##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

# Cover Sheet

Name of Principal [Mrs. Linda Love Stout]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [100 Leonard Love Dr.]{.underline}

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

[Crawford Texas 76638-3159\
]{.underline}City State Zip Code+4 (9 digits total)

Tel. [(254) 486-9083]{.underline} Fax [(254) 486-9085]{.underline}

Website/URL [www.crawfordisd.net](http://www.crawfordisd.net/)
[E-mail]{.underline} <lstout@crawfordisd.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 [February 4, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Ken Judy]{.underline}

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

District Name [Crawford ISD]{.underline} Tel[. (254)
486-2183]{.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 [February 4, 2004]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. John Minnix]{.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 [February 4, 2004]{.underline}

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

### PART I ‑ ELIGIBILITY CERTIFICATION

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of 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 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

[1]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

Other (Briefly explain)

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,765.00]{.underline}

Average State Per Pupil Expenditure [\$7,088.00]{.underline}

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

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

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

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

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

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

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

  **EE**      1\*                              1                                              

  **K**       21        24                     45           **7**                             

  **1**       16        22                     38           **8**                             

  **2**       30        21                     51           **9**                             

  **3**       22        18                     40           **10**                            

  **4**       25        30                     55           **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   230
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

-   Participates in an early education program provided at our school.
    Other students in that class are from another school district.

6\. Racial/ethnic composition of [89]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[11]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

[100]{.underline} % Total

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 8.00
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11.00
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        19.00
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    228.00
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .08
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.00
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [3]{.underline} %

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

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [16]{.underline} %

[37]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [13]{.underline} %

[30]{.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.

Autism Orthopedic Impairment

Deafness [1]{.underline} Other Health Impaired

Deaf-Blindness [11]{.underline} Specific Learning Disability

Hearing Impairment [20]{.underline} Speech or Language Impairment

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

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

Note: Four students have a secondary handicapping condition included in
this count.

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

    **Number of Staff**

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

Administrator(s) [1]{.underline}

Classroom teachers [12]{.underline} [1]{.underline}

Special resource teachers/specialists [3]{.underline} [5]{.underline}

Paraprofessionals [5]{.underline} [2]{.underline}

> Support staff [2]{.underline}
>
> Total number [23]{.underline} [8]{.underline}

12\. Average school student "classroom teacher" ratio:
[19:1]{.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.)

  ------------------------ ------------ ----------- ----------- ----------- -----------
                           2002-2003    2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 97.0%        97.8%       97.8%       97.9%       97.6%

  Daily teacher attendance 98.3%        98.5%       98.4%       98.7%       98.7%

  Teacher turnover rate    5 %          12 %\*      0 %         0 %         4 %

  Student dropout rate     Crawford is                                      
                           an                                               
                           elementary                                       
                           school.                                          

  Student drop-off rate    Crawford is                                      
                           an                                               
                           elementary                                       
                           school.                                          
  ------------------------ ------------ ----------- ----------- ----------- -----------

> \*We split our elementary school into a middle school and an
> elementary school. Restructuring of staff was essential at that time
> which affected our teacher turnover rate for 2001-2002.

**PART III‑ SUMMARY**

**A Snapshot of Crawford Elementary**

Crawford, the new home of President George W. Bush and the Western
Whitehouse, opened its school doors for the first time in 1874. Last
year the conservative rural community school located twenty miles west
of Waco, Texas, moved into a new building because the school continues
to experience a slow, steady growth. Families are moving to Crawford in
search of a school with the mission of addressing the needs of the total
child and developing academically and socially successful students.
Families want schools with the purpose of creating literate, lifelong
learners who are caring and contribute responsibly to society. They are
looking for what Crawford Elementary School has to offer their children.

We value the lives of all children. We teach and model respect for the
diversity in their lives. We believe that all children are created equal
and we are sensitive to those with special needs that are manifested
outside the classroom. We teach the students that the choices that they
make will make a difference in their lives. While at Crawford
Elementary, our students have high expectations set for them and we help
them to achieve those goals. We want them to be proud of their
accomplishments and proud of their school. Within that culture we begin
the work of the whole school community: to educate a child for
tomorrow\'s world.

Our school is safe, emotionally and physically, so that all students can
have an equal opportunity to learn in an engaging, caring, and positive
atmosphere. There is a family-like, protective, nurturing climate. We
teach self-discipline, self-esteem, and character education. We help
students learn how to take care of themselves and their world. The
student-teacher ratio is kept low, so all students can have special
attention from their teachers. Struggling students are quickly given
intervention so that they do not fall behind. Sound scientific research
and effective practices are studied and used to provide guidance in
curriculum and instruction decisions. There is flexibility, yet
accountability, built into the curriculum and instruction. Resources for
students, teachers, and staff are plentiful. Celebrations of student
achievement happen for small accomplishments, as well as for large ones.
Parents and the community form partnerships with the school.
Communication and collaboration are maintained on all levels with all
stakeholders.

Crawford Elementary works to achieve its purpose and mission through
site-based planning and decision making. The input from teachers, staff,
parents and the community is greatly valued. Grade-level, special area,
and focus teams are formed to give leadership and guidance in specific
needs areas. A Campus Planning Committee made up of all stakeholders
collaborates to form more specific and detailed plans for each year. The
committee conducts surveys and needs assessments, sets long-range and
short-term goals, develops strategies to accomplish the goals, ensures
that strategies are carried out, and performs annual academic
assessments.

Every member of the school community is accountable for student
achievement, and we are data driven to prove that we are accountable. We
hold students accountable to do their best to reach the high standards
that we set for them, and we prove that through assessment. We hold
parents accountable as providers of physical, psychological, and even
academic needs of their children. If they are not accountable,
conferences, home visits, or legal measures are taken. The
administration, teachers, and other staff members are accountable for
student achievement through professional assessment. If student
achievement is not evident, there are consequences for all stakeholders.
The community is even accountable to help provide a safe environment for
students to succeed. The entire school is held accountable by the
state\'s system, Academic Excellence Indicator System (AEIS), which
rated Crawford Elementary \"exemplary\" (the state\'s highest ranking)
for the last seven years.

