#####  *REVISED -- MARCH 24, 2005*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Jan Richards]{.underline}

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

Official School Name [Laurel Mountain Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [10111 D-K Ranch Road]{.underline}

[Austin, Texas 78759 - 6402]{.underline}

County [Travis]{.underline} School Code Number\* [246909116]{.underline}

Telephone [( 512 ) 464-4300]{.underline} Fax [( 512 )
464-4390]{.underline}

Website/URL: [Laurel Mountain Performance
Indicators](http://www.roundrockisd.org/home/index.asp?page=399) E-Mail:
Jan_Richards@roundrockisd.org

[www.roundrockisd.org/laurelmountain](http://www.roundrockisd.org/laurelmountain)

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\* [Dr. Thomas Gaul]{.underline}

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

District Name [Round Rock Independent School District]{.underline} Tel.
[(512) 464-5000]{.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. John Romano]{.underline}

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

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

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

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

# 

# PART I ‑ ELIGIBILITY CERTIFICATION

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available 2004-2005.**

**DISTRICT**

1\. Number of schools in the district: [27]{.underline} Elementary
schools

[8]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[2]{.underline} Other -- 1 Ninth Grade Center

1 Alternative Learning Center

[41]{.underline} TOTAL

2\. District Per Pupil Expenditure: Including all district funds
[\$6,708]{.underline} AEIS: [\$4,918]{.underline}

Average State Per Pupil Expenditure: [\$8,029]{.underline}

**SCHOOL**

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[4]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1, 2004 enrolled at each grade
level or its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       66        49                     **115**      **8**                             

  **1**       71        52                     **123**      **9**                             

  **2**       78        59                     **137**      **10**                            

  **3**       67        50                     **117**      **11**                            

  **4**       57        58                     **115**      **12**                            

  **5**       57        69                     **126**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   733
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [53]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[7.4%]{.underline}

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

+------------------------+--------------------------+------------------+
| **(1)**                | Number of students who   | 31               |
|                        | transferred ***to*** the |                  |
|                        | school after October 1   |                  |
|                        | until the end of the     |                  |
|                        | year.                    |                  |
+------------------------+--------------------------+------------------+
| **(2)**                | Number of students who   | 21               |
|                        | transferred ***from***   |                  |
|                        | the school after October |                  |
|                        | 1 until the end of the   |                  |
|                        | year.                    |                  |
+------------------------+--------------------------+------------------+
| **(3)**                | Subtotal of all          | 52               |
|                        | transferred students     |                  |
|                        | \[sum of rows (1) and    |                  |
|                        | (2)\]                    |                  |
+------------------------+--------------------------+------------------+
| **(4)**                | Total number of students | 698              |
|                        | in the school as of      |                  |
|                        | October 1,2003           |                  |
+------------------------+--------------------------+------------------+
| **(5)**                | Subtotal in row (3)      | \_\_52\_\_       |
|                        | divided by total in row  |                  |
|                        | (4)                      | 698              |
+------------------------+--------------------------+------------------+
| **(6)**                | Amount in row (5)        | .074 x 100       |
|                        | multiplied by 100        |                  |
+------------------------+--------------------------+------------------+

8\. Limited English Proficient students in the school: [14%]{.underline}

Based on enrollment of 733 on 10-01-04 [103]{.underline} Total Number
Limited English Proficient

Number of languages represented: [25]{.underline}

Specify languages: Arabic, Bengali, Cantonese, Farsi, French, Gujarati,
Hindi, Indonesian, Japanese, Kannada, Konkani, Korean, Malayalam,
Mandarin, Marathi, Panjabi, Russian, Spanish, Taiwanese, Tamil, Telugu,
Thai, Turkish, Urdu, Vietnamese

9\. Students eligible for free/reduced-priced meals: [3%]{.underline}

Total number students who qualify: [25]{.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: [7%]{.underline}

[54]{.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.

[10]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [10]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [9]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment [23]{.underline} Speech or Language
Impairment

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

\_\_\_\_Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

\_\_\_\_Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) [2]{.underline}

Classroom teachers [35]{.underline} [2]{.underline}

2 teachers job-share 1 position

Special resource teachers/specialists [13]{.underline} [4]{.underline}

Paraprofessionals [11]{.underline} [3]{.underline}

> Support staff [6]{.underline} [5]{.underline}
>
> Total number [67]{.underline} [14]{.underline}

12\. Average school student-"classroom teacher" ratio:
[20:1]{.underline}

The 20:1 ratio was calculated by using the October 1, 2004 enrollment of
733 students and dividing by the 36 classroom/homeroom teachers in
grades Kindergarten through 5^th^ grade.

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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  LME Daily student         97.2%       97%         97.4%       97.1%       97.6%
  attendance                                                                

  RRISD Daily teacher       92.8%       90.3%       91.4%       90.1%       91.9%
  attendance \*                                                             

  RRISD Teacher turnover    6%          13%         17%         15%         21%
  rate                                                                      
  ------------------------- ----------- ----------- ----------- ----------- -----------

\* RRISD does not track data on teacher daily attendance by individual
campus. Human Resources used the number of teachers, as reflected on the
AEIS report, and compared the total available hours per year to the
"Total Filled Job Hours" from the substitute system to come up with the
approximate attendance rates. Some of the sub hours could reflect
absences other than teachers. This also includes absences for staff
development reasons as well as illness or other unanticipated absences.

