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

*U.S. Department of Education*

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

Name of Principal [Mrs. Alice Karen Sawyer]{.underline}

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

Official School Name [Golden Rule Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [811 West Florence]{.underline}

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

[Denison Texas 75020-7633]{.underline}

City State Zip Code+4 (9 digits total)

County [Grayson]{.underline} State School Code Number\*
[091903102]{.underline}

Telephone [(903)462-7331]{.underline} Fax [( 903)462-7376]{.underline}

Web site/URL [www.denisonisd.net](http://www.denisonisd.net/) E-mail
<ksawyer@denisonisd.net>

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

Date [January 11, 2007]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Henry Scott]{.underline}

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

District Name [Denison I.S.D]{.underline} Tel.
[(903)462-7014]{.underline}

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

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

Name of School Board President/Chairperson [Mr. Jay Watkins]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**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: [7]{.underline} Elementary
schools

[1]{.underline} Middle schools

[NA]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other (Pathways Alternative School for

credit recovery or discipline)

[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,104]{.underline}

Average State Per Pupil Expenditure: [\$7,229]{.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
>
> \[ x \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2 ½]{.underline} Number of years the principal has been in her/his
position at this school.

[10 years]{.underline} 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**    15        21                     **36**       **7**                             

  **K**       25        19                     **44**       **8**                             

  **1**       18        13                     **31**       **9**                             

  **2**       19        17                     **36**       **10**                            

  **3**       21        15                     **36**       **11**                            

  **4**       17        15                     **32**       **12**                            

  **5**       25        22                     **47**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   262
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

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

the school: [11]{.underline} % Black or African American

[17]{.underline} % Hispanic or Latino

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

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

100% Total

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

7\. Student turnover, or mobility rate, during the past year: [30%
.]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      35
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      54
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    89
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 292
                            the school as of October 1  

  **(5)**                   Total transferred students  30
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           30%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [79% .]{.underline}

Total number students who qualify: [232 .]{.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: [21% .]{.underline}

[63]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [10]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [20]{.underline} Specific Learning
Disability

[9]{.underline} Emotional Disturbance [23]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [1]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [17]{.underline} [5]{.underline}

Special resource teachers/specialists [2]{.underline} [1]{.underline}

Paraprofessionals [8]{.underline} [0]{.underline}

> Support staff [4]{.underline} [0]{.underline}
>
> Total number [32]{.underline} [6]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [15:1]{.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

  Daily student attendance      96%         97%         96%         97%

  Daily teacher attendance      96%         96%         97%         97%

  Teacher turnover rate         0%          0%          \*23%       \*19%

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

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

\* 23% / 19 % - teachers left due to pregnancy/husband transfers

**[PART III -- SUMMARY]{.underline}**

Golden Rule Elementary in Denison, Texas, is rich in time-honored
traditions based on excellence in education derived from meaningful,
productive relationships among students, teachers, parents, business and
corporate partners, and the community. Golden Rule, established in 1890
as part of the tight-knit "Cotton Mill District," formed a community
support system that continues to thrive and grow today. In 1922, the
wooden, one-room school house burned, and a new building was erected.
Generations of "Golden Rulers" have enjoyed the current facility for 87
years, becoming part of the Denison ISD family in 1964 when the Cotton
Mill area was annexed. The campus serves Head Start students (ages three
and four) through fifth grade and is also the site of the DISD Emotional
Adjustment Class (EAC).

It would be easy to paint a grim picture of the challenges endured daily
by Golden Rule students, including homelessness, incarcerated parents,
substitute and foster parents, homes without heat, air or indoor
plumbing, eviction from homes, family violence and abuse and loss of
family members. Seventy-nine percent of Golden Rule students are
economically disadvantaged with a 30% mobility rate, figures that
provide the basis for our simple but powerful Campus Mission Statement:
"To provide opportunities for all students to reach their full potential
as responsible and productive individuals."

In order to reach each student's full potential, our daily operations
focus solely on the premise that learning and curriculum are
"non-negotiable" and can only be provided if we first and foremost
establish the calm, consistent, loving "home" that so many of our
students desperately need. Armed with the knowledge that education is
the only road out of poverty, Golden Rule teachers constantly partner
with every available community resource to help insure the basic human
needs of all children \-\-- food, clothing, safety and shelter \-\-- so
that students can concentrate on learning and thus reach their full
potential.

