs to
physical education tournaments, art displays, and musical presentations.

Curtsinger is committed to academic success and high expectations for
all students. The Mastery Center, our special education program,
encourages students to develop their strengths and gives them the
opportunity to achieve to the best of their individual potentials.
Teachers use formal and informal programs to accelerate children's
learning, including Reading Recovery, Dyslexia, Accelerated Reading
Instruction, and before and after school tutoring. At Curtsinger, "no
child left behind" is a way of life.

Students at Curtsinger know that hard work is the basis of excellence.
They also know that opportunities to play hard are important as well.
This is especially evident at our "Celebrate Curtsinger" assemblies that
are held on Friday afternoons. Students learn the value of respect,
commitment, and enthusiasm as they support the local high school teams
and their own Curtsinger teams. Former students often attend these
celebrations proudly wearing their too-small Curtsinger t-shirts from
years past. The school motto, "We'll see you at the top!" (borrowed from
Zig Ziglar) rings true time and time again as students shine at
Curtsinger Elementary.

For eleven years Curtsinger has woven its magic in Frisco, Texas.
Families have come here, thrived here, built a community here, and have
decided to stay here. Through it all is the common thread ‑‑ Curtsinger
Elementary and its commitment to excellence.

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

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

Our students' academic performance is both a priority and a source of
pride to the entire Curtsinger

family. We are especially proud that our students have maintained the
highest level of achievement during a period when Texas has advanced to
a more rigorous and sophisticated testing program. For a decade before
2002, Texas administered the Texas Assessment of Academic Skills (TAAS).
During that time, Curtsinger attained and steadily maintained the
designation as an "Exemplary" campus, the highest rank awarded by the
state. Moreover, by the final years of the program, the aggregate
passing rates for grades 3-5, (the elementary grades tested) remained at
a consistent 99-100% in both reading and math.

With the 2002-2003 school year, Texas implemented the Texas Assessment
of Knowledge and Skills (TAKS), a more demanding test which is closely
aligned with the state curriculum. At the elementary level, this battery
of tests measures skills and concepts in reading, writing, mathematics,
and science and establishes two levels of student achievement: "Meeting
the Standard," a passing level currently approximating mastery of 67-78%
of the material, and "Commended Performance," which denotes a minimum of
90-94% mastery, as determined by the state. During the first three
"phase in" years of the test, the State Board of Education raised the
basic passing standard several percentage points annually. Additional
information on Texas assessment and accountability systems can be found
at: <http://www.tea.state.tx.us/accountability/html> or
<http://www.tea.state.tx.us/student.assessment/index.html>.

Curtsinger students and teachers have responded superbly to the expanded
rigor and challenges of the TAKS. Recognition as an "Exemplary" campus
has continued without interruption, and during each of the three TAKS
years, passing rates in each grade and subject has ranged between 97%
and 100%. Despite rising standards, in 2005, the aggregated scores for
all grades in reading and math revealed a 99% passing rate for both
majority and minority populations. In 2004, the state created "Gold
Acknowledgement" awards based on commended scores, and Curtsinger has
won acknowledgement in all four core subject areas each year.

Frisco ISD has a longstanding commitment to testing every student
possible in the mainstream program, and Curtsinger supports this
philosophy wholeheartedly. The majority of our special education
students take the standard TAKS test, with their high achievement
reflected in our total scores. However, for those who seem better served
by an alternative test like the State Developed Alternative Assessment
(SDAA) or the Locally Developed Alternative Assessment (LDAA), teachers
and parents work together to plan steady growth leading to potential
success in the mainstream classroom. Similarly, while our socioeconomic
and ethnic subgroups are often too small to count as separate
populations, we take great pride in noting that individual students in
these groups show no achievement gaps and, in fact, often score higher
than our dominant population. Across the board, these groups
individually and collectively, score higher than state averages for all
students taking the same tests.

In addition to the state testing program, Curtsinger utilizes a variety
of other assessments to ensure that the needs of all students are met.
The district provides benchmark tests in core subject areas for all
grades. Primary teachers use tests like the Boehm 3, Developmental
Reading Assessment (DRA), district literacy assessments, and the
Cognitive Ability Test (CogAT). Running records and Individual Reading
Inventories (IRIs), both of which are used to record and analyze reading
behaviors, are used regularly, especially for students struggling with
reading. Teachers in grades 2-5 variously administer the Cognitive
Abilities Test (CogAT) and the Iowa Test of Basic Skills (ITBS),
depending on need, and incorporate student data obtained from commercial
programs like Study Island. Test data is entered in the district's data
program, EdSoft, to facilitate tracking students' needs and progress.

