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

*U.S. Department of Education*

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

Name of Principal: [Mrs. Doyleen
Terrell\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name: [Nancy Smith Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address:\_[P.O. Box
728]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Albany]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Texas\_\_\_\_\_\_\_\_\_\_76430-0728\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_[Shackelford]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_[209901]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 325 ) 762-3384]{.underline} Fax [( 325 )
762-3070]{.underline}

Website/URL
[http://albany.region14.net/webs/nses.campus/home.htm]{.underline}
E-mail [dterrell@albany.esc14.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.

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

(Principal's Signature)

Name of Superintendent\* [Mr. Shane Fields]{.underline}

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

District Name [Albany Independent School District]{.underline} Tel. [(
325 ) 762-3974]{.underline}

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

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

Name of School Board

President/Chairperson[: Mrs. Betsy Parsons]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

\_\_\_\_\_ High schools

\_\_\_[X]{.underline}\_ Other (Junior/Senior High School)

\_\_\_[2]{.underline} \_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$ 8,202]{.underline}\_\_\_\_

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

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

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

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

4\. [5\_]{.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**    11        22                     **33**       **7**                             

  **K**       21        25                     **46**       **8**                             

  **1**       18        18                     **36**       **9**                             

  **2**       17        18                     **35**       **10**                            

  **3**       15        16                     **31**       **11**                            

  **4**       13        15                     **28**       **12**                            

  **5**       21        27                     **48**       **Other**                         

  **6**       17        24                     **41**                                         

                                    **TOTAL                                                   **298**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: [2]{.underline} % Black or African American

[14]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[14]{.underline}\_\_\_%

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

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

  **(2)**                   Number of students who      30
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    43
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 298
                            the school as of October 1  

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

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

8\. Limited English Proficient students in the school:
\_\_\_[5]{.underline}\_\_\_%

\_\_\_[14]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[50]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_149\_\_]{.underline}

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

\_\_[35\_\_\_\_]{.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.

\_\_[1]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness [\_\_9]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[13]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[9]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ [\_\_\_1\_\_\_]{.underline}

Classroom teachers \_\_\_[21]{.underline}\_\_
\_\_\_\_[1]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[3]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[7]{.underline}\_\_
\_\_\_\_[1\_]{.underline}\_\_

> Support staff \_\_\_\_[7]{.underline}\_\_
> [\_\_\_\_1]{.underline}\_\_\_
>
> Total number \_\_\_[39]{.underline}\_\_ \_\_\_\_[4]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[12:1]{.underline}\_

13\. Attendance Patterns as percentages

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

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

  Daily teacher attendance  96%         94%         95%         95%         95%

  Teacher turnover rate     14%         4%          4%          1%          4%

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

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

**PART III ‑ SUMMARY**

In a culturally and historically rich community heralded by area, state
and regional publications as "the coolest small town in Texas," it is
with no doubt that Nancy Smith Elementary in Albany, Texas, strives to
create its own descriptive label---"the coolest small school!" Located
at the eastern edge of West Texas, this community of 1900 is proud of
its elementary education program that continues to receive state
recognition for excellence.

The Title I Schoolwide Campus with a 52% economically disadvantaged
student population employs an outstanding staff that unselfishly
contributes time and effort to meet the school mission -- to provide a
quality education for all learners enabling them to function
effectively, successfully, and productively in our society. Students are
challenged to exceed the state's minimum expectations at each grade
level.

It is "heart" that contributes to the success of Nancy Smith Elementary.
Each of the 298 students is an important and precious person whose need
drives decision-making with regard to staffing, budgeting, and
curriculum planning. Every member of the faculty and paraprofessional
staff is recognized as Highly Qualified by No Child Left Behind
standards.

Nancy Smith Elementary School has earned Title I Distinguished status
each year since 2000 and was one of 26 Texas schools nominated as a
National Title I Distinguished School in the 2004-2005 school year. The
campus has received the highest rating awarded by the Texas Education
Agency (TEA) eight out of the last ten years. The Exemplary rating was
missed by a narrow margin in those two years. Gold Performance
Acknowledgement and Commendations in reading, math, writing, and science
have been earned from the state the past 2 school years. Comparable
improvement in mathematics was awarded to the campus in 2004-2005 for
outstanding performance and improvement.