Abundant examples of this community-school partnership can be found
throughout Golden Rule: a local car dealer who has not only provided
thousands of dollars worth of school supplies, incentives and rewards
over the past decade, but who has also consistently attended almost
every celebration, festival and awards assembly \-\-- cooking burgers
and celebrating success with the kids; a local foundation that provides
several thousand dollars annually to buy coats, shoes, clothes, medicine
and other emergency items for disadvantaged students; school
"grandparents" who work routinely in classrooms to provide educational
assistance as well as much-needed confidence boosters that come in
frequent hugs, smiles, praise and words of encouragement; an army of
volunteer readers and tutors, some who "work" fulltime before, during
and after school, to further insure that all students achieve mastery in
all subjects, at all levels.

Golden Rule utilizes resources from all available sources to provide
multiple learning opportunities and "safety nets" for struggling
students, including classroom assistants, extended day program,
classroom guidance and individual counseling, literacy support, Head
Start, technology, special education, multi-sensory instruction, ESL,
and HOSTS.

The Golden Rule professional teaching staff has remained consistent
(zero turn over rate) for the past three years, maintaining a needed
consistency in our students' lives. Our teachers' willingness to
continually search for new and better ways for students to learn has
provided countless opportunities for student success, as evidenced by
our state Exemplary rating. Therefore, we choose not to paint a grim
picture for our students at all. Instead, we paint a picture of
opportunity, hope, and student success for all of the Golden Rule
students!

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Assessment Results:**

Texas Assessment of Knowledge and Skills (TAKS) is administered to all
Texas public school students in grades 3-12. It measures academic
performance based on mastery of Texas Essential Knowledge and Skills
objectives and is the single most important component used to assign all
Texas public schools with a School Report Card. The purpose is to
determine an accountability rating for every school district and campus
in Texas, giving school patrons a fair and accurate view of each
school's performance when compared to similar schools across the state.
TAKS presents a tough challenge with important consequences, but Golden
Rule has always maintained the belief that with innovative curriculum
planning, the realization that all children learn differently, and a
dogged dedication to mastery for all children, the school and its
students could capture the state's highest and most prestigious rating.

Campus and district ratings include: Exemplary (school population
passing rate is 90% or better); Recognized (school population passing
rate at 80% and above); Academically Acceptable (school population
passing rate at 70% or better); Academically Unacceptable (school
passing rate below 70%). In order to advance to the next grade level,
third grade students must pass the TAKS reading test, and fifth grade
students must pass the TAKS tests in both reading and math. Special
Education students must also pass the SDAA test (State Developed
Alternative Assessment). A detailed explanation can be accessed using
the Accountability Manual at
[www.tea.state.tx.us/perfreport/aeis](http://www.tea.state.tx.us/perfreport/aeis).

As a proud Exemplary school, Golden Rule students achieved a passing
rate of 90% or more in [every]{.underline} subject on TAKS (reading,
language arts, writing, math, and science). Particularly impressive is
the fact that the subgroup of economically disadvantaged (79% of the
student body) has maintained an extremely high rating over the past
three years, exhibiting consistency in mastery. In addition,
[all]{.underline} Golden Rule students passed the 3^rd^ grade reading
and the 5^th^ reading and math tests, advancing [every]{.underline}
student to the next grade level! Last but not least, [all]{.underline}
Special Education students passed the SDAA test!

Golden Rule also qualified for Gold Performance Acknowledgement based on
the student attendance and performance rate when compared to 40 other
similar public schools in six demographic areas, including the school's
percentage of African American, Hispanic, White, Economically
Disadvantaged, Limited English Proficient, and Mobile students. Golden
Rule's attendance rate was an outstanding 96.15%, the result of a
school-family partnership that stresses and rewards daily attendance.
Golden Rule also achieved Commended Gold Performance in Reading/ELA
(English as a Second Language) and Mathematics as well as Comparable
Improvement in Reading/ELA. (Comparable Improvement measures how
students [improve]{.underline} on the TAKS Math and Reading/English
Language Arts tests from one year to the next, then compares the change
to that of the 40 other similar schools.) Schools whose overall student
performance ranked in the top 25%, which Golden Rule did, received Gold
Performance Acknowledgment. A more detailed explanation of Gold
Performance Acknowledgement can also be found in the 2006 Accountability
Manual on the web.