One of the fastest growing districts in the country, Frisco ISD
currently has 18 elementary schools and will open four new elementary
schools in the coming year. Curtsinger is proud that within this
changing environment, stable leadership and a core of committed teachers
and parents have created a "neighborhood school" with the highest
achievement. As growth and diversity continue to increase, we are
determined to maintain this tradition of excellence.

2.  **[Use of Assessment Results]{.underline}**

Curtsinger Elementary utilizes data collected from formal and informal
assessment to guide instruction, set school performance goals, and
evaluate effectiveness of existing programs. Beginning in kindergarten,
reading skills are assessed using Frisco ISD's comprehensive battery of
assessments at the beginning, middle, and end of each academic year.
Each student's progress is tracked from year to year on an individual
profile sheet that follows the child from one grade level to the next.
This allows teachers a clearer picture of the strengths and weaknesses
of each child. Flexible guided reading groups are determined from this
initial assessment, while ongoing observational running records of
reading behaviors allow for changes as needed throughout the year. The
screening process for participation in Reading Recovery, our one-on-one
acceleration program for first graders, begins with this early
assessment.

Math benchmarks are administered on a nine-week basis and scores are
also tracked from year to year. Utilizing technology provided by EdSoft
software, data is analyzed and math objectives are retaught as
necessary. Differentiation of the math curriculum is achieved through
small group instruction and center activities.

Teachers in TAKS tested grades (3-5) analyze the previous year's scores
to improve planning and instruction. All teachers are trained by an
educational consultant who analyzes Curtsinger students' growth with
regard to TAKS objectives. Areas to be improved are then addressed at
all grade levels---not just TAKS grades. EdSoft again allows teachers to
disaggregate TAKS data to determine flexible grouping, and candidates
for before- and after-school tutoring. Selection of students for
participation in Accelerated Reading Instruction (ARI), Curtsinger's
daily pull-out program for struggling readers in grades 3, 4, and 5, is
also based on this data.

At Curtsinger, assessment results drive every aspect of the curriculum.
Information obtained from all of the abovementioned sources enables
campus educators to decide on further staff development, plan
instruction, conference with parents, set goals, and ensure that they
work as a team to provide effective end efficient learning for every
Curtsinger child.

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

Curtsinger Elementary is a progressive forward-thinking school that
understands it is essential for all lines of communication to remain
open between administrators, teachers, parents, students, and the
community for the success of the school and its students. At the
beginning of each school year, students' academic requirements are
shared at Meet the Teacher Night and Curriculum Night. Continuing
contact with parents is achieved throughout the year with PTA meetings,
brown bag lunches, Site Based Improvement Committee meetings, and
Student Success Initiative (Texas' mandated referendum to improve
curricula, instruction, and student achievement) letters that are mailed
home. A full day is set aside annually for parents and teachers to
conference. Parents and teachers may also meet at any time throughout
the year on an as-needed basis. The faculty also communicates with
parents through telephone and electronic contacts, grade level and
schoolwide newsletters, and the students' weekly take-home folders.
Student progress reports and report cards are sent home every four and
nine weeks, respectively. Our teachers, counselors, and administrators
institute remediation plans if a student's progress drops below the
acceptable level. Individual standardized and criterion-referenced test
results are sent home as they are received.

The State of Texas requires that every school send home the School
Report Card (the state accountability report). This information is
available on both the Frisco Independent School District web- site,
[http://friscoisd.org](http://friscoisd.org/) and the Texas Education
Agency's website, [http://tea.tx.us](http://tea.tx.us/). The school's
accountability rating is based on an Academic Excellence Indicator
System (AEIS). Our site-based improvement committee, which includes
educators, administrators, community members, and parents set academic
goals for the campus. This ongoing evaluation of assessment data ensures
continued academic success.