Nancy Smith Elementary School students in grades 3 through 6 pass the
Texas Assessment of Knowledge and Skills at a much higher rate than the
state averages. Additionally, a large percentage of our students receive
Commended Performance, which is earned when a student correctly answers
89% to 95% of the questions, depending on the grade-level and subject
area assessment. The outstanding performance of our students is
attributed to extreme efforts by the faculty and staff, administration,
parents, and community members to provide students with opportunities
and life experiences that enhance the curriculum for each grade and
subject area.

Opportunity for all children is an understatement at Nancy Smith
Elementary. Every effort is made to provide activities beyond the
classroom and students have visited NASA, Fort Worth's Museum of Science
and History, Safety City, the Abilene Zoo, Fort Griffin State Park, the
Abilene Ballet, and Albany's Old Jail Art Center. These experiences give
students opportunities to enjoy a variety of motivational experiences
that encourage academic growth and knowledge of local history.

Each school week begins with a newsletter published by the principal,
each day starts with announcements and pledges led by members of our
Sixth Grade Leadership Team. Having logged almost 500 hours in the first
eighteen weeks of the school year, faithful parent and community
volunteers read to students, serve as tutors and mentors, create
bulletin boards, organize and assist with special programs and events,
and maintain the campus reward store, Cub Mart.

To broaden the scope of studies for each student, participation in Texas
University Interscholastic League academic competitions is encouraged.
The faculty, students, and parent volunteers work long hours to
adequately prepare students. Nancy Smith Elementary has taken the lion's
share of awards at the district level and typically wins the meets.

Nancy Smith Elementary participates in a Positive Behavior Support
Initiative and serves as a model for schools in the Region 14 Education
Service Center area. Documentation of discipline from kindergarten
through 6^th^ grade is uniform and incentives are given for positive
behavior. Faculty and administration believe there is a link between
positive behavior and high academic achievement.

High expectations, a positive climate, teamwork, highly qualified
individuals and dedication to purpose are the factors that create and
maintain a quality educational experience for the students. The needs of
each child are at the very heart of Nancy Smith Elementary School.

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

**1. Assessment Results**

Results from statewide assessments, achievement tests, reading
inventories, and STAR Reading Assessments are an integral part of
planning and implementation of instruction at Nancy Smith Elementary.
Results from formal and informal assessments are combined with teacher
and parent observation to determine programs and instructional
strategies throughout the campus.

The data reflected in the Blue Ribbon Schools Application are from the
Texas Assessment of Knowledge and Skills (TAKS) test that is developed
by and distributed through the Texas Education Agency. The state
assessment measures student understanding and use of essential skills in
reading, writing, mathematics, and science. Each
subject-area/grade-level test is based on the state-mandated curriculum,
the Texas Essential Knowledge and Skills (TEKS). Disaggregated test data
from the TAKS assessment enables the faculty and staff to identify
strengths and weaknesses of individual students, specific classes, or
the campus as a whole. Curriculum decisions and intervention plans are
made based on the disaggregated test results.

The state passing standards for TAKS math, reading, writing, and science
for grades 3 through 6 ranges from 63% to 75%. Commended Performance
ranges from 89% to 95%. TAKS tests are scored and results are reported
by the state, region, school district, and campus in each subject and
grade-level. Results of the Texas Assessment of Academic Skills by
state, region, district, and campus may be viewed at:
<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html> and
<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/yr0405/index.html>.

Over the past ten years, at least 94% of each class that took the TAKS
test exceeded the standard set by the state in mathematics. Teachers and
students were challenged to increase the number of students who attained
Commended Performance in 2003. The challenge was met with planning and
diligent efforts, and as a result the students achieved outstanding
performance in all grades in which the assessment was administered. In
the area of mathematics, commended performance rose 58% in 3^rd^ grade,
30% in 4^th^ grade, 15% in 5^th^ grade, and 32% in 6^th^ grade over a
3-year period. Similar increases were accomplished in 3^rd^ and 6^th^
grade reading.

Special education students who take the State Developed Alternative
Assessment (SDAA) II typically take grade-level assessments and have
shown dramatic improvement. The SDAA II individual student report
indicates "TAKS Equivalency" when a student demonstrates performance in
reading or mathematics that is equivalent to the "Met Standard" on TAKS.
This past year 75% of those who were tested on SDAA II reading met "TAKS
Equivalency" standard and 48% met that same standard in mathematics. The
number of special education students who performed well on the
assessment drove the decision to implement more inclusion for special
education students.

