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

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

**Cover Sheet**

Name of Principal [Mrs. Leslie W. Christian]{.underline}

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

Official School Name [Prairie Valley Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [Route 3, Box 550]{.underline}

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

[Nocona Texas 76255-9521]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(940) 825-4425]{.underline} Fax [(940) 825-4650]{.underline}

Website/URL [http://www.esc9.net/pvisd]{.underline} E-mail
[Leslie.Christian@esc9.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 [WR Tucker]{.underline}

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

District Name [Prairie Valley Elementary School]{.underline} Tel. [(940)
825-4425]{.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 Bob Langford

President/Chairperson

(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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_1\_\_ Elementary schools

[\_\_0\_\_]{.underline} Middle schools

[\_\_0\_\_]{.underline} Junior high schools

[\_\_1\_\_]{.underline} High schools

[\_\_0\_\_\_]{.underline} Other (Briefly explain)

[\_\_2\_\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6809.00]{.underline}

Average State Per Pupil Expenditure: [\$5030.00]{.underline}

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

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

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

4\. [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 enrolled at each grade level or its equivalent in
applying school:

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

  **PK**      2         4                      **6**                                          

  **K**       5         5                      **10**                                         

  **1**       5         6                      **11**                                         

  **2**       3         8                      **11**                                         

  **3**       7         6                      **13**                                         

  **4**       7         5                      **12**                                         

  **5**       4         8                      **12**                                         

                                    **TOTAL                                                   75
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                

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

6\. Racial/ethnic composition of \*\*[93.30]{.underline} % White

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

\*\*[4.0]{.underline} % Hispanic or Latino

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

\*8[2.70]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\*[20.60]{.underline}%

> \*AEIS Report 2001-2002
>
> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 12
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        22
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    112
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .196
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    19.6
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\*\*[4.0]{.underline}%

\*\*[3]{.underline} Total Number Limited English Proficient

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals:
\*\*[49.3]{.underline} %

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

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

10\. Students receiving special education services: \*\*[16]{.underline}
%

\*\*[12]{.underline} Total Number of Students Served

> \*\*AEIS Report 2002-2003
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [8]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [6]{.underline} Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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) \*\*[.5]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \*\*[6.8]{.underline}

Special resource teachers/specialists [(.5)]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals \*\*[1.3]{.underline}

> Support staff \*\*[0]{.underline}
>
> Total number \*\*[8.6]{.underline}

12\. Average school student-"classroom teacher" ratio:
\*\*[11:1]{.underline}

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

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

  Daily student attendance 97.4        97.6        96.6        96.4        96.9

  Daily teacher attendance 98%         98%         98%         98%         97%

  Teacher turnover rate    0           0           0           0           0

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

\*\*AEIS Report 2002-2003

**PART III ‑ SUMMARY**

Prairie Valley Elementary School is located seven miles north of Nocona,
Texas, in northern Montague County in North Central Texas. Prairie
Valley was founded in 1951 when Prairie Point and Valley View schools
consolidated. While the district contains 97 square miles, its student
enrollment is 135. We have one campus for kindergarten through fifth
grade. According to the Texas Education Agency, Prairie Valley has a
rich tradition of academics, which is why we are and have been an
exemplary district for five of the past six years.

As we look at our campus, we believe that others who don't know us might
envision us as the 'little red country school' of long ago. We are a
school on a hill that looks deserted until school is in session. Out of
nowhere come staff, parents, and students. As people enter the building,
they are amazed to see the clean simplicity of our school and our work,
and are equally surprised to see all the modern technology we offer. As
we work from year to year, we enter our school using "keys of success."

We believe the first "key of success" is religious principles. When you
enter our school, you will not see this faith hanging on the walls,
being taught in classes, or being promoted or pushed onto our students.
No, when you walk into our school, you get the feeling that something is
different. You see, religious principles are about actions to one
another. As you enter our school, you can sense the true respect and
passion we have for each other and for the students and their families
we serve.