Part III -- SUMMARY

Laurel Mountain Elementary, located in a northwest Austin, Texas
suburban neighborhood, often surprises visitors with its ethnic
diversity. We are a learning community of people from many cultures and
nations. Our students speak 25 languages, and they celebrate this
cultural diversity while we prepare them to become leaders of our
community, city, state, country, and world. Our mission states that we
will, "provide a safe, nurturing environment in which all children will
develop the skills, strategies, and attitudes necessary to become
independent explorers, critical thinkers, leaders, and responsible
citizens." We are a professional learning community where every
administrator, parent, teacher, support staff member, and student is
expected to share responsibility for realizing this mission.

Our dedicated faculty and staff lead us to succeed. The guiding vision
of our principal sets a standard for excellence and progressive
educational practice. Initiatives such as, differentiated instruction
and problem-based learning are enthusiastically supported, implemented,
and evaluated. Laurel Mountain teachers create nurturing classrooms
where children develop academically, socially, and emotionally. Our
teachers are passionate about education. They are learners
themselves---continually seeking new knowledge to answer the
question---"How can I help this child?"

At Laurel Mountain, engaged learning is our practice. Our strategies
include aligning the state curriculum, the Texas Essential Knowledge &
Skills (TEKS), both vertically (across grade levels) and horizontally
(within grade levels) to ensure seamless instruction. Assessments that
provide knowledge of individual student needs drive our instruction.
Pre-assessments and other indicators of prior learning support the
differentiated learning model used in our classrooms to enrich or
remediate depending on student need. We implement a quality management
system both at the campus and classroom level, a system that helps each
of our 733 students share responsibility for their learning.

All Laurel Mountain students are provided both enrichment and service
learning opportunities. [Enrichment]{.underline} is provided at all
instructional levels examples include: Light Bulb Projects---students
select a topic on which to research and report. K.I.D.S. KITS---themed
boxes of hands-on materials support a variety of student interests.
Take-Out Science Kits---students take science experiments home. Robo
Lab---students build and motorize Legos. Claymation---students
computerize movement in clay sculptures. All grade levels provide
enrichment days from "Immigration Day" in fifth grade to a celebration
of the "100^th^ Day of School" in kindergarten. We have many
after-school clubs including Math Pentathlon, Chess, Spanish,
Storytelling, Art, Destination Imagination, and Chorus.
[Service]{.underline} opportunities for the school community include the
Recycling Green Team, Lionhearts, Safety Patrol and Jump Rope for Heart.
Our goal is to ensure that learning comes alive as each student is
engaged, has fun, and finds meaning and purpose in their
accomplishments.

One of Laurel Mountain's greatest resources is our parent involvement.
Parents set high standards for their children and support student
success with their participation in our learning community. Parents
contributed over 14,000 hours of volunteer time last year. Everyday,
parents enhance our students' learning by working in classrooms,
creating instructional materials, providing enrichment in art and music,
serving on committees, and initiating ideas for continuous improvement.
In addition, our PTA annually contributes monies to fund additional
supplies and programs that enhance learning.

Every child at Laurel Mountain has a "story---" a past, a present, and a
future. As administrators, teachers, and parents, we listen to each
story. Then we teach, inspire, support, and encourage. Together, we are
building a better world, one student at a time.

Part IV -- INDICATORS OF ACADEMIC SUCCESS

1\. Meaning of Assessment Results

Laurel Mountain Elementary students are assessed on the required
curricula, Texas Essential Knowledge and Skills (TEKS), through the
Texas Assessment of Knowledge and Skills (TAKS) assessments. All
students in 3^rd^ through 11^th^ grades take TAKS in reading and
mathematics annually, and test in science, writing, and social studies
every few years. In order to be promoted to 4th grade, all 3rd grade
students must demonstrate mastery on the reading TAKS test. Each TAKS
test consists of questions designed to measure problem solving, critical
thinking, processing, and application of knowledge and skills in a
specific content area. Schools are rated by the state as Exemplary,
Recognized, Acceptable or Low-Performing based on overall campus results
of passing rates in each tested area, as well as performance of
subpopulations. In addition to passing percentages, Texas school results
are further compared for Commended Level performance (90% correct).

Laurel Mountain teachers and administrators use the results of the
annual TAKS assessment to measure student achievement in order to plan
for continuous improvement. Laurel Mountain students continue to exceed
state standards and perform at the Exemplary Level, having received this
recognition for the past 10 years. We measure student achievement not
only by the percentage of students passing the TAKS, but also by
analyzing Commended Level performance, scale scores, and proficiency on
each reading and math objective. There are no discrepancies noted
between represented subpopulations as defined by Texas or Federal
criteria. Represented student groups consistently passed each the math
and reading sections of the TAKS at 98% or better.

Exemplary Performance in Reading at Laurel Mountain:

-   2004 TAKS - 99% of 3^rd^, 4^th^, 5^th^ graders scored at the Mastery
    Level, exceeding the state's average of 85%

-   2003 TAKS - 51% of 3^rd^, 4^th^, 5^th^ graders scored at the
    Commended Level

-   2004 TAKS - 57% of 3^rd^, 4^th^, 5^th^ graders scored at the
    Commended Level exceeding 42% at the district level and 28% at the
    state level

-   2004 TAKS - 3^rd^, 4^th^, 5^th^ graders scored 85% or higher on the
    4 tested objectives

-   2004 TAKS - 3^rd^, 4^th^, 5^th^ graders scored at the Commended
    Level on 75% of the 4 objectives tested at each grade level.