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

Curtsinger teachers and staff consistently search for opportunities to
instruct and assist other schools both within and outside of the
district. It is our policy that success should be shared. Only through
sharing knowledge and expertise can we, as a nation, successfully
implement the No Child Left Behind Act. We believe that true success
only occurs when we all "shine" together. One of the primary methods for
sharing is developing our master teachers to become "teachers training
teachers." Master teachers attend innovative staff development and
return to train other teachers on our campus and in the district.
Curtsinger teachers are always willing to share their programs and
expertise in targeted areas at local, regional, and state workshops and
conferences. Monthly team leader and vertical team meetings provide
opportunities to share successful practices within the district.

Welcoming student teachers, high school tutors, and educators from other
area campuses assures that we broaden our scope of sharing innovative
ideas. Other district elementary schools have adopted
Curtsinger-initiated traditions such as spirit assemblies, book clubs
for independent reading, Parents as Tutors, the team leader concept,
Mastery Center (a whole-child approach to special education), Thursday
take-home folders, a PTA/campus monthly newsletter (the "Curtsinger
Courier"), and the History of Frisco Integrated Library Unit. One of our
most rewarding endeavors has been the implementation of Good Morning
Curtsinger, which starts and ends our week on a positive note. Our
counselor initiated this program as a way to foster school morale,
student self-esteem, and character education, as well as to use
brain-based learning strategies to ensure that students maximize their
potential to learn as they begin their instructional day. It is now
practiced throughout the district at the elementary level due to its
positive impact on students. Volunteering for and being appointed to
district committees confirms our commitment to sharing our success.
Curtsinger employees are active members of district site-based
committees, as well as various other committees such as science,
reading, math, library, art, music, and physical education. As our
district continues its rapid growth, we accept the responsibility of
sharing the practices that have made Curtsinger not only exemplary, but
a model for other schools.

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

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

Curtsinger's curriculum provides a positive, motivating, and nurturing
learning environment that ensures academic success. It is based on the
Frisco ISD districtwide curriculum, which is aligned with the Texas
Essential Knowledge and Skills. By honoring and encouraging teacher
input, Frisco ISD empowers Curtsinger teachers to create curriculum that
extends meaningful opportunities to all learners. In vertical and
horizontal teams, teachers customize instruction to meet the needs of
every student.

[Reading and Language Arts:]{.underline} Strong reading and writing
skills are essential for success in all academic areas. With this in
mind, teachers apply a research-based approach which includes writing,
grammar, spelling, and reading with focuses on comprehension and
phonics. Using district and state assessments, students are flexibly
grouped for optimal instruction. Guided reading, literacy centers, novel
studies, and a print-rich environment encourage a life-long love of
reading. Writing instruction includes Six Traits Writing, Writer's
Workshop, and journaling in all content areas.

[Math:]{.underline} Students need a solid foundation in critical
thinking in order to pursue their aspirations for the future.
Curtsinger's spiraling math curriculum encompasses computation and
problem solving. Benchmark testing allows teachers to monitor student
progress and adjust for individual needs through differentiation.
Connections are made from the concrete to the abstract with the use of
manipulatives and technology.

[Science:]{.underline} Hands-on discovery and technology are key
elements of the science program. Earth, life, and physical science are
taught using library resources, video conferencing, video streaming,
guest speakers, and field trips. Curtsinger's science labs provide
resources and materials that allow for frequent experimentation using
the scientific method. District benchmarks assess student progress.

[Social Studies:]{.underline} Students develop a sense of identity and
their connection to the world through a rich curriculum, which is
frequently integrated into the reading program. Character traits, map
skills, current events, and history are explored through integrated
library units, print and technological resources, simulations, field
trips, and biography presentations. Each year students participate in
the National Geographic Geography Bee and the Texas Lone Star Challenge,
which showcase accumulated knowledge.

[Music:]{.underline} Curtsinger students have many chances to express
themselves and develop their love of music. A richly diverse,
multicultural repertoire teaches music literacy and appreciation.
Playing pitched and non-pitched instruments, exploring the instruments
of the orchestra, singing, dancing, and composing are just a few of the
children's experiences. All students practice concert etiquette, both as
performers and audience members, through participation in grade-level
performances, choir concerts, and field trips. Curtsinger faces shine at
regional choir competitions, community performances, and in the
auditioned All-City Choir.