The second "key of success" is perseverance. We are the Prairie Valley
Bulldogs. The bulldog is known for his loving disposition; and his
attitude suggests great vigor, strength, and resoluteness. We feel that
our motto, "Never Give Up, Never Give In," is a very fitting "key of
success" for a child. Teachers pursue excellence with a passion, never
wavering at going the extra mile for children who lack real-world
experiences and require extra instructional time. We use a variety of
teaching methods to reach a child if the traditional classroom setting
is not enough. We utilize up-to-date teaching strategies: one-on-one
instruction (teacher tutoring), peer tutoring, counseling and rewards
(both instrinsic and extrinsic) to name a few.

Staff members make it a point to be team players. We feel our third "key
of success" is teamwork by the faculty. It is a must to give and receive
respect and support for each other and our respective programs. The
professional teaching staff has met the challenges of this small rural
school by collaborating among faculty for the purpose of planning,
implementing, assessing, and evaluating cross-curricular projects. We
have found that by working together as a single unit the school
functions smoothly. We must allow for flexibility in our classes to
accommodate students' needs and their participation in a variety of
programs and organizations offered by our school.

Our final "key of success" is the Texas Essential Knowledge and Skills.
Faculty members are required to know and teach their TEKS. Since the
faculty is armed with high expectations and quality and sustained staff
development, our students are receiving the correct instructional
information for each curriculum area. The materials used by our teachers
are sound, research-based curriculum and methods.

Our mission is a ring which all our "keys" are attached. It is the
mission of our school to ensure that our students are skilled, lifelong
learners and problem solvers by providing them with a dedicated,
competent staff who offer challenging, relevant curriculum in a safe,
clean, and supportive environment.

We may appear to just be a little country school, but we know our "keys
of success." We use these keys every day as we enter the doors of our
school. We are very confident in what we do, and we see mountains of
success with young people. Our long time successes are reflected in
student scores, college admissions, work force, and military service. We
are very proud of these facts, but our passion is about serving kids and
helping them find successes in their own lives. That is where our "keys"
fit best.

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

1.  **ASSESSMENT RESULTS FOR READING AND MATHEMATIC**

It is very important to student success for students, parents, and
teachers to know areas of strengths and weaknesses for individuals,
classes, teachers, campuses and the district. We at Prairie Valley
Elementary School analyze our scores every year and provide our
students' parents, our teachers, and our community with the results.

The Texas Assessment of Knowledge and Skills test was first administered
in the 2002-2003 school year. The state percentage of third graders
passing the reading test was 89.6 percent; Prairie Valley had 100
percent passing. The state percentage of third graders passing the third
grade math test was 90.9 percent; Prairie Valley had 100 percent
passing. The state percentage of fourth graders passing the reading test
was 85.9 percent; Prairie Valley had 100 percent passing. The state
percentage of fourth graders passing the math test was 88 percent;
Prairie Valley had 100 percent passing. The state percentage of fifth
graders passing the reading was 80 percent; Prairie Valley had 100
percent passing. The state percentage of fifth graders passing the math
test was 86.3 percent; Prairie Valley had 100 percent passing. The state
percentage of sixth graders passing the reading test was 86.2 percent;
Prairie Valley had 100 percent passing. The state percentage of sixth
graders passing the reading test was 79.3 percent; Prairie Valley had
100 percent passing.

Even though our scores are outstanding, there are still areas that are
deficient. Our first and second grade students participate in the Texas
Primary Reading Inventory three times a year. From this information,
along with the TAKS results, the following areas have been identified as
needing improvement:

Students in first grade need to improve in reading fluency.

Students in second grade need to improve in reading fluency and implicit
comprehension.

Students in fourth grade need to improve in applying knowledge of
literary elements.

Students in fifth grade need to improve in applying knowledge of
literary elements and concepts and measurements.

Students in sixth grade need to improve in concepts and measurements.