In summary, we are student-centered; everything that occurs at Crawford
Elementary is for the continuous improvement of the whole student. We do
\"whatever it takes\" to improve *every* student\'s social and academic
performance and to help create lifelong learners who are responsible,
productive citizens for the future.

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

**1. The Meaning of Crawford Elementary\'s Assessment Results in Reading
and Math**

The state\'s criterion-referenced assessments, the Texas Assessment of
Knowledge and Skills (TAKS) and the Texas Assessment of Academic Skills
(TAAS) are aligned with the state\'s mandated curriculum, the Texas
Essential Knowledge and Skills (TEKS). This means that the objectives
and expectations on the annual assessments in reading and math measure
the depth and breadth of student achievement according to the state
curriculum. This type of testing holds all stakeholders accountable for
student achievement and supplies consequences. The implications from
this kind of performance testing are extensive.

For the state and the community, Crawford\'s overall results tell the
health of the school. It tells whether or not the school is serving its
purpose and mission. Texas uses the results along with several other
factors to rate schools. Crawford has received the rating of
\"exemplary\" for the past seven years; it is the highest rating. We are
proud of the recognition that we have received for working to be one of
the best performing schools in the state. The assessment results can be
compared to the state results, to a group of campuses similar to
Crawford, or to any other campus in the state of Texas to prove
accountability. We rate above the state percentages when compared to the
state and at the top when compared to other elementary schools. Funding
for many programs and grants is tied to student achievement on the
TAKS/TAAS. This funding affects staffing and other resources for the
school.

For Crawford Elementary, the purpose of performance testing is simply to
measure annual student achievement for each student and for groups of
students in order to plan continuous improvement. Performance
assessments are in alignment with our purpose and mission. Aggregated
data from test results is studied from many different angles. Strengths
and weaknesses are assessed. Through demographic data we can determine
the effectiveness of a program or whether resource allocations or
staffing patterns need to change. Another significance of the testing is
to evaluate curriculum and instruction. Through item analysis of test
questions, the school can determine which objectives and expectations
are being taught well or where improvement is needed. Then we research
best practices and do a better job of teaching.

For the administration, teachers, and staff, professional performance is
tied to student performance. If the students are not improving, then we
believe that alternative instruction is needed. Administrator and
teacher jobs, as well as their professional development, hinge on
student performance. For example, student assessment results could
indicate a need for professional development in order to teach a
specific objective with a different approach. There are consequences for
administrators and teachers for poor student performance which, at the
least, include a professional improvement plan.

For students and parents, assessment results in the state of Texas can
not only show strengths and weaknesses in learning but also now
determine student promotion/placement for the following year. During the
TAAS assessment years, we used aggregated TAAS data to celebrate
strengths, to improve weaknesses in student achievement, and to locally
determine promotion/placement for the following year. Starting with the
new TAKS assessment, we not only do what we did with TAAS, but we also
require students in third grade reading to pass the minimum standards on
the test in order to be promoted to fourth grade. All of Crawford\'s
students in third grade have passed the TAKS/TAAS minimum standards for
the past four years. Should a student not have met minimum standards, a
grade placement committee would have been formed, a plan would have been
made for intervention, and multiple opportunities to meet minimum
standards would have been offered. If the student still did not meet the
minimum standard, that student would have been in danger of repeating
the third grade. The state has not mandated such requirements for third
grade math and fourth grade reading or math. However, starting in
2004-2005, the state will mandate the same passing requirements for
fifth grade reading and math, which means third and fourth grade
students must be meeting minimum standards in reading and math in order
to pass fifth grade assessments. Therefore, the implication is that all
Crawford students must be passing the minimum standards in third and
fourth grade reading and math in order to perform well on fifth grade
assessments. Our goals are to keep our standards high and to continue to
improve student achievement as we prepare our students for the future.

**2. How Crawford Elementary Uses School Assessment Data**

Crawford Elementary uses many kinds of assessments for various purposes
in all areas of our school curriculum to improve academic success and to
increase/encourage accountability for all stakeholders; we are
data-driven. Formative assessments such as observations and checklists
set high standards for learning, guide instruction, and provide warning
signs to students who are struggling and may be in need of intervention.
We use diagnostic data to determine where a student is academically to
begin instruction or to search for a weakness in concepts that should
have been mastered. Special awareness is given to factors that may be a
disadvantage or advantage to students such as living in a migrant family
or being gifted. Other formative assessments empower parents, as well as
teachers and staff, to help students. Such simple things as folder
reports that are sent home weekly, three-week reports, and assessment
conferences, as well as report cards, assist parents in understanding
and helping students with their schoolwork. Communication and
collaboration perpetuate continuous improvement within the school
community. Benchmark assessments are made after concepts have been
taught to determine the mastery level; they directly measure the level
of the learning objective. At any time when students are found to be
struggling with a concept, intervention is available. Depending on
severity of the problem, the classroom teacher or a group of teachers
and the parents may meet to develop an intervention plan. The plan will
include a needs assessment to determine where the student is, a plan to
make improvements, and a method to determine success.

At the end of the year, we use summative assessments to determine
achievement and progress of the students as well as to assess teacher
and school performance. Not only are such things as report cards,
end-of-year subject tests, more observations, and checklists provided,
but also other formal annual academic assessments such as the *Iowa Test
of Basic Skills* in kindergarten, first and second grade and the
TAKS/TAAS tests in reading and math to assess student achievement in the
third and fourth grades are used. These tests provide a formal overall
look at yearly achievement, as well as a detailed look at the school,
the administrator, the teacher, and most of all student performance.