In addition to the TAKS tests, informal assessments are administered to
all students on an ongoing basis. Teachers in kindergarten through 6^th^
grade use the results of each assessment to guide instruction, to place
students in flexible groups, plan for re-teach or review, and to
determine tutoring needs for individual students. The results of
assessments and teacher and parent observations are used to identify
students who need accelerated instruction.

Kindergarten, 1st, and 2^nd^ grade students are formally assessed
through standardized achievement tests each spring. Results of the
achievement tests, along with informal assessments and teacher
observation are used to determine specific areas for remediation and to
place students in appropriate programs that are designed to accelerate
instruction and reinforce deficient skills.

Teachers collaborate to plan and develop consistent teaching strategies
and vertically align the curriculum. Planned release time has afforded
teachers the opportunity to effectively communicate, plan, collaborate,
and implement strategies that are based on assessment results.

**2. Using Assessment Results**

Assessment results from the Texas Assessment of Knowledge and Skills
(TAKS), the State Developed Alternative Assessment (SDAA-II), the Texas
Primary Reading Inventory (TPRI), STAR Reading Assessments, and
achievement test results are utilized to determine strengths,
weaknesses, and any disparity in student performance. The principal,
classroom teachers, and curriculum specialists work together to find
correlations between the curriculum, teaching strategies, and the Texas
Essential Knowledge and Skills (TEKS).

Determined weaknesses or disparities are addressed through a variety of
teaching techniques, learning styles, flexible grouping, intervention
classes, and supplemental programs. Several research-based programs
designed to meet the needs of our students are utilized at Nancy Smith
Elementary.

Some of the programs used to accelerate learning and promote student
success are:

> Read Naturally -- Emphasis on fluency and comprehension, K-6
>
> Primary Phonics -- Phonics intervention, K-1
>
> Touch Phonics -- Hands on approach to phonics intervention, K-1
>
> Alpha Phonics -- Targets identified dyslexic students, administered by
> our
>
> Certified Language Therapist
>
> Otter Creek Institute Math Program -- A structured program of
> sequential
>
> practice on math skills.

Results from informal assessments, standardized tests, and TAKS
benchmark tests are also used to identify students for tutoring, peer
grouping, after-school programs, and enrichment activities. Effective
programs, based on assessed strengths and weaknesses of the students,
combined with proven teaching techniques that meet student needs have
improved student performance.

3.  **Communicating Assessment Results**

Communication is an integral component of the success of Nancy Smith
Elementary School (NSES) students. Letters to parents are regularly sent
home from a child's teacher and the principal's office. Weekly
communications are available through classroom newsletters, assignment
folders, "a week at a glance," and through the *NSES News,* a column in
the local weekly newspaper.

Albany Independent School District and Nancy Smith Elementary School
release Texas Assessment of Knowledge and Skills (TAKS) results to the
public through the local newspaper and the district web site as soon as
the results are released by the Texas Education Agency.

In addition, a copy of each student's TAKS Confidential Report is mailed
directly to the parent or guardian. The report is attached to a letter
from the principal that explains the results and encourages parents to
set up an appointment if there are concerns or questions regarding his
or her child's assessment report. Teachers discuss a child's results
with parents at parent/teacher conferences.

The Texas Education Agency issues a School Report Card to every public
school district in the state. The report card compares local TAKS scores
to state and regional results. Every parent receives a copy of the
report card with his or her child's six-week report card. Results are
also published in the local newspaper, and a public forum is scheduled
for discussion and questions about the report.

Each school year begins on a positive note with a parent forum. Parents
and students meet the child's teacher for the coming school year and
information regarding academic and behavioral expectations is
disseminated. Teachers inform parents about the formal assessment
process and communicate the expectations for that grade-level.

Effectively communicating assessment results to teachers, parents, and
the community facilitates a positive working partnership between the
school and the community. The end result is enhanced academic
performance for all students.

**4.** **Sharing Success**

The faculty and staff of Nancy Smith Elementary School (NSES) enjoy
celebrating successes with students, parents, and colleagues. Nancy
Smith Elementary has built a reputation for success throughout the
region and readily shares programs, pertinent information, effective
strategies, and exemplary teaching practices with personnel from other
school districts.

