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

###### U.S. Department of Education

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

Name of Principal [Ms. Kathy Vickers]{.underline}

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

Official School Name [A.P. Beutel Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [300
Ligustrum\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[\_\_\_\_Lake
Jackson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas]{.underline}\_\_\_\_\_\_\_\_\_\_\_[77566-5899\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [\_\_\_\_\_\_\_Brazoria\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School Code
Number\*\_\_[020-905-102\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 979 ) 730-7165]{.underline} Fax [( 979 ) 292-2821
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL [www.brazosportisd.net/beutel\_]{.underline}E-mail
[kvickers@brazosportisd.net\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[\
]{.underline} Date
[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Joe Ripple]{.underline}

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

District Name [Brazosport Independent School District]{.underline} Tel.
[(979 ) 730-7002]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Jay
Luce\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**DATA PART II ‑ DEMOGRAPHIC**

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

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

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[2]{.underline} Middle schools

[3]{.underline} Junior high schools

[2]{.underline} High schools

[1]{.underline} Other

[19]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,156]{.underline}

Average State Per Pupil Expenditure:
[\_\$9269\_\_\_\_\_\_\_]{.underline}

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

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

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

4\. [13]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    7         14                     **21**       **7**                             

  **K**       57        52                     **109**      **8**                             

  **1**       49        54                     **103**      **9**                             

  **2**       49        49                     **98**       **10**                            

  **3**       46        53                     **99**       **11**                            

  **4**       61        45                     **106**      **12**                            

  **5**                                                     **Other**   5         5           10

  **6**                                                                                       

                                    **TOTAL                                                   546
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [67]{.underline} % White

the school: [5]{.underline} % Black or African American

[22]{.underline} % Hispanic or Latino

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

[1]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_\_\_3\_%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      13
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

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

  **(4)**                   Total number of students in 546
                            the school as of October 1  

  **(5)**                   Total transferred students  0.026
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2.56
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_\_[4]{.underline}\_%

[\_\_\_\_22]{.underline}\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_6\_\_\_\_]{.underline}

Specify languages: Japanese, Spanish, Vietnamese, Tagalog, Portuguese,
Cambodian

9\. Students eligible for free/reduced-priced meals:
[\_\_24%]{.underline}

Total number students who qualify: [\_\_\_129\_\_]{.underline}

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

10\. Students receiving special education services:
\_\_\_[20]{.underline}\_\_\_%

[\_\_110\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[5\_]{.underline}Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_[20]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[28]{.underline}\_Specific Learning Disability

[\_\_1]{.underline}\_Emotional Disturbance \_[49\_]{.underline}Speech or
Language Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_[1]{.underline}\_Traumatic
Brain Injury

> \_\_[2]{.underline}\_Mental Retardation \_\_[1\_]{.underline}Visual
> Impairment Including Blindness
>
> \_\_[1]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_2\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[27\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_\_4\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_\_\_9\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[4\_]{.underline}\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[46]{.underline}\_\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [20:1\_\_]{.underline}

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

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

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

  Daily teacher attendance  97%         96%         95%         97%         NA%

  Teacher turnover rate \*  6%          3%          9%          3%          3%

  Student dropout rate      NA%         NA%         NA%         NA%         NA%
  (middle/high)                                                             

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

\*All teacher turnover was due to retirement.

**PART III - SUMMARY**

A true jewel in the crown of Brazosport Independent School District, A.
P. Beutel Elementary is located in the close-knit gulf coast community
of Lake Jackson, Texas.

Our campus of approximately 550 students serves students from PPCD
(Program for Preschool Children with Disabilities) through the fourth
grade. We embody the definition of a true neighborhood school with a
rich and illustrious history of excellence. Our namesake, Dr. Beutel,
was one of the principal founders and designers of our city and of the
Dow Chemical Company. Dr. Beutel\'s legacy lives on as Dow Chemical
continues to be Brazoria County\'s largest employer and an invaluable
supporter of Brazosport schools.