**3. How Crawford Elementary Communicates Student Performance**

Because success for *all* students is the very essence of our school,
Crawford Elementary offers a plan for student achievement that is
communicated to *every* student and parent at the beginning of each
year. This plan is implemented through grade-level parent meetings,
individual parent conferences, and home visits. Nonformal assessments
are ongoing at Crawford, and parents are notified immediately if
intervention is needed. Parents receive weekly notification of student
performance through a folder system. Formal assessment is performed
about every three weeks, and a report card communicates student
performance every six weeks. Celebrations of student/group performance
supported by parents and the community are not uncommon at our school.
Assessment data such as the Texas Assessment of Knowledge and Skills is
communicated to parents by mail, and a parent conference is scheduled if
requested by the parent or teacher. The parents and community receive
data about school performance such as Honor Roll lists every six weeks,
the Texas Assessment of Knowledge and Skills, and the Texas School
Report Card by the Crawford web site or the mail. Two award ceremonies
celebrating student achievement for all students are held during each
year. Crawford Elementary believes that to be successful we must be able
to measure and celebrate success for *all* students and that to continue
to succeed we must that communicate success.

**4. Crawford Elementary Will/Does Share Its Success**

Crawford Elementary will share and does share on a local and area level
a leadership role for school improvement and student achievement.
Internationally, President George W. Bush has held press conferences at
our school at which Crawford Elementary was asked to showcase our school
to Russian and English diplomats and press reporters. On a local and
area level, Crawford Elementary networks with teachers from surrounding
schools in order to share information. We welcome other schools to visit
for the purpose of observing and discussing programs. Some Crawford
Elementary teachers partner with teachers from other schools and share
information on a more individualized basis. Students from surrounding
colleges and universities come for observations, internships, and
student teaching. Some teachers have been presenters at conferences. At
a regional workshop, plans are being made for our school to mentor
another school that needs to improve student instruction. Also, a video
to showcase our successes is being planned to use at a regional level.
Long-range plans include the addition of a link to a Crawford Elementary
web site to share accomplishments. Crawford Elementary and its teachers
are eager to share our successes with others because it helps us to stay
on the cutting edge of educational improvement.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Crawford Elementary's Curriculum**

Crawford Elementary's curriculum is student-centered and data-driven.
Curriculum decisions are determined by continuous ongoing assessments of
the needs of the students within a framework of objectives. The
framework for Crawford Elementary\'s well-balanced curriculum is the
Texas Essential Knowledge and Skills along with the collaboratively
developed local curriculum objectives. These spiraling objectives are
developed and charted not only horizontally at each grade-level, but
also vertically between the grade levels to insure mastery of concepts.
The expectations and standards for achievement are set high. The
curriculum is designed to enhance and to challenge the learner as he
gains knowledge and skills through the use of Benjamin Bloom\'s taxonomy
of learning. This taxonomy is useful to differentiate learning for
students on many levels. With this basic framework, teachers can use
their expertise to collaboratively develop many different formats and
use a variety of approaches to enhance learning to meet the needs of the
students.

English Language Arts comes foremost in our curriculum because only
through reading can students succeed in school and in life**.** Through
this curriculum students improve speaking and listening skills, reading
skills, and writing. Teachers use a multi-sensory approach to literacy
starting with *Sing, Spell, Read, and Write*. Our English as a Second
Language (ESL) program helps Spanish-speaking students in small group
settings to make quick transitions into the English language. Speech
classes through our Special Education department can help students who
are struggling with articulation and oral language. One of our strongest
and most beneficial programs at our school is our library\'s extensively
used Accelerated Reader Program. Through this program our students not
only practice their reading skills and gain knowledge but also learn to
love reading for a lifetime. Math, another fundamental area of learning,
builds basic understandings in number, operation, and quantitative
reasoning; patterns, relationships, and algebraic thinking; geometry and
spatial reasoning; measurement; and probability and statistics. Because
we earnestly believe that students need and must have a good foundation
in these two curriculum areas, reading and math skills are taught in
isolation and integrated throughout the school day. For students
struggling with reading or math, we provide several options for
interventions. In a reading and math lab, a highly qualified teacher and
paraprofessional reteaches or does \"whatever it takes\" to supply
missed concepts usually in small group settings. Our reading lab also
provides assistance to students with dyslexia. Parent and community
volunteers help students by listening to them read or practice math
facts. After all other interventions have been exhausted, special
education can assess for a learning disability and more permanent
intervention provided in English language arts or math. Science students
learn concepts effectively through a balance of hands-on activities and
solid content knowledge. Not only do they learn concepts in life
science, physical science, earth and space science, science in a
personal and social perspective, and science as a human endeavor, but
also, they learn about and perform methods and understandings of
scientific inquiry and about the intersection of technology and science.
Social studies students develop knowledge and skills within the
different strands: history; geography; economics; government;
citizenship; culture; science, technology and society; and social
studies skills. To enrich these core areas of curriculum, students
participate in learning the fine arts including art, music, and theater.
Students experience and develop skills to maintain a healthy and active
lifestyle through physical education and health. Because Texas borders a
Spanish-speaking country, all students receive instruction in the
Spanish language. The most exciting curriculum is technology where
students not only build fundamental skills but also learn information
acquisition, new ways to communicate, and problem solving. Technology is
taught isolated and integrated throughout the curriculum. Our curriculum
intervention includes a gifted and talented program, as well as
enrichment in the subject areas. Students do independent and group
study. Crawford\'s encompassing, well-balanced curriculum engages all
students with significant content based on high standards.