Exemplary Performance in Math at Laurel Mountain:

-   2004 TAKS - 99% of 3^rd^, 4^th^, and 5^th^ graders scored at the
    Mastery Level, exceeding the state's average of 86%

-   2003 TAKS - 48% of 3^rd^, 4^th^, 5^th^ graders scored at the
    Commended Level

-   2004 TAKS - 68% of 3^rd^, 4^th^, 5^th^ graders scored at the
    Commended Level exceeding 37% at the district level and 24% at the
    state level

-   2004 TAKS - scaled scores increased in 3^rd^, 4^th^, and 5^th^ grade

-   2004 TAKS - 3^rd^, 4^th^, 5^th^ graders scored 88% or higher on the
    6 tested objectives

-   2004 TAKS - 3^rd^, 4^th^, 5^th^ graders scored the Commended Level
    on 83% of the 6 objectives tested at each grade level.

In August 2002, Laurel Mountain was designated an ESOL campus, serving
approximately 25 LEP (Limited English Proficient) students. By May 2004
we served 65 LEP students who spoke 25 different languages. Our staff
works diligently to learn and implement effective instructional
strategies for our diverse student population. Our continued increases
in test scores are a result of highly trained, caring teachers,
enthusiastic students, and involved parents. Laurel Mountain Elementary
is a data-driven school where we continually analyze data from TAKS,
benchmark tests, unit tests, anecdotal records, and observations to
determine strengths and weaknesses. Our teachers address student needs
by changing instructional strategies, enhancing instructional materials,
restructuring time during the school day, and clarifying objectives
taught. All staff work together to ensure the effectiveness of
instructional programs, efficient allocation of resources, and effective
use of personnel. All stakeholders are active participants in developing
learning opportunities to meet the diverse needs of our student
population.

More comprehensive results and information on testing can be viewed in
the assessment area at
[www.tea.state.tx.us](http://www.tea.state.tx.us/). or
<http://www.roundrockisd.org/home/index.asp?page=399>

2\. Using Assessment to Improve Student and School Performance

The teachers, administration, and staff at Laurel Mountain Elementary
use various assessment tools to ensure success for all students and to
improve school performance. Our continuous improvement efforts begin
before school opens and continue throughout the year.

[Student Performance]{.underline}: Before school starts, teachers learn
about their assigned students by reviewing data folders, standardized
test scores, report cards, writing portfolios, parent conference input,
and teacher observations. The classroom teachers work collaboratively
with campus instructional specialists to share insights into the
strengths of each student and to identify areas for continued growth.
The specialists include personnel from special education, ESOL, talented
and gifted, speech, specialists in reading, occupational therapy, and
the counselor.

The written, taught, and assessed curriculum is aligned to the state
standards-the Texas Essential Knowledge and Skills (TEKS). Prior to new
units of study, students are given pre-tests to determine their current
mastery levels. Teachers use the pre-test results to plan instruction
and learning opportunities that meet the needs of each student. Flexible
groups are formed based on individual needs. Some students explore to a
greater depth and complexity a unit's concepts and skills while others
are learning the required concepts and skills or focusing on
prerequisite learning not yet mastered to fill learning gaps.

Students participate in setting personal learning goals based on the
TEKS and then monitor their progress towards mastery. In addition to
mastery of content areas, teachers monitor student growth in
researching, experimenting, listening, speaking, writing, and problem
solving. Monitoring systems include observational notes, checklists,
work samples, performance assessment, student self-evaluation, data
folders, tests, reflective writing, and evaluation conferences. Analysis
of these evaluations by teachers and students leads to instructional
decisions that increase individual student achievement.

[School Performance.]{.underline} Assessment data is collected from the
Texas Assessment of Knowledge and Skills (TAKS) for 3^rd^ through 5^th^
grade, Texas Primary Reading Initiative (TPRI) for students in
Kindergarten through 2nd grade, and district benchmark tests in reading,
writing, math, social studies and science. Teachers disaggregate the
data and combine the information from the classroom assessments and
observations to make instructional decisions. Additionally, the Campus
Improvement Plan (CIP) developed by teachers and the Site Based Advisory
Committee, reflects areas for school-wide improvement with specific
goals for each grade level. Progress on the CIP goals are measured
throughout the year and communicated in an annual summary to staff,
families, and district personnel.

3\. Communication of Student Performance

At Laurel Mountain Elementary, we achieve student success by building
positive relationships and meaningful communication between school,
home, and the community. Our children and parents speak 25 different
languages in their homes. To provide all parents information on our
school and student performance, our Site Based Advisory Committee, PTA,
and staff are developing action plans, which include providing
translators, translating written communication, and hosting cultural
meetings.

Parents and students are provided TEKS maps outlining the student
learning expectations for the year. TEKS maps are also available to the
community on our school website. Teachers, students, and parents work
collaboratively to determine specific academic goals for each student.
Student progress towards learning goals is shared through individual
conferences, data folders, written communication, student/teacher
created rubrics, peer conferencing, and analysis of standardized tests
and classroom assessments. Communication with parents includes a weekly
folder with descriptive comments on student work, report cards, e-mails,
notes, and phone calls. In Kindergarten, 1^st^ grade, and 2nd grade, the
developmental report card indicates progress in mastering learning
goals. Parents are invited to visit classrooms to observe and to
participate in learning activities. Parents and teachers discuss
accomplishments and intervention needs for individual students. More
formal, written communications on student progress are provided to
parents through Building Committee Meetings, LPAC meetings, 504
meetings, and ARD meetings. Each year, parents attend two parent
conferences to discuss their student's progress. In many grades, these
conferences are student-led. Teachers work with students on gathering
data, drawing conclusions, and presentation skills about their progress.
The parents, student, and teacher together make recommendations to
ensure continued progress.