Beutel Elementary School proudly has third generation attendees and
staff turnover is modest enough that teachers often have the pleasure of
teaching children of children. Many of our teachers are Beutel graduates
that have waited sometimes years to transfer to this school. Thirteen
consecutive years of maintaining Exemplary status, the highest possible
rating granted by the Texas Education Agency, has been earned by
building relationships and remembering that every number that data
provides is an individual student\'s very personal story. We seek to
know and address each student personally and intimately as a strong
connection is made to his or her family.

Outside support is critical to our success. The district provides
assistance through the use of skilled instructional facilitators as well
as in the areas of training, mentoring, use of current materials,
communication, and campus specific staff development opportunities. We
are also very fortunate to have an active Parent Teacher Organization
and a wonderful group of willing parent and community volunteers. This
support includes funding for special projects, student incentives, field
trips, teacher training and teacher assistance. Parents feel welcome
here and it is not uncommon to have as many as fifty to a hundred
parents join us for lunch. Parents know to arrive for student events
early, as it will always be standing room only at Beutel.

The faculty of Beutel Elementary is a loving and caring family and we
are committed to teaching, reaching and impacting the future of the
whole child as our motto, \"Love Life, Love Learning\" underscores.
Teachers at Beutel consistently spread good will and appreciation to
their horizontal and vertical coworkers with the phrase, \"Thanks for
packing my parachute.\" We have great professional regard and trust for
one another, but know the core is that we care most for the students. It
is always about the student. \"Save one\" is a common phrase repeated
throughout the campus. We challenge ourselves to save one child, in one
situation, one day at a time. We refuse to give up on any student and
feel students are placed at our doorstep for a reason. We are meant to
change their life for the better.

We believe at Beutel Elementary. This belief that success is for ALL
students is our intrinsic reward. We feel we have a wonderful and
magical secret that is so personally and professionally fulfilling that
surely there could never be a better place to work or learn than Beutel
Elementary School. So, while the outside recognition is welcomed and
appreciated, our true value lies deep within the heart of Beutel
Elementary because we choose to believe.

### PART IV - INDICATORS OF ACADEMIC SUCCESS

**1. Assessment Results**: Prior to the 2002-2003 school year, the
accountability measure for Texas public schools was documented through
the criterion-referenced test known as TAAS or Texas Assessment of
Academic Skills. In 2002-2003, the Texas Education Agency mandated that
the Texas Assessment of Academic Skills or TAKS be utilized to evaluate
public schools in Texas. This much more rigorous TAKS test is aligned
directly to the state curriculum known as the TEKS or Texas Essential
Knowledge and Skills. This test directly measures the objectives taught
daily in the classroom while also adhering to the federal requirements
mandated by the No Child Left Behind legislation. Through the ARD
(Admission, Review, and Dismissal) process, a special education student
may take a State Developed Alternative Assessment (SDAA) or a Locally
Developed Alternative Assessment (LDAA). Third and fourth grade students
are tested in the areas of reading and math, while fourth graders take
an additional test in writing. Scores are disaggregated among the
student populations according to ethnicity, economically disadvantaged
status and special education.

The road to high achievement starts with our earliest learners. The
learning communities throughout Beutel Elementary appreciate and praise
the vertical teamwork that \"packs the parachute\" for our third and
fourth graders to eventually achieve a high level of success. Our
intrinsic belief that all students can learn is underscored by the lack
of any significant disparity in scores among student populations. Ninety
percent of the students in each student group must show mastery of the
TAKS test to achieve the highest state rating of exemplary. For thirteen
years A. P. Beutel has proudly and consistently earned this prized
rating of exemplary .The campus also has proven depth as shown by the
percentage of students scoring commended, which the state defines as at
or above the ninetieth percentile. Students and staff have worked hard
to earn the Gold Commended Performance recognition in reading, writing
and math during all three years of this award\'s inception. The overall
commended percentage for our school is consistently above the state,
district and comparable schools\' level of performance.

Brazosport Independent School District also has a rigorous benchmark and
snapshot testing calendar in the core academic subjects for first
through fourth grade. Beutel consistently demonstrates excellence and
high levels of mastery in reading, writing and math relative to other
schools within the district.