For Golden Rule Elementary, the Exemplary rating and Gold Performance
Acknowledgement achieved by the school in 2005-2006 provided a cause for
grand celebration, with children, teachers and parents joining hands to
celebrate unprecedented success. "Exemplary" and "Gold Performance"
quickly cast the school's teachers and students into a glowing spotlight
that reflected the unique spirit of teamwork that facilitates success at
every level for each and every child. Golden Rule is one of Texas's top
schools because educators instill in each and every student the belief
that with hard work and determination, all things are possible.

**2. Using Assessment Results:**

Data analysis of benchmark and standardized tests provides valuable
information for determining the effectiveness of instruction. Golden
Rule teachers carefully study assessment results and use the information
as they plan lessons, develop interventions, and enhance instruction.
When assessment data indicates need, students are assigned to HOSTS,
Literacy Support, Extended Day, ESL, special education, Compass Lab and
other special programs for skills enhancement or remediation.

Schools receive TAKS data showing specific objectives that each student
mastered or did not master. Teachers reteach the missed objectives
during our extended day program, and supplementary certified teachers
work on skills enhancement during the school day. Emphasis is placed on
3^rd^ grade reading and 5^th^ grade reading and math since these are the
TAKS subjects students must pass for promotion to the next grade. Over
the past three years, overall reading TAKS scores have improved from 92%
to 98% passing; math scores have improved from 79% to 93% passing;
science scores have improved from 70% to 90% passing. By monitoring
individual student growth and adjusting instruction to the needs of the
students, we were also successful in raising reading scores of our 4^th^
grade students in 2005 from 68% mastery to 100% mastery in their 5^th^
grade (2006).

Our success rate at Golden Rule can be attributed to careful analysis of
achievement data, individualized student-centered interventions, and to
our deeply rooted belief that all students deserve quality educational
opportunities that permit them to reach their full potential.

**3. Communicating Assessment Results:**

Timely, consistent reporting of academic achievement results is a
priority at Golden Rule because we value parent involvement and
recognize that parents are crucial to student success. Every four weeks,
a report related to testing results and academic progress is sent home.
Also, benchmark test results are communicated to parents immediately
after they are compiled. If remediation is needed, parent-teacher
conferences are held to develop an individualized plan. Teachers provide
daily communication through assignment sheets that are to be signed by
the parent, and conferences are held if the student's grades drop. In
addition, parents/guardians may access their child's grades online at
any time.

Texas Education Code requires each district's Board of Trustees to
publish an annual report consisting of (1.) the Performance and Profile
sections for the district and for every campus in the district; and (2.)
the Campus Comparable Improvement Reports. The TAKS results are given to
the parent/guardian when the state returns them to the schools (usually
within two to three weeks of the testing). Teachers make every effort to
individually congratulate each student and explain to them performance
results. State-generated School Report Cards, which include the School
Accountability Rating and the overall scores for the school, are sent
home with the students near the end of the school year. To communicate
the success of the school with the community, school ratings are
published in the local newspaper.

At the end of each nine week reporting period, we celebrate student
successes at our Koalaty Celebration awards assembly where recognition
is given for grades, citizenship, academic improvement, attendance,
reaching reading and math goals, etc. Our PTO (Parent Teacher
Organization) is involved in the celebrations and provides awards for
our students. Every student receives a neck chain which is used to hold
"dog tags" awarded for achievement in academics, attendance, and
citizenship. A student can receive as many as 25 awards by the end of
the school year. Our gym is always filled with friends, family, and
community members who attend our celebrations and proudly cheer for our
very successful students!

**4. Sharing Success:**

Denison ISD has seven "neighborhood" elementary schools which contribute
to a family atmosphere among our principals and teaching staff. The
close-knit community of schools helps teachers and principals share and
borrow ideas from each other. Collaboration is the key to success
throughout our district. Our most recent district project was "Write
from the Beginning" (a continuum of writing skills from K-5) where a
core of teachers was trained to teach other teachers throughout the
district. Three Golden Rule teachers were trained and shared the writing
information with all Denison ISD teachers. "Working on the Work" (WOW)
is an ongoing initiative district wide that provides many opportunities
for collaboration. In addition, curriculum sharing sessions allow ideas
to flow freely from school to school, with teachers working together
setting benchmark strategies for each grade level and subject. Teachers
are encouraged to share engaging activities at grade level and vertical
curriculum meetings as well as during campus team planning.