Reports of all standardized test results (TAKS, OLSAT, SDDA, LDAA, RPTE)
are sent to parents. Teachers, administrators, and the counselor answer
questions or interpret test data with parents. Student performance and
assessment information is publicized to the community on the district's
website, the Laurel Mountain website, and the local newspaper. The State
of Texas publishes a report annually outlining specific school
performance indicators.

4\. Sharing Successes

Laurel Mountain has a widely recognized tradition of excellence. Our
staff continually learns from other schools, and willingly shares our
processes, ideas, and accomplishments. Other schools have requested our
program design, implementation, and results on gifted education,
enrichment, special education, ESOL, and SAIL (Student Assistance in
Learning) programs. Laurel Mountain teachers provide in-service training
at other campuses and welcome teachers to observe in our classrooms.
Mentoring student teachers, novice teachers, or candidates for National
Board Certification offer opportunities for Laurel Mountain teachers to
model effective teaching, learning, and monitoring practices.

A district-wide initiative to align the written, taught and assessed
curriculum to the Texas Essential Knowledge and Skills (TEKS) is
heartily embraced at Laurel Mountain. The district's website highlights
units of study developed at our campus, using them as models for other
campuses. Teachers from Laurel Mountain participate on district
curriculum councils, develop district scope and sequence documents, and
benchmark tests. Laurel Mountain teachers participate with colleagues
from across the district to share instructional strategies in art,
music, wellness education, special education, and gifted education.

During the past four years, teams of Laurel Mountain teachers and
administrators have presented at the Model Schools Conference in
Washington DC and Professional Learning Communities at Work Conference
with Rick DuFour in both Chicago and Austin. These experiences provided
opportunities not only to share our processes, but more importantly to
learn from other exemplary schools.

For the past ten years, Laurel Mountain has received an Exemplary Rating
from the Texas Accountability System. On the 2004 TAKS, we earned the
Gold Performance Acknowledgement for student achievement in Reading/ELA,
Writing, Math, and Science. Recognition by the Greater Austin Quality
Council Level III Baldrige Quality Award underscores our campus
commitment to systems of excellence.

Part V -- CURRICULUM AND INSTRUCTION

1\. School Curriculum

Our curriculum, because it is aligned, challenging, and culturally rich,
engages students in meaningful learning that results in high
achievement. Laurel Mountain teachers build this strong curriculum by
aligning the state standards, TEKS, to both assessments and learning
experiences. Such alignments are the foundation for powerful teaching
and learning. Working collaboratively, teachers develop units of study
that integrate reading, writing, and math with science and social
studies. Associated with each unit of study are teaching and learning
strategies selected to meet individual student needs and learning
styles. Our aligned curriculum is a "work in progress," continually
changing to meet student needs. Guided by the work of Heidi Hayes Jacobs
and H. Lynn Erickson, our curriculum emphasizes concept development in
ways that build meaning and make connections to past and future
learning. Student learning improves because a balance exists between
teacher organized activities and student initiated and self-directed
work. Students have opportunities to think critically, solve problems,
work in cooperative groups, set goals, monitor progress, practice
self-discipline, and develop social skills.

Students master mathematical processes and skills through the use of
manipulatives, hands-on activities, problem solving, cooperative
learning, and real world application of mathematical knowledge. Math
lessons are designed so that students value mathematics, and become
confident in their ability to reason, problem solve, and communicate
mathematically.

Our social studies curriculum is presented separately, but also is
integrated in meaningful ways through grade level appropriate study of
history, geography, economics, government, citizenship, culture,
science, technology, and society. We learn daily about different
cultures. Our cultural diversity provides multiple opportunities for
everyone to learn and appreciate each person's unique perspective. The
children at Laurel Mountain are invaluable resources for students,
teachers, parents, and the community as we continually learn from and
about each other.

Our classroom practices support the state's expectation that education
promotes science as a way of learning about the natural world. Through
hands-on exploration of concepts, students learn how science has built a
vast body of changing and increasing knowledge described by physical,
mathematical, and conceptual models, but that science cannot answer all
questions.

Communication is the foundation of our language arts curriculum. We
emphasize the ability to read, write, analyze, build meaning, and relate
ideas through spoken and written language. Teachers are trained in
writing as a process and in balanced literacy programs that promote
individualized instruction. Student writing samples are analyzed
vertically to provide consistent, progressive expectations.

Full-time teachers in art, music and wellness education at Laurel
Mountain provide students with a foundation and appreciation of the arts
and physical activities as well as integration of knowledge and skills
from the core curriculum. Students learn to read music and play a
variety of instruments through a cultural exploration of sound. Students
express themselves artistically through painting, sculpture, and
textiles that are representative of the historical and multicultural
influence of art. The annual gallery night showcases at least one
self-selected creative work from each student, forming a campus-wide
portfolio that covers every wall.

Teachers and parents have high expectations for learning by all
students. Our classrooms are positive learning environments where
students maintain or develop high achievement expectations. Learning is
possible when students believe they can achieve. Teachers and students
recognize and celebrate effort that leads to accomplishment of learning
goals. When students struggle to learn, Laurel Mountain teachers ask
themselves, "What do I need to change in my teaching so this student
will be successful?"