[Physical Education and Health:]{.underline} Curtsinger's physical
education and health programs promote life-long fitness and character
building. Curriculum for the primary grades builds basic motor skills
through rhythm, balance, eye-hand coordination and spatial awareness.
Intermediate grades are taught the fundamentals of sports including
teamwork and sportsmanship. Units culminate in celebration tournaments
that involve students, staff, and parents. With the support of our
school nurses, counselors, nutrition staff, and classroom teachers,
health instruction has become an integral part of the physical education
program, assuring that all required health objectives are taught.

[Art:]{.underline} The core of Curtsinger's art curriculum is
"Discipline Based Art Education," which includes production, history,
criticism, and aesthetics. The disciplines are taught through
observation, description, analysis, and evaluation and include the
exploration of various works of art. Personal expression and creativity
are achieved by studio production as students learn to work with a
variety of art media and techniques. Higher level thinking occurs as
students interpret and respond to different forms of art, which are
proudly showcased throughout the building. Many Curtsinger students have
been recognized at local and state art exhibits and have received
numerous awards.

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

The heart of Curtsinger is its students' love of reading. Based on the
best practices prescribed by Clay, Fountas and Pinell, and Cunningham,
Curtsinger's reading program is child-centered and research-based. This
balanced approach meets the needs of all students and provides a variety
of experiences to accelerate acquisition of reading strategies. Vertical
and horizontal teaming assures continuity throughout grade levels.

Ongoing assessment drives all instruction. Data collected allows
flexible grouping in guided reading where concepts about print, word
attack skills, comprehension, vocabulary development, and fluency are
addressed. Print-rich classrooms are well stocked with books that are
provided through parent and corporate sponsorship of the semi-annual
Scholastic Book Fair. Students read a variety of genres including real
world expository text, multicultural fiction, and poetry, and have many
opportunities to respond to literature. Parents As Reading Partners, the
Six Flags Reading Club, Texas Bluebonnet Reading Club, and classroom and
after-school book clubs contribute to independent reading. Supporting
these programs is our child-centered library. The hub of our school, it
features over 20,000 titles. Our extensive guided reading library
further enhances classroom literacy.

Curtsinger takes an intense approach to accelerating the progress of
at-risk readers by offering several pull-out programs. Reading Recovery,
based on research by Marie Clay, is a one-on-one intervention designed
to close the gap for struggling first graders. Our Dyslexia program,
designed by researchers at Texas Scottish Rite Hospital, uses the
Alphabetic Phonics Model. Accelerated Reading Instruction is TEA-
mandated and involves pulling out small groups of children for focused
work in reading strategies. Content mastery reinforces and supports
classroom instruction while the resource center modifies content and
methodology to ensure that children with special needs will continue to
make gains in reading. Before- and after-school tutoring occurs on all
levels, providing a safety net for struggling readers.

3.  **[Mathematics Curriculum]{.underline}**

Curtsinger's math program encourages students to apply problem-solving
strategies in real world situations. The curriculum allows for review,
reteaching, and extension, as it spirals concepts both throughout the
year and across grade levels. The core elements include numbers,
operations, patterns, relationships, and quantitative and algebraic
reasoning. Geometry, spatial reasoning, measurement, probability,
statistics, and mathematical processes also permeate classroom
instruction. In order to empower students to feel success in a society
that is heavily dependent on the understanding of mathematics, they must
learn to speak the language of math; therefore, vocabulary development
is also a core part of the curriculum.

The needs of its students drive Curtsinger's mathematics instruction.
EdSoft, a disaggregation program, measures students' strengths and
weaknesses on both state and district assessments. Tutoring and flexible
math groups provide students the opportunity to work with peers with
similar needs. This safe atmosphere promotes risk taking and encourages
students' success. Advanced students experience challenges in
after-school math clubs and by participating in alternative math units.
Curtsinger teachers motivate students to be life-long problem solvers
through hands-on activities, the use of math manipulatives, music,
movement, technology, and math-based literature, giving them real life
situations and experiences to make mathematical connections.

Teachers work in both horizontal and vertical teams to ensure
consistency throughout the campus and the district. Eduphoria, an online
lesson-planning tool, allows teachers to choose from a collection of
ideas from the district share drive or to contribute their own ideas. A
math leader on every team assists and mentors team members. Parent math
nights bridge the gap between home and school, permitting parents to
better help their children. With everyone working together toward the
same goal, the students of Curtsinger gain an understanding of math that
will prepare them for their future.