Golden Rule teachers understand the importance of relationships with
community groups and other educational facilities. Teachers from
surrounding schools frequently visit the Golden Rule campus. Student
teachers and education majors from the nearby colleges and universities
often choose to complete their student teaching with us. Our teachers
are always willing to supervise student teachers, welcoming them with
open arms and a wealth of knowledge to share. We also have the pleasure
of working with the Denison High School student teacher program where
high school seniors receive practical training from our teaching staff.
The Golden Rule staff diligently works to insure student success and is
willing to share that expertise with others at a moment's notice, always
modeling the philosophy that "success is possible, and all students can
reach their full potential"!

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Curriculum:**

The curriculum for Denison ISD and for Golden Rule Elementary is based
on the Texas Essential Knowledge and Skills objectives. This is the
state-mandated curriculum which constitutes the specific
skills/objectives that every K-12 student is expected to master at each
grade level. Texas Assessment of Knowledge and Skills (TAKS), the state
mandated assessment, is directly aligned to those same objectives.
Curriculum is data driven at the school/district level. Benchmarks are
used to measure the student's mastery of objectives during particular
benchmarking time periods. After each benchmarking period, teachers are
provided data that outlines which objective/s require remediation for
either groups of students or for individual students. Instruction is
adjusted according to the data received from the benchmark tests.
Basically, instruction is data driven at Golden Rule Elementary with
constant monitoring and adjusting of instruction.

Curriculum provides a solid foundation in reading, math, writing,
science, and social studies. Although we do not have a formal fine
arts/art program, teachers provide exciting opportunities for students
in the areas of the arts. Since many of our students come from
environmentally deprived home situations, teachers make every effort to
provide engaging learning activities like visiting the Myerson Orchestra
Center in Dallas, Eisenhower Birthplace, The Science Place, Dallas Art
Museum, the Gainesville Zoo, Sneed Prairie, Camp Goddard (one week
science trip in Oklahoma for all 5th grade students), Grayson County
College plays and Community Players.

The language arts curriculum integrates a balance of reading, writing,
listening and speaking. Our goal is to produce fluent readers who can
competently transfer learning through their reading skills to all
subjects and needs in life. The reading/writing objectives are district
and state based. However, the teachers provide many engaging
opportunities to spark interest and enthusiasm in the students. The
students are encouraged to read Accelerated Reader books and earn points
toward awards at our Koalaty Celebrations which take place every nine
weeks. We have a school goal of the number of books the students read on
their reading level. Before students receive credit for the book, they
must pass a test which shows understanding of the content of the book.
School-wide, motivating students to read is emphasized daily.

Golden Rule Elementary strives to help students put computation skills
to work in real life. We believe it is critically important for students
to understand real-world application of skills they are expected to
master, with special emphasis placed on the use of problem solving
strategies. Student learning is accentuated with the use of
manipulatives, hands-on activities, technology software, and real life
problem solving activities.

Our social studies curriculum spans from relationships to others in the
lower grade levels to history and geography in the upper grades. Through
social studies, students are able to integrate all subjects, especially
reading and writing. This is a great opportunity for students to work in
engaging activities such as group study, making presentations, and role
play.

Science TEKS are taught through the use of scientific experiments and
hands on discovery. Use of video streaming and guest speakers are a
must. All 5^th^ grade classes have the opportunity to visit a live
science lab where they stay day and night for one week studying life and
earth science.

Our Golden Rule staff respects the dignity of our students who come to
us lacking so many developmental skills. The curriculum is strengthened
by a staff that makes up for environmental differences and operates on
the premise that every child deserves a quality education. Teachers keep
abreast of the latest training opportunities related to curriculum and
instruction to maintain high expectations for student learning.

**2a. Reading:**

At Golden Rule, reading is the basis for student success in all
subjects. All readers are closely monitored and assessed through
district benchmarks, TPRI (Texas Proficiency Reading Inventory), Reading
Plus, and Accelerated Reader. Continual monitoring and assessing
provides teachers with necessary information for flexible grouping of
students. In the lower grade levels, reading is approached through Saxon
Phonics, while upper grades are literature based. Golden Rule chose the
integrated reading and writing approach because it facilitates fluency,
comprehension and critical thinking skills in our students.