2\. Reading Curriculum

Learning to read is a process that requires students to be active and
creative, and to use higher order thinking strategies through
comprehension of written text, supported by strategies to develop
accuracy and fluency. Laurel Mountain Elementary students construct
meaning from reading in order to learn and analyze new information, to
read for pleasure, and to make meaningful connections to personal
experiences. Based on the research of Regie Routman, Irene Fountas, and
Gay Su Pinnell, our teachers guide students to become successful
independent readers through a balanced literacy approach defined as
reading and writing to, with, and by the children. Reading instruction
is regularly integrated with science and social studies to create
authentic learning experiences.

During shared reading, all classrooms, including art, music, and
physical education, provide opportunities for students to interact with
print in the form of stories, books, songs, poems, plays, word walls,
research, and primary source documents. Guided reading instruction
emphasizes development of strategies to improve comprehension,
vocabulary, phonemic awareness, phonics, fluency, and accuracy. The
teacher and students work in flexible groups based on instructional
level where successful reading strategies are shared and discussed and
new strategies are introduced. Literature Circles, student-led book
studies are designed to gain a deeper understanding of literature by
increasing comprehension and higher level thinking skills. Through
reflective discussion, students predict, summarize, analyze, and draw
conclusions. During independent reading, the students self-select books
of interest and participate in literacy workstations. Our
campus-developed Literacy Library provides leveled fiction and
non-fiction books allowing teachers to select books that meet an
individual student's reading ability and interest.

Teachers monitor comprehension, vocabulary development, phonics, and
fluency by observing and interacting with students as they read
authentic texts for meaningful purposes. Instruction is differentiated,
based on information collected in student data folders, teacher
observational notes, and formal assessments. Additional support is
provided to students and teachers by reading specialists, special
education, gifted education, and ESOL specialists. This support may
include intensive small group instruction, one on one instruction,
inclusion support, alternative instructional strategies and resources,
consultation between teachers, and/or parental involvement.

3\. Science Curriculum

In the content area of science, representatives from each grade level
collaborate to vertically align earth science from the Texas Essential
Skills and Knowledge objectives. We chose earth science based on our
2004 TAKS data. This teacher team discusses academic language, concepts,
essential questions, assessments, and differentiation to increase
student achievement. Grade level teachers reflecting on past successes
and future changes will follow aligned instruction.

Students take advantage of numerous science opportunities: Take-Home
Science Experiments connect home and school as parents and children
explore science concepts. Students conduct independent research and
report findings on our school television broadcast program. Students
write scripts and gather visuals, producing videos taped for broadcast
during a weekly Feature Spot. Light-Bulb projects encourage students to
create their own enrichment projects based on personal interest for an
authentic audience. Mad Science, an after-school program, and the annual
campus science discovery fair offer group and independent exploration
opportunities. Several grade levels have established gardens around the
school that are used for real world application of both math and science
skills. The Laurel Mountain Green Team develops and markets a recycling
project for both paper and ink cartridges. This project promotes
responsible citizenship and earns money for the school. With the help of
local engineers, teachers assist all students with thinking, planning,
and programming robots through Robo-Lab. Whether it's safety in the
science lab, hands-on discovery of science concepts, differentiated
learning based on process or product, take home science experiments,
broadcasting on our school TV program, creating and maintaining a school
garden and greenhouse, or parents volunteering to work with teachers
creating special event days, the Laurel Mountain science curriculum
focuses on student learning of the state essential skills and knowledge
objectives. We are a learning community dedicated to developing the
skills, strategies, and attitudes necessary to become independent
explorers, critical thinkers, leaders, and responsible citizens.

4\. Instructional Methods Used to Improve Student Learning

Research supports the finding that an important factor in student
success is a positive relationship between the student and teacher.
Beginning the first minute of the first day of school, students at
Laurel Mountain become a part of a classroom learning community.
Together students and teachers develop class mission statements and
share expected learning outcomes. Throughout the year, teachers
establish positive relationships with each student by engaging in
conversation, learning about the students' talents and interests, and
attentively listening. The research-based instructional methods
identified below are successful in our classrooms because students feel
respected and therefore are willing to take risks and accept challenges.

Laurel Mountain follows the 3-High Achievement Model developed by The
Association for Supervision and Curriculum Development (ASCD). It
outlines five research-based instructional methods to improve student
learning. [Experiential instructional methods]{.underline} provide
students opportunities to learn through real-world experiences. As
examples, our students monitor school energy consumption and recycling,
produce a live morning television broadcast, develop and implement plans
to secure additional resources, and in a special project, collected
6,700 books for a library in Uganda. A [collaborative learning
model]{.underline} allows our students to work in small groups to
discuss concept-based learning objectives, peer conference, problem
solve, and complete projects. Students learn with one another and
receive feedback from fellow students. Using an [individualized
approach]{.underline}, Laurel Mountain students set personal learning
goals, develop action plans, collect data, and reflect on learning
outcomes to ensure future success. Student interests, learning styles,
and specific needs are used to decide how mastery will be demonstrated.
One student may complete a research project, another a PowerPoint
presentation, and yet another a model to demonstrate learning. A
[diagnostic and prescriptive approach]{.underline} targets specific
learning and/or social goals. Administrators, classroom teachers, the
counselor, special education teachers, gifted education teachers,
reading specialists, parents, and students work together to develop
specific action plans to develop the skills, strategies, and monitoring
necessary for successful completion of targeted goals. The [accelerated
learning model]{.underline} provides opportunities for students to study
to a greater depth and complexity specific learning objectives. All
students participate in enrichment activities such as, service to the
community or world, technology, after school clubs, grade level learning
events, cultural awareness events, independent learning, and school-wide
events.