Several teachers from pre-kindergarten and Head Start through 6^th^
grade have been called upon by the Region XIV Education Service Center
(ESC) to share their expertise and outstanding practices with other
schools through workshops and symposiums. Personnel from Region XIV ESC
often refer questions to the campus principal and send area teachers to
observe practices and programs that have been successfully implemented
on the NSES campus. The principal is invited annually to present
information in workshops for beginning administrators.

Scores from every campus in Texas are posted online and are available
for any person to see. Numerous administrators who are interested in
learning about strategies and programs that would improve student and
campus performance have contacted the principal after learning about the
success rate of Nancy Smith Elementary.

Teachers at Nancy Smith Elementary communicate and learn from one
another on a regular basis through shared planning periods and daily
lunch discussions. Weekly grade-level meetings allow teachers to
collaborate as they share information from professional development
activities and research and develop plans to improve student behavior
and academic performance.

Faculty and staff members of Nancy Smith Elementary provide a warm and
positive learning environment in which visitors are warmly greeted and
received. Campus personnel eagerly share successful practices and
programs with one another and with educators from other schools.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Curriculum at Nancy Smith Elementary School is built upon the state
standards, the Texas Essential Knowledge and Skills (TEKS), which
include reading, mathematics, science, social studies, and the arts.
Teachers collaborate extensively to align all curriculum areas
vertically and horizontally. Campus standards are high and promote a
significant level of achievement for all children.

The reading and language arts programs ensure success for all through a
multi-sensory approach that is designed to meet individual needs. Small
student groups and highly-trained, experienced teachers promote a
balanced approach to learning through instruction that addresses
different learning styles and increased comprehension. Phonics, fluency,
sound/letter relations, and comprehension are integrated with literary
elements and critical thinking skills to enhance student learning and
understanding. Writing teachers incorporate components of the Write
Traits Program, Cheryl Cox workshops, and the Barry Lane Revising
Workshops through the Region XIV ESC. Pre-writing, editing, and final
writing are encouraged at all grade levels through student essay
contests and student writing that is published in the local newspaper.

The mathematics programs provide opportunities to develop critical
thinking and problem-solving skills that enable students to make
connections to the real world. State adopted textbooks and
teacher-developed materials engage students in the use of mathematical
skills that involve reasoning, algebraic thinking, measurement,
probability, and statistics.

Active learning opportunities abound in the science classes at Nancy
Smith Elementary. Students are involved in hands-on activities, labs,
and projects that increase subject-area knowledge, critical thinking,
and discovery learning. Interdisciplinary science instruction creates
connections to the natural world while integrating reading and math.
Technology is utilized to provide extensive information in science as
students take online field trips and prepare Power Point presentations.
Local science fairs, Soil and Water Conservation poster contests, and
agriculture activities through the United States Farm Service Agencies
increase students' science understanding and allow opportunities to
showcase student learning.

The social studies curriculum offers opportunities to identify, analyze,
compare, and discuss information related to history, government,
geography, economics, citizenship, and culture through learning
activities and performance tasks. Project participation, skit writing,
and public performance integrate visual and performing arts into the
social studies curriculum.

Fine arts and daily physical education complete a well-planned and
balanced education for students of Nancy Smith Elementary. Every student
in pre-kindergarten through 6^th^ grade has art class one time each week
with a certified art instructor. "Art-to-Go" activities are provided on
request by the education program of Albany's critically acclaimed Old
Jail Art Center. General music classes are offered to students from
pre-kindergarten through 4^th^ grade. Students regularly perform for the
student body and the community and are spotlighted at special community
events. Students in grades five and six enter the band program where
they learn to value music more through mastery of an instrument.

Organized daily physical education classes emphasize skills in
coordination, agility, and physical development. Skill demonstrations
are presented to the community at various times during the school year.
Additionally, local Tae Kwon Do and dance instructors volunteer their
time to offer an added dimension to physical education activities. Nancy
Smith Elementary targets health and wellness through the Texas
Comprehensive School Health Network and utilizes the Coordinated
Approach to Child Health (CATCH) program to promote healthy food choices
and activities. The Character Counts program that is based on the Six
Pillars of Trustworthiness, Respect, Responsibility, Fairness, Caring,
and Citizenship is taught to instill character and ethical values in all
children.

Outstanding student performance that is based on high expectations has
become the standard for Nancy Smith Elementary School. This standard has
been developed and maintained through the implementation of TEKS-based
curriculum that promotes exemplary academic performance, community
involvement, character building, and healthy lifestyles.