HOSTS, (Help One Student to Succeed), a national reading mentoring
class, provides one-on-one instruction in reading. Students are selected
for this class based on assessments mentioned above. Community mentors
are provided with individualized lessons for use with struggling
students. HOSTS uses data from benchmark testing and teacher input to
design individualized reading lessons. Students attend HOSTS four days a
week and make tremendous progress during the school year. Our HOSTS
program has received the National Exemplary rating for the past eight
years.

Literacy Groups are available for students as a reading motivation
process for the younger students. Also, ESL support is available to
students who have not mastered the English language.

Accelerated Reader is our best success at motivating students to read.
Students must pass the Accelerated Reader comprehension test in order to
earn credit for reading a book or to receive an award. We celebrate our
reading successes at the Koalaty Celebration which takes place at the
end of each nine week reporting period. Last year, Golden Rule students
read over 55,000 books (average of 240 books per student)! Needless to
say, we had quite a celebration for the students' awesome success.

**3. Additional Curriculum Area:**

Along with reading, math is a necessity for all students to master.
Golden Rule uses a variety of resources and methods to deliver effective
mathematics instruction. Teachers currently use the Harcourt Brace math
text and supplement this program with TAKS preparation materials in the
upper grades. All grade levels use manipulatives to guide hands-on
activities which enhance our math instruction geared toward teaching to
a wide variety of learning styles. All Golden Rule teachers have a copy
of the state TEKS and use the objectives to plan math instruction.
Technology is used daily to aid math instruction. Every classroom has at
least three computers available for student use; in addition, the campus
has two computer labs for classroom use. Computer-based programs include
*Math Facts in a Flash, Compass Learning Odyssey, Study Island,
C.M.E.Z.,* and *Accelerated Math.*

Problem solving is a main focus of our math program. A problem solving
model is used to teach our students problem solving techniques and
strategies. Examples of these techniques are: guess and check, work
backwards, make an organized list, make a table, draw a picture, act it
out, and brainstorm. All grade levels are involved in the extended day
program where one-on-one teaching is available in math for at-risk
students. Because we are dedicated to student success, we are constantly
tracking individual student progress and academic growth. Grades K-5
students are given benchmark tests throughout the year. Teachers analyze
student results to identify areas of strengths and weaknesses. We use
this testing information to formulate a plan of intervention to target
problem areas. Our math curriculum and resources are driven by our
desire to enable students to meet their full potential.

**4. Instructional Methods:**

Golden Rule Elementary teachers use multiple, varied instructional
strategies to promote academic success for each student. Because of the
lack of environmental backgrounds of our students, our homogeneous
classrooms have a wide range of ability and developmental levels.
Instruction is based on our Mission Statement: "To provide opportunities
for all students to reach their full potential as responsible and
productive individuals." Our methods of instruction include practices of
lectures, discussion, questioning, drill/practice, and modeling;
however, our student success rate goes far beyond the use of these
traditional instructional practices. Teachers use benchmark assessments
to adjust instruction according to the data received from the benchmark
tests. Using this data, teachers assign students to flexible groups
based on the skill needs of the students. Golden Rule uses Title 1 funds
to hire extra teacher assistants and certified teachers who help with
the remediation process. In addition, the teachers provide an Extended
Day Service (one hour after school up to three afternoons a week) where
students are assigned if they need one-on-one instruction. Our Compass
computer lab manager also offers an hour after school once a week for
both parents and students. "Safety nets" such as HOSTS, dyslexia
classes, special education, Literacy Support, ESL, and GT (gifted) are
available for students who qualify or show a need in these areas. In
each instructional setting, the staff relies on collaborative
interaction to motivate the students to learn. Teachers design engaging,
hands-on lessons that spark the students' interest in each lesson. Their
philosophy is patterned after the following familiar quote: "Tell me and
I will forget; show me and I will remember; involve me and I will
learn."

**5. Professional Development:**

Golden Rule Elementary focuses on students, with emphasis on providing
education that touches every facet of child development---physical,
social, emotional, and intellectual. To achieve this, Golden Rule
teachers and staff cannot exist in a vacuum. Instead, they constantly
seek new ideas, searching for deeper, broader knowledge and effective
techniques of instruction. Denison ISD allocates multiple resources
toward outstanding professional development. The Director of Instruction
and six Curriculum Coordinators spend tremendous amounts of time and
energy consulting with campus representatives regarding staff training
needs. DISD and individual campuses follow a carefully designed
Professional Development plan which is based on this needs assessment.
One of the most recent professional development initiatives provided for
the entire district is Phil Schlechty's, "Leadership in School Reform,
Working on the Work." Learning how to work in "Professional Learning
Communities" is another successful district initiative. Both
philosophies encourage the Golden Rule teachers and the principal to
rely on each other and provide engaging lessons that help students
achieve success in school and life.