Past honors include being given the highest distinction, a four-star
school ranking, in *Texas Monthly* magazine. We have been recognized as
a Texas Honor Roll school for high overall achievement as well as for
showing a high percentage of commended students relative to comparable
campuses across the state.

Further information detailing the Texas assessment and accountability
program may be accessed at the following Texas Education Agency
websites:

[http:/ /www .tea.state.tx.
us/student.assessment/index.html]{.underline} and
[http://www.tea.state.tx.us/accountability.html.]{.underline}

**2. Using Assessment Results:** Utilizing assessment data is a
cornerstone of Beutel Elementary's sustained levels of high achievement
and is unquestionably important to our quest for continuous improvement
and exemplary achievement. ADM or Administrative Data Management is a
computerized program that helps manage and analyze student data. This
data allows for tracking of progress, profiling of demographic data and
analyzing of overall campus achievement. Before the first day of school,
a data folder is given to every teacher to build on as the year
progresses. Information is passed up cumulatively from previous teachers
with every piece of data in an individual "work folder" that is separate
from the cumulative folder. As benchmark and snapshot data becomes
available throughout the year to any grade level, the results are
reviewed at grade level meetings. Item analysis is utilized to pinpoint
strengths and weaknesses in overall objectives. Questions that show less
than eighty-five percent as correct receive special scrutiny. We then
study any factors that could positively influence increased achievement.

A one hundred day and a two hundred day assessment meeting is held with
the principal and central office administration to share scores within
school feeder patterns to have relativity of success and to drive
instruction for the remainder of the school year. As the mandated test
scores arrive in May, we take special care to review scores with the
students in hopes that a clear understanding of the results will
increase results in the future. Teachers have also undergone training in
the INOVA program. This is a program which looks not only to meet state
standards, but takes steps to ensure students are not \"losing value\"
over time. We realize that a marginal fourth grade score may translate
into an eighth grade failure. Thus, we now feel compelled to measure
whether we are gaining, holding or losing value with each student as
well as whether they are meeting the state standard of passing. Every
child is the child we refuse to leave behind.

## 

## 3. Communicating Assessment Results: Partnership and communication begin before the first day of school when all parents are invited to a three-hour come and go "Meet the Teacher" afternoon that is held on a teacher in-service day. Parents are welcome to tour the school, receive schedules, menus, bus routes, calendars, PTO membership opportunities and other pertinent information as well as the opportunity to meet one-on-one with the teacher. An extensively publicized evening orientation is held within the first two weeks of school to share assessment expectations, current results, curriculum guidelines, campus ratings and things very specific to particular classrooms in each grade level. In addition, every grade level sends a "Go Folder" each Thursday with weekly grades and conduct reports as well as messages from the school or community. The campus also uses a daily homework folder to communicate upcoming tests and assignments. Progress reports are sent midway through each quarter and report cards are sent at the end of each nine weeks. Conferences are offered at the end of each nine weeks. Each year, a public school board meeting is held to present the Academic Excellence Indicator System (AEIS), which is a comprehensive picture, disaggregated by student population, of each campus as well as the overall district's performance. An annual Texas Education Agency School Report Card is also sent home in January of each year that gives information regarding performance, attendance, per pupil expenditures, class ratios, and level of teacher experience. Monthly calendars, the campus marquee, the campus website and the local channel 19 television station also assist our communication efforts. Beutel Elementary takes pride in being friendly and accessible to our families and community. We realize that communication and collaboration between learning partners ensure to the greatest extent possible that no child is left behind.

**4. Sharing Success:** The staff of A. P. Beutel Elementary believes
that it is our professional obligation to foster success and share our
success with students, parents and fellow educators. First, we respect
and have great professional regard for our own coworkers and for the
students that choose to enter Beutel Elementary everyday. Relationships
are the key to a highly successful school and we never pass up the
opportunity to praise our students and their unbelievable work ethic.
Teachers observe and learn from each other throughout the school year.
Each week, the grade level teams meet together to share fresh ideas,
review lesson plans, scope and sequence and the general curriculum
direction. An accepting and collegial work environment allows for
professional growth as we celebrate our unique victories and seek
continuous improvement within our campus family.

