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

*U.S. Department of Education*

**Cover Sheet** Type of School: \[ **X** \] Elementary \[ \] Middle \[
\] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Ana C. Silva]{.underline}

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

Official School Name [Ramona Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [351 Nichols Rd.]{.underline}

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

[El Paso Texas 79915-2398]{.underline}

City State Zip Code+4 (9 digits total)

County [El Paso]{.underline} State School Code Number\*
[071905114]{.underline}

Telephone [( 915 ) 434-7700]{.underline} Fax [( 915)
772-8153]{.underline}

Web site/URL [www2.yisd.net/ ramona]{.underline} E-mail
[ASilva@yisd.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. Hector Montenegro]{.underline}

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

District Name [Ysleta ISD]{.underline} Tel. [( 915 )
434-0031]{.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. Milton Duntley

(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.)

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1.  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.

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

3.  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.

4.  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.

5.  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.

6.  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.

7.  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**

1\. Number of schools in the district: [34]{.underline} Elementary
schools

[11]{.underline} Middle schools

Junior high schools

[7]{.underline} High schools

[8]{.underline} Other

[60]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,681]{.underline}

Average State Per Pupil Expenditure: [\$9,269]{.underline}

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

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

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

4\. [3]{.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**    20        11                     31           **7**                             

  **K**       26        28                     54           **8**                             

  **1**       15        22                     37           **9**                             

  **2**       27        29                     56           **10**                            

  **3**       37        22                     59           **11**                            

  **4**       27        30                     57           **12**                            

  **5**       26        23                     49           **Other**                         

  **6**       29        23                     52                                             

                                    **TOTAL                                                   395
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [4]{.underline} % White

the school: % Black or African American

[96]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
[34]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      70
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      60
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    130
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 372
                            the school as of October 1  

  **(5)**                   Total transferred students  .349
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           34
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [50]{.underline}
%

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [90]{.underline} %

Total number students who qualify: [334]{.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: [12]{.underline} %

[43]{.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.

\_\_\_\_Autism [3]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [5]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [10]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [12]{.underline} Speech or
Language Impairment

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

> [11]{.underline} Mental Retardation \_\_\_\_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) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [21]{.underline}

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

Paraprofessionals [8]{.underline} \_\_\_\_\_\_\_\_

> Support staff [3]{.underline} [1]{.underline}
>
> Total number [38]{.underline} [1]{.underline}

11. 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 [19:1]{.underline}

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

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

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

  Daily teacher attendance  88%         86%         88%         85%         86%

  Teacher turnover rate     10%         0%          3%          6%          0%

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

**PART III -- SUMMARY**

Located two miles from the international boundary between the United
States and Mexico, Ramona Elementary School, in the Ysleta Independent
School District (Ysleta ISD) has served this industrial park community
in El Paso, Texas, for over 50 years. The school is located at 351
Nichols which is situated between Phelps Dodge Refinery, Western Oil
Refining, and a Southern Pacific Railroad Yard. The student enrollment,
which is 96% Hispanic, is approximately 400 including pre-kindergarten
through sixth grade. Ramona Elementary is recognized as a Title I campus
by the State of Texas with a population of 87% economically
disadvantaged students.

Despite these challenges, over the past fifty years, Ramona Elementary
has maintained a reputation as one of the finest schools in the El Paso
area. Since 2001, this school has achieved both Exemplary and Recognized
status within the State of Texas. Most recently, in 2005-2006 the school
was recognized by the Texas Education Agency (TEA) with Gold Performance
Acknowledgements in the areas of attendance, commended performance for
writing and math, and comparable improvement in reading. In addition to
providing an excellent educational foundation for success, many families
are first generation immigrants, and Ramona provides a strong education
for students to become successful and contributing citizens of the
United States.

Not only does Ramona have a high academic reputation, but there is also
a sense of family within its halls. The campus received the 2006-2007
Governor's Educator Excellence Award in the amount of \$60,000. In the
spirit of unity and collaboration, a committee of teachers strongly felt
that each person at Ramona touches the lives of students and deserves
part of the award. Everyone on campus, including the cafeteria staff,
clerical workers, and custodians will share this award.

The faculty members work closely with students, colleagues, and parents
to assure the success of each student regardless of economic or cultural
background. Every morning, teachers meet with small groups of students
who have been identified for literacy intervention and enrichment while
parent volunteers and staff work with the rest of the class. The school
mottos, "Readers are Leaders" and "Writers become Authors," emphasize
the value of an education. Students are also awarded for independent
reading in the "Got Caught Reading Program" which rewards students who
are caught reading on their own. For the last five years, students from
Ramona Elementary have also received recognition for their excellent
writing through the annual Ysleta District Writing Contest.

A commitment to life-long learning is evident at Ramona. Parents and
family members are offered classes in computer skills, literacy and in
English as a Second Language (ESL). Upon completion of four technology
sessions this year, parents will qualify to purchase an affordable
computer that is internet accessible through the partnering of our
district with Vplex. These classes have encouraged them to continue
their education. The faculty members at Ramona have an average of 13
years of experience in teaching. Several teachers were students at
Ramona and have returned as professionals to support this learning
community, and many former students have achieved successful careers in
El Paso.

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

1.  **Assessment Results:**

The Texas Assessment of Knowledge and Skills (TAKS) is administered to
third through sixth grade students in math and reading. Students in
fourth grade take the writing TAKS while fifth grade students take the
science TAKS in addition to reading and math. Students must receive a
scale score of 2100 to meet the state standard. A scale score of 2400 is
required for a "commended performance." The website address for Texas
assessments is

<http://www.tea.state.tx.us/perfreport/aeis/2006/index.html>.

Since the implementation of the TAKS, the performance standard in both
reading and math has gradually increased from 53% in 2002-2003 to 68% in
2005-2006. For the past four years, sixth grade students exceeded state
standards in both math and reading with an average of 96% passing rate.
The percentage peaked in 2005-2006 with 98% of students meeting and
exceeding the required state standard.

For the past four years, 96% of all Limited English Proficiency (LEP)
students have passed the writing TAKS assessment in fourth grade. More
specifically, in 2003-2004, 96% of LEP students met minimum required
standards and 43% earned commended performance recognition. In
2004-2005, 99% of LEP students completing the writing assessment met the
minimum required standard; of these students, 42% earned commended
performance recognition. In 2005-2006, 90% of LEP students met the
minimum required standard, 44% of these students earned commended
performance recognition.

In the 2002-2003 school year, the State of Texas mandated TAKS reading
test for third grade and science test for fifth grade. Since these
mandates have been implemented, the students from Ramona have performed
well.

-   In 2002-2003, 88% of third grade students met and exceeded state
    standards.

-   Since the implementation of the Science TAKS, fifth grade students
    testing in English have shown an increase in meeting state standards
    from 65% in 2004-2005 to 99% in 2005-2006.

-   The number of students that take the State Developed Alternative
    Assessment (SDAA) has decreased from 10% in 2002-2003 to 6% in
    2005-2006 in math and from 9% to 7% in reading.

Ramona is 96% Hispanic, 4% White, 0**.**3% African-American and 87%
economically disadvantaged. This student population has performed well
in the 2005-2006 school year.

-   89% of all students in third through sixth have met and exceeded
    state standards in both math and reading for the 2005-2006 school
    year.

-   89% of all LEP students that completed the reading TAKS have passed
    since the 2002-2003 school year, in third through sixth grade.

The School Report Card for Ramona is available at

<http://www.tea.state.tx.us/perfreport/src/2006/campus.srch.html>**.**

2.  **Using Assessment Results:**

A variety of assessment tools are used throughout the year and across
grade levels to ensure the success of the students. Using the model of
Professional Learning Communities (PLC), teachers collaborate weekly by
developing common assessments for each grade level based on the Texas
Essential Knowledge and Skills (TEKS) as well as standardized tests. In
addition to the TEKS, TAKS and common assessments, teachers use
benchmark tests in reading, math and science, as well as portfolios,
anecdotal records, observations, and journals to provide a broad picture
of the students' achievement. The results of these assessments are then
analyzed and used to identify further instructional strategies or
interventions in the classroom. Students who score below 70% on any
standardized or teacher developed test are guided through a campus
developed Pyramid of Intervention according to their needs. This pyramid
helps teachers develop appropriate strategies that include the support
of literacy specialists, parents, and administrators.

It is an ongoing practice at Ramona to analyze assessment results and
adjust classroom instruction accordingly. In 2003, after analyzing the
third grade TAKS results, kindergarten through second grade teachers
decided to increase the end of the year reading expectations to better
prepare students for third grade required reading ability. This increase
in reading level expectations resulted in a higher performance on TAKS
from 82% in 2004 to 90% in 2006. In addition to these initiatives,
teachers also utilize the Texas Primary Reading Inventory (TPRI)
assessment to determine fluency and form small target groups so that
future teachers can immediately begin working with students who are
performing below the recommended reading levels. The goal of assessment
at Ramona is to see clearly where individual students\' strengths and
weaknesses lie and to implement strategies tailored for each student in
order to succeed.

3.  **Communicating Assessment Results:**

The staff and faculty at Ramona Elementary place a high value on the
communication between teachers, students, parents, and administrators.
At the beginning of each year, parents are invited to "Meet Your Child's
Teacher" night, where the entire faculty and staff are personally
introduced to parents and community leaders. Parents also attend two
formal conferences during the school year to follow-up on their child's
progress. In addition to these formal conferences, teachers are
available for individual conferences throughout the year. At the end of
every school year, parents are also provided with a "Parent Assessment
Survey" that gives parents the opportunity to comment on various aspects
of the school year, including school safety, policies, curriculum, TAKS
testing, and the overall educational environment. The results are then
used as a basis to adjust school and classroom practices in order to
continuously strengthen the learning community.

Students also receive progress reports in all subject areas every three
weeks and receive a report card every nine weeks for parents to review.
Parents are also encouraged to attend the Awards Assembly held every
nine weeks which celebrates the many accomplishments of the students
including honor roll, perfect attendance, citizenship, and special
recognition for extra curricular activities. Pre-K through second grade
teachers use a daily interactive journal to report the students' daily
academic progress and conduct to the parents. This journal provides both
parents and teachers with a consistent opportunity to share concerns as
well as highlight achievement on a regular basis. Teachers also
communicate student progress with parents via phone calls, e-mail,
newsletter, personal notes, and home visits as necessary. Along with
report cards, parents attend TAKS information nights and receive the
annual School Report Card and Gold Performance Acknowledgements provided
by the Texas Education Agency (TEA). To ensure the participation of the
entire community, all information that is distributed to parents is
available in English and Spanish.

**4. Sharing Success:**

Ramona has visitors from the district, state, and national level
throughout the academic school year. Several times a year, teams from
other schools visit to observe the Two-Way Dual Language program, where
both native English and native Spanish speaking students are instructed
in the same classroom with the goal of becoming bi-literate and
bilingual. Ramona serves as a model for other schools seeking to begin a
well-designed Two-Way Dual Language program. In addition to the program
at Ramona, teachers from the Two-Way Dual Language program have
presented for colleagues in the district and at the National Association
of Bilingual Education (NABE) and Bilingual Education with Emphasis on
Math and Science (BEEMS).

In the Fall of 2004, the faculty at Ramona implemented the practice of
Professional Learning Communities (PLC) that has since become part of
the Ysleta ISD culture. The emphasis of this model is the use of
collaborative teams which is a reflection of the collaborative culture
of teaching and learning at Ramona. The faculty members at Ramona also
participate as mentors within the Ysleta ISD and have had a long
standing relationship with teacher preparation programs in both the
College of Education at the University of Texas at El Paso, and the
Socratic Institute at Ysleta ISD's Riverside High School.

The literacy support teacher from Ramona has been selected to mentor
other literacy teachers in Region XIX. The sixth grade, Ramona teachers
were part of a district-wide study to determine the practices of highly
successful individuals whose students consistently achieve 100% passing
on the standardized state assessment. Many of the faculty members have
shared their ideas in the creation of the scope and sequence for
curriculum implemented throughout the district.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

The PLC model forms the core mechanism for customizing and implementing
curriculum expectations that meet and exceed the state and district
mandates (TEKS). The PLC teams meet weekly within grade levels to
identify the needs of the students and implement strategies.

The Readers' and Writers' Workshop is the core of the curriculum at
Ramona. This curriculum was chosen because it offers a rich literature
background that is utilized in other subject areas. The wide range of
activities such as, mini lessons, grammar practice, phonics, guided
reading and book talks ensure a broad base of knowledge for students to
work with throughout the school day. The ultimate goal of this
multidimensional program is for students to become lifelong readers and
writers. Students in kindergarten through second grade have "take-home"
book bags that carry the students' fluency and literacy skills home to
involve the parents in learning.

Ramona's math curriculum differs from the traditional textbook approach
in that students develop fluency and confidence in real life problem
solving situations. Pre-kindergarten through sixth grade classrooms use
programs that allow students to find more than one solution to a
problem, share their thinking with their peers, choose from a variety of
concrete materials and express learning through drawing, writing, oral
reports and even computer generated presentations.

The science curriculum is based on the scientific inquiry method.
Classrooms in

pre-kindergarten through sixth grade use questioning which leads to
active investigation to find answers. Implementation activities are
supported with questions, tables, graphs, and procedural information.
Along with these investigations, every student from kindergarten to
sixth grade participates in the school Science Fair.

The social studies curriculum involves students learning about history,
culture, economics, geography, government, map and globe skills as well
as current events. Students interact with multimedia resources and
community speakers in order to experience social studies. To build
background knowledge, social studies is integrated with language arts,
and students read historical novels to enhance their understanding of
the issues.

Ramona also offers the Two-Way Dual Language program in support of the
Ysleta District vision statement which reads in part, "...graduate from
high school fluent in two or more languages prepared and inspired to
continue their education..." Students in kindergarten through sixth
grade receive instruction in both languages at a high academic level.
The percentage of Spanish instruction moves from 90% in kindergarten to
50% in fifth and sixth grade. Students learn academics through
cooperative groupings and the best practices of second language
learning. Traditional bilingual classes have transitioned into Two Way
Dual Language classrooms where the opportunity to learn a second
language is afforded to all students. Some of the primary advocates for
this program are the faculty and staff who have enrolled their children
in the Two-Way Dual Language classes, thus valuing the learning in two
languages. For additional information on the Two-Way Program visit
<http://www2.net/ramona> .

Special education is also a component of the curriculum at Ramona
Elementary. The curriculum for this population is based on the least
restrictive environment. The students participating in this program are
provided the full range of the curriculum through a co-teaching model
where both regular education and special education teachers work
together in the same classroom to address the Individual Educational
Plan for each child.

**2a. Reading:**

The literacy program at Ramona was established six years ago with the
guidance of The El Paso Collaborative for Academic Excellence which is
based on a daily 2 ½ hour language arts block including a one hour
Readers' Workshop. The workshop includes daily routines such as
independent reading, guided reading, paired reading of complex texts,
use of leveled texts plus the book of the month. Each month a children's
book is selected as a read aloud in all classrooms. Teachers monitor the
students' reading progress using running records. A mini lesson is the
first part of the Readers' Workshop which consists of literary elements,
genres, authors study, or other reading strategies. These reading
strategies are incorporated into reading centers which can include book
talks, literature circles or author studies. While students are in their
reading center, teachers use this time for small group guided reading
intervention. At the close of the workshop, the students share what they
have learned or what strategy they have tried during the lesson.

Along with the Readers' Workshop which is implemented in kindergarten
through fifth grade levels, Reading Recovery, a specific reading
intervention program, has been implemented at the first grade level. The
program is 20 weeks and offers reading intervention for monolingual and
bilingual students with the goal of creating independent and fluent
readers. The four lowest scoring students on the Observation Survey
Assessment (OS) are selected. The intervention consists of a
thirty-minute daily lesson. At the end of the program, the Reading
Recovery teacher, classroom teacher, and staff reevaluate the child's
progress and make recommendations.

Sixth grade teachers take the Studio Course approach to teaching
language arts which unifies reading and writing. Students study specific
features of various genres as they author their own writing pieces.

**3. Science Curriculum:**

Ramona has made a commitment to provide and maintain a credible learning
community that ensures high academic achievement, and part of that
commitment is the science curriculum. The science lab is designed to
offer students an environment conducive to exploring different
properties and concepts that are foundational for a strong background in
science. The science curriculum is also embedded into language arts
across the grade levels by using genres that highlight science
exploration. The focus is to meet or exceed the national science
standards by exposing students to real-life opportunities through the
science lab and through field experiences. The Field Option Science
Systems (FOSS) kits and Activities Integrating Mathematics and Science
(AIMS) lessons are additional resources that help prepare the students
for hands-on science exploration.

Ramona has educational partnerships with the University of Texas at El
Paso (UTEP), and Lockheed Martin\'s El Paso Aerospace Division which
enhance the field experiences. Through UTEP, students visit the geology
department where they learn to read three-dimensional maps and are taken
to a field site where they dig for fossils, study dinosaur tracks, and
the sedimentary rock formations at a local landmark, Mount Cristo Rey.
These experiences have been instrumental in developing the students'
knowledge of earth science. For the past four years, Ramona has built a
strong alliance with Lockheed Martin's engineers. They tutor Ramona
students in math and science and arrange for annual field trips to their
headquarters to see how missiles are built in order to develop a working
knowledge of Newton's Laws of Motion. To further enrich their knowledge
of physics, students are also taken to an actual missile launch at Fort
Bliss\'s McGregor Range. These field experiences culminate in a physics
investigation in which the students build their own rockets, launch
them, and then analyze the results. This active engagement of scientific
studies lays an excellent foundation for students to pursue careers in
the fields of math and science.

**4. Instructional Methods:**

Ramona Elementary School faculty and staff operate as a professional
learning community where learning instead of teaching is the driving
force. A culture of collaboration is the core of how faculty and staff
manage the education of our students. During weekly and monthly
sessions, educators plan and create lessons that will capture the
interests of all students.

To create an environment for successful learning, teachers and staff use
the following questions to guide their assessments and implementation of
instruction.

-   What do we expect students to learn?

-   How do we know when students have learned it?

-   What do we do when students haven't learned it?

-   What do we do when students have learned it?

Combined with the state mandated curriculum and the TEKS, these four
essential questions guide the alignment of the curriculum from what is
taught to how it is tested. The campus developed pyramid of intervention
guides teachers through a hierarchical sequence to address student
needs. For those students who need more support, a committee consisting
of grade level representatives, support teachers, a counselor, and an
administrator is convened to develop an individual plan of action that
addresses student educational issues. In an effort to conduct an in
depth study of the relationship between the State of Texas curriculum
and the state assessment, Ramona has adopted the Kilgo Research Model
which allows teachers to analyze different levels of questioning.
Teachers then collaborate to determine how to implement this new
information to benefit the students.

**5. Professional Development:**

The goal at Ramona Elementary School is to directly tie professional
growth with the campus mission statement, which ensures high academic
achievement, exemplifies outstanding citizenship, and maintains positive
relationships among all members of the learning community. It is common
understanding among educators that in order for learning to improve,
teaching must first improve. Improving learning is primarily achieved
through job-embedded professional development where teachers collaborate
on a weekly basis to address student issues, share ideas on pedagogy,
develop common assessments, analyze data, and explore successful
strategies.

As part of the initiative for No Child Left Behind, professional
development for the inclusion of special education students was studied
for one year prior to implementation.

Inclusion of special needs students into the regular education classroom
enables teachers to bridge the curriculum for all learners through
co-teaching (regular education and special education teachers teaching
together in the same classroom) and peer facilitation (special education
teacher serving as a consultant to the regular education teacher).
Researchers have discovered that students with special needs who learn
in a least restrictive environment along side their peers are better
prepared to work on grade level material and ultimately develop positive
relationships amongst their classmates.

As per district policy all teachers must complete 30 hours of gifted and
talented training and earn six hours of on-going training for every year
thereafter. Teachers maintain current in technology with six hours of
the trainer of trainers model which facilitates the instructional
integration of the curriculum. Although many Ramona teachers attend
district and regional professional development sessions, the core of the
school's professional growth comes from within the campus through
collaboration with mentor teachers that specialize in specific content
areas. With this approach, colleagues observe each other and then
debrief the session to improve instructional delivery.

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

No Child Left Behind -- Blue Ribbon School

Subject: [Reading]{.underline} Grade: [3]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+---------+--------+
| ## Testing Year                   | 2005  | 2004  | 20      | 200    |
|                                   | -2006 | -2005 | 03-2004 | 2-2003 |
+-----------------------------------+-------+-------+---------+--------+
| #### Testing month                | Feb/  | Feb/  | Marc    | March  |
|                                   | April | April | h/April | /April |
+-----------------------------------+-------+-------+---------+--------+
| **SCHOOL SCORES**                 |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Meeting plus Commended State   | 87    | 81    | 96      | 89     |
| Standards                         |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Commended State Standards      | 13    | 17    | 28      | 13     |
+-----------------------------------+-------+-------+---------+--------+
| Number of students tested         | 55    | 47    | 47      | 45     |
+-----------------------------------+-------+-------+---------+--------+
| Percent of students tested        | 93    | 96    | 92      | 88     |
+-----------------------------------+-------+-------+---------+--------+
| Number of students alternatively  | 1     | 2     | 2       | 6      |
| assessed                          |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| Percent of students alternatively | 2     | 4     | 4       | 12     |
| assessed                          |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
|                                   |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| SUBGROUP SCORES                   |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| 1\. Hispanic                      |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Meeting plus Commended State   | 92    | 81    | 98      | 97     |
| Standards                         |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Commended State Standards      | 14    | 14    | 28      | 13     |
+-----------------------------------+-------+-------+---------+--------+
| Number of students tested         | 52    | 43    | 47      | 38     |
+-----------------------------------+-------+-------+---------+--------+
| 2\. Economic Disadvantaged        |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Meeting plus Commended State   | 92    | 82    | 98      | 97     |
| Standards                         |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Commended State Standards      | 13    | 15    | 27      | 11     |
+-----------------------------------+-------+-------+---------+--------+
| Number of students tested         | 48    | 39    | 45      | 35     |
+-----------------------------------+-------+-------+---------+--------+
| 3\. LEP                           |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Meeting plus Commended State   | 86    | 81    | 96      | 96     |
| Standards                         |       |       |         |        |
+-----------------------------------+-------+-------+---------+--------+
| \% Commended State Standards      | 7     | 15    | 21      | 17     |
+-----------------------------------+-------+-------+---------+--------+
| Number of students tested         | 28    | 26    | 28      | 23     |
+-----------------------------------+-------+-------+---------+--------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

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

Subject: [Reading]{.underline} Grade: [4]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+------------------------------------+-------+-------+-------+-------+
| ### Testing Year                   | 2005  | 2004  | 2003  | 2002  |
|                                    | -2006 | -2005 | -2004 | -2003 |
+------------------------------------+-------+-------+-------+-------+
| ##### Testing month                | April | April | April | April |
+------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                  |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State    | 77    | 80    | 73    | 96    |
| Standards                          |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Commended State Standards       | 19    | 20    | 24    | 12    |
+------------------------------------+-------+-------+-------+-------+
| Number of students tested          | 43    | 45    | 45    | 51    |
+------------------------------------+-------+-------+-------+-------+
| Percent of students tested         | 84    | 83    | 78    | 94    |
+------------------------------------+-------+-------+-------+-------+
| Number of students alternatively   | 1     | 2     | 7     | 2     |
| assessed                           |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively  | 2     | 4     | 12    | 4     |
| assessed                           |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
|                                    |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                    |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                       |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State    | 77    | 80    | 71    | 96    |
| Standards                          |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Commended State Standards       | 15    | 20    | 21    | 13    |
+------------------------------------+-------+-------+-------+-------+
| Number of students tested          | 39    | 45    | 42    | 48    |
+------------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged         |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State    | 76    | 78    | 68    | 95    |
| Standards                          |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Commended State Standards       | 16    | 22    | 21    | 8     |
+------------------------------------+-------+-------+-------+-------+
| Number of students tested          | 38    | 41    | 34    | 39    |
+------------------------------------+-------+-------+-------+-------+
| 3\. LEP                            |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State    | 86    | 79    | 87    | 93    |
| Standards                          |       |       |       |       |
+------------------------------------+-------+-------+-------+-------+
| \% Commended State Standards       | 23    | 29    | 26    | 10    |
+------------------------------------+-------+-------+-------+-------+
| Number of students tested          | 22    | 24    | 23    | 29    |
+------------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

No Child Left Behind -- Blue Ribbon School

Subject: [Reading]{.underline} Grade: [5]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| ### Testing Year                  | 2005  | 2004  | 2003  | 2002  |
|                                   | -2006 | -2005 | -2004 | -2003 |
+-----------------------------------+-------+-------+-------+-------+
| #### Testing month                | April | Feb/  | April | April |
|                                   | /June | April |       |       |
+-----------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                 |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 93    | 86    | 84    | 88    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 30    | 16    | 15    | 18    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 40    | 44    | 55    | 56    |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students tested        | 89    | 77    | 92    | 88    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students alternatively  | 5     | 8     | 3     | 7     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students alternatively | 11    | 14    | 5     | 11    |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
|                                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                      |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 86    | 85    | 87    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 31    | 12    | 14    | 17    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 39    | 43    | 52    | 52    |
+-----------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged        |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 85    | 80    | 82    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 27    | 10    | 14    | 13    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 37    | 40    | 44    | 39    |
+-----------------------------------+-------+-------+-------+-------+
| 3\. LEP                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 94    | 87    | 86    | 96    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 33    | 13    | 7     | 18    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 18    | 23    | 29    | 22    |
+-----------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

No Child Left Behind -- Blue Ribbon School

Subject: [Reading]{.underline} Grade: [6]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| ### Testing Year                  | 2005  | 2004  | 2003  | 2002  |
|                                   | -2006 | -2005 | -2004 | -2003 |
+-----------------------------------+-------+-------+-------+-------+
| #### Testing month                | April | April | April | April |
+-----------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                 |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 98    | 92    | 95    | 96    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 24    | 40    | 36    | 37    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 41    | 50    | 56    | 49    |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students tested        | 76    | 83    | 85    | 94    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students alternatively  | 5     | 3     | 5     | 3     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students alternatively | 9     | 5     | 8     | 6     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
|                                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                      |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 92    | 94    | 96    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 21    | 40    | 34    | 36    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 39    | 47    | 53    | 47    |
+-----------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged        |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 90    | 94    | 95    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 14    | 30    | 32    | 31    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 35    | 40    | 47    | 42    |
+-----------------------------------+-------+-------+-------+-------+
| 3\. LEP                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 95    | 77    | 86    | 91    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 16    | 6     | 18    | 19    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 19    | 17    | 22    | 21    |
+-----------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

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

Subject: [Math]{.underline} Grade: [3]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| #### Testing Year                 | 2005  | 2004  | 2003  | 2002  |
|                                   | -2006 | -2005 | -2004 | -2003 |
+-----------------------------------+-------+-------+-------+-------+
| #### Testing month                | April | April | April | April |
+-----------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                 |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 76    | 72    | 87    | 93    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 11    | 17    | 23    | 7     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 54    | 46    | 46    | 41    |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students tested        | 92    | 94    | 90    | 80    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students alternatively  | 1     | 1     | 2     | 6     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students alternatively | 2     | 2     | 4     | 12    |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
|                                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                      |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 74    | 74    | 89    | 92    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 10    | 17    | 22    | 8     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 50    | 42    | 46    | 39    |
+-----------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged        |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 76    | 76    | 86    | 92    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 11    | 18    | 21    | 6     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 46    | 38    | 44    | 36    |
+-----------------------------------+-------+-------+-------+-------+
| 3\. LEP                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 78    | 80    | 89    | 96    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 4     | 16    | 21    | 5     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 27    | 25    | 28    | 22    |
+-----------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

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

Subject: [Math]{.underline} Grade: [4]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| ### Testing Year                  | 2005  | 2004  | 2003  | 2002  |
|                                   | -2006 | -2005 | -2004 | -2003 |
+-----------------------------------+-------+-------+-------+-------+
| #### Testing month                | April | April | April | April |
+-----------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                 |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 75    | 82    | 78    | 86    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 27    | 36    | 17    | 14    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 44    | 45    | 46    | 51    |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students tested        | 86    | 83    | 79    | 94    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students alternatively  | 1     | 2     | 6     | 2     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students alternatively | 2     | 4     | 10    | 4     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
|                                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                      |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 78    | 82    | 77    | 85    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 28    | 36    | 16    | 15    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 40    | 45    | 43    | 48    |
+-----------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged        |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 77    | 81    | 74    | 85    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 28    | 34    | 14    | 13    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 39    | 41    | 35    | 39    |
+-----------------------------------+-------+-------+-------+-------+
| 3\. LEP                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 87    | 88    | 83    | 86    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 35    | 42    | 26    | 21    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 23    | 24    | 23    | 29    |
+-----------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

No Child Left Behind -- Blue Ribbon School

Subject: [Math]{.underline} Grade: [5]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| ### Testing Year                  | 2005  | 2004  | 2003  | 2002  |
|                                   | -2006 | -2005 | -2004 | -2003 |
+-----------------------------------+-------+-------+-------+-------+
| ###### Testing month              | Apri  | April | April | April |
|                                   | l/May |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                 |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 95    | 98    | 88    | 93    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 44    | 32    | 18    | 9     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 40    | 41    | 58    | 56    |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students tested        | 89    | 72    | 97    | 88    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students alternatively  | 4     | 9     | 2     | 8     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students alternatively | 9     | 16    | 3     | 13    |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
|                                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                      |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 78    | 87    | 92    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 44    | 29    | 15    | 10    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 39    | 41    | 55    | 52    |
+-----------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged        |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 76    | 87    | 90    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 41    | 26    | 17    | 5     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 37    | 38    | 47    | 40    |
+-----------------------------------+-------+-------+-------+-------+
| 3\. LEP                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 94    | 64    | 90    | 100   |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 33    | 32    | 16    | 9     |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 18    | 22    | 31    | 22    |
+-----------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.

No Child Left Behind -- Blue Ribbon School

Subject: [Math]{.underline} Grade: [6]{.underline} Test: [Texas
Assessment of Knowledge & Skills (TAKS)]{.underline}

Edition/Publication year: [2005-2006]{.underline} Publisher: [Texas
Education Agency]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| ### Testing Year                  | 2005  | 2004  | 2003  | 2002  |
|                                   | -2006 | -2005 | -2004 | -2003 |
+-----------------------------------+-------+-------+-------+-------+
| #### Testing month                | April | April | April | April |
+-----------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                 |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 98    | 94    | 96    | 96    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 39    | 41    | 27    | 41    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 41    | 51    | 56    | 49    |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students tested        | 76    | 85    | 85    | 94    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students alternatively  | 5     | 2     | 6     | 3     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| Percent of students alternatively | 9     | 3     | 9     | 6     |
| assessed                          |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
|                                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| 1\. Hispanic                      |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 94    | 96    | 96    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 36    | 40    | 25    | 40    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 39    | 48    | 53    | 47    |
+-----------------------------------+-------+-------+-------+-------+
| 2\. Economic Disadvantaged        |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 97    | 93    | 96    | 95    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 34    | 34    | 19    | 38    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 35    | 41    | 47    | 42    |
+-----------------------------------+-------+-------+-------+-------+
| 3\. LEP                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Meeting plus Commended State   | 95    | 89    | 91    | 86    |
| Standards                         |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| \% Commended State Standards      | 21    | 33    | 5     | 23    |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 19    | 18    | 22    | 22    |
+-----------------------------------+-------+-------+-------+-------+

Enrollment numbers used to calculate "Percent of students
tested/alternatively assessed" are from the Academic Excellence
Indicator System (AEIS) report.

All other data was determined using the TAKS and/or SDAA data files from
TEA.

The data in these files used to determine which students are in each
subgroup is based on coding from TAKS answer sheets.