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

Curtsinger teachers are adept at designing, adapting and utilizing
methods to differentiate instruction for all learners, while adhering to
the Texas Essential Knowledge and Skills. Lessons vary in terms of
difficulty, group size and ability, activity level, location, and method
of delivery. Curtsinger's goal is to balance levels of instruction,
ensuring that no child is left behind. Students participate in
activities which are research-based and have a proven record of success.
Teachers adhere to the best practices derived from brain research,
learning style theories, and currently recommended methods for
maximizing instruction in core curriculum areas. These innovative
practices are possible due to the teachers' ongoing training at district
and state levels. Collaboration in disseminating and identifying
strengths and weaknesses from classroom assessments, district
benchmarks, and released TAKS tests is critical. Staff meetings,
vertical team meetings, campus wide tutoring, and ad hoc discussions of
student successes and concerns, assures that the staff is working
cohesively with the same vision in mind.

Students develop literacy through a balanced spiraling curriculum, which
focuses on phonological awareness, phonics, vocabulary development,
fluency, and comprehension. This curriculum incorporates flexible
grouping and various levels of support ranging from teacher-directed
instruction, mini-lessons, teacher modeling, buddy reading and shared
reading and writing, to child-initiated reading and writing.
Curtsinger's math and science programs are characterized by their high
degree of hands-on learning with real-world materials. Individual
classrooms contain large collections of manipulative materials for
exploration, while our two science labs provide for more in-depth
experimentations. The daily use of math and science journals reinforces
and increases the students' level of understanding and critical thinking
skills. Many different technologies are incorporated throughout the
school. Each classroom is equipped with multiple Internet enabled
computers and a digital overhead projector which allows the classroom
teacher to expand the students' learning through the use of video
conferencing, tutorials such as Study Island, and video streaming to
reinforce concepts through a variety of media.

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

The objective of the staff development program at Curtsinger Elementary,
following guidelines established by the Frisco Independent School
District, is to provide intensive, specific training that allows the
instructional staff to fully engage students in the learning process.
All teachers are required to take a minimum of twelve hours of
professional development with six hours in their specific content area.
Curtsinger teachers consistently exceed these requirements by attending
after-school, weekend, and summer workshops. Professional development
helps educators to keep up-to-date on current research and methods so
that they can continually refine their skills and knowledge. Training
helps staff acquire new strategies to better impact students' learning.

Curtsinger has shown great leadership as many of our teachers have
offered, organized, and led numerous staff development sessions.
Teachers training teachers, both on and off campus, has become a vital
part of staff development, allowing acquired knowledge to be efficiently
shared. Teachers attend numerous professional development sessions
including Cheryl Cox, Kamico, Dr. Shirley Crook, Michael Eaton, Kim
Sutton, Integrated Library, and Six Traits Writing, to name a few.

Professional staff development needs are consistently evaluated by
surveys, monthly minutes from vertical team meetings, weekly staff
development meetings, and teacher-submitted development plans.
Teacher-developed plans are written using benchmark results, and
dissaggregation of test data. Analysis of this test data is streamlined
for teachers through use of Frisco ISD's EdSoft software program. This
program assists teachers with information to determine areas of student
achievement that need strengthening and improving.

Careful planning among administrators and teachers allows time for
discussion and planning to determine staff development needs. This
ensures that staff development offered to Curtsinger teachers is based
on best practices and equips teachers to optimally impact student
acquisition of skills, meeting the needs of each student.