The strength we derive from one another recharges our batteries and
finds Beutel teachers serving on critical district committees for
curriculum writing, presenting at conferences, receiving grants for
innovative practices, attending conferences to allow for a \"train the
trainer\" approach, going to other schools to share, hosting visiting
educators from across the nation, opening the classrooms for future
substitute teachers to observe, attending a week-long math camp and then
hosting a mini-camp on campus, welcoming student teachers, mentoring and
partnering with first-year or new to the district staff members, being
trainers for the Teacher Induction Program, as well as modeling best
practices for high school student helpers and parent volunteers.

Beutel Elementary\'s highly qualified, veteran teaching staff welcomes
the audience and the opportunities that the prestigious NCLB Blue Ribbon
Award would bring the campus. We want to grow and share professionally
to impact our students, our community and ourselves in the most profound
way possible.

**PART V -CURRICULUM AND INSTRUCTION**

**1. Curriculum**: The state of Texas has a curriculum driven by the
Texas Essential Knowledge and Skills. These TEKS are the required
objectives that must be presented for each grade level. These TEKS are
far from minimal skills as they drive the curriculum and are tied
directly to the very rigorous high stakes Texas Assessment of Knowledge
and Skills (TAKS) test that is administered to third through eleventh
graders in the spring semester. Our school district has segmented these
required objectives into four nine-week scope and sequence calendars.
District benchmarks and snapshots are given throughout each semester in
the content areas of social studies, science, math, reading and writing
in grades two through four. Grade one is tested in reading and math.
End-of-year assurances are also clearly written to give teachers,
students and parents accountability for the overall grade level
curriculum. These year-end assurances are published in a format that
shows the grade level above and below the current grade level. This
visual continuity keeps educators very focused on what has been taught,
what is currently being taught, and what will be taught. This vertical
alignment is critical to sustained achievement.

Beutel Elementary utilizes a balanced approach in language arts. Reading
and writing are given equal value as we utilize various effective
teaching strategies to maintain a flexible balance between reading and
writing. Phonemic awareness along with literacy-based instruction allows
students to connect text across the curriculum as we seek to develop
lifelong learners and readers. Leisure reading at an appropriate
independent level is encouraged through school-to-home reading programs
and incentives.

Mathematics has been a major area of focus in our district. We devote
ninety minutes each day to this subject and have taken part in intensive
staff development to hone our professional skills. The emphasis is on
higher level thinking skills because our curriculum has become far more
demanding. We teach the required rote skills, but stress and expect
application of these skills through problem solving activities. Students
must articulate how and why an answer is correct. Students are actively
engaged in mathematics and it is a rare day that students are not highly
interactive during math class.

Science is now given a daily time block though it is integrated across
all content areas. We focus school wide on vocabulary and the scientific
process. Students in our kindergarten classes hypothesize with ease, in
part due to a grant that the teachers pursued. This grant allows for a
weekly science lesson that is a hands-on experiment to go home with each
student. Simple directions and materials are included. Parent volunteers
assist in this endeavor as we strive to instill a love for and
fascination with science that will grow stronger as our students grow
older. We have also developed a CSI (Cool Science Information) area in
the main foyer of our school to emphasize and apply the school wide
science vocabulary and a concentrated focus on measurement as it
integrates into science and math. Students excitedly work through the
problem of the week to hypothesize and conclude, for example, how tall
the principal might be in feet, inches, and centimeters.

Social studies is integrated across the content areas while also
devoting time each day to very specific objectives that stress the
connectivity between our community, our state of Texas, our important
role as American citizens and our link to the global community. We
strive to emphasize historical figures, national pastimes, traditions
and holidays through school wide activities, class performances,
newspapers, field trips, map skills, morning announcements and special
event days as we strive to instill patriotism, knowledge of history, and
respect for mankind.

The whole child is addressed in our daily physical education classes.
Overall health and wellness are emphasized through physical activity and
units of study that include the human body, nutrition, harmful effects
of drug usage, and safety lessons ranging from \"stranger danger" to
proactively avoiding dog bites.