**2. USING ASSESSMENT DATA TO IMPROVE STUDENT AND SCHOOL PERFRMANCE**

Assessment data is the best way for Prairie Valley Elementary personnel
to understand and improve student and school performances. The
individual teachers assess each student's individual report to determine
specific Texas Assessment of Knowledge and Skills objectives in each
subject tested, especially those that fall below the seventieth
percentile. These areas are highlighted, and a tutorial booklet that
focuses on the specific area(s) of concern for each student is
assembled. We use a variety of different materials that are correlated
with the Texas Assessment of Knowledge and Skills test to assemble these
practice booklets. We go over each individual test with each child and
review questions that he/she missed, trying to help each child
understand why he/she missed the question. We individualize instruction
to each student's needs. Then we work as a team to make sure these
weaknesses are addressed throughout the curriculum. If we see a general
trend, we take steps to improve scores in those areas. Students with the
same area(s) of concern are grouped, with no more than four in a group,
and taught the skill again. Time is allowed for instruction, guided
practice, and individual practice. Each question is then reviewed as a
group and individually as needed for re-teaching and understanding the
question and locating/finding the answers. Finally, an assessment is
given to check for understanding and mastery of each skill.

Furthermore, as individual teachers and as a campus, we analyze our
scores and compare them to the previous year and the percentage of
students passing each objective. We scrutinize the objectives that
indicate improvement from previous years and discuss what was done
differently in order to teach the skills that indicate improvement. If
any areas have decreased, we brainstorm ways to improve the teaching
method for those skills. Collected data is used by the site based campus
improvement team to set goals for our campus improvement plan for the
following school year. These goals assist the faculty in reinforcing and
building the deficient skills to a higher level. Personal data is shared
with other teachers so they may gain a better understanding of each
student and his/her needs.

We also look for reasons behind the results. Is the class or student in
need of more instruction or does the curriculum need to be assessed?
Possibly the teaching method may need to be altered to accommodate the
students' learning needs.

**3. COMMUNICATING STUDENT ASSESSMENT PERFORMANCE**

Communicating student performance and assessment data to parents,
students, and the community is important; and Prairie Valley Elementary
School does this in a variety of ways. When the student Texas Assessment
of Knowledge and Skills test reports are received at the end of each
school year, the individual reports, along with the information on how
to interpret the results, are mailed to each student's family.
Additionally, these results are reviewed with each student individually
by his/her classroom teacher. Areas of strengths and weaknesses are
pointed out to the students so they can take ownership in
self-improvement.

At the beginning of the following school year, Title I
teacher/parent/student conferences are held and individual student
performances are discussed. The students qualifying for Title I
assistance are placed in tutorials for the school year. The classroom
teacher, Title I teacher, and parents work closely together to monitor
individual student performance.

Also at the beginning of the school year, the State of Texas School
Report Card, Academic Excellence Indicator System Report, which is
required by the Texas Legislature and prepared by the State Department
of Education, is mailed to each family. This report provides information
concerning student performances, as well as information concerning
expenditures, average class size, and student/teacher ratios. This
school information is also published in the local newspaper and on the
Prairie Valley School website.

Parent support and involvement in his/her child's education is a
tremendous key to the success of our students. It is important that
parents understand our school's scores and their own child's results.
Parents are then expected to support their child by setting a specific
time each day for school assignments to be completed and by allowing
their child to participate in after-school tutorials when necessary.

In addition, three weeks into each six weeks' grading period we send
progress reports home to students whose grade is at 75 or below. We also
send report cards home to every student every six weeks. At the end of
each six weeks' period, we have a "Bulldog Pride" day for those students
who made the all "A" honor roll and had perfect attendance. We also hold
telephone conferences to relay behavior and skill problems or to simply
praise a job well done. Notes are sent home either with the student, by
mail, or by e-mail to parents informing them of changes, problems, or
outstanding performances by their child. Written work is sent home after
the assignment has been graded and missed questions have been reviewed
in class. Signs are also placed in the school hallway commending
students for their hard work. We also hold award ceremonies annually to
celebrate a job well done.