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

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

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

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

Test: [Texas Assessment of Knowledge and Skills]{.underline}

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

Publisher: [Texas Education Agency]{.underline}

# State Tests

+-------------------------------------+-----------+--------+----------+
|                                     | 2004-2005 | 200    | > 2      |
|                                     |           | 3-2004 | 002-2003 |
+-------------------------------------+-----------+--------+----------+
| Testing month                       | Febru     | March  | Mar      |
|                                     | ary/April | /April | ch/April |
+-------------------------------------+-----------+--------+----------+
| **SCHOOLWIDE SCORES**               |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | 98%       | 99%    | 98%      |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | 60%       | 63%    | 48%      |
+-------------------------------------+-----------+--------+----------+
| Number of students tested           | 119       | 112    | 124      |
+-------------------------------------+-----------+--------+----------+
| Percent of total students tested    | 94%       | 97%    | 95%      |
+-------------------------------------+-----------+--------+----------+
| Number of students alternatively    | 7         | 4      | 8        |
| tested                              |           |        |          |
+-------------------------------------+-----------+--------+----------+
| Percent of students alternatively   | 6%        | 3%     | 6%       |
| tested                              |           |        |          |
+-------------------------------------+-----------+--------+----------+
| **SUBGROUP SCORES**                 |           |        |          |
+-------------------------------------+-----------+--------+----------+
| 1**. Economically Disadvantaged**   |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| Number of students tested           | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| 2\. **African American**            |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| Number of students tested           | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| 3\. **Hispanic**                    |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| Number of students tested           | \*        | \*     | \*       |
+-------------------------------------+-----------+--------+----------+
| 4\. **White**                       |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | 98%       | 100%   | 98%      |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | 61%       | 61%    | 46%      |
+-------------------------------------+-----------+--------+----------+
| Number of students tested           | 103       | 97     | 110      |
+-------------------------------------+-----------+--------+----------+
| 5\. **Special Education taking      |           |        |          |
| TAKS**                              |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | \*        | 100%   | 82%      |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | \*        | 79%    | 27%      |
+-------------------------------------+-----------+--------+----------+
| Number of students tested           | \*        | 14     | 11       |
+-------------------------------------+-----------+--------+----------+
| **STATE SCORES -- all students**    |           |        |          |
+-------------------------------------+-----------+--------+----------+
| \% At or above "Met Standard"       | 89%       | 91%    | 89%      |
+-------------------------------------+-----------+--------+----------+
| \% At "Commended Performance"       | 37%       | 35%    | 26%      |
+-------------------------------------+-----------+--------+----------+

\*Subgroup data is masked for confidentiality when population numbers
are 10 or fewer students.

Texas began using the Texas Assessment of Knowledge and Skills (TAKS) in
2002-2003. Prior to that year, the state used the Texas Assessment of
Academic Skills (TAAS). Data from the two tests is not comparable in
rigor or "Met Standard" calculations. More information regarding the
implementation of the passing rates can be found at:
<http://www.tea.state.tx.us/student.assessment/taks/standards/scalescorecuts0305.pdf>
or

<http://www.tea.state.tx.us/student.assessment/taks/index.html>

> ***No Child Left Behind -- Blue Ribbon School***
>
> **Grade 3 Mathematics**

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

Test: [Texas Assessment of Knowledge and Skills]{.underline}

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

Publisher: [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                              April       April       April

  **SCHOOLWIDE SCORES**                                              

  \% At or above "Met Standard"              97%         100%        100%

  \% At "Commended Performance"              58%         56%         52%

  Number of students tested                  118         114         121

  Percent of total students tested           96%         98%         99%

  Number of students alternatively tested    4           2           8

  Percent of students alternatively tested   3%          2%          7%

  **SUBGROUP SCORES**                                                

  1**. Economically Disadvantaged**                                  

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  2\. **African American**                                           

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  3\. **Hispanic**                                                   

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  4\. **White**                                                      

  \% At or above "Met Standard"              96%         100%        100%

  \% At "Commended Performance"              58%         58%         60%

  Number of students tested                  103         98          107

  5\. **Special Education taking TAKS**                              

  \% At or above "Met Standard"              92%         100%        \*

  \% At "Commended Performance"              50%         33%         \*

  Number of students tested                  12          12          \*

  **STATE SCORES -- all students**                                   

  \% At or above "Met Standard"              82%         90%         90%

  \% At "Commended Performance"              25%         25%         18%
  ------------------------------------------ ----------- ----------- -----------

\*Subgroup data is masked for confidentiality when population numbers
are 10 or fewer students.