In addition, to allow campuses the opportunity to learn and share
together, four early release days are built into our district calendar.
Principals organize professional development specific to campus needs.
During early release days, teachers have opportunities to work with
district grade level curriculum coordinators, analyzing assessment data
and learning ways to utilize data to improve instruction. Early release
days also give collaborative teams of teachers the opportunity to build
engaging lessons that motivate students to enjoy learning.

Golden Rule teachers participate in numerous ongoing professional
development opportunities throughout the year, proudly enhancing their
teaching skills. As a result, Golden Rule is among the top 7% in the
state and one of the highest achieving schools in the district which
exemplifies that it truly is possible to "bridge the gap" in learning,
demonstrating success for all students.

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

Grade 3 Reading (Language Arts or English)

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

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

**State Tests**

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

  Testing month                       Feb./April   Feb./April   Feb./April   Feb./April

  **SCHOOL SCORES\***                                                        

  %"Meeting" plus "Exceeding" State   100%         100%         90%          96%
  Standards                                                                  

  %"Exceeding" State Standards        42%          41%          13%          21%

  Number of students tested           33           37           43           28

  Percent of total students tested    83%          90%          80%          78%

  Number of students alternatively    7            4            11           8
  assessed                                                                   

  Percent of students alternatively   17%          10%          20%          22%
  assessed                                                                   

                                                                             

  SUBGROUPS SCORES                                                           

  1\. *Economically Disadvantaged*                                           

  \% "Meeting" plus "Exceeding" State 100%         100%         88%          100%
  Standards                                                                  

  \% "Exceeding" State Standards      46%          48%          9%           18%

  Number of Students Tested           26           25           29           17
  ----------------------------------- ------------ ------------ ------------ ------------

Texas Education Agency changed the state assessment at the end of the
2002-2003 school year to a much more rigorous Texas Assessment of
Knowledge and Skills (TAKS).

Students in 3^rd^ reading and 5^th^ reading & math have a second
opportunity to take the TAKS test which becomes the score officially
posted.

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

Grade 4 Reading (Language Arts or English)

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

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

**State Tests**

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

  Testing month                       Feb./April   Feb./April   Feb./April   Feb./April

  **SCHOOL SCORES\***                                                        

  %"Meeting" plus "Exceeding" State   94%          68%          95%          88%
  Standards                                                                  

  %"Exceeding" State Standards        37%          12%          34%          12%

  Number of students tested           33           34           41           37

  Percent of total students tested    94%          89%          85%          100%

  Number of students alternatively    2            4            7            0
  assessed                                                                   

  Percent of students alternatively   6%           11%          15%          0%
  assessed                                                                   

                                                                             

  SUBGROUPS SCORES                                                           

  1\. *Economically Disadvantaged*                                           

  \% "Meeting" plus "Exceeding" State 100%         68%          100%         83%
  Standards                                                                  

  \% "Exceeding" State Standards      32%          18%          45%          9%

  Number of Students Tested           22           22           20           23
  ----------------------------------- ------------ ------------ ------------ ------------

Texas Education Agency changed the state assessment at the end of the
2002-2003 school year to a much more rigorous Texas Assessment of
Knowledge and Skills (TAKS).

Students in 3^rd^ reading and 5^th^ reading & math have a second
opportunity to take the TAKS test which becomes the score officially
posted.

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

Grade 5 Reading (Language Arts or English)

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

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

**State Tests**

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

  Testing month                      Feb./April   Feb./April   Feb./April   Feb./April

  **SCHOOL SCORES\***                                                       

  %"Meeting" plus "Exceeding" State  100%         100%         88%          80%
  Standards                                                                 

  %"Exceeding" State Standards       21%          52%          50%          11%

  Number of students tested          33           21           28           28

  Percent of total students tested   87%          95%          100%         100%

  Number of students alternatively   5            1            0            0
  assessed                                                                  

  Percent of students alternatively  13%          5%           0%           0%
  assessed                                                                  

                                                                            

  SUBGROUPS SCORES                                                          

  1\. *Economically Disadvantaged*                                          

  \% "Meeting" plus "Exceeding"      100%         100%         85%          76%
  State Standards                                                           

  \% "Exceeding" State Standards     19%          50%          57%          10%

  Number of Students Tested          21           14           14           21
  ---------------------------------- ------------ ------------ ------------ ------------

Texas Education Agency changed the state assessment at the end of the
2002-2003 school year to a much more rigorous Texas Assessment of
Knowledge and Skills (TAKS).