**2. Crawford Elementary's Reading Curriculum**

Crawford Elementary uses student-centered learning and high expectations
with a research-based reading curriculum that incorporates a
phonics-based approach, as well as a whole language approach to reading.
Because needs of students vary, teachers must provide students with an
abundance of varied yet interrelated experiences. These experiences
expand the student's use and appreciation of oral language, develop the
understanding and the purpose of the written language, and provide
opportunities to hear good stories and informational books read aloud.
Additionally, students must have experiences to learn, manipulate, and
understand the relationships between phonemes and graphemes. As students
begin to read by the middle of kindergarten, they are given experiences
to learn effortless decoding strategies so they can focus on the meaning
of what they are reading, practice accurate and fluent reading, and
comprehend a wide assortment of books and other texts. Students are also
given opportunities to develop vocabulary through varied reading and
direct vocabulary instruction, to learn and apply comprehension
strategies as they think critically about what they read, and to relate
their writing to spelling and reading. As students are given these
experiences and skills are developed, assessments are completed at the
beginning of the year such as the *Texas Primary Reading Inventory*, the
*Quick Phonics Screener,* and the *Standardized Test Assessment of
Reading.* About every three weeks thereafter, we assess as necessary in
order to chart academic achievement and to determine if intervention is
needed. Intervention is available through many different strategies at
all levels of reading because it is essential that all students are
successful readers. Crawford Elementary and research have concluded that
certain basic elements in the intervention curriculum help struggling
readers to succeed. Flexible grouping and intense instruction can
stimulate learning; students profit differently from different groups.
Making reading successful for students who are struggling requires the
use of meaningful explicit instruction in which skills and strategies
are taught using modeling with explanations across activities and
settings. It also includes many opportunities for practice with feedback
and ongoing monitoring of the learning progress. Repetition of concepts
is important. Students who are struggling benefit from opportunities to
maintain and transfer or generalize the skills and strategies learned.
They must use materials at their instructional reading level, not at a
frustrational level. Technology assisted reading instruction is
beneficial and motivational, especially for students who have fallen
behind. These students also profit from careful planning that considers
their unique learning strengths and needs. Teachers collaborating with
other professionals and with parents to tailor and support curriculum
and instruction for these children are also an important factoring in
helping students showing disparities. We must do \"whatever works best\"
to help *all* students to be successful readers because reading is
essential for success in school and in life; it is a basic foundation
that all students must have.

**3.** **Crawford Elementary's Math Curriculum**

Crawford Elementary\'s mission is to prepare students for the future,
and the future for all will certainly include basic skills such as those
found in our math curriculum. Throughout our well-balanced math
curriculum, students build a foundation of basic understandings in
number, operation, and quantitative reasoning; patterns, relationships,
and algebraic thinking; geometry and spatial reasoning; measurement; and
probability and statistics. Students use algorithms for addition,
subtraction, multiplication, and division as generalizations connected
to concrete experiences. They concretely develop basic concepts of
fractions and decimals. Students use appropriate language and
organizational structures such as tables and charts to represent and
communicate relationships, make predictions, and solve problems.
Students select and use formal language to describe their reasoning as
they identify, compare, and classify shapes and solids. They use
numbers, standard units, and measurement tools to describe and compare
objects, make estimates, and solve application problems. Students
organize data, choose an appropriate method to display the data, and
interpret the data to make decisions and predictions, and to solve
problems. Problem solving, language and communication, connections
within and outside mathematics and formal and informal reasoning
underlie all content areas in mathematics. Throughout mathematics
students use these processes together with technology and other
mathematical tools such as manipulative materials, to develop conceptual
understanding and to solve problems as they do mathematics. As in
reading, math skills are formally assessed at the beginning of the year
and about every three weeks thereafter. At anytime if deficiencies are
detected, interventions can begin. Intervention can take many forms:
volunteers working with the students, conferences to empower parents to
help at home, a math lab at school, or a paraprofessional mentoring with
technology. Interventions are limitless as long as the imagination can
brainstorm ideas within reasonable resources. We do "whatever works
best" so that *all* students can learn and be successful.

**4. Crawford Elementary's Instructional Methods**

A philosophy of being student-centered plus doing \"whatever works
best\" to help *all* students learn lends itself to differentiated
instruction inside and outside the classroom. In the research-based
practice of differentiating instruction, Crawford Elementary recognizes
that students come to school with a wide-range of needs. To meet those
needs and maximize student achievement, we first determine the student's
level of learning and assist that student to make progress from there.
In practice, we may offer several different learning experiences in
response to the student\'s varied needs. Teachers differentiate
instruction by changing the content, the process, the product, and the
learning environment after determining the readiness level, interest,
and learning profile of the student. There is no decisive plan for
differentiating instruction; rather it is a way of thinking about
teaching and learning that values the student and can be translated into
classroom instruction in many different ways. The teacher of a
differentiated classroom must have the desire to challenge *all*
students, be flexible, have the knowledge and skill to use many teaching
methods, and the willingness to learn new avenues to meet student needs.
For this reason professional development plays an important role.
Flexible grouping is an integral part of differentiating instruction.
From self-contained classrooms, to team teaching, to departmentalization
of levels, to placing students in lower grades for temporary periods of
time, flexible grouping helps teachers meet students' needs. A more
highly defined form of flexible grouping that has proven to be most
beneficial is classroom tutorials where classroom teachers are given
time during the school day to tutor students who did not master a
concept during the week. Evaluation and assessments are an essential
part of this method of teaching; it\'s tightly linked to the
instruction. Teachers must know where

their students are through assessment to plan the next steps in
instruction to improve student achievement. Differentiating instruction
for our school is an ongoing process for teachers and students.

**5. Crawford Elementary's Professional Development**

Good schools come from the thoughts and actions of the professionals in
those schools; therefore, the development of thoughts and actions become
important. The goal of our school\'s professional development program is
to improve student achievement through highly qualified teachers and
paraprofessionals, our most valuable resources. The school provides all
new staff to our school with a mentoring program provided by a master
teacher and the principal. Each year professional development is
collaboratively planned, implemented, and evaluated by the
administration and teachers. The plan is based on school-wide goals, but
integrates individual and group goals with the school goals. Long-range
planning, as well as short-term goals, are developed that are based on
scientific research and best practices. Professional development
implementation is accomplished through many different formats such as
skill development, action research, networking, teacher centers, teacher
institutes, teacher leadership, partnerships, and individually planned
professional development. The Texas Professional Development Appraisal
System (PDAS) is used as an evaluation instrument for individual
assessment. It allows for individual reflection and administrator input.
Cornerstones of the process include a minimum of one forty-five minute
observation and completion of the Teacher Self-Report form. The PDAS
includes fifty-one criteria within eight domains reflecting the
proficiencies for learner-centered instruction. The domains include the
following: (1) Active, Successful Student Participation in the Learning
Process (2) Learner-Centered Instruction (3) Evaluation and Feedback on
Student Progress (4) Management of Student Discipline, Instructional
Strategies, Time/Materials (5) Professional Communication (6)
Professional Development (7) Compliance with Policies, Operating
Procedures and Requirements (8) Improvement of All Students' Academic
Performance. Finally, each year the staff and administration evaluate
the school\'s overall professional development program in order to
further improve student instruction.