Texas began using the Texas Assessment of Knowledge and Skills (TAKS) in
2002-2003. Prior to that year, the state used the Texas Assessment of
Academic Skills (TAAS). Data from the two tests is not comparable in
rigor or "Met Standard" calculations. More information regarding the
implementation of the passing rates can be found at:
<http://www.tea.state.tx.us/student.assessment/taks/standards/scalescorecuts0305.pdf>
or

<http://www.tea.state.tx.us/student.assessment/taks/index.html>

> ***No Child Left Behind - Blue Ribbon School***
>
> **Grade 4 Reading (Language Arts or English)**

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

Test: [Texas Assessment of Knowledge and Skills]{.underline}

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

Publisher: [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                              April       April       April

  **SCHOOLWIDE SCORES**                                              

  \% At or above "Met Standard"              98%         99%         99%

  \% At "Commended Performance"              39%         53%         32%

  Number of students tested                  117         119         102

  Percent of total students tested           95%         96%         93%

  Number of students alternatively tested    3           1           8

  Percent of students alternatively tested   2%          \<1%        7%

  **SUBGROUP SCORES**                                                

  1**. Economically Disadvantaged**                                  

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  2\. **African American**                                           

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  3\. **Hispanic**                                                   

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  4\. **White**                                                      

  \% At or above "Met Standard"              98%         99%         99%

  \% At "Commended Performance"              42%         55%         32%

  Number of students tested                  98          106         84

  5\. **Special Education taking TAKS**                              

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  **STATE SCORES -- all students**                                   

  \% At or above "Met Standard"              79%         85%         85%

  \% At "Commended Performance"              23%         25%         17%
  ------------------------------------------ ----------- ----------- -----------

\*Subgroup data is masked for confidentiality when population numbers
are 10 or fewer students.

Texas began using the Texas Assessment of Knowledge and Skills (TAKS) in
2002-2003. Prior to that year, the state used the Texas Assessment of
Academic Skills (TAAS). Data from the two tests is not comparable in
rigor or "Met Standard" calculations. More information regarding the
implementation of the passing rates can be found at:
<http://www.tea.state.tx.us/student.assessment/taks/standards/scalescorecuts0305.pdf>
or

<http://www.tea.state.tx.us/student.assessment/taks/index.html>

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

**Grade 4 Mathematics**

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

Test: [Texas Assessment of Knowledge and Skills]{.underline}

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

Publisher: [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                              April       April       April

  **SCHOOLWIDE SCORES**                                              

  \% At or above "Met Standard"              99%         99%         100%

  \% At "Commended Performance"              58%         54%         36%

  Number of students tested                  119         119         101

  Percent of total students tested           97%         96%         92%

  Number of students alternatively tested    2           1           7

  Percent of students alternatively tested   2%          \<1%        7%

  **SUBGROUP SCORES**                                                

  1**. Economically Disadvantaged**                                  

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  2\. **African American**                                           

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  3\. **Hispanic**                                                   

  \% At or above "Met Standard"              \*          \*          \*

  \% At "Commended Performance"              \*          \*          \*

  Number of students tested                  \*          \*          \*

  4\. **White**                                                      

  \% At or above "Met Standard"              99%         97%         100%

  \% At "Commended Performance"              57%         51%         39%

  Number of students tested                  100         107         83

  5\. **Special Education taking TAKS**                              

  \% At or above "Met Standard"              \*          82%         \*

  \% At "Commended Performance"              \*          9%          \*

  Number of students tested                  \*          11          \*

  **STATE SCORES -- all students**                                   

  \% At or above "Met Standard"              81%         86%         87%

  \% At "Commended Performance"              28%         21%         15%
  ------------------------------------------ ----------- ----------- -----------

\*Subgroup data is masked for confidentiality when population numbers
are 10 or fewer students.

Texas began using the Texas Assessment of Knowledge and Skills (TAKS) in
2002-2003. Prior to that year, the state used the Texas Assessment of
Academic Skills (TAAS). Data from the two tests is not comparable in
rigor or "Met Standard" calculations. More information regarding the
implementation of the passing rates can be found at:
<http://www.tea.state.tx.us/student.assessment/taks/standards/scalescorecuts0305.pdf>
or

<http://www.tea.state.tx.us/student.assessment/taks/index.html>

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

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

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

Test: [Texas Assessment of Knowledge and Skills]{.underline}

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

Publisher: [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                             February/April   April       April