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

Reading instruction is the foundation of all curricula. The belief of
Nancy Smith Elementary School is that children must develop a solid
foundation in reading to approach all subjects successfully and
productively. The goal is for all students to be able to read and
comprehend grade level material and other reading materials they choose
to experience the joy of success in reading.

To build this foundation and achieve this goal, all students in grades
K-2 participate in a phonics-based program aligned to the Texas
Essential Knowledge and Skills (TEKS) that presents new learning in
small increments that are reviewed daily to provide the reinforcement
needed to achieve success. Children are given many tools to develop
their reading ability. One of the skills is how to code words themselves
by marking common vowel patterns and letter clusters. Coding helps
students identify the sound of each letter or cluster and successfully
read the word. However, coding is used only until the phonetic
principles become automatic.

While phonetics are basic to the reading curriculum, students are given
numerous opportunities to experience language, build their vocabularies,
and develop a love for reading through appropriate, authentic
literature. Teachers, as well as volunteers, regularly read aloud in
class, and comprehension is assessed in a variety of ways. Fluency is
stressed, and teachers and volunteers track as students read orally,
thus helping readers find rhythm and flow in the written word.

Teachers in grades 3-6 use a variety of resources to offer a
well-rounded reading curriculum.

In addition to state-adopted curriculum aligned to the TEKS and Texas
Assessment of Knowledge and Skills (TAKS) objectives, supplemental
materials and teacher-created materials are used. Novels are a
stimulating component of the reading curriculum. Comprehension is
assessed frequently, oral reading is encouraged, and projects are often
assigned to provide opportunities for individual interpretation and
expression. At all grade levels, students participate in the Accelerated
Reader program and receive incentives for each milestone that is
achieved.

3.  **Mathematics**

Based on the TEKS, mathematics curriculum at Nancy Smith Elementary is
designed and taught by highly qualified teachers in a way that
challenges students and encourages upper-level thinking. Focused on
problem solving and critical thinking, math programs are designed to
enable all learners to successfully utilize math skills and provide them
with the tools necessary to be productive in society. Beginning in
kindergarten, emphasis on basic math skills, lessons designed to link
math to everyday experiences, and hands-on activities make math
meaningful for each student. Kinesthetic activities and presentations
through various learning styles are incorporated appropriately to ensure
that every learner is given the opportunity to master each new skill.

Third grade is the first year students are assessed with the
state-required TAKS test. In preparation for the test, second and third
grade teachers have worked together to develop materials and strategies
that will tie second grade TEKS to TAKS-oriented lessons and
assessments.

Math teachers have collaborated to align curriculum vertically and share
successful methods of teaching the challenging aspects of problem
solving and reasoning. Instructors of the departmentalized intermediate
grades have vertically aligned the teaching of problem solving
strategies to enable students to have a smooth transition from one level
to the next. Skill building and a strong mathematics foundation ensure
mathematical success for students.

Cooperative-learning groups, peer tutoring, use of technology,
manipulatives, meaningful group and individual projects, and excellent
direct instruction are combined to create an environment in which
students are encouraged to actively participate and take risks. Results
of ongoing formal and informal assessments are utilized to design and
modify instruction and intervention for all student groups.

4.  **Instructional Methods**

Instructional methods necessary to meet the needs of all students are as
varied as the students themselves. Knowing that students learn from
different styles of teaching and at various rates, teachers build
elements into each lesson and activity that are designed to meet the
needs of all learners. Administration and staff work together to create
an environment where children feel safe, cared for, and free to express
themselves. In an atmosphere such as this, children are given the tools
to achieve success.

Accomplishing this task requires flexibility, collaboration, and
creativity. Classrooms are set up to accommodate direct instruction,
cooperative grouping, tutoring, and independent study. Depending on the
nature of the objective or skill to be presented, lessons may progress
from direct instruction to modeling to group discovery to independent
study. For some skills, it may be appropriate to begin with group
discovery and progress towards independence. No matter the sequence, the
focus is always the same -- increased student achievement through
increased learning, and retention through effective teaching, modeling,
drill and practice, and review.

Technology is the door to the future and every classroom is equipped
with at least three networked computers with student access to the
Internet and programs designed to enhance the curriculum. Three computer
labs are available, and time in these labs is scheduled each week for
class instruction in keyboarding skills and/or computer literacy.