Fine arts includes a unique approach to art that is purposefully
integrated to the academic objectives in core content areas. A teacher
from each grade level is released for half a day and has the privilege
to actually be a student and create a lesson taught by a district
facilitator. This teacher then returns to the campus to train the grade
level team of teachers on this lesson. This approach has been wildly
successful and has been excitedly embraced by the campus. The art
production and displays are phenomenal and can also be seen throughout
the central administration office.

Music finds children singing of Martin Luther King and solid, liquid, or
gas as content areas are emphasized in this department with much
success. Whether we are multiplying or naming the months of the year,
song and movement make learning fun and memorable. Students attend
single class music lessons twice a week and all classes perform for a
school wide audience of students and parents twice a year.

**2a. Reading:** We are passionate about reading at Beutel Elementary!
Research is clear that a balanced reading approach delivered in a
positive environment has the most opportune chance of teaching all
children to read. This flexible, yet balanced approach includes
strategies for phonemic awareness along with literacy instruction that
combines a strong emphasis on reading with an integrated writing strand.
We view writing as a power strand in that it elevates overall
achievement in language arts. Word walls, smart centers, and daily
letters from the teacher are part of a deliberately print-rich
environment. All classrooms schedule a teacher read aloud time each day
to model effective reading and to instill a love for reading. We espouse
that a love for reading is caught, not taught and we want this love to
be contagious at Beutel Elementary. A minimum of two hours a day is
devoted to the language arts curriculum that includes reading, reading
comprehension, writing, spelling, vocabulary, grammar and writing for a
purpose. Effective teaching strategies utilized daily would include
shared reading, guided reading and independent reading.

Novel studies are reserved by grade level to promote lifelong reading
and general literacy. We strive to connect text across the curriculum
through the use of diverse genres and upper grades are required to
specifically read fiction, nonfiction, technical, biographical and
autobiographical selections. Higher order thinking skills and knowledge
of Bloom\'s Taxonomy are key factors as we seek to produce life-long,
passionate readers and strong, refined writers with a true and personal
voice. Teachers seek opportunities for professional growth and have been
trained in many facets of language arts including phonemic awareness,
Neuhaus, dyslexia, early literacy, Six Traits Writing, New Jersey
Writing, higher order questioning techniques with Margaret Kilgo,
McCracken literacy

as well as Read Naturally. Reading and writing at a level of mastery is
the foundation that we feel professionally obligated to give every
child. We are passionate about giving this gift to all children.

**3. Additional Curriculum Area:** Successful mathematicians blossom at
Beutel Elementary through many deliberate processes. A series of planned
events such as precise data analysis, cohesive teacher planning, support
from district facilitators, and the use of a spiraling curriculum allows
for all students to achieve in math. Specific and individualized data
analysis allows teachers to adjust instruction accordingly. Cooperative
learning and flexible grouping is a common sight in our mathematics
classes as students work together, but quickly gain confidence to
perform independently when required. Primary classrooms use Everyday
Math Counts with daily calendar activities to scaffold a strong
foundation for all students. Technology is used to support problem
solving, rote skills, and application of skills. Vertical alignment
provides a framework for continuity and success as math students
progress through Beutel Elementary. Teachers follow a scope and sequence
planned to cover every required curriculum objective. Each classroom
utilizes Drops in a Bucket, a daily math problem solving approach that
also gives continuity and vertical skill spiraling as students progress
through the grades.

All math instructors utilize hands-on manipulatives and practice
real-life mathematics whether they are measuring how tall the principal
is or what the distance is in feet to the cafeteria. Movement, songs,
and active learning create a vibrant energy in the math classes. Facts
are snapped, tapped, hummed and learned! While basic rote math skills
are taught, it is our expectation that students must apply these skills.
Students must not only solve problems, but also explain how and why they
chose a specific answer. We seek to ensure all students have the
confidence and the skills necessary to be productive, critical thinkers
as they start their journey to becoming mathematicians for life.