**PART VI - PRIVATE SCHOOL ADDENDUM**

**Crawford Elementary is a public school.**

**This portion of the application does not apply to our school.**

**PART VII - ASSESSMENT RESULTS**

**Data Table Explanations**

> Texas Assessment of Knowledge and Skills (TAKS)
>
> Texas Assessment of Academic Skills (TAAS)

The state mandated curriculum and assessments have gone through many
changes in five years. In 1998-1999, Texas began a new statewide
curriculum called the Texas Essential Knowledge and Skills (TEKS), and
used a criterion-referenced testing program called the Texas Assessment
of Academic Skills (TAAS). That year test items were matched to the TEKS
and TAAS assessed only areas common to the TEKS and the older curriculum
the essential elements. The 1999-2000 school year marked the full
implementation of the TEKS, which was tested with the TAAS, but the TAAS
still did not completely align with the TEKS. In 2002-2003, the TAKS, a
completely reconceived testing program, was implemented. It includes
more of the TEKS than the TAAS and attempts to ask questions in more
authentic ways. TAKS has been developed to better reflect good
instructional practice and more accurately measure student learning.
Moreover, our curriculum is in total alignment with its assessment.

[\*\*\*\*]{.underline} No data reported for fewer than five students

[SDAA]{.underline} (State Developed Alternate Assessment)- A test that
is part of the Texas Student Assessment

Program designed for students who receive special education services and
for whom the

TAKS/TAAS, even with allowable accommodations, is not appropriate, as
determined by the

student\'s admission, review, and dismissal (ARD) committee.

[Students Exempt or Excluded]{.underline}- During years prior to the
SDAA, the special education ARD

committee could determine that the TAAS, even with allowable
accommodations, was not

appropriate, as determined by the student\'s admission, review, and
dismissal (ARD)

committee.

[Group Performances-Ethnic/Racial-]{.underline} Crawford Elementary had
no other ethnic/racial groups other

than Whites, Hispanics, and Blacks during the five years.

[Group Performances-Socioeconomic-]{.underline} Crawford Elementary has
had no Limited English Proficiency,

English as a Second Language, or Bilingual students in the third or
fourth grades during the

five years. We did have English as Second Language students, but they
were exited

from the program before third grade.

[Commended Performance]{.underline} (TAKS)/Mastered All Objectives
(TAAS)- This category represents high

academic achievement on the TAKS, and mastery on all objectives on the
TAAS. Students performed at a level that was considerably above the
state passing standard. Students demonstrated a thorough understanding
of the knowledge and skills measured at his grade.

[Met the Standard]{.underline} (TAKS)/Met Minimum Expectations (TAAS)-
This category represents satisfactory academic achievement. Students in
this category performed at a level that was at or somewhat above the
state passing standard. Students demonstrated sufficient understanding
of the knowledge and skills measured at this grade.

[Did Not Meet the Standard]{.underline} (TAKS)/Did Not Meet Minimum
Expectations (TAAS)- This category

represents unsatisfactory academic achievement. Students in this
category performed at a

level that was below the state passing standard. Students demonstrated
an insufficient

understanding of the knowledge and skills measured at this grade.

#### Third Grade Reading

> Texas Assessment of Knowledge and Skills (TAKS)
>
> Texas Assessment of Academic Skills (TAAS)
>
> Criterion-Referenced Tests published by the Texas Education Agency

+--------------------------+-------+-------+-------+-------+-------+
| # [                      | **2   | **2   | **2   | **1   | **1   |
| School Year]{.smallcaps} | 002-2 | 001-2 | 000-2 | 999-2 | 998-1 |
|                          | 003** | 002** | 001** | 000** | 999** |
| **(Publication Year)**   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## Test Given            | TAKS  | TAAS  | TAAS  | TAAS  | TAAS  |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Testing Month**    | March | April | April | April | April |
+--------------------------+-------+-------+-------+-------+-------+
| ## Num                   | 51    | 45    | 46    | 34    | 48    |
| ber of Students in Grade |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Taking      | 48    | 42    | 45    | 32    | 43    |
|     TAKS/TAAS            |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Taking the          | 94%   | 93%   | 98%   | 94%   | 90%   |
| > TAKS/TAAS              |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Taking the  | 3     | 3     | 1     | \-\-\ | \-\-\ |
|     SDAA                 |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-- | \-\-- |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Taking the SDAA     | 6%    | 7%    | 2%    | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-- | \-\-- |
+--------------------------+-------+-------+-------+-------+-------+
| # Students Absent        | 0     | 0     | 0     | 0     | 0     |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Absent              | 0%    | 0%    | 0%    | 0%    | 0%    |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Exempt or   | 0     | 0     | 0     | 2     | 5     |
|     Excluded             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Exempt or Excluded  | 0%    | 0%    | 0%    | 6%    | 10%   |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| **CRAWFORD TAKS/TAAS**   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **All Students**     |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 48    | 42    | 45    | 32    | 43    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 42%   | 88%   | 73%   | 88%   | 72%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 100%  | 98%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 0%    | 2%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Group              |       |       |       |       |       |
|                          |       |       |       |       |       |
|    Performances-Gender** |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Male                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 28    | 23    | 26    | 18    | 25    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 43%   | 89%   | 69%   | 83%   | 68%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 100%  | 100%  |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 0%    | 0%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Female               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 20    | 19    | 19    | 14    | 18    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 40%   | 89%   | 79%   | 93%   | 78%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 100%  | 94%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 0%    | 6%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Group              |       |       |       |       |       |
|     Per                  |       |       |       |       |       |
| formance-Ethnic/Racial** |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   White                |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 48    | 39    | 42    | 29    | 40    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 42%   | 87%   | 74%   | 86%   | 70%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 100%  | 98%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 0%    | 2%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