**4. SHARING OUR SCHOOL SUCCESSES**

Sharing our school's successes with other districts is important;
however, it is equally important not to take away instruction time from
the classroom. Therefore, Prairie Valley Elementary School shares its
successes with other schools by allowing other teachers to visit our
campus; by providing information through e-mail, telephone conferences,
newspaper articles, and the school website; and by participation in
workshops at our Region 9 Education Service Center during the summer
staff-development programs.

This sharing process helps our staff think through our school's
successes, organize our strengths and weaknesses, and share our
philosophy and ideas with other education professionals. Our staff does
not feel in any way that we have an absolute program that has helped us
achieve and maintain student success.

Our staff continues to read journals and attend training, always looking
for ways to help every child that we touch. By working together, all
schools can achieve success.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. SCHOOL CURRICULUM WITH SIGNIFICANT CONTENT BASED ON HIGH
STANDARDS**

Prairie Valley Elementary School curriculum consists of state-adopted
material that is based on the Texas Essential Knowledge and Skills and
correlated with the Texas Assessment of Knowledge and Skills test. The
district utilizes cooperative learning and hands-on activities. We also
utilize work from home and a lot of independent practice.

In reading, math, language arts, science, and social studies, we first
use the Texas state-adopted textbook and the ancillary materials. In
reading, math, and language arts, we also use the Accelerated Reader
reading program. We believe hands-on learning is especially important in
science for lab practice and for making higher-order concepts more
realistic.

Our curriculum does not include an expensive, computer-generated program
because we do not have the funds for these programs. The main key to our
curriculum is that the teachers have a good understanding of the Texas
Essential Knowledge and Skills and the Texas Assessment of Knowledge and
Skills objectives. Our faculty believes in teaching beyond the required
objectives, and they transfer correlating skills from one subject to the
next for real-world meaning so that students get a solid foundation and
can use the skills in more than one subject for long-term memory. The
other key to our curriculum is that the teachers know students'
strengths and areas of concern and that they teach to those areas.
Finally, our curriculum sets high expectations for all students. We do
not use home environment, lack of parenting skills, or student attitude
and discipline as a crutch to justify lack of academic growth. We find a
way to reach each child and help him/her be successful.

**2. SCHOOL READING CURRICULUM**

Prairie Valley Elementary School uses a variety of materials and
techniques, including state-adopted textbooks, SRA, Accelerated Reader,
Wright Group Books, and Saxon Phonics curriculums for teaching reading
skills to our students. First, second, and third grades use Scott
Foresman, while fourth and fifth grades use Harcourt Brace. These
reading curriculums are advanced and challenging. They support all
subject areas, including technology. These programs include varied
instructional techniques to meet diverse needs and learning styles
through numerous opportunities for developing critical reading skills
and strategies. The take-home readers and newsletters encourage parental
involvement.

These series allow and encourage reading to begin at a very young age.
They challenge advanced students and encourage higher-order thinking
skills, while also providing support and activities for below level
readers so they can improve their comprehension. Also included are
activities for the English as Second Language (ESL) learners.

We utilize the SRA and the Accelerated Reader reading programs to
further develop vocabulary, reading skills, fluency, and comprehension
at each student's independent reading level. Each SRA story includes
comprehension questions and a variety of reading skills lessons. Each
student in our elementary school participates in the Accelerated Reader
program. We have a selection of books in our school library that have
been assigned a reading level and a point value. Each student selects a
book based on his/her reading level and particular interests. After the
book has been read, the student takes a computer-generated test in
his/her classroom. The tests consist of five to ten comprehension
questions about the book. Points are added to the child's reading record
based on the percentage of correctly answered questions. Each student
accumulates points that may be used to purchase items from the
Accelerated Reader store. This store is located in the library so that
the children may easily see the items that are available for purchase
with their points while they are making their book selections.