**4. Instructional Methods:** The continuous quest for student success
is a shared vision among the entire family that comprises Beutel
Elementary. Our high expectations for teaching and

reaching the whole child in every child is central to our reach for
exemplary achievement. Flexible, creative and dynamic instructional
methods are used as we strive to see each child as a unique learner and
individual. Our school motto, \"Love life, love learning\" underscores
our belief that if you capture a child\'s heart, their head will surely
follow. It is in this child-centered environment that we make certain
all staff follows a rigorous curriculum based on the Texas Essential
Knowledge and Skills (TEKS) as we utilize a clear calendar that follows
a scope and sequence of layered learning. This vertical alignment
coupled with clear school wide procedures and routines makes for a safe,
warm and effective learning environment.

Common instructional methods would include flexible grouping,
cooperative grouping, hands-on learning inside and outside the
classroom, the use of newspapers and student magazines, utilization of
technology, real-world connectivity through field trips and field
studies, presentations, assemblies, thematic units, special day
activities, research activities, fine arts activities and student
performances. A major key, however, to the sustained success of Beutel
students would be our unwavering commitment to ensuring student time on
task. There is no substitute for direct interaction between teacher and
student and thus every available moment of instructional time is
maximized and zealously guarded by the staff and administration of
Beutel Elementary.

**5. Professional Development:** The staff members of Beutel Elementary
are outspoken and willing participants of a learning community. We
strive to be on a forward-moving learning curve and seek to be visionary
in our professional development. Assessing the needs for staff
development is a major piece of our spring campus planning. We
prioritize what is needed for students and what is needed for teachers.
Though the teachers have a required number of hours to obtain for staff
development, it is a rare teacher that does not seek the opportunity for
many more hours than the required minimum. Data from our district and
state tests drive many staff development offerings. Annually,
facilitators host in-service opportunities to meet with campus specific
grade levels to disaggregate data and utilize item analysis tools to
improve instruction in core content areas. Hands on science, math
strategies, problem solving, Six Traits Writing, technology tools,
classroom management, stress reduction, meeting the needs of students of
poverty, higher order thinking skills and recognizing the gifted learner
were some of the professional growth opportunities attended by the A. P.
Beutel staff members. Special education teachers and staff are certified
through the Crisis Prevention Institution (CPI) to respond proactively
to prevent a potential crisis situation involving overt or dangerous
student behavior from occurring or escalating. All staff have been given
an introductory overview in CPI to promote care, welfare, safety and
security for everyone working and learning in our campus community. The
second grade team as well as additional support staff pursued training
in the Read Naturally program primarily to build fluency in our budding
readers. This team will begin training first and third grade teachers in
the fall.

**PART VII -- ASSESSMENT RESULTS**

**Texas Third-Grade Criterion-Referenced Reading Test**

Subject [Reading]{.underline} Grade [3]{.underline} Test [Texas
Assessment of Knowledge and Skills]{.underline}

Edition/publication year [2006]{.underline} Publisher [Texas Education
Agency]{.underline}

  --------------------------------- ----------- ----------- ----------- -----------
                                    TAKS        TAKS        TAKS        TAKS
                                    2005-2006               2003-2004   2002-2003

                                                2004-2005               

  Testing month                     Feb         Feb          March      March

  **SCHOOL SCORES\***                                                    

  (TAKS) % Met Standard              100%        100%        100%         99%

  (TAKS) % Commended Performance      70%         73%         46%         NA

  Number of students tested           83          94          94          89

  Percent of total students tested    86%         91%         90%         89%

  Number of students alternatively    14          9           10          11
  assessed                                                              

  Percent of students alternatively 14%           9%          10%         11%
  assessed                                                              

  **SUBGROUP SCORES**                                                    

  1\. *Economically Disadvantaged*                                       

  (TAKS) % Met Standard              100%        100%        100%       100%

  (TAKS) % Commended Performance    64%           36%         27%         NA

  Number of students tested          11           14          13          14

  2\. *Hispanic*                                                         

  (TAKS) % Met Standard             100%          NA         100%        100%

  (TAKS) % Commended Performance      67%         NA          17%         NA

  Number of students tested         18            NA          16          12
  --------------------------------- ----------- ----------- ----------- -----------

**Texas Fourth-Grade Criterion-Referenced Reading Test**

Subject [Reading\_\_\_\_\_\_\_\_]{.underline} Grade [4]{.underline} Test
[Texas Assessment of Knowledge and Skills]{.underline}