+---------------------------+-------+-------+-------+-------+-------+
| -   Hispanic              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 4     | 3     | 1     | 3     | 3     |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | \*\   | \*\   | \*\   | \*\   | \*\   |
| Standard                  | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| -   Black                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 0     | 0     | 2     | 0     | 0     |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | \*\   | \*\   | \*\   | \*\   | \*\   |
| Standard                  | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| -   **Group               |       |       |       |       |       |
|     Per                   |       |       |       |       |       |
| formances-Socioeconomic** |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   Economically          |       |       |       |       |       |
|     Disadvantaged         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 8     | 6     | 9     | 4     | 5     |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 13%   | 60%   | 83%   | \*\   | \*\   |
|                           |       |       |       | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 100%  | 100%  | 100%  | \*\   | \*\   |
|                           |       |       |       | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 0%    | 0%    | 0%    | \*\   | \*\   |
| Standard                  |       |       |       | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| -   Title I, Part A       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 48    | 42    | 45    | 32    | 41    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 42%   | 88%   | 73%   | 88%   | 76%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 100%  | 100%  | 100%  | 100%  | 98%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 0%    | 0%    | 0%    | 0%    | 2%    |
| Standard                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   Migrant               |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 0     | 0     | 2     | 0     | 0     |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | \*\   | \*\   | \*\   | \*\   | \*\   |
| Standard                  | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| -   Special Education     |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| > Number of Students      | 3     | 1     | 0     | 0     | 0     |
| > Tested                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | \*\   | \*\   | \*\   | \*\   | \*\   |
| Standard                  | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| -   Gifted/Talented       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| > Number of Students      | 3     | 7     | 2     | 5     | 5     |
| > Tested                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | \*\   | 86%   | \*\   | 100%  | 80%   |
|                           | *\*\* |       | *\*\* |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | \*\   | 100%  | \*\   | 100%  | 100%  |
|                           | *\*\* |       | *\*\* |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | \*\   | 0%    | \*\   | 0%    | 0%    |
| Standard                  | *\*\* |       | *\*\* |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   At-Risk               |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| > Number of Students      | 3     | 0     | 3     | 2     | 0     |
| > Tested                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | \*\   | \*\   | \*\   | \*\   | \*\   |
|                           | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | \*\   | \*\   | \*\   | \*\   | \*\   |
| Standard                  | *\*\* | *\*\* | *\*\* | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| > **STATE TAKS/TAAS**     |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 3%    | 55%   | 54%   | 56%   | 63%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 63%   | 87%   | 86%   | 87%   | 88%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 37%   | 13%   | 14%   | 13%   | 12%   |
| Standard                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

**Third Grade Math**

> Texas Assessment of Knowledge and Skills (TAKS)
>
> Texas Assessment of Academic Skills (TAAS)
>
> Criterion-Referenced Tests published by the Texas Education Agency

+---------------------------+-------+-------+-------+-------+-------+
| #                         | **2   | **2   | **2   | **1   | **1   |
| [School Year]{.smallcaps} | 002-2 | 001-2 | 000-2 | 999-2 | 998-1 |
|                           | 003** | 002** | 001** | 000** | 999** |
| **(Publication Year)**    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| ## Test Given             | TAKS  | TAAS  | TAAS  | TAAS  | TAAS  |
+---------------------------+-------+-------+-------+-------+-------+
| -   **Testing Month**     | April | April | April | April | April |
+---------------------------+-------+-------+-------+-------+-------+
| ## Nu                     | 52    | 45    | 46    | 34    | 48    |
| mber of Students in Grade |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   Students Taking       | 50    | 43    | 43    | 31    | 43    |
|     TAKS/TAAS             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| > \% Taking the TAKS/TAAS | 96%   | 95%   | 93%   | 91%   | 90%   |
+---------------------------+-------+-------+-------+-------+-------+
| -   Students Taking the   | 2     | 2     | 3     | \-\-\ | \-\-\ |
|     SDAA                  |       |       |       | -\-\- | -\-\- |
|                           |       |       |       | \-\-\ | \-\-\ |
|                           |       |       |       | -\-\- | -\-\- |
|                           |       |       |       | \-\-- | \-\-- |
+---------------------------+-------+-------+-------+-------+-------+
| > \% Taking the SDAA      | 4%    | 5%    | 7%    | \-\-\ | \-\-\ |
|                           |       |       |       | -\-\- | -\-\- |
|                           |       |       |       | \-\-\ | \-\-\ |
|                           |       |       |       | -\-\- | -\-\- |
|                           |       |       |       | \-\-- | \-\-- |
+---------------------------+-------+-------+-------+-------+-------+
| # Students Absent         | 0     | 0     | 0     | 0     | 0     |
+---------------------------+-------+-------+-------+-------+-------+
| > \% Absent               | 0%    | 0%    | 0%    | 0%    | 0%    |
+---------------------------+-------+-------+-------+-------+-------+
| -   Students Exempt or    | 0     | 0     | 0     | 3     | 5     |
|     Excluded              |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| > \% Exempt or Excluded   | 0%    | 0%    | 0%    | \*\   | \*\   |
|                           |       |       |       | *\*\* | *\*\* |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **CRAWFORD TAKS/TAAS**    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   **All Students**      |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 50    | 43    | 43    | 31    | 43    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 38%   | 63%   | 7%    | 65%   | 51%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 100%  | 100%  | 100%  | 94%   | 95%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 0%    | 0%    | 0%    | 0%    | 0%    |
| Standard                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   **Group               |       |       |       |       |       |
|     Performances-Gender** |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   Male                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 30    | 24    | 25    | 18    | 25    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 38%   | 67%   | 4%    | 72%   | 60%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 100%  | 100%  | 100%  | 94%   | 100%  |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 0%    | 0%    | 0%    | 0%    | 0%    |
| Standard                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   Female                |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 20    | 19    | 18    | 13    | 18    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 50%   | 58%   | 11%   | 54%   | 39%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 100%  | 100%  | 100%  | 92%   | 89%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 0%    | 0%    | 0%    | 8%    | 11%   |
| Standard                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   **Group               |       |       |       |       |       |
|     Per                   |       |       |       |       |       |
| formances-Ethnic/Racial** |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| -   White                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of Students Tested | 46    | 40    | 41    | 28    | 40    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance  | 41%   | 65%   | 7%    | 64%   | 53%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard       | 100%  | 100%  | 100%  | 93%   | 95%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the       | 0%    | 0%    | 0%    | 0%    | 5%    |
| Standard                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

