##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Cynthia A. Bernal]{.underline}

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

Official School Name [James Bowie, S.A.I.S.D.]{.underline}

(As it should appear in the official records)

School Mailing Address [439 Arbor Place]{.underline}

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

[San Antonio Texas 78207-1728]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 210 ) 226-2753]{.underline} Fax [( 210 ) 226-2911]{.underline}

Website/URL [http://www.saisd.net]{.underline} Email
[cbernal@saisd.net]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Ruben Olivares]{.underline}

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

District Name [San Antonio Independent School District]{.underline} Tel.
[(210) 299-5500]{.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 Dr. Julian Trevino

(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 II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [64]{.underline} Elementary
schools

[17]{.underline} Middle schools

[8]{.underline} High schools

[4]{.underline} Special Campuses

[93]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 5,183.00]{.underline}

Average State Per Pupil Expenditure: [\$ 4,929.00]{.underline}

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**       37        24                     42           **7**                             

  **1**       27        31                     61           **8**                             

  **2**       34        27                     58           **9**                             

  **3**       35        32                     61           **10**                            

  **4**       29        36                     67           **11**                            

  **5**       36        28                     65           **12**                            

  **6**                                                     Other-PK    23        19          42

                                    **TOTAL                                                   418
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [1]{.underline} % White

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

[98]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

100% Total

7\. Student turnover, or mobility rate, during the past year: [34.6
%]{.underline}

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

  ------------ ----------------------------------- -----------------------
  **(1)**      Number of students who transferred  68
               ***to*** the school after October 1 
               until the end of the year.          

  **(2)**      Number of students who transferred  68
               ***from*** the school after October 
               1 until the end of the year.        

  **(3)**      Subtotal of all transferred         136
               students \[sum of rows (1) and      
               (2)\]                               

  **(4)**      Total number of students in the     393
               school as of October 1              

  **(5)**      Subtotal in row (3) divided by      0.34605
               total in row (4)                    

  **(6)**      Amount in row (5) multiplied by 100 34.6
  ------------ ----------------------------------- -----------------------

8\. Limited English Proficient students in the school[: 47
%]{.underline}

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [100 %]{.underline}

[418]{.underline} Total Number Students Who Qualify

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

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

[46]{.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.

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

\_\_\_\_Deafness [4]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [17]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [26]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) 1 0

Classroom teachers 22 1

Special resource teachers/specialists 3 1

Paraprofessionals 7 0

> Support staff 3 6
>
> Total number 36 8

12\. Student-"classroom teacher" ratio: [19: 1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

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

  Daily student         96.34 % \*  97.2 %      96.7 %        97.2 %
  attendance                                                  

  Daily teacher         96.83 %     95.95 %     97.02         97.31 %
  attendance                                                  

  Teacher turnover rate .06 %       1.9 %       2\. %         2.4 %

  Student dropout rate  NA          NA          NA            NA

  Student drop-off rate NA          NA          NA            NA
  --------------------- ----------- ----------- ------------- -------------

\* As of 3-14-03

[PART III ‑ SUMMARY]{.underline}

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

James Bowie Elementary in San Antonio, Texas, was established in 1893 as
Public School #9 and is one of 64 elementary schools in the San Antonio
Independent School District. Designated as an historical landmark, the
school is located on the west side of the city and sits in the midst of
a commercial and residential area, between two sets of railroad tracks
utilized by the Union Pacific Railroad. The recent bond program
additions (1997-2001) have made it possible to upgrade the facility by
providing adequate classroom space and technology access. Businesses in
the area include a print shop, restaurants, a steel processing company
and auto shop, a fence company and bakery along with other industrial
sites. Within on mile of the school are the Bexar County Appraisal
District Office, Fire Station #11, the Sheriff's Department substation,
a public hospital, and the Civil Court Building. Highway Interstate
System 10 runs near Bowie Elementary approximately one half mile from
the school boundary lines. Situated within this business area and high
traffic zone, school personnel face daily challenges to provide a safe
and secure environment for students and families. Students acting as
school safety patrols and city crossing guards work diligently in this
effort.

The student population of James Bowie is compromised of 1% White, 1%
African-American, and 98% Hispanic. One hundred percent of our students
are from economically disadvantaged backgrounds and are eligible for
free meals at school. Breakfast and lunch are provided and snacks are
made available in the after school tutoring program and Challenge
Program. Due to our location within the state, many of our school's
families have migrated from Mexico to the United States. This process
has increased our Limited English Proficiency (LEP) population to 47%
and our migrant population to 9%. In addition, student mobility rate is
34.6% which reflects the ever changing dynamics of the school. Many
students live with both parents, however, a large number of students
live in single parent homes or with grandparents of designated, legal
guardians due to special circumstances (i.e., incarcerated parents,
abandonment or neglect, and economic hardship). Eleven percent of the
student body is designated as Special Education and receives itinerant
academic support within the regular education classroom. Bilingual
Education services are provided to 43% of our students 5% are designated
as Gifted and Talented. The total At-Risk population for James Bowie is
69%. The Texas State Golden Performance Award was given to Bowie
Elementary in 2001 for having a 97% student attendance rate.

Our learning community believes that:

-   Excellence and equity in student performance are achievable for all
    students.

-   No child will be left behind.

-   The teacher is the program. \[Effective teaching practices, frequent
    assessment, data driven instruction, team planning/collaboration\]

-   People support what they help create.

-   Change comes from within. Change is inevitable, beneficial and
    embraced.

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

    **Report the school's assessment results in reading (language arts
    or English) and mathematics for at least the last three years for
    all grades tested using either state tests or assessments referenced
    against national norms at a particular grade. For formatting, use
    the sample tables (no charts or graphs) at the end of this
    application. Present data for all grades tested for all standardized
    state assessments and assessments referenced against national norms
    administered by the school. Limit the narrative to one page.**

> a\. Disaggregate the data for any ethnic/racial or socioeconomic
> groups that comprise sufficient numbers to be statistically
> significant (generally 10 percent or more of the student body of the
> school). Show how all subgroups of students achieve at high levels or
> improve dramatically in achievement for at least three years. Explain
> any disparity among subgroups.
>
> b\. Specify which groups, if any, are excluded from a test, the
> reasons for the exclusion, as well as the number and percentage of
> students excluded. Describe how these students are assessed. ***\* See
> pages 14, 17, 20, 22, 25.***

c.  Attach all test data to the end of this application and continue to
    number the pages consecutively. ***\* See pages 15, 16, 18, 19, 21,
    23, 24, 6, 27, and 29.***

**Results of the 2002 state assessment test, TAAS, demonstrate continued
overall improvement in Reading and Math across grade levels/subgroups.**
Subgroups included for comparison include Economically Disadvantaged,
Hispanic, and At-Risk. At-risk students are defined as students who are
under twenty-one years of age and at risk of dropping out of school who:
did not perform satisfactorily on an assessment administered during the
current year; were previously retained; are Limited English Proficient.
\[The definition provided addresses the category of at-risk students on
our campus.\] Tables are included on pages 15-29 and are organized by
grade level, subject, and English/Spanish scores. Student performance
ratings are defined on pages listed above in 1.c.

**Reading results** from the 2002 assessments demonstrate increases
since the 1999 assessment results. Passing rates based on basic scores
increased from 8 -- 44 percentage points. Fourth grade scores
demonstrate a 45 percentage point increase. Fifth grade scores
illustrate a gain of 30.8 percentage points. Basic scores for Spanish
scores demonstrate performance below the state mean basic score (within
a range of 11 to 23 percentage points), but we are encouraged by the
increase in proficiency scores for all third graders.

Most significant in the reading results is the increase of student
performance in the proficient category from 1999-2002. Proficiency
scores indicate a higher standard of student performance, as students
scoring in this category demonstrate an 85% passing rate. Third grade
proficiency scores increased by 33 percentage points. Fourth grade
proficiency scores increased by 45 percentage points. Fifth grade
proficiency scores increased by 30 percentage points.

Subgroup assessment scores demonstrate significant gains in basic
scores. Economically disadvantaged students increased basic scores from
29 -- 45 percentage points. Hispanic students increased basic scores
from 5 -- 40 percentage points. At-Risk students increased basic scores
from 3 -- 55 percentage points.

**Math results** from 2002 assessments demonstrate significant increases
since the 1999 assessment results. Passing rates based on basic scores
increased from 32 to 47.7 percentage points. Spanish scores indicate
steady performance above the state mean score. Fourth grade basic scores
demonstrate 100% passing rates for two consecutive years, increasing
passing rates from 42 to 47 percentage points since 1999.

Most significant in the math results is the increase for student
performance from 1999-2002 in the proficient category. Proficiency
scores indicate a higher standard of student performance as students
scoring in this category demonstrate an 85% passing rate. Third grade
proficiency scores increased by 43.5 percentage points. Fourth grade
scores increased by 38.1 percentage points, while fifth graders
increased scores by 71.7 percentage points.

In comparing state mean scores to campus scores, third grade performance
scores were within a range of 1 - 3 percentage points. Fourth grade
scores were 6 -- 7.8 % above the state mean score. Fifth grade scores
were within a 2 percentage point range. Subgroups demonstrated
significant gains in basic scores. Economically disadvantaged students
increased basic scores from 32 -- 45 percentage points. Hispanic
students increased scores from 28 -- 40 percentage points. At-Risk
students increased scores from 30 -- 40 percentage points.

Overall, student exemptions averaged from 2% (1 student) to 14 % (8
students in 1999). In 2002, only 4 students were exempt from the test
due to Special Education recommendations or LEP committee
recommendations. Special Education students take the State Developed
Alternate Assessment test at their academic level in
reading/math/writing. LEP students take the state's annual RPTE (Reading
Proficiency Test in English) to determine language proficiency levels.

1.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Student achievement data in core curriculum areas is reviewed on a
daily/ weekly / monthly basis. Interim assessments, conducted in
nine-week cycles for all curriculum areas, provide data regarding
student progress. Informal/formal assessments results determine
instruction, interventions, and collaboration to ensure student
learning/progress. The Texas Primary Reading Inventory provides
individual reading assessments for grades K, 1, and 2. The Flynt Cooter
is currently used to assess reading levels for Grade 3. Based on this
data, interventions (as per the state's Student Success Initiative) are
provided by the district and implemented by teachers. All teachers in
grades PK-5 provide interventions to students across grade levels
throughout the day and after school.

Weekly team collaboration occurs by grade level meetings with the campus
Curriculum Instructional Coordinator (CIC), support staff, and the
principal. Multiple measures of student achievement target
strengths/weaknesses of each child. Instructional goals are set for all
students, addressing the needs of all academic ability levels/progress
towards state established standards. Standardized test scores are
disaggregated and utilized to:

-   Monitor individual/campus progress each year.

-   Set academic goals in the campus improvement plans/student action
    plans.

-   Review/compare previous gains/trends/strengths/areas for improvement
    in practices/staff development/student performance.

-   Review programs/resources that will assist with the continued
    improvement of student achievement.

Interventions based on assessment data provide immediate assistance to
struggling students. Every teacher conducts small group tutoring
sessions two days a week in nine-week cycles. Assessment results target
instructional goals for after school interventions. Campus interventions
are upgraded during the nine-week cycle prior to the state standardized
test, ensuring small group tutoring opportunities or one-to--one
intervention. Focused instruction/assessment/staff teaming is key to
student progress. Saturday workshops for students are conducted from
January through April as needed.

Assessment is also reviewed by the principal/CIC to assess teacher
performance. Results provide information regarding teacher
strengths/weaknesses, enabling the administrative /support staff to
intervene with team teaching/planning, additional staff
development/support and when making personnel decisions.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Student performance is communicated to students on a regular/routine
basis (daily, weekly, monthly) and in nine-week cycles (interim
assessments/report cards) throughout the year. Assessment data/teacher
evaluation provides timely, specific feedback regarding student
strengths/weaknesses in student/teacher/parent conferences and team
collaboration. Each student has a comprehensive individual portfolio of
student work/assessments that follows the student from year to year and
provides accurate information to the each succeeding teacher. Students
are cognizant of their strengths/weaknesses and maintain individual
progress sheets in their portfolios. Parents review portfolios during
required conferences and when report cards are issued in fall/spring.

Ample opportunities are provided for parents/community members to
acquire knowledge about assessments, programs, health and social
services in the community, volunteer opportunities/training, and ways to
support/facilitate the learning process. Annual events such as parent
orientation, open house, and academic nights provide information about
the assessments/results, school goals, intervention plans, and proven
methods to support students. Annual school reports cards regarding
standardized test information are sent home to inform the community of
the school progress. School ratings are published in the local newspaper
as public information once the Texas Education Agency releases the
school rating/assessment results.

Monthly parent/community sessions provide parents with community
information to help them with family challenges and provide an
opportunity to understand academic programs. Newsletters provide monthly
information identifying campus activities/goals/news. Volunteers are
encouraged to join the learning community to support
staff/students/learning. Two-way communication is encouraged, supported,
and emphasized, as home/school partnerships are vital to student
success.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

The staff/students/community have been very proud of the recognition of
staff effective practices and increased student achievement. We are
willing to share our journey/learning experiences with others. Some of
the ways we can share with others:

-   As we increase technology access/skills on campus, our goal is to
    establish a school website. We will share our practices on the web
    and have email available for inquiries and correspondence with
    others.

-   As a result of our nomination, we have been asked to present at
    conferences regarding our strategies for success in increasing
    student achievement and are willing to share our experiences with
    others in this forum or at other professional meetings.

-   We agree to allow scheduled visits to our campus to share our staff
    expertise/practices. We have visited schools in the past, and found
    this "visual" an effective way to provide effective staff
    development/change in practices. "Seeing is believing!"

-   Staff will be encouraged to write/publish professional
    contributions.

> We welcome additional recommendations and are open to additional
> opportunities that will share our success with others.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

**Reading:** Implementation of the *Success For All* reading program
began in fall 1997 and continued until spring 2002. In the fall of 2002,
the school transitioned to *Balanced Literacy*, a district wide reading
program, also research based, with similar components. There are four
underlying principles of the reading models.

-   Children learn to read by reading meaningful text.

-   Phonics is taught systematically as a strategy for decoding.
    Meaningful stories engage students while maintaining a phonetically
    controlled vocabulary.

-   Children are taught the relationship between reading
    words/comprehending what is read.

-   Reading strategies are taught through direct instruction so that
    students become successful readers.

This research-based curriculum addresses ways children learn to
read/write and provides a comprehensive/structured approach, focusing on
reading, writing, and language arts. Uninterrupted ninety minute reading
periods provide a campus wide structure/focus. Initial assessments
provide reading levels to determine grouping and increase the time for
direct instruction. Eight week assessments ensure progress and evaluate
need for additional tutoring or family support services.

Cooperative learning, embedded throughout the program, focuses on
individual accountability, common goals, and recognition of group
success. Prevention/early intervention is emphasized to address learning
problems. *A full-time facilitator/certified teacher* assists with the
program implementation. *Family Support & Integrated Services* are
provided to work closely with students/parent/the community. Team
planning with parents/staff, attendance monitoring, and an integration
of community/school resources ensures student success. ***SEE V.2 for
additional information.***

**Language Arts:** Reading instruction is integrated with writing
instruction by incorporating composition development to explore style,
mechanics, and usage. The lessons are presented according to students'
needs, and are woven into the editing process. Writing is integrated
with all other academic disciplines as well. Students take on the role
as authors to describe perceptions, feeling, and ideas. Peer response
groups help students as they plan, draft, revise, edit, and publish
compositions. The state adopted basal becomes a resource to support
teaching of the writing process, style, mechanics, and usage. The
district's curriculum framework is closely aligned with the state
framework Texas Essential Knowledge and Skills (TEKS), providing a
baseline to extend instruction.

**Mathematics:** In the Fall of 1997, the school implemented the
district initiative: *Everyday Mathematics* (EDM). In the Fall of 2000,
the newly adopted textbook, *Math Advantage*, provided an additional
resource for teachers. In the fall of 2002, *Investigations*, became an
additional resource for staff/students.. ***See V.3 for additional
information on the mathematics curriculum.***

**Science:** Our Science Curriculum is based on a hands-on,
process-oriented instruction that utilizes problem-solving techniques,
technology integration, and appropriate teaching strategies within
safe/adequately supplied facilities. The curriculum is a consistent
implementation of standards-based instructional practices/curriculum
following the San Antonio Independent School District Standards Scope
and Sequence /State TEKS in Science for content areas at all campuses
and grade levels. We are guided by the National Science Education
Standards/Principles which ensure that learning science is comprised of
active processes that will help all students meet the requirements to
enter higher levels of education. District staff development is provided
on as needs basis to ensure that science instruction is relevant,
interesting, challenging, and promotes the cultural diversity of all
students in real world applications that include technology. Integration
of Science into other disciplines (Math/Language Arts) provides ample
opportunity to incorporate many objectives across disciplines to enhance
the learning process.

**Social Science:** The curriculum/instruction/assessment alignment is
accomplished through a hands-on, process-oriented method, utilizing
critical thinking skills, integrating disciplines/technology, problem
solving/decision making, and effective teaching strategies that allow
student to express themselves in a variety of settings/formats. State
standards (TEKS)/district Scope & Sequence provide the framework for
implementation of a standards-based curriculum**.** An additional
district goal is for students to develop special interests/skills and to
participate in community service learning. Service learning connects
learning/service to the community through a process of planning,
preparing, participating in service experiences, reflecting
on/celebrating experiences, and making recommendations for the future.

2.  (**Elementary Schools**) **Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

During the spring of 1997, the staff unanimously voted to implement
Success For All, a widely used whole-school reform models. Assessment of
student needs required a program that would improve reading. As research
indicates, learning to read would be the key to our students'
educational success across the curriculum. Several components comprise
the Success For All program.

-   *The Early Learning Program* (PK/K) emphasizes oral language
    development using thematic units, literature, oral/written
    expression, and learning centers. Pre-reading activities promote the
    development of concepts about alphabet familiarity, phonemic
    awareness, and print.

-   *Reading Roots*/*Lea Conmigo \[Spanish program\]* emphasizes a
    balance between phonics/meaning and using literature/stories in
    which phonetic text is enriched by teacher read-text.

-   *Reading Wings/Alas para Leer* provides reading strategies for
    students in grades 2-5. Novels, anthologies, or basal are utilized
    to improve strategic reading/comprehension skills and to investigate
    literature in cooperative teams. Writing is utilized throughout the
    program to respond to literature, for creative expression, and to
    write publish compositions with peer/teacher feedback.

-   Daily *One-to one tutoring* (twenty minute sessions) is provided for
    children experiencing reading deficiencies. Tutorial sessions
    reinforce classroom instruction. Student needs are diagnosed and
    instruction is designed to meet those needs.

Extensive professional development is provided, outlining
proven/research-based strategies for instruction, assessment, classroom
management techniques, one-to-one tutoring for primary students, and
active family support approaches.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

The district mathematics Scope & Sequence is closely aligned with the
state standards (TEKS) and provides the framework for the implementation
of a standards-based curriculum. In order to fulfill our mission
statement, the mathematics curriculum is developed to provide the
foundation for becoming a well-prepared student who will graduate and
enter the workforce, military service, or higher education. Research
indicates that employers want students to be able to problem solve and
come up with multiple solutions. Our selection of resources provides
student opportunities for problem solving, interacting/discussing
alternatives in active processes that challenge, connect life
applications and integrate technology. Students collaborate, use
critical thinking skills, and engage in hands-on opportunities to
develop concepts/skills. The mathematics curriculum supports the
national standards for mathematics, ensuring that all students:

-   Learn to value mathematics.

-   Become confident in one's own ability.

-   Become mathematical problem solvers.

-   Learn to communicate/reason mathematically.

-   Explore mathematics in a hands-on approach.

Mathematics, therefore, is taught as a way of thinking and as a tool for
problem solving. Students work daily in small groups, collaborating and
developing their problem solving skills. Problem solving is based on
real life applications/possibilities and a variety of tools
(calculators, manipulatives, etc.) are utilized.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Strategies to improve student achievement include:

-   Establishing a positive learning climate of high expectations for
    all students as priority/vital to student success. Teachers engage
    in weekly planning/goal setting sessions by grade level.

-   Focused instruction/increased active learning maximizes time on
    task/learning opportunities.

-   Strategic questioning to promote higher order thinking skills.

-   Using a variety of resources is to connect life applications.

-   Heterogeneous student learning groups for regular practice and
    reinforcement of skills.

-   Temporary homogeneous performance grouping for interventions or
    enrichment. Assessment results identify common strengths and areas
    of weakness. Small group instruction is accomplished in a variety of
    settings:

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-   In the classroom, during the day and after school two times a week.
    (Mandatory)

-   Campus Interventions: Staff tutors during planning time, outside the
    classroom for approximately 30-minute sessions.

-   After school extended day interventions are provided for students in
    reading and math for 30 minutes, 3 times weekly. (Optional Extend
    Year/Accelerated Reading Instruction)

-   Individual teachers voluntarily provide hourly interventions after
    school and

> Saturday Workshops. (Additional Opportunities)

-   After school Challenge Program incorporates a tutoring/study period
    on a daily basis.

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-   Twenty-minute daily sessions of one-to one tutoring for struggling
    readers, as in the Success For All tutorial component. Title I
    Assistants work in the tutorial component. Use of volunteer
    organization, City Year, provides tutoring for struggling readers,
    as they are supervised/trained by the SFA facilitator (certified
    teacher).

-   Utilizing interactive student learning teams (cooperative learning)
    for peer instruction, peer modeling, and peer reinforcement.

-   Integration of curriculum areas/technology promotes enhanced
    learning opportunities.

-   Learning centers within the classroom to reinforce new skills as
    teachers facilitate learning experiences in small groups. Teachers
    ensure activities are relevant, interesting, involve critical
    thinking/problem solving, and provide daily writing experiences.

-   At least half of our teachers elected to "loop" (move to the next
    grade level) with their classes for a period up to three years in
    1997-2000.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Basic principles of our staff development program:

-   Ongoing assessment of student/staff performance provides direction.

-   Staff development is directly related to campus
    priorities/programs/student achievement, and staff performance.
    Staff development occurs in a variety of ways, including time for
    planning/networking.

-   Shared leadership in staff development presentations allows
    individual talents/abilities to build the staff development program
    in a cost effective manner.

-   Staff members continue to self-evaluate skills/needs and interests
    to determine personal growth to enhance professional
    performance/student achievement. Staff members are encouraged to
    attend conferences to continue to "add tools to their toolbox."

Strategies utilized:

-   Staff members are assigned to attend seminars and replicate training
    sessions on campus.

-   Mentors are assigned to new staff and to staff with specific needs.

-   Administrative observations/student performance/staff surveys prompt
    appropriate support/training/resources provided by district
    specialists, regional center, support staff, and/or administrator.

-   The campus leadership team (CLT) reviews staff development
    opportunities, attends sessions, prepares presentations, and
    provides staff development.

-   Staff initiates outside campus visits to review successful
    practices.

-   The Campus Instructional Coordinator (CIC) conducts monthly staff
    development in grade level planning sessions.

-   Administrator, CIC, Librarian, and Counselor forward research,
    articles, and websites for review/updates. Teacher feedback is
    encouraged.

Impact on Student Achievement:

\* Continued increases in student achievement as demonstrated on the
tables included in this application.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Tables are illustrated on the following pages. Provide
the following information for all tests in reading (language arts or
English) and mathematics. Complete a separate form for reading (language
arts or English) and mathematics at each grade level.

Grade: [3^rd^ Grade Reading in English/Spanish]{.underline} Test: [Texas
Assessment of Academic Skills (TAAS)]{.underline}

Edition/publication year(s) : [1999, 200, 2001, 2002]{.underline}

Publisher: [Texas Education Agency & Pearson Education
Measurement]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?**

Over the past four years, no more than 2 students have been excluded. In
most years, 0 students have been excluded. Exclusions have included a
student absence, LEP exemption (recent immigrant with no previous
schooling), or a special education student as per committee
recommendation. Alternate tests were utilized to measure
progress/current levels of academic ability. ***See data displays for
numbers.***

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points. Explain the
standards for basic, proficient, and advanced, and make clear what the
test results mean in a way that someone unfamiliar with the test can
interpret the results.

The state test, TAAS, has been utilized since 1991, given to student in
public school in grade 3-8 and grade 10. Reading and Math skills are
assessed at each grade level. Writing assessment is given in grades 4 ,
8 & 10. In grade 8, Science and Social Studies knowledge is also
assessed. End of the course exams are assessed in high school areas of
Algebra I, Biology I, English II, and U.S. History. Students must pass
the exit level tests in grade 10 in order to graduate. Standards as
defined by the State of Texas for the state assessment, TAAS, are
defined by four basic standards of student achievement.

-   **Passing (Basic):** The student has met minimum expectations with a
    score of 70% or above on the Texas Learning Index (TLI)\*, or a
    scale score of 1500. A passing rate is equal to answering 75% of all
    test questions correctly.

-   **Mastery:** The student must score over 71% of every objective
    measured on the test to master the objective (s) tested. Each test
    has a different number of objectives tested, making the mastery
    standard more difficult than a passing score. Mastery of all
    objectives indicates the student is strong in all objectives tested.

-   **Proficient:** The student acquires a score of proficient with a
    score of 85% or above on the TLI or a scaled score of 1650, when
    tested in Spanish. The Texas Education Agency refers to students
    with a TLI of 85 or above as "high performing." The standard
    reflects strong overall performance in the subject and is nearly
    equivalent to the proficiency standard on national tests. (Based on
    students continuously enrolled for three years.)

-   **Academic Recognition (Advanced):** The student who answers 95% of
    the questions correct on one of the tests has scored at the highest
    standard of the four categories.

> **Note:**

-   School Ratings of Exemplary (at least 90.0% passing each subject
    area/all students and each student group\*), Recognized (at least
    80% passing each subject area/all students and each student
    group\*), Acceptable (at least 55.0% passing each subject area/all
    students and each student group\*) and Low Performing (below 55%
    passing each subject area/all students and each student group\*) are
    based on campus scores/passing rates. \*Student groups are
    African-American, Hispanic, Anglo, and Economically Disadvantaged.

-   Mastery, Proficiency, and Academic Recognition are provided for
    campus data only. Demographic data not provided for
    Proficiency/Academic Recognition categories.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Reading Grade 3, English Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        86.2 %      76.7 %      88.6 %      53.1 %
  (Basic)                                                            

  Mastered all Objectives        50.0 %      38.0 %      36.0 %      33.0 %

  Proficient \*                  44.2 %      29.5 %      43.0 %      34.4 %

  Academically Recognized        16.0 %      18.0 %      19.0 %      9.0 %
  (Advanced)                                                         

  Number of students tested      31          34          40          33

  Percent of total students      100 %       100 %       100         92 %
  tested                                                             

  Number of students excluded    0           0           0           3

  Percent of students excluded   0 %         0 %         0           8 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        93.0 %      73.0 %      69.0 %      52.0 %
  (Basic)                                                            

  Mastered all Objectives        53.0 %      38.0 %      28.0 %      31.0 %

  Proficient \*                  44.2 %      29.5 %      43.0 %      34.4 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        86.0 %      74.0 %      74.0 %      53.1 %
  (Basic)                                                            

  Mastered all Objectives        55.0 %      39.0 %      29.0 %      33.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        78.0 %      57.0 %      53.0 %      75.0 %
  (Basic)                                                            

  Mastered all Objectives        39.0 %      14.0 %      21.0 %      38.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        88.0 %      86.8 %      87.9 %      88.0 %
  (Basic)                                                            

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.
>
> Use the same basic format for subgroup results. Complete a separate
> form for each test and each grade level. Present *at least* three
> years of data to show decreasing disparity among subgroups. Some
> subgroup examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

(b) Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Reading Grade 3, Spanish Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        65.4 %      63.0 %      84.0 %      77.8 %
  (Basic)                                                            

  Mastered all Objectives        56.0 %      24.0 %      40.0 %      32.0 %

  Proficient \*                  44.2 %      29.5 %      43.0 %      34.4 %

  Academically Recognized        3.0 %       7.0 %       16.0 %      16.0 %
  (Advanced)                                                         

  Number of students tested      27          29          25          19

  Percent of total students      96.0 %      97.0 %      96.0 %      100 %
  tested                                                             

  Number of students excluded    1 %         1 %         1 %         0 %

  Percent of students excluded   4.0         4.0         4.0         0

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        67.0 %      65.0 %      83.3 %      72.0 %
  (Basic)                                                            

  Mastered all Objectives        17.0 %      27.0 %      43.0 %      28.0 %

  Proficient \*                  44.2 %      29.5 %      43.0 %      34.4 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        67.0 %      64.0 %      87.5 %      74.0 %
  (Basic)                                                            

  Mastered all Objectives        26.0 %      25.0 %      42.0 %      32.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        67.0 %      64.0 %      84.0 %      74.0 %
  (Basic)                                                            

  Mastered all Objectives        26.0 %      25.0 %      40.0 %      32.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        76.8 %      76.7 %      75.7 %      74.2 %
  (Basic)                                                            

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

(d) Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Tables are illustrated on the following pages. Provide
the following information for all tests in reading (language arts or
English) and mathematics. Complete a separate form for reading (language
arts or English) and mathematics at each grade level.

Grade: [4^th^ Grade Reading in English/Spanish]{.underline} Test: [Texas
Assessment of Academic Skills (TAAS)]{.underline}

Edition/publication year(s) : [1999, 200, 2001, 2002]{.underline}

Publisher: [Texas Education Agency & Pearson Education
Measurement]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

Over the past four years, no more than 8 students have been excluded. In
most years, 0 students have been excluded. Exclusions include LEP
exemptions (recent immigrant with no previous schooling), or special
education students as per committee recommendation. Alternate tests were
utilized to measure progress/current levels of academic ability. *See
data displays for numbers.*

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The state test, TAAS, has been utilized since 1991, given to student in
public school in grade 3-8 and grade 10. Reading and Math skills are
assessed at each grade level. Writing assessment is given in grades 4 ,
8 & 10. In grade 8, Science and Social Studies knowledge is also
assessed. End of the course exams are assessed in high school areas of
Algebra I, Biology I, English II, and U.S. History. Students must pass
the exit level tests in grade 10 in order to graduate. Standards as
defined by the State of Texas for the state assessment, TAAS, are
defined by four basic standards of student achievement.

-   **Passing (Basic):** The student has met minimum expectations with a
    score of 70% or above on the Texas Learning Index (TLI), or a scale
    score of 1500. A passing rate is equal to answering 75% of all test
    questions correctly.

-   **Mastery:** The student must score over 71% of every objective
    measured on the test to master the objective (s) tested. Each test
    has a different number of objectives tested, making the mastery
    standard more difficult than a passing score. Mastery of all
    objectives indicates the student is strong in all objectives tested.

-   **Proficient:** The student acquires a score of proficient with a
    score of 85% or above on the TLI or a scaled score of 1650, when
    tested in Spanish. The Texas Education Agency refers to students
    with a TLI of 85 or above as "high performing." The standard
    reflects strong overall performance in the subject and is nearly
    equivalent to the proficiency standard on national tests. (Based on
    students continuously enrolled for three years.)

-   **Academic Recognition (Advanced):** The student who answers 95% of
    the questions correct on one of the tests has scored at the highest
    standard of the four categories.

> **Note:**

-   School Ratings of Exemplary (at least 90.0% passing each subject
    area/all students and each student group\*), Recognized (at least
    80% passing each subject area/all students and each student
    group\*), Acceptable (at least 55.0% passing each subject area/all
    students and each student group\*) and Low Performing (below 55%
    passing each subject area/all students and each student group\*) are
    based on campus scores/passing rates. \*Student groups are
    African-American, Hispanic, Anglo, and Economically Disadvantaged.

-   Mastery, Proficiency, and Academic Recognition are provided for
    campus data only. Demographic data not provided for
    Proficiency/Academic Recognition categories.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Reading Grade 4, English Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        97.6 %      84.1 %      85.7 %      53.3 %
  (Basic)                                                            

  Mastered all Objectives        37.0 %      44.0 %      43.0 %      31.0 %

  Proficient \*                  59.5 %      56.4 %      38.0 %      37.5 %

  Academically Recognized        2 %         30.0 %      42.0 %      6.0 %
  (Advanced)                                                         

  Number of students tested      43          45          33          49

  Percent of total students      100 %       100 %       87.0 %      86.0 %
  tested                                                             

  Number of students excluded    0           0           5           8

  Percent of students excluded   0 %         0 %         13.0 %      14.0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        95.0 %      85.0 %      81.0 %      50.0 %
  (Basic)                                                            

  Mastered all Objectives        39.0 %      44.0 %      41.0 %      28.0 %

  Proficient \*                  59.5 %      56.4 %      38.0 %      37.5 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        95.0 %      84.1 %      83.0 %      55.0 %
  (Basic)                                                            

  Mastered all Objectives        37.0 %      44.0 %      43.0 %      32.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        95.0 %      80.0 %      80.0 %      40.0 %
  (Basic)                                                            

  Mastered all Objectives        27.0 %      36.0 %      27.0 %      26.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        92.5 %      90.8 %      89.9 %      88.8 %
  (Basic)-State Mean Score                                           

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(e) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Reading Grade 4, Spanish Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        50.0 %      57.1 %      53.8 %      41.7 %
  (Basic)                                                            

  Mastered all Objectives        7.0 %       14.0 %                  8.0 %

  Proficient \*                  59.5 %      56.4 %      38.0 %      37.5 %

  Academically Recognized        4.0 %       0 %         40.0 %      0 %
  (Advanced)                                                         

  Number of students tested      27          7           15          12

  Percent of total students      100 %       100 %       100 %       100 %
  tested                                                             

  Number of students excluded    0           0           0           0

  Percent of students excluded   0 %         0 %         0 %         0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        33.0 %      57.0 %      53.8 %      36.0 %
  (Basic)                                                            

  Mastered all Objectives        8.0 %       14.0 %      8.0 %       9.0 %

  Proficient \*                  59.5 %      56.4 %      38.0 %      37.5 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        47.0 %      57.0 %      57.0 %      42.0 %
  (Basic)                                                            

  Mastered all Objectives        7.0 %       14.0 %      7.0 %       8.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        47.0 %      57.0 %      54.0 %      42.0 %
  (Basic)                                                            

  Mastered all Objectives        7.0 %       14.0 %      8.0 %       8.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        73.2 %      66.4 %      58.4 %      46.1 %
  (Basic)-State Mean Score                                           

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(f) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Tables are illustrated on the following pages. Provide
the following information for all tests in reading (language arts or
English) and mathematics. Complete a separate form for reading (language
arts or English) and mathematics at each grade level.

Grade: [5^th^ Grade Reading in English/Spanish]{.underline} Test: [Texas
Assessment of Academic Skills (TAAS)]{.underline}

Edition/publication year(s) : [1999, 200, 2001, 2002]{.underline}

Publisher: [Texas Education Agency & Pearson Education
Measurement]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?**

Over the past four years, no more than 6 students have been excluded. In
most years, 1 student or none have been excluded. Exclusions have
included a student absence, LEP exemption (recent immigrant with no
previous schooling), or a special education student as per committee
recommendation. Alternate tests were utilized to measure
progress/current levels of academic ability. ***See data displays for
numbers.***

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The state test, TAAS, has been utilized since 1991, given to student in
public school in grade 3-8 and grade 10. Reading and Math skills are
assessed at each grade level. Writing assessment is given in grades 4 ,
8 & 10. In grade 8, Science and Social Studies knowledge is also
assessed. End of the course exams are assessed in high school areas of
Algebra I, Biology I, English II, and U.S. History. Students must pass
the exit level tests in grade 10 in order to graduate. Standards as
defined by the State of Texas for the state assessment, TAAS, are
defined by four basic standards of student achievement.

-   **Passing (Basic):** The student has met minimum expectations with a
    score of 70% or above on the Texas Learning Index (TLI), or a scale
    score of 1500. A passing rate is equal to answering 75% of all test
    questions correctly.

-   **Mastery:** The student must score over 71% of every objective
    measured on the test to master the objective (s) tested. Each test
    has a different number of objectives tested, making the mastery
    standard more difficult than a passing score. Mastery of all
    objectives indicates the student is strong in all objectives tested.

-   **Proficient:** The student acquires a score of proficient with a
    score of 85% or above on the TLI or a scaled score of 1650, when
    tested in Spanish. The Texas Education Agency refers to students
    with a TLI of 85 or above as "high performing." The standard
    reflects strong overall performance in the subject and is nearly
    equivalent to the proficiency standard on national tests. (Based on
    students continuously enrolled for three years.)

-   **Academic Recognition (Advanced):** The student who answers 95% of
    the questions correct on one of the tests has scored at the highest
    standard of the four categories.

> **Note:**

-   School Ratings of Exemplary (at least 90.0% passing each subject
    area/all students and each student group\*), Recognized (at least
    80% passing each subject area/all students and each student
    group\*), Acceptable (at least 55.0% passing each subject area/all
    students and each student group\*) and Low Performing (below 55%
    passing each subject area/all students and each student group\*) are
    based on campus scores/passing rates. \*Student groups are
    African-American, Hispanic, Anglo, and Economically Disadvantaged.

-   Mastery, Proficiency, and Academic Recognition are provided for
    campus data only. Demographic data not provided for
    Proficiency/Academic Recognition categories.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Reading Grade 5, English Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        88.5 %      90.0 %      68.5 %      57.7 %
  (Basic)                                                            

  Mastered all Objectives        47.0 %      32.0 %      31.0 %      13.0 %

  Proficient \*                  72.1 %      65.5 %      42.0 %      22.0 %

  Academically Recognized        38.0 %      24.0 %      22.0 %      0 %
  (Advanced)                                                         

  Number of students tested      53          42          59          40

  Percent of total students      98.0 %      98.0 %      100 %       87.0 %
  tested                                                             

  Number of students excluded    1           1           0           6

  Percent of students excluded   2.0 %       2.0 %       0 %         13.0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        88.0 %      87.2 %      65.0 %      59.0 %
  (Basic)                                                            

  Mastered all Objectives        47.0 %      38.0 %      29.0 %      9.0 %

  Proficient \*                  72.1 %      65.5 %      42.0 %      22.0 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        89.0 %      87.2 %      66.0 %      61.0 %
  (Basic)                                                            

  Mastered all Objectives        47.0 %      36.0 %      31.0 %      13.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        86.0 %      87.0 %      70.0 %      48.0 %
  (Basic)                                                            

  Mastered all Objectives        46.0 %      37.0 %      18.0 %      5.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        92.7 %      90.2 %      87.8 %      86.4 %
  (Basic)                                                            

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(g) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Tables are illustrated on the following pages. Provide
the following information for all tests in reading (language arts or
English) and mathematics. Complete a separate form for reading (language
arts or English) and mathematics at each grade level.

Grade: [3^rd^ Grade Math in English/Spanish]{.underline} Test: [Texas
Assessment of Academic Skills (TAAS)]{.underline}

Edition/publication year(s) : [1999, 200, 2001, 2002]{.underline}

Publisher: [Texas Education Agency & Pearson Education
Measurement]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?**

Over the past four years, no more than 2 students have been excluded. In
most years, 0 students have been excluded. Exclusions have included a
student absence, LEP exemption (recent immigrant with no previous
schooling), or a special education student as per committee
recommendation. Alternate tests were utilized to measure
progress/current levels of academic ability. ***See data displays for
numbers.***

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The state test, TAAS, has been utilized since 1991, given to student in
public school in grade 3-8 and grade 10. Reading and Math skills are
assessed at each grade level. Writing assessment is given in grades 4 ,
8 & 10. In grade 8, Science and Social Studies knowledge is also
assessed. End of the course exams are assessed in high school areas of
Algebra I, Biology I, English II, and U.S. History. Students must pass
the exit level tests in grade 10 in order to graduate. Standards as
defined by the State of Texas for the state assessment, TAAS, are
defined by four basic standards of student achievement.

-   **Passing (Basic):** The student has met minimum expectations with a
    score of 70% or above on the Texas Learning Index (TLI), or a scale
    score of 1500. A passing rate is equal to answering 75% of all test
    questions correctly.

-   **Mastery:** The student must score over 71% of every objective
    measured on the test to master the objective (s) tested. Each test
    has a different number of objectives tested, making the mastery
    standard more difficult than a passing score. Mastery of all
    objectives indicates the student is strong in all objectives tested.

-   **Proficient:** The student acquires a score of proficient with a
    score of 85% or above on the TLI or a scaled score of 1650, when
    tested in Spanish. The Texas Education Agency refers to students
    with a TLI of 85 or above as "high performing." The standard
    reflects strong overall performance in the subject and is nearly
    equivalent to the proficiency standard on national tests. (Based on
    students continuously enrolled for three years.)

-   **Academic Recognition (Advanced):** The student who answers 95% of
    the questions correct on one of the tests has scored at the highest
    standard of the four categories.

> **Note:**

-   School Ratings of Exemplary (at least 90.0% passing each subject
    area/all students and each student group\*), Recognized (at least
    80% passing each subject area/all students and each student
    group\*), Acceptable (at least 55.0% passing each subject area/all
    students and each student group\*) and Low Performing (below 55%
    passing each subject area/all students and each student group\*) are
    based on campus scores/passing rates. \*Student groups are
    African-American, Hispanic, Anglo, and Economically Disadvantaged.

-   Mastery, Proficiency, and Academic Recognition are provided for
    campus data only. Demographic data not provided for
    Proficiency/Academic Recognition categories.

# STATE CRITERION-REFERENCED TESTS, Continued

Data Display Table for: Mathematics Grade 3, English Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        86.2 %      78.1 %      72.2 %      46.9 %
  (Basic)                                                            

  Mastered all Objectives        23.0 %      76.0 %      30.0 %      12.0 %

  Proficient \*                  53.5 %      29.5 %      20.0 %      10.0 %

  Academically Recognized        16.0 %      6.0 %       26.0 %      3.0 %
  (Advanced)                                                         

  Number of students tested      31          34          40          32

  Percent of total students      100 %       100 %       100 %       92.0 %
  tested                                                             

  Number of students excluded    0           0           0           3

  Percent of students excluded   0 %         0 %         0 %         8.0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        87.0 %      77.0 %      64.0 %      45.0 %
  (Basic)                                                            

  Mastered all Objectives        33.0 %      8.0 %       19.0 %      10.0 %

  Proficient \*                  53.5 %      29.5 %      20.0 %      10.0 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        80.0 %      80.0 %      71.0 %      48.0 %
  (Basic)                                                            

  Mastered all Objectives        23.0 %      7.0 %       21.0 %      12.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        68.0 %      43.0 %      47.0 %      30.0 %
  (Basic)                                                            

  Mastered all Objectives        5.0 %       14.0 %      16.0 %      0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        87.4 %      83.1 %      80.6 %      83.1 %
  (Basic)-State Mean Score                                           

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

\* Proficiency level data is provided as a combination of
English/Spanish scores.

> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(h) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Mathematics Grade 3, Spanish Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        76.9 %      75.0 %      80.0 %      83.8 %
  (Basic)                                                            

  Mastered all Objectives        0 %         76 %        12.0 %      21.0 %

  Proficient \*                  53.5 %      29.5 %      20.0 %      10.0 %

  Academically Recognized        4.0 %       3.0 %       20.0 %      19.0 %
  (Advanced)                                                         

  Number of students tested      27          29          25          19

  Percent of total students      97.0 %      97.0 %      96.0 %      100 %
  tested                                                             

  Number of students excluded    1           1           1           0

  Percent of students excluded   4.0 %       3.0 %       4.0 %       0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        75.0 %      74.0 %      74.0 %      79.0 %
  (Basic)                                                            

  Mastered all Objectives        0 %         7.0 %       13.0 %      21.0 %

  Proficient \*                  53.5 %      29.5 %      20.0 %      10.0 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        74.0 %      76.0 %      79.0 %      78.0 %
  (Basic)                                                            

  Mastered all Objectives        0 %         7.0 %       13.0 %      17.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        74.0 %      76.0 %      79.0 %      78.0 %
  (Basic)                                                            

  Mastered all Objectives        0 %         7.0 %       12.0 %      21.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        73.9 %      83.5 %      75.1 %      74.9 %
  (Basic)-State Mean Score                                           

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(i) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Tables are illustrated on the following pages. Provide
the following information for all tests in reading (language arts or
English) and mathematics. Complete a separate form for reading (language
arts or English) and mathematics at each grade level.

Grade: [4^th^ Grade Math in English/Spanish]{.underline} Test: [Texas
Assessment of Academic Skills (TAAS)]{.underline}

Edition/publication year(s) : [1999, 200, 2001, 2002]{.underline}

Publisher: [Texas Education Agency & Pearson Education
Measurement]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?**

Over the past four years, no more than 8 students have been excluded. In
most years, 0 students have been excluded. Exclusions have included a
student absence, LEP exemption (recent immigrant with no previous
schooling), or a special education student as per committee
recommendation. Alternate tests were utilized to measure
progress/current levels of academic ability. ***See data displays for
numbers.***

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The state test, TAAS, has been utilized since 1991, given to student in
public school in grade 3-8 and grade 10. Reading and Math skills are
assessed at each grade level. Writing assessment is given in grades 4 ,
8 & 10. In grade 8, Science and Social Studies knowledge is also
assessed. End of the course exams are assessed in high school areas of
Algebra I, Biology I, English II, and U.S. History. Students must pass
the exit level tests in grade 10 in order to graduate. Standards as
defined by the State of Texas for the state assessment, TAAS, are
defined by four basic standards of student achievement.

-   **Passing (Basic):** The student has met minimum expectations with a
    score of 70% or above on the Texas Learning Index (TLI), or a scale
    score of 1500. A passing rate is equal to answering 75% of all test
    questions correctly.

-   **Mastery:** The student must score over 71% of every objective
    measured on the test to master the objective (s) tested. Each test
    has a different number of objectives tested, making the mastery
    standard more difficult than a passing score. Mastery of all
    objectives indicates the student is strong in all objectives tested.

-   **Proficient:** The student acquires a score of proficient with a
    score of 85% or above on the TLI or a scaled score of 1650, when
    tested in Spanish. The Texas Education Agency refers to students
    with a TLI of 85 or above as "high performing." The standard
    reflects strong overall performance in the subject and is nearly
    equivalent to the proficiency standard on national tests. (Based on
    students continuously enrolled for three years.)

-   **Academic Recognition (Advanced):** The student who answers 95% of
    the questions correct on one of the tests has scored at the highest
    standard of the four categories.

> **Note:**

-   School Ratings of Exemplary (at least 90.0% passing each subject
    area/all students and each student group\*), Recognized (at least
    80% passing each subject area/all students and each student
    group\*), Acceptable (at least 55.0% passing each subject area/all
    students and each student group\*) and Low Performing (below 55%
    passing each subject area/all students and each student group\*) are
    based on campus scores/passing rates. \*Student groups are
    African-American, Hispanic, Anglo, and Economically Disadvantaged.

-   Mastery, Proficiency, and Academic Recognition are provided for
    campus data only. Demographic data not provided for
    Proficiency/Academic Recognition categories.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Mathematics Grade 4, English Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        100 %       86.4 %      73.3 %      57.8 %
  (Basic)                                                            

  Mastered all Objectives        29.0 %      22.0 %      44.0 %      19.0 %

  Proficient \*                  57.1 %      46.2 %      44.0 %      19.0 %

  Academically Recognized        16.0 %      9.0 %       36.0 %      14.0 %
  (Advanced)                                                         

  Number of students tested      43          45          33          49

  Percent of total students      100 %       100 %       87.0 %      86.0 %
  tested                                                             

  Number of students excluded    0           0           5           8

  Percent of students excluded   0 %         0 %         13.0 %      14.0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        97.0 %      85.0 %      81.0 %      55.0 %
  (Basic)                                                            

  Mastered all Objectives        30.0 %      20.0 %      41.0 %      18.0 %

  Proficient \*                  57.1 %      46.2 %      44.0 %      19.0 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        98.0 %      87.0 %      72.0 %      58.0 %
  (Basic)                                                            

  Mastered all Objectives        29.0 %      22.0 %      44.0 %      19.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        95.0 %      80.0 %      63.0 %      46.0 %
  (Basic)                                                            

  Mastered all Objectives        24.0 %      16.0 %      38.0 %      14.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        94.1 %      91.3 %      87.1 %      87.6 %
  (Basic)-State Mean Score                                           

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         
  ------------------------------ ----------- ----------- ----------- -----------

\* Proficiency level data is provided as a combination of
English/Spanish scores.

> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(j) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Mathematics Grade 4, Spanish Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        100 %       100 %       100 %       58.3 %
  (Basic)                                                            

  Mastered all Objectives        0 %         0 %         43.0 %      8.0 %

  Proficient \*                  57.1 %      46.2 %      44.0 %      19.0 %

  Academically Recognized        0 %         0 %         13.0 %      0 %
  (Advanced)                                                         

  Number of students tested      27          7           15          12

  Percent of total students      100 %       100 %       100 %       100 %
  tested                                                             

  Number of students excluded    0           0           0           0

  Percent of students excluded   0 %         0 %         0 %         0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        100 %       100 %       93.0 % %    55.0 %
  (Basic)                                                            

  Mastered all Objectives        0 %         0 %         43.0 %      9.0 %

  Proficient \*                  57.1 %      46.2 %      44.0 %      19.0 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        100 %       100 %       100 %       58.0 %
  (Basic)                                                            

  Mastered all Objectives        0 %         0 %         38.0 %      9.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        100 %       100 %       93.0 %      58.0 %
  (Basic)                                                            

  Mastered all Objectives        0 %         0 %         46.0 %      0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        92.2 %      89.3 %      77.0 %      72.7 %
  (Basic)- State Mean Score                                          

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

> \* Proficiency level data is provided as a combination of
> English/Spanish scores.
>
> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(k) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Tables are illustrated on the following pages. Provide
the following information for all tests in reading (language arts or
English) and mathematics. Complete a separate form for reading (language
arts or English) and mathematics at each grade level.

Grade: [5^th^ Grade Math in English]{.underline} Test: [Texas Assessment
of Academic Skills (TAAS)]{.underline}

Edition/publication year(s) : [1999, 200, 2001, 2002]{.underline}

Publisher: [Texas Education Agency & Pearson Education
Measurement]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed?**

Over the past four years, no more than 6 students have been excluded. In
most years, 0 students have been excluded. Exclusions have included LEP
exemptions (recent immigrant with no previous schooling), or special
education students as per committee recommendation. Alternate tests were
utilized to measure progress/current levels of academic ability. ***See
data displays for numbers.***

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The state test, TAAS, has been utilized since 1991, given to student in
public school in grade 3-8 and grade 10. Reading and Math skills are
assessed at each grade level. Writing assessment is given in grades 4 ,
8 & 10. In grade 8, Science and Social Studies knowledge is also
assessed. End of the course exams are assessed in high school areas of
Algebra I, Biology I, English II, and U.S. History. Students must pass
the exit level tests in grade 10 in order to graduate. Standards as
defined by the State of Texas for the state assessment, TAAS, are
defined by four basic standards of student achievement.

-   **Passing (Basic):** The student has met minimum expectations with a
    score of 70% or above on the Texas Learning Index (TLI), or a scale
    score of 1500. A passing rate is equal to answering 75% of all test
    questions correctly.

-   **Mastery:** The student must score over 71% of every objective
    measured on the test to master the objective (s) tested. Each test
    has a different number of objectives tested, making the mastery
    standard more difficult than a passing score. Mastery of all
    objectives indicates the student is strong in all objectives tested.

-   **Proficient:** The student acquires a score of proficient with a
    score of 85% or above on the TLI or a scaled score of 1650, when
    tested in Spanish. The Texas Education Agency refers to students
    with a TLI of 85 or above as "high performing." The standard
    reflects strong overall performance in the subject and is nearly
    equivalent to the proficiency standard on national tests. (Based on
    students continuously enrolled for three years.)

-   **Academic Recognition (Advanced):** The student who answers 95% of
    the questions correct on one of the tests has scored at the highest
    standard of the four categories.

> **Note:**

-   School Ratings of Exemplary (at least 90.0% passing each subject
    area/all students and each student group\*), Recognized (at least
    80% passing each subject area/all students and each student
    group\*), Acceptable (at least 55.0% passing each subject area/all
    students and each student group\*) and Low Performing (below 55%
    passing each subject area/all students and each student group\*) are
    based on campus scores/passing rates. \*Student groups are
    African-American, Hispanic, Anglo, and Economically Disadvantaged.

-   Mastery, Proficiency, and Academic Recognition are provided for
    campus data only. Demographic data not provided for
    Proficiency/Academic Recognition categories.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for: Mathematics Grade 5, English Scores

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

  Testing month                  April       April       April       April

  SCHOOL SCORES                                                      

  Met Minimum Expectation        94.2 %      98.0 %      71.7 %      60.0 %
  (Basic)                                                            

  Mastered all Objectives        23.0 %      36.0 %      32.0 %      5.0 %

  Proficient \*                  76.7 %      69.0 %      32.0 %      5.0 %

  Academically Recognized        11.0 %      17.0 %      29.0 %      3.0 %
  (Advanced)                                                         

  Number of students tested      53          42          59          40

  Percent of total students      98.0 %      98.0 %      100 %       87.0 %
  tested                                                             

  Number of students excluded    1           1           0           6

  Percent of students excluded   2.0 %       2.0 %       0 %         13.0 %

  SUBGROUP SCORES                                                    

  1\. **Socio-Economic                                               
  Disadvantaged**                                                    

  Met Minimum Expectation        94.0 %      97.0 %      68.0 %      62.0 %
  (Basic)                                                            

  Mastered all Objectives        22.0 %      36.0 %      30.0 %      3.0 %

  Proficient \*                  76.7 %      69.0 %      32.0 %      5.0 %

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  2**. Hispanic**                                                    