Many instructional support resources are available to staff and
students. Additional resources are secured based on documented student
needs as dictated by district goals and the Campus Improvement Plan. Our
campus budget is increased through the generosity of PTA fund-raising
events, corporate and business donations, grants, and individual parent
donations.

5\. Professional Development Program

The reoccurring Exemplary ratings for Laurel Mountain Elementary result
from our professional learning community working in many types of teams
to achieve shared goals. At Laurel Mountain Elementary, embedded
collaboration is a routine practice. Research indicates collaboration
has a positive effect on improving classroom teaching and student
achievement. All teachers at Laurel Mountain Elementary receive
professional learning as a part of their daily work**.** We analyze
student data and then develop campus and classroom goals based on the
student needs revealed by the data. The Academic Leadership Team (ALT),
supported by administration plans, selects, implements, and evaluates a
multitude of adult learning opportunities designed to improve student
achievement. Data is collected throughout the year on both professional
learning and what impact it has on student learning.

All teachers are engaged in daily embedded professional learning
accomplished by examining student data and work samples, visiting other
classrooms, leading a school-wide committee, being a mentor, observing
model lessons, collaborating vertically and horizontally, aligning
curriculum to state standards, developing concept-based curriculum maps,
planning school improvement, and collaboratively planning lessons. In
addition to district-wide staff development days, grade level teams are
provided eight additional collaborative meeting times, plus four half
days that focus on developing concept-based curriculum maps. Also, the
district has created new positions called Curriculum Integration
Specialists (CIS) and a Teacher Cadre to work directly with teachers at
the campus level to improve instruction. Classroom teachers use the
expertise of the CIS and Teacher Cadre for lesson design, model
teaching, peer coaching, and analysis of student work. Additional
opportunities for professional learning are faculty meetings, campus
improvement plan meetings, grade level meetings with administration,
monthly Academic Leadership Team meetings, Site Based Advisory Committee
meetings, and team meetings. Yearly action research projects provide
teachers in-depth learning based on Campus Improvement Plan goals
targeted to improve student achievement. Finally, teachers may attend
outside trainings that support campus or district goals.

Our parent community recognizes the quality of education their children
receive and understands the need for staff to continuously improve
curriculum and instructional delivery. Parent support is evident from
generous donations of volunteer time as well as financial contributions
through the PTA for teacher training programs.

###### 

###### 

## PART VII -- ASSESSMENT RESULTS

###### 

###### 

###### Explanation of Data Tables

Texas Assessment of Knowledge and Skills (TAKS)

2002-2003 2003-2004

Texas Assessment of Academic Skills (TAAS)

1999-2000 2000-2001 2001-2002

###### In accordance with the requirements of the federal No Child Left Behind Act, Texas calculation of passing percentages in 2002-2003 changed in significant ways from calculations in prior years. First, the test changed from the Texas Assessment of Academic Skills to the much more rigorous Texas Assessment of Knowledge and Skills. Second, some students with disabilities who were previously exempted from the accountability calculations were included in all proficiency calculations. Third, students were required to be enrolled in a school for 120 consecutive days in order to be included in the calculations for that school. These changes may cause the data from the 2002-2003 school year and beyond to appear different from the data from previous years for some schools. In addition to the TAKS in English, state scores include tests in Spanish, Limited English Proficient, and Special Education. Grade 3 scores are cumulative, given over the course of the year to facilitate promotion. By law, if students don't pass the 3^rd^ grade reading test, they are not promoted to the next grade.

### **TAAS Test Standards 1999-2002**

-   [Academic Recognition]{.underline}: This represents high academic
    achievement (95%) in reading, math, and/or writing (4^th^ grade)

-   [Met Minimum Expectations:]{.underline} This represents satisfactory
    academic achievement. Students performed at or above the state
    passing standard as set by the State Board of Education.

-   [Did Not Meet Minimum Expectations:]{.underline} This represents
    unsatisfactory academic achievement. Students performed below the
    state passing standard.

##### TAKS Test Standards 2002-2003 and 2003-2004

-   [Commended Performance]{.underline}: This represents high academic
    achievement (93% approx) in reading, math, writing (4^th^ grade),
    and/or science (5^th^ grade)

-   [Met the Standard]{.underline}: This represents satisfactory
    academic achievement. Students performed at or above the state
    passing standard as set by the State Board of Education.

-   [Did Not Meet Standard]{.underline}**:** This represents
    unsatisfactory academic achievement. Students performed below the
    state passing standard.

#### Students Exempt from TAAS or TAKS

-   Special Education students for which the TAAS or TAKS would not be
    an appropriate assessment measure, even with allowable
    modifications, are assessed using the State Developed Alternative
    Assessment (SDAA) or a Locally Developed Alternative Assessment
    (LDAA). This decision is made by the special education Admission,
    Review, and Dismissal Committee (ARD). The baseline year for SDAA
    was 2000-2001.

```{=html}
<!-- -->
```
-   Recent immigrant students that have not had sufficient time to
    acquire the necessary academic language are assessed on alternative
    assessments. These students are assessed using the Reading
    Proficiency Test in English (RPTE), Observation Protocol, portfolio
    assessments, and math assessments. This decision is made by the
    Language Proficiency Assessment Committee (LPAC).