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

  ------------------------------------ ----------- ----------- ----------- -----------
                                       TAKS        TAKS        TAKS        TAKS
                                       2005-2006               2003-2004   2002-2003

                                                   2004-2005               

  Testing month                        April       April        April      April

  **SCHOOL SCORES\***                                                       

  (TAKS) % Met Standard                 100%         97%         99%         100%

  (TAKS) % Commended Performance         37%       48%           46%         30%

  Number of students tested              90          95          94          88

  Percent of total students tested       88%         92%         91%         90%

  Number of students alternatively       12          8           9           10
  assessed                                                                 

  Percent of students alternatively      12%         8%          9%          10%
  assessed                                                                 

  **SUBGROUP SCORES**                                                       

  1\. *Economically Disadvantaged*                                          

  (TAKS) % Met Standard                 100%        100%         99%        100%

  (TAKS) % Commended Performance         39%         46%         55%         31%

  Number of students tested              15          13          10          13

  2\. *Hispanic*                                                            

  (TAKS) % Met Standard                 NA          100%        99%         100%

  (TAKS) % Commended Performance        NA           45%         17%         13%

  Number of students tested             NA           17          12          16
  ------------------------------------ ----------- ----------- ----------- -----------

**Texas Third-Grade Criterion-Referenced Math Test**

Subject [Math\_\_\_\_]{.underline} Grade [3]{.underline} Test [Texas
Assessment of Knowledge and Skills]{.underline}

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

  ------------------------------------ ----------- ----------- ----------- -----------
                                       TAKS        TAKS        TAKS        TAKS
                                       2005-2006               2003-2004   2002-2003

                                                   2004-2005               

  Testing month                        April       April        April      April

  **SCHOOL SCORES\***                                                       

  (TAKS) % Met Standard                  98%       100%          99%         99%

  (TAKS) % Commended Performance         49%         44%         53%         39%

  Number of students tested              83          93        88            90

  Percent of total students tested       86%         90%         88%         88%

  Number of students alternatively       14          10          12          12
  assessed                                                                 

  Percent of students alternatively      14%         10%         12%         12%
  assessed                                                                 

  **SUBGROUP SCORES**                                                       

  1\. *Economically Disadvantaged*                                          

  (TAKS) % Met Standard                 100%        100%        100%        100%

  (TAKS) % Commended Performance         67%         29%       50%           NA

  Number of students tested              12          14          12          11

  2\. *Hispanic*                                                            

  (TAKS) % Met Standard                  89%         NA         100%        100%

  (TAKS) % Commended Performance         67%         NA          70%         NA

  Number of students tested              18          NA          12          12
  ------------------------------------ ----------- ----------- ----------- -----------

**Texas Fourth-Grade Criterion-Referenced Math Test**

Subject [Math\_\_\_\_]{.underline} Grade [4]{.underline} Test [Texas
Assessment of Knowledge and Skills]{.underline}

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

  ------------------------------------ ----------- ----------- ----------- -----------
                                       TAKS        TAKS        TAKS        TAKS
                                       2005-2006               2003-2004   2002-2003

                                                   2004-2005               

  Testing month                        April       April       April       April

  **SCHOOL SCORES\***                                                       

  (TAKS) % Met Standard                 100%         99%        100%        100%

  (TAKS) % Commended Performance         53%         48%         52%         48%

  Number of students tested              90          93          92          86

  Percent of total students tested       88%         92%         89%         87%

  Number of students alternatively       12          8         11            11
  assessed                                                                 

  Percent of students alternatively      12%         8%          11%         13%
  assessed                                                                 

  **SUBGROUP SCORES**                                                       

  1\. *Economically Disadvantaged*                                          

  (TAKS) % Met Standard                 100%        100%        100%        100%

  (TAKS) % Commended Performance         40%         31%         36%         38%

  Number of students tested              15          13          14          13

  2\. *Hispanic*                                                            

  (TAKS) % Met Standard                  NA        100%         100%        100%

  (TAKS) % Commended Performance         NA          45%         46%         47%

  Number of students tested              NA          11          13          15
  ------------------------------------ ----------- ----------- ----------- -----------