+-------------------------+--------+--------+--------+--------+--------+
| -   Hispanic            |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 4      | 3      | 1      | 3      | 3      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Black               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 0      | 0      | 1      | 0      | 0      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| **Group                 |        |        |        |        |        |
| Perfo                   |        |        |        |        |        |
| rmances-Socioeconomic** |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Economically        |        |        |        |        |        |
|     Disadvantaged       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 9      | 6      | 8      | 4      | 5      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 11%    | 40%    | 17%    | \*     | \*     |
| Performance             |        |        |        | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | 100%   | 100%   | \*     | \*     |
|                         |        |        |        | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | 0%     | 0%     | \*     | \*     |
| Standard                |        |        |        | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Title I, Part A     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 50     | 43     | 43     | 31     | 41     |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 38%    | 63%    | 7%     | 65%    | 54%    |
| Performance             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | 100%   | 100%   | 94%    | 95%    |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | 0%     | 0%     | 6%     | 5%     |
| Standard                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Migrant             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 0      | 0      | 2      | 0      | 0      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Special Education   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 4      | 1      | 1      | 0      | 0      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Gifted/Talented     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 3      | 7      | 2      | 5      | 5      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | 100%   | \*     | 100%   | 100%   |
| Performance             | \*\*\* |        | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | 100%   | \*     | 100%   | 100%   |
|                         | \*\*\* |        | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | 0%     | \*     | 0%     | 0%     |
| Standard                | \*\*\* |        | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   At-Risk             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 3      | 1      | 1      | 2      | 0      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > **STATE TAKS/TAAS**   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 18%    | 22%    | 16%    | 35%    | 41%    |
| Performance             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 90%    | 87%    | 82%    | 80%    | 82%    |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 10%    | 13%    | 18%    | 20%    | 18%    |
| Standard                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

**4th Grade Reading**

> Texas Assessment of Knowledge and Skills (TAKS)
>
> Texas Assessment of Academic Skills (TAAS)
>
> Criterion-Referenced Tests published by the Texas Education Agency

+--------------------------+-------+-------+-------+-------+-------+
| # [                      | **2   | **2   | **2   | **1   | **1   |
| School Year]{.smallcaps} | 002-2 | 001-2 | 000-2 | 999-2 | 998-1 |
|                          | 003** | 002** | 001** | 000** | 999** |
| **(Publication Year)**   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## Test Given            | TAKS  | TAAS  | TAAS  | TAAS  | TAAS  |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Testing Month**    | March | April | April | April | April |
+--------------------------+-------+-------+-------+-------+-------+
| ## Num                   | 50    | 46    | 32    | 53    | 35    |
| ber of Students in Grade |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Taking      | 47    | 43    | 28    | 48    | 34    |
|     TAKS/TAAS            |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Taking the          | 94%   | 94%   | 88%   | 91%   | 97%   |
| > TAKS/TAAS              |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Taking the  | 3     | 3     | 4     | \-\-\ | \-\-\ |
|     SDAA                 |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-- | \-\-- |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Taking the SDAA     | 6%    | 6%    | 12%   | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-- | \-\-- |
+--------------------------+-------+-------+-------+-------+-------+
| # Students Absent        | 0     | 0     | 0     | 0     | 0     |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Absent              | 0%    | 0%    | 0%    | 0%    | 0%    |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Exempt or   | 0     | 0     | 0     | 5     | 1     |
|     Excluded             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Exempt or Excluded  | 0%    | 0%    | 0%    | 9%    | 3%    |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| **CRAWFORD TAKS/TAAS**   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **All Students**     |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 47    | 43    | 28    | 48    | 34    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 34%   | 33%   | 21%   | 56%   | 47%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 96%   | 97%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 4%    | 3%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Group              |       |       |       |       |       |
|                          |       |       |       |       |       |
|    Performances-Gender** |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Male                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 26    | 26    | 15    | 28    | 16    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 42%   | 19%   | 33%   | 61%   | 44%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 96%   | 100%  |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 4%    | 0%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Female               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 21    | 17    | 13    | 20    | 18    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 24%   | 53%   | 8%    | 50%   | 50%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 95%   | 94%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 5%    | 6%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| **Group                  |       |       |       |       |       |
| Perf                     |       |       |       |       |       |
| ormances-Ethnic/Racial** |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   White                |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 43    | 41    | 24    | 44    | 30    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 37%   | 32%   | 25%   | 63%   | 50%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 92%   | 100%  |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 2%    | 0%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

+-------------------------+--------+--------+--------+--------+--------+
| -   Hispanic            |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 4      | 1      | 4      | 4      | 3      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Black               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 0      | 1      | 0      | 0      | 0      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| **Group                 |        |        |        |        |        |
| Perfo                   |        |        |        |        |        |
| rmances-Socioeconomic** |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Economically        |        |        |        |        |        |
|     Disadvantaged       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 8      | 7      | 3      | 4      | 6      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 13%    | 50%    | \*     | \*     | 20%    |
| Performance             |        |        | \*\*\* | \*\*\* |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | 100%   | \*     | \*     | 80%    |
|                         |        |        | \*\*\* | \*\*\* |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | 0%     | \*     | \*     | 20%    |
| Standard                |        |        | \*\*\* | \*\*\* |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Title I, Part A     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 47     | 43     | 28     | 47     | 34     |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 34%    | 33%    | 21%    | 57%    | 47%    |
| Performance             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | 100%   | 100%   | 96%    | 97%    |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | 0%     | 0%     | 4%     | 3%     |
| Standard                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Migrant             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 0      | 2      | 0      | 1      | 0      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Special Education   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 1      | 0      | 1      | 2      | 0      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Gifted/Talented     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 8      | 2      | 4      | 8      | 6      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 63%    | \*     | \*     | 88%    | 100%   |
| Performance             |        | \*\*\* | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | \*     | \*     | 100%   | 100%   |
|                         |        | \*\*\* | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | \*     | \*     | 0%     | 0%     |
| Standard                |        | \*\*\* | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   At-Risk             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 1      | 1      | 1      | 2      | 4      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > **STATE TAKS/TAAS**   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 17%    | 49%    | 48%    | 52%    | 52%    |
| Performance             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 85%    | 92%    | 90%    | 89%    | 88%    |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 15%    | 8%     | 10%    | 11%    | 12%    |
| Standard                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