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

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

Edition/publication year: [2004]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
  **SCHOOL YEAR**                    **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Test Given**                     **TAKS**        **TAKS**        **TAAS**        **TAAS**        **TAAS**

  **Testing month**                  Mar/Apr         Mar/Apr         April           April           April

  **Total Students**                 103             102             103             113             126

  **SCHOOL SCORES**                                                                                  

  (TAKS,TAAS) % Commended            61%             60%             55%             57%             55%
  Performance                                                                                        

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            98%             97%

  Number of students TAKS/TAAS       94              95              102             107             121
  Tested                                                                                             

  \% of total students tested        91%             93%             99%             95%             96%
  TAKS/TAAS                                                                                          

  Number of students alternatively   3               4               0               4               NA
  assessed                                                                                           

  \% of students alternatively       3%              4%              0%              4%              NA
  assessed                                                                                           

  Number of students exempt or       6               3               1               2               5
  absent                                                                                             

  \% of students exempt or absent    6%              3%              1%              1%              4%

  **SUBGROUP SCORES**                                                                                

  ***1. White***                                                                                     

  (TAKS) % Commended Performance     60%             58%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            96%             96%

  Number of students tested          57              62              71              75              77

  ***2. Asian/Pacific Island***                                                                      

  (TAKS) % Commended Performance     69%             68%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            100%            100%

  Number of students tested          32              28              26              26              28

  **STATE SCORES**                                                                                   

  (TAKS) % At or above Commended     35%             26%             NA              NA              NA
  Performance                                                                                        

  (TAKS) % At or Above Met Standard  91%             89%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              87%             86%             87%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

Fewer than 5 students were in the subpopulations, Hispanic, African
American, and Economically Disadvantaged, therefore results are masked
to protect student confidentiality.

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

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

Edition/publication year: [2004]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
  **SCHOOL YEAR**                    **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Test Given**                     TAKS            TAKS            TAAS            TAAS            TAAS

  **Testing month**                  April           April           April           April           April

  **Total Students**                 103             102             103             113             126

  **SCHOOL SCORES**                                                                                  

  (TAKS, TAAS) % Commended           68%             38%             30%             34%             51%
  Performance                                                                                        

  (TAKS) % Met Standard              100%            100%                                            

  (TAAS) % Met Minimum Standards                                     100%            96%             99%

  Number of students tested          95              96              103             109             121
  TAKS/TAAS                                                                                          

  \% of total students tested        92%             94%             100%            96%             96%
  TAKS/TAAS                                                                                          

  Number of students alternatively   2               4               0               2               NA
  assessed                                                                                           

  \% of students alternatively       2%              4%              0%              2%              NA
  assessed                                                                                           

  Number of students exempt or       6               2               0               2               5
  absent                                                                                             

  \% of students exempt of absent    6%              2%              0%              2%              4%

  **SUBGROUP SCORES**                                                                                

  ***1. White***                                                                                     

  (TAKS) % Commended Performance     60%             32%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            95%             99%

  Number of students tested          58              63              71              77              77

  ***2. Asian/Pacific Island***                                                                      

  (TAKS) % Commended Performance     84%             54%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            100%            100%

  Number of students tested          32              28              27              26              28

  **STATE SCORES**                                                                                   

  (TAKS) % At or above Commended     25%             18%             NA              NA              NA
  Performance                                                                                        

  (TAKS) % At or Above Met Standard  90%             90%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              87%             82%             80%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

Fewer than 5 students were in the subpopulations, Hispanic, African
American, and Economically Disadvantaged, therefore results are masked
to protect student confidentiality.

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

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

Edition/publication year: [2004]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
  **SCHOOL YEAR**                    **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Test Given**                     TAKS            TAKS            TAAS            TAAS            TAAS

  **Testing month**                  April           April           April           April           April

  **Total Students**                 115             114             123             131             130

  **SCHOOL SCORES**                                                                                  

  (TAKS, TAAS) % Commended           48%             45%             82%             68%             68%
  Performance                                                                                        

  (TAKS) % Met Standard              99%             96%                                             

  (TAAS) % Met Minimum Standards                                     99%             99%             99%

  Number of students tested          105             112             117             125             126
  TAKS/TAAS                                                                                          

  \% of total students tested        91%             98%             95%             95%             97%
  TAKS/TAAS                                                                                          

  Number of students alternatively   5               2               4               4               NA
  assessed                                                                                           

  \% of students alternatively       4%              2%              3%              3%              NA
  assessed                                                                                           

  Number of students exempt/absent   5               0               2               2               4

  \% of students exempt or absent    4%              0%              2%              2%              3%

  **SUBGROUP SCORES**                                                                                

  ***1. White***                                                                                     

  (TAKS) % Commended Performance     44%             50%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              99%             100%            99%

  Number of students tested          68              72              79              76              89

  ***2. Asian/Pacific Island***                                                                      

  (TAKS) % Commended Performance     59%             37%             NA              NA              NA

  (TAKS) % Met Standard              100%            91%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              100%            97%             100%

  Number of students tested          32              35              34              32              28

  **STATE SCORES**                                                                                   

  (TAKS) % At or above Commended     25%             17%             NA              NA              NA
  Performance                                                                                        

  (TAKS) % At or Above Met Standard  85%             85%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              92%             90%             89%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

Fewer than 5 students were in the subpopulations, Hispanic, African
American, and Economically Disadvantaged, therefore results are masked
to protect student confidentiality.