**3. SCHOOL MATH CURRICULUM**

Math is another strong curriculum area for Prairie Valley Elementary
School. The curriculum relates to essential skills and knowledge based
on our school's mission by teaching beyond the basic understanding of
math. It is vital that students have a basic understanding of math
skills; however, to be successful in society, they must be equipped to
use those basic skills in order to be problem solvers. Each student must
be able to understand the question to be answered and must know how to
use the information given to solve the problem. The current math
curriculum we use provides plenty of formats for each lesson.
Particularly important to us are the problem-solving sections, which are
included with each lesson; and the daily reviews, which review
previously taught skills. Homework practice includes twenty to thirty
problems per lesson.

Once again, the key to our curriculum is that our teachers know the
Texas Essential Knowledge and Skill objectives; therefore, they teach
these skills to the students and check for mastery prior to
accountability time.

**4. VARIED INSTRUCTIONAL METHODS**

We use several different instructional methods at Prairie Valley
Elementary School to improve student learning. Along with the standard
lesson cycle, we use various forms of technology, which includes video,
overhead projectors, distance learning, virtual field trips, Internet
access, PowerPoint presentations, and other computer-driven programs.
Other methods include multi-sensory activities, hands-on activities,
small groups, tutorials, one-on-one teaching, re-teaching, field trips,
and community guest speakers. We also refer to cross-curriculum learning
as the opportunity presents itself to connect the concepts between
subjects in order to reinforce the purpose of the skills. Collaboration
among our faculty and the resources we have available at our school are
two of our greatest assets for different instructional methods.

We believe knowing each student and his/her family, and showing a real
interest in each child is the biggest key to student success. Teachers
have great student attendance because we communicate with each other
about family members and any knowledge of home situations that might be
affecting our students' abilities to pay attention to our lessons. If
one family member is sick, another sibling is located; and we inquire
about the health of the absent student. The lessons missed for the day
are sent home for the absent student to complete. Any necessary
re-teaching is done when the student returns to class.

**5. PROFESSIONAL DEVELOPMENT IMPACTS STUDENT ACHIEVEMENT**

Prairie Valley Elementary School's professional development and
improvement program is directly connected to our Region 9 Education
Service Center and to the goals that are set at the end of each school
year through PDAS. Ample funding for professional development in all
subject areas enables faculty members to prepare all students for
multiple world challenges. Each year teachers are required to
participate in workshops, not only in their teaching fields, but also in
the areas of special education, gifted and talented, and technology. Our
elementary teachers have also participated in the Reading Academies that
were developed by the State of Texas for kindergarten through fifth
grade.

Periodic campus and district meetings are held so teachers may
collaborate with each other. We share new information and ideas that we
have learned from staff developments, newsletters, and professional
articles. Training is provided to the faculty on any new information or
changes mandated by the Texas Education Agency and the Texas Legislature
that directly affects any of our school programs.

By participating in a variety of staff developments, we are able to
share new information and ideas for teaching skills in various ways with
each other. This also helps ensure continuity from one grade level to
the next; therefore, the skills that were taught by one teacher are
continued and expanded by the next teacher. Our test scores have
increased as a result of our collaboration.

**PART VII - ASSESSMENT RESULTS**

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 3 Math**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** 100% 85.70% 81.80%

Number at Commended/Academic Recognition 3 1 1

Number of students tested 8 8 13

Percentage of students tested 89% 100% 100%

Number of students exempt 1 0 0

Percentage of students exempt 11% 0% 0%

**State of Texas Scores** 90.80% 87.40% 83.10%

**Subgroups**

1\. White 100% 83.30% 81.80%

2\. Economically Disadvantaged \* \* \*

\*DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 3 Reading**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** 100% 100% 72.70%