**Fourth Grade Math**

> Texas Assessment of Knowledge and Skills (TAKS)
>
> Texas Assessment of Academic Skills (TAAS)
>
> Criterion-Referenced Tests published by the Texas Education Agency

+--------------------------+-------+-------+-------+-------+-------+
| # [                      | **2   | **2   | **2   | **1   | **1   |
| School Year]{.smallcaps} | 002-2 | 001-2 | 000-2 | 999-2 | 998-1 |
|                          | 003** | 002** | 001** | 000** | 999** |
| **(Publication Year)**   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## Test Given            | TAKS  | TAAS  | TAAS  | TAAS  | TAAS  |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Testing Month**    | March | April | April | April | April |
+--------------------------+-------+-------+-------+-------+-------+
| ## Num                   | 50    | 46    | 32    | 53    | 35    |
| ber of Students in Grade |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Taking      | 47    | 43    | 28    | 48    | 34    |
|     TAKS/TAAS            |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Taking the          | 94%   | 94%   | 88%   | 91%   | 97%   |
| > TAKS/TAAS              |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Taking the  | 3     | 3     | 4     | \-\-\ | \-\-\ |
|     SDAA                 |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-- | \-\-- |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Taking the SDAA     | 6%    | 6%    | 12%   | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-\ | \-\-\ |
|                          |       |       |       | -\-\- | -\-\- |
|                          |       |       |       | \-\-- | \-\-- |
+--------------------------+-------+-------+-------+-------+-------+
| # Students Absent        | 0     | 0     | 0     | 0     | 0     |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Absent              | 0%    | 0%    | 0%    | 0%    | 0%    |
+--------------------------+-------+-------+-------+-------+-------+
| -   Students Exempt or   | 0     | 0     | 0     | 5     | 1     |
|     Excluded             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| > \% Exempt or Excluded  | 0%    | 0%    | 0%    | 9%    | 3%    |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| **CRAWFORD TAKS/TAAS**   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **All Students**     |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 47    | 43    | 28    | 48    | 34    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 34%   | 33%   | 21%   | 56%   | 47%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 96%   | 97%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 4%    | 3%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Group              |       |       |       |       |       |
|                          |       |       |       |       |       |
|    Performances-Gender** |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Male                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 26    | 26    | 15    | 28    | 16    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 42%   | 19%   | 33%   | 61%   | 44%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 96%   | 100%  |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 4%    | 0%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   Female               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 21    | 17    | 13    | 20    | 18    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 24%   | 53%   | 8%    | 50%   | 50%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 95%   | 94%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 5%    | 6%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   **Group Performances |       |       |       |       |       |
|     Ethnic/Racial**      |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| -   White                |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of Students       | 43    | 41    | 24    | 44    | 30    |
| Tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| \% Commended Performance | 37%   | 32%   | 25%   | 63%   | 50%   |
+--------------------------+-------+-------+-------+-------+-------+
| \% Met the Standard      | 100%  | 100%  | 100%  | 92%   | 100%  |
+--------------------------+-------+-------+-------+-------+-------+
| \% Did Not Meet the      | 0%    | 0%    | 0%    | 2%    | 0%    |
| Standard                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

+-------------------------+--------+--------+--------+--------+--------+
| -   Hispanic            |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 4      | 1      | 4      | 4      | 3      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Black               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 0      | 1      | 0      | 0      | 0      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| **Group                 |        |        |        |        |        |
| Perfo                   |        |        |        |        |        |
| rmances-Socioeconomic** |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Economically        |        |        |        |        |        |
|     Disadvantaged       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 8      | 7      | 3      | 4      | 6      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 13%    | 50%    | \*     | \*     | 20%    |
| Performance             |        |        | \*\*\* | \*\*\* |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | 100%   | \*     | \*     | 80%    |
|                         |        |        | \*\*\* | \*\*\* |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | 0%     | \*     | \*     | 20%    |
| Standard                |        |        | \*\*\* | \*\*\* |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Title I, Part A     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 47     | 43     | 28     | 47     | 34     |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 34%    | 33%    | 21%    | 57%    | 47%    |
| Performance             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | 100%   | 100%   | 96%    | 97%    |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | 0%     | 0%     | 4%     | 3%     |
| Standard                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   Migrant             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of Students      | 0      | 2      | 0      | 1      | 0      |
| Tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Special Education   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 1      | 0      | 1      | 2      | 0      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| -   Gifted/Talented     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 8      | 2      | 4      | 8      | 6      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 63%    | \*     | \*     | 88%    | 100%   |
| Performance             |        | \*\*\* | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 100%   | \*     | \*     | 100%   | 100%   |
|                         |        | \*\*\* | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 0%     | \*     | \*     | 0%     | 0%     |
| Standard                |        | \*\*\* | \*\*\* |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| -   At-Risk             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > Number of Students    | 1      | 1      | 1      | 2      | 4      |
| > Tested                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | \*     | \*     | \*     | \*     | \*     |
| Performance             | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | \*     | \*     | \*     | \*     | \*     |
|                         | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | \*     | \*     | \*     | \*     | \*     |
| Standard                | \*\*\* | \*\*\* | \*\*\* | \*\*\* | \*\*\* |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| > **STATE TAKS/TAAS**   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Commended            | 15%    | 18%    | 13%    | 43%    | 35%    |
| Performance             |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% Met the Standard     | 87%    | 94%    | 91%    | 87%    | 87%    |
+-------------------------+--------+--------+--------+--------+--------+
| \% Did Not Meet the     | 13%    | 6%     | 9%     | 13%    | 12%    |
| Standard                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+