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

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

Edition/publication year: [2004]{.underline} Publisher: [Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
  **SCHOOL YEAR**                    **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Test Given**                     TAKS            TAKS            TAAS            TAAS            TAAS

  **Testing Month**                  April           April           April           April           April

  **Total Students**                 115             114             123             131             130

  **SCHOOL SCORES**                                                                                  

  (TAKS, TAAS) % Commended           62%             46%             25%             26%             59%
  Performance                                                                                        

  (TAKS) % Met Standard              99%             98%                                             

  (TAAS) % Met Minimum Standards                                     99%             99%             100%

  Number of students tested          106             112             120             127             127
  TAKS/TAAS                                                                                          

  \% of total students tested        92%             98%             98%             97%             98%

  Number of students alternatively   5               2               2               2               NA
  assessed                                                                                           

  \% of students alternatively       5%              2%              2%              1.5%            NA
  assessed                                                                                           

  Number of students exempt or       4               0               1               2               3
  absent                                                                                             

  \% of students exempt of absent    4%              0%              0%              1.5%            2%

  **SUBGROUP SCORES**                                                                                

  ***1. White***                                                                                     

  (TAKS) % Commended Performance     56%             49%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              99%             100%            100%

  Number of students tested          68              72              81              77              90

  ***2. Asian/Pacific Island***                                                                      

  (TAKS) % Commended Performance     76%             40%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            97%             100%

  Number of students tested          33              35              34              32              27

  **STATE SCORES**                                                                                   

  (TAKS) % At or above Commended     21%             15%             NA              NA              NA
  Performance                                                                                        

  (TAKS) % At or Above Met Standard  86%             87%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              94%             91%             87%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

Fewer than 5 students were in the subpopulations, Hispanic, African
American, and Economically Disadvantaged, therefore results are masked
to protect student confidentiality.

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

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

Edition/publication year: [2004]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
  **SCHOOL YEAR**                    **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Test Given**                     TAKS            TAKS            TAAS            TAAS            TAAS

  **Testing Month**                  April           April           April           April           April

  **Total Students**                 124             131             133             137             122

  **SCHOOL SCORES**                                                                                  

  (TAKS, TAAS) % Commended           63%             50%             75%             63%             65%
  Performance                                                                                        

  (TAKS) % Met Standard              98%             98%                                             

  (TAAS) % Met Minimum Standards                                     100%            100%            100%

  Number of students tested          121             127             126             135             118
  TAKS/TAAS                                                                                          

  \% of total students tested        97%             95%             95%             98%             97%
  TAKS/TAAS                                                                                          

  Number of students alternatively   1               2               6               1               NA
  assessed                                                                                           

  \% of students alternatively       1%              2.5%            4%              1%              NA
  assessed                                                                                           

  Number of students exempt/absent   2               2               1               1               4

  %of students exempt or absent      2%              2.5%            1%              1%              3%

  **SUBGROUP SCORES**                                                                                

  ***1. White***                                                                                     

  (TAKS) % Commended Performance     68%             51%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              99%             100%            100%

  Number of students tested          75              80              82              89              84

  ***2. Asian/Pacific Island***                                                                      

  (TAKS) % Commended Performance     55%             53%             NA              NA              NA

  (TAKS) % Met Standard              95%             100%            NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              100%            100%            100%

  Number of students tested          40              40              35              33              23

  **STATE SCORES**                                                                                   

  (TAKS) % At or above Commended     25%             17%             NA              NA              NA
  Performance                                                                                        

  (TAKS) % At or Above Met Standard  79%             79%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              92%             90%             87%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

Fewer than 5 students were in the subpopulations, Hispanic, African
American, and Economically Disadvantaged, therefore results are masked
to protect student confidentiality.

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

> Subject: [Math]{.underline} Grade: [5]{.underline} Test: [Texas
> Assessment of Knowledge and Skills]{.underline}
>
> Edition/publication year: [2004]{.underline} Publisher: [Texas
> Education Agency]{.underline}

  ---------------------------------- --------------- --------------- --------------- --------------- ---------------
  **SCHOOL YEAR**                    **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  **Test Given**                     TAKS            TAKS            TAAS            TAAS            TAAS

  **Testing Month**                  April           April           April           April           April

  **Total Students**                 124             132             133             137             122

  **SCHOOL SCORES**                                                                                  

  (TAKS, TAAS) % Commended           74%             60%             49%             42%             47%
  Performance                                                                                        

  (TAKS) % Met Standard              99%             99%                                             

  (TAAS) % Met Minimum Standards                                     99%             100%            100%

  Number of students tested          121             126             128             136             122
  TAKS/TAAS                                                                                          

  \% of total students tested        97%             95%             96%             99%             100%
  TAKS/TAAS                                                                                          

  Number of students alternatively   1               1               4               1               NA
  assessed                                                                                           

  \% of students alternatively       1%              1%              3%              1%              NA
  assessed                                                                                           

  Number of students exempt or       2               5               1               0               0
  absent                                                                                             

  \% of students exempt or absent    2%              4%              1%              0%              0%

  **SUBGROUP SCORES**                                                                                

  ***1. White***                                                                                     

  (TAKS) % Commended Performance     72%             52%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              99%             100%            100%

  Number of students tested          75              79              85              90              88

  ***2. Asian/Pacific Island***                                                                      

  (TAKS) % Commended Performance     85%             83%             NA              NA              NA

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

  (TAAS) % Met Minimum Standards     NA              NA              100%            100%            100%

  Number of students tested          40              40              35              33              23

  **STATE SCORES**                                                                                   

  (TAKS) % At or above Commended     26%             17%             NA              NA              NA
  Performance                                                                                        

  (TAKS) % At or Above Met Standard  82%             86%             NA              NA              NA

  (TAAS) % Met Minimum Standards     NA              NA              96%             94%             92%
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

Fewer than 5 students were in the subpopulations, Hispanic, African
American, and Economically Disadvantaged, therefore results are masked
to protect student confidentiality.