Since virtually every learner can be reached through a hands-on
approach, math manipulatives, math tools, science experiments, student
projects, art activities, and other kinesthetic activities are employed
regularly. Other school-wide activities such as an annual Grandparents'
Week, the Veterans Day Program, district-wide academic competitions,
field trips, achievement celebrations, and theme days create memorable
experiences and provide a recipe for success for each student at Nancy
Smith Elementary School.

5.  **Professional Development**

Professional development activities for Nancy Smith Elementary focus on
building student successes academically, behaviorally, and emotionally.
Workshop selection is based on needs assessments developed from
parent/teacher surveys and student assessment results.

Each member of the teaching staff and paraprofessional staff is required
to choose research-based professional development activities and attend
a minimum of twelve hours of professional development during the summer.
From a variety of workshops and training sessions, one has the
opportunity to observe new instructional strategies and skills and
integrate newly acquired methods into individual teaching styles. Choice
is key to selecting training sessions that meet the teacher's needs and
learning style. Local teachers may choose training from workshops at the
Region XIV ESC or professional coursework from colleges, universities,
institutes, or conferences.

During the school year, the school district provides an additional
eighteen hours of professional development that addresses important
issues and covers a variety of content areas. All teachers are required
to attend an initial thirty hours of training in Nature and Needs of
Gifted and Talented Students and to update yearly with at least six
hours of training that relates to the needs of gifted students.

Faculty members are encouraged throughout the year to stay current with
trends in education and to grow professionally by attending training
opportunities appropriate to their assignment. Albany Independent School
District builds into the budget funds for these learning opportunities
and substitute teachers. District funds may be used to assist teachers
attending conferences that will enhance their potential to affect
student achievement. The administration encourages professional learning
and gives an opportunity for the sharing of proven methods and
strategies that positively impact the ever-increasing range of student
needs.

**PART VII - ASSESSMENT RESULTS**

**Texas Assessment of Knowledge and Skills-Criterion Referenced Test**

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

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          February    March       March

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            \>99%       \>99%       93%

  \% At Commended Performance            76%         52%         45%

                                                                 

  Number of students tested              25          48          31

  Percent of total students tested       83%         96%         84%

  Number of students alternatively       5           2           6
  assessed                                                       

  Percent of students alternatively      17%         4%          16%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            NA          \>99%       91%

  \% At Commended Performance            NA          53%         31%

  Number of Students Tested              NA          21          13

  2\. White                                                      

  \% At or Above Met Standard            \>99%       \>99%       96%

  \% At Commended Performance            77%         58%         46%

  Number of Students Tested              22          40          24
  -------------------------------------- ----------- ----------- -----------

NA indicates \<10 students assessed.

**Texas Assessment of Knowledge and Skills-Criterion Referenced Test**

**Grade 4 Reading (Language Arts or English)**

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          April       April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            88%         91%         100%

  \% At Commended Performance            29%         33%         35%

                                                                 

  Number of students tested              42          36          37

  Percent of total students tested       91%         92%         90%

  Number of students alternatively       4           3           4
  assessed                                                       

  Percent of students alternatively      9%          8%          10%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            80%         86%         100%

  \% At Commended Performance            18%         25%         20%

  Number of Students Tested              21          17          15

  Number of Students Tested                                      

  2\. White                                                      

  \% At or Above Met Standard            91%         \>99%       100%

  \% At Commended Performance            29%         38%         43%

  Number of Students Tested              35          26          30
  -------------------------------------- ----------- ----------- -----------

**Texas Assessment of Knowledge and Skills-Criterion Referenced Test**

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

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          February    April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            97%\*       87%         88%

  \% At Commended Performance            31%         38%         29%

                                                                 

  Number of students tested              36          39          34

  Percent of total students tested       88%         89%         85%

  Number of students alternatively       5           5           6
  assessed                                                       

  Percent of students alternatively      12%         11%         %15
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            94%         88%         73%

  \% At Commended Performance            18%         31%         11%

  Number of Students Tested              17          17          11

  Number of Students Tested                                      

  2\. White                                                      

  \% At or Above Met Standard            96%         88%         88%

  \% At Commended Performance            39%         39%         30%

  Number of Students Tested              28          33          33
  -------------------------------------- ----------- ----------- -----------