Students in 3^rd^ reading and 5^th^ reading & math have a second
opportunity to take the TAKS test which becomes the score officially
posted.

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

Grade 3 Mathematics

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

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

**State Tests**

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

  Testing month                       April       April       April       April

  **SCHOOL SCORES\***                                                     

  %"Meeting" plus "Exceeding" State   88%         88%         84%         100%
  Standards                                                               

  %"Exceeding" State Standards        21%         32%         24%         38%

  Number of students tested           34          38          36          27

  Percent of total students tested    81%         90%         75%         79%

  Number of students alternatively    8           4           12          7
  assessed                                                                

  Percent of students alternatively   19%         10%         25%         21%
  assessed                                                                

                                                                          

  SUBGROUPS SCORES                                                        

  1\. *Economically Disadvantaged*                                        

  \% "Meeting" plus "Exceeding" State 83%         86%         84%         100%
  Standards                                                               

  \% "Exceeding" State Standards      15%         31%         31%         38%

  Number of Students Tested           26          26          12          16
  ----------------------------------- ----------- ----------- ----------- -----------

Texas Education Agency changed the state assessment at the end of the
2002-2003 school year to a much more rigorous Texas Assessment of
Knowledge and Skills (TAKS).

Students in 3^rd^ reading and 5^th^ reading & math have a second
opportunity to take the TAKS test which becomes the score officially
posted.

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

Grade 4 Mathematics

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

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

**State Tests**

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

  Testing month                      April       April       April       April

  **SCHOOL SCORES\***                                                    

  %"Meeting" plus "Exceeding" State  91%         80%         91%         85%
  Standards                                                              

  %"Exceeding" State Standards       29%         20%         39%         15%

  Number of students tested          34          35          23          35

  Percent of total students tested   87%         95%         77%         88%

  Number of students alternatively   5           2           7           5
  assessed                                                               

  Percent of students alternatively  12%         5%          23%         12%
  assessed                                                               

                                                                         

  SUBGROUPS SCORES                                                       

  1\. *Economically Disadvantaged*                                       

  \% "Meeting" plus "Exceeding"      91%         78%         100%        86%
  State Standards                                                        

  \% "Exceeding" State Standards     39%         26%         43%         14%

  Number of Students Tested          23          23          14          22
  ---------------------------------- ----------- ----------- ----------- -----------

Texas Education Agency changed the state assessment at the end of the
2002-2003 school year to a much more rigorous Texas Assessment of
Knowledge and Skills (TAKS).

Students in 3^rd^ reading and 5^th^ reading & math have a second
opportunity to take the TAKS test which becomes the score officially
posted.

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

Grade 5 Mathematics

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

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

**State Tests**

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

  Testing month                       April       April       April       April

  **SCHOOL SCORES\***                                                     

  %"Meeting" plus "Exceeding" State   100%        95%         90%         83%
  Standards                                                               

  %"Exceeding" State Standards        50%         43%         23%         20%

  Number of students tested           32          21          30          29

  Percent of total students tested    94%         95%         100%        100%

  Number of students alternatively    2           1           0           0
  assessed                                                                

  Percent of students alternatively   6%          5%          0%          0%
  assessed                                                                

                                                                          

  SUBGROUPS SCORES                                                        

  1\. *Economically Disadvantaged*                                        

  \% "Meeting" plus "Exceeding" State 100%        100%        74%         76%
  Standards                                                               

  \% "Exceeding" State Standards      50%         50%         36%         19%

  Number of Students Tested           14          14          14          21
  ----------------------------------- ----------- ----------- ----------- -----------

Texas Education Agency changed the state assessment at the end of the
2002-2003 school year to a much more rigorous Texas Assessment of
Knowledge and Skills (TAKS).

Students in 3^rd^ reading and 5^th^ reading & math have a second
opportunity to take the TAKS test which becomes the score officially
posted.