  **SCHOOLWIDE SCORES**                                                  

  \% At or above "Met Standard"             99%              100%        99%

  \% At "Commended Performance"             50%              56%         55%

  Number of students tested                 119              108         92

  Percent of total students tested          96%              94%         93%

  Number of students alternatively tested   4                6           7

  Percent of students alternatively tested  3%               5%          7%

  **SUBGROUP SCORES**                                                    

  1**. Economically Disadvantaged**                                      

  \% At or above "Met Standard"             \*               \*          \*

  \% At "Commended Performance"             \*               \*          \*

  Number of students tested                 \*               \*          \*

  2\. **African American**                                               

  \% At or above "Met Standard"             \*               \*          \*

  \% At "Commended Performance"             \*               \*          \*

  Number of students tested                 \*               \*          \*

  3\. **Hispanic**                                                       

  \% At or above "Met Standard"             \*               \*          \*

  \% At "Commended Performance"             \*               \*          \*

  Number of students tested                 \*               \*          \*

  4\. **White**                                                          

  \% At or above "Met Standard"             96%              100%        100%

  \% At "Commended Performance"             49%              56%         58%

  Number of students tested                 107              89          83

  5\. **Special Education taking TAKS**                                  

  \% At or above "Met Standard"             \*               \*          \*

  \% At "Commended Performance"             \*               \*          \*

  Number of students tested                 \*               \*          \*

  **STATE SCORES -- all students**                                       

  \% At or above "Met Standard"             75%              79%         79%

  \% At "Commended Performance"             23%              25%         17%
  ----------------------------------------- ---------------- ----------- -----------

\*Subgroupdata is masked for confidentiality when population numbers are
10 or fewer students.

Texas began using the Texas Assessment of Knowledge and Skills (TAKS) in
2002-2003. Prior to that year, the state used the Texas Assessment of
Academic Skills (TAAS). Data from the two tests is not comparable in
rigor or "Met Standard" calculations. More information regarding the
implementation of the passing rates can be found at:
<http://www.tea.state.tx.us/student.assessment/taks/standards/scalescorecuts0305.pdf>
or

<http://www.tea.state.tx.us/student.assessment/taks/index.html>

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

**Grade 5 Mathematics**

Subject: [Math]{.underline} Grade: [5]{.underline}

Test: [Texas Assessment of Knowledge and Skills]{.underline}

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

Publisher: [Texas Education Agency]{.underline}

# State Tests

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

  Testing month                             April/May   April       April

  **SCHOOLWIDE SCORES**                                             

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

  ----------------------------------------- ----------- --------- ---------
  \% At or above "Met Standard"             99%         100%      100%

  \% At "Commended Performance"             65%         66%       39%

  Number of students tested                 121         108       93

  Percent of total students tested          97%         94%       94%

  Number of students alternatively tested   3           6         7

  Percent of students alternatively tested  2%          6%        8%

  **SUBGROUP SCORES**                                             

  1**. Economically Disadvantaged**                               

  \% At or above "Met Standard"             \*          \*        \*

  \% At "Commended Performance"             \*          \*        \*

  Number of students tested                 \*          \*        \*

  2\. **African American**                                        

  \% At or above "Met Standard"             \*          \*        \*

  \% At "Commended Performance"             \*          \*        \*

  Number of students tested                 \*          \*        \*

  3\. **Hispanic**                                                

  \% At or above "Met Standard"             \*          \*        \*

  \% At "Commended Performance"             \*          \*        \*

  Number of students tested                 \*          \*        \*

  4\. **White**                                                   

  \% At or above "Met Standard"             99%         100%      100%

  \% At "Commended Performance"             65%         66%       39%

  Number of students tested                 109         90        84

  5\. **Special Education taking TAKS**                           

  \% At or above "Met Standard"             \*          \*        \*

  \% At "Commended Performance"             \*          \*        \*

  Number of students tested                 \*          \*        \*

  **STATE SCORES -- all students**                                

  \% At or above "Met Standard"             79%         82%       86%

  \% At "Commended Performance"             30%         26%       17%
  ----------------------------------------- ----------- --------- ---------

\*Subgroup data is masked for confidentiality when population numbers
are 10 or fewer students.

Texas began using the Texas Assessment of Knowledge and Skills (TAKS) in
2002-2003. Prior to that year, the state used the Texas Assessment of
Academic Skills (TAAS). Data from the two tests is not comparable in
rigor or "Met Standard" calculations. More information regarding the
implementation of the passing rates can be found at:
<http://www.tea.state.tx.us/student.assessment/taks/standards/scalescorecuts0305.pdf>
or

<http://www.tea.state.tx.us/student.assessment/taks/index.html>