\* percent after 2^nd^ test administration

**Texas Assessment of Knowledge and Skills-Criterion Referenced Test**

**Grade 6 Reading (Language Arts or English)**

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          April       April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            \>99%       97%         97%

  \% At Commended Performance            59%         53%         44%

                                                                 

  Number of students tested              39          38          36

  Percent of total students tested       87%         88%         86%

  Number of students alternatively       6           5           9
  assessed                                                       

  Percent of students alternatively      13%         12%         20%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            \>99%       92%         100%

  \% At Commended Performance            40%         30%         38%

  Number of Students Tested              17          13          12

  2\. White                                                      

  \% At or Above Met Standard            \>99%       \>99%       97%

  \% At Commended Performance            66%         54%         42%

  Number of Students Tested              32          35          33
  -------------------------------------- ----------- ----------- -----------

Texas Assessment of Knowledge and Skills-Criterion Referenced Test

**Grade 3 Mathematics**

Subject[\_\_\_Mathematics\_\_\_\_\_\_\_]{.underline}
Grade[\_\_\_3\_\_\_]{.underline}

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          April       April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            96%         \>99%       96%

  \% At Commended Performance            64%         50%         6%

                                                                 

  Number of students tested              25          48          31

  Percent of total students tested       83%         96%         84%

  Number of students alternatively       5           2           6
  assessed                                                       

  Percent of students alternatively      17%         4%          16%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            NA          \<99%       90%

  \% At Commended Performance            NA          42%         0%

  Number of Students Tested              NA          23          11

  2\. White                                                      

  \% At or Above Met Standard            95%         \>99%       100%

  \% At Commended Performance            68%         55%         4%

  Number of Students Tested              22          40          25
  -------------------------------------- ----------- ----------- -----------

NA Indicates \<10 students were assessed.

Texas Assessment of Knowledge and Skills-Criterion Referenced Test

Grade 4 Mathematics

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          April       April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            95%         97%         97%

  \% At Commended Performance            54%         23%         24%

                                                                 

  Number of students tested              41          35          37

  Percent of total students tested       88%         88%         90%

  Number of students alternatively       5           4           4
  assessed                                                       

  Percent of students alternatively      12%         11%         10%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            89%         92%         92%

  \% At Commended Performance            48%         0%          10%

  Number of Students Tested              20          16          15

  2\. White                                                      

  \% At or Above Met Standard            \>99%       96%         100%

  \% At Commended Performance            56%         27%         30%

  Number of Students Tested              34          26          30
  -------------------------------------- ----------- ----------- -----------

Texas Assessment of Knowledge and Skills-Criterion Referenced Test

**Grade 5 Mathematics**

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          April       April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            94%         97%         100%

  \% At Commended Performance            42%         51%         27%

                                                                 

  Number of students tested              36          39          33

  Percent of total students tested       88%         89%         83%

  Number of students alternatively       5           5           7
  assessed                                                       

  Percent of students alternatively      12%         11%         17%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            88%         \>99%       100%

  \% At Commended Performance            29%         46%         22%

  Number of Students Tested              17          17          11

  2\. White                                                      

  \% At or Above Met Standard            96%         97%         100%

  \% At Commended Performance            43%         55%         28%

  Number of Students Tested              28          33          32
  -------------------------------------- ----------- ----------- -----------

Texas Assessment of Knowledge and Skills-Criterion Referenced Test

**Grade 6 Mathematics**

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

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

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

Publisher\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# State Tests

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

  Testing month                          April       April       April

  **SCHOOL SCORES**                                              

  \% At or Above Met Standard            \>99%       \>99%       100%

  \% At Commended Performance            72%         73%         40%

                                                                 

  Number of students tested              39          37          35

  Percent of total students tested       87%         86%         78%

  Number of students alternatively       6           6           10
  assessed                                                       

  Percent of students alternatively      13%         14%         22%
  assessed                                                       

  SUBGROUP SCORES                                                

  1\. Economically Disadvantaged                                 

  \% At or Above Met Standard            \>99%       \>99%%      100%

  \% At Commended Performance            66%         60%         13%

  Number of Students Tested              17          12          12

  2\. White                                                      

  \% At or Above Met Standard            \>99%       \>99%       100%

  \% At Commended Performance            75%         71%         41%

  Number of Students Tested              32          34          32
  -------------------------------------- ----------- ----------- -----------