Number at Commended/Academic Recognition 3 3 1

Number of students tested 8 8 13

Percentage of students tested 89% 100% 100%

Number of students exempt 1 0 0

Percentage of students exempt 11% 0% 0%

**State of Texas Scores** 89.60% 88.00% 86.80%

**Subgroups**

1\. White 100% 100% 72.70%

2\. Economically Disadvantaged \* \* \*

\*DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 4 Math**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** 100% 100% \*

Number at Commended/Academic Recognition 1 1 1

Number of students tested 5 12 4

Percentage of students tested 62.50% 83.20% 100%

Number of students exempt 3 2 0

Percentage of students exempt 37.50% 16.60% 0%

**State of Texas Scores** 88.00% 94.10% 91.30%

**Subgroups**

1\. White 100% 100% \*

2\. Economically Disadvantaged \* \* \*

\*DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 4 Reading**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** 100% 92.3% \*

Number at Commended/Academic Recognition 2 5 0

Number of students tested 6 14 4

Percentage of students tested 100% 100% 100%

Number of students exempt 0 0 0

Percentage of students exempt 0% 0% 0%

**State of Texas Scores** 85.90% 92.50% 90.80%

**Subgroups**

1\. White 100% 92.3% \*

2\. Economically Disadvantaged \* 80% \*

\*DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 5 Math**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** 100% \* \*

Number at Commended/Academic Recognition 2 1 0

Number of students tested 10 4 3

Percentage of students tested 66.60% 100% 75%

Number of students exempt 5 0 1

Percentage of students exempt 33.30% 0% 25%

**State of Texas Scores** 86.30% 96.20% 94.60%

**Subgroups**

1\. White 100% \* \*

2\. Economically Disadvantaged \* \* \*

DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 5 Reading**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** 100% \* \*

Number at Commended/Academic Recognition 3 1 2

Number of students tested 10 4 3

Percentage of students tested 66.60% 100% 75%

Number of students exempt 5 0 1

Percentage of students exempt 33.30% 0% 25%

**State of Texas Scores** 80.00% 92.70% 90.20%

**Subgroups**

1\. White 100% \* \*

2\. Economically Disadvantaged \* \* 0

\*DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 6 Math**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** \* 6 100

Number at Commended/Academic Recognition \* 1

Number of students tested 3 4 3

Percentage of students tested 100% 100% 75%

Number of students exempt 0 0 1

Percentage of students exempt 0% 0% 25%

**State of Texas Scores** 79.30% 93.80% 94.60%

**Subgroups**

1\. White \* \* \*

2\. Economically Disadvantaged \* 0 \*

DNA -- Data Not Available -- must be 5 or more students for data to be
included

**State Criterion-Referenced Tests -- Texas Assessment of Knowledge and
Skills (TAKS) and Texas Assessment of Academic Skills (TAAS)**

**Grade: 6 Reading**

Test: [TAKS]{.underline} Publication: [Years 2002-2003]{.underline}
Publisher: [Texas Education Agency]{.underline}

Test: [TAAS]{.underline} Publication: [Years 2000-2002]{.underline}
Publisher: [Texas Education Agency]{.underline}

Groups excluded from testing were recent immigrants from Mexico (Limited
English Proficient -- LEP Exemptions) and Special Education Students two
years or more below grade level. LEP students were given the Reading
Proficiency Test in English and special education students were given
the State Developed Alternative Assessment (SDAA) and Comprehension
Learner Adapted Scope and Sequence (CLASS).

2002-2003 2001-2002 2000-2001

Testing Month April April April

**Prairie Valley Elementary Scores** \* \* 100

Number at Commended/Academic Recognition \* 2 1

Number of students tested 3 \* 6

Percentage of students tested 100% 100% 100%

Number of students exempt 0 0 0

Percentage of students exempt 0% 0% 0%

**State of Texas Scores** 86.20% 88.20% 91.40%

**Subgroups**

1\. White 100% \* 100%

2\. Economically Disadvantaged \* 0 \*

\*DNA -- Data Not Available -- must be 5 or more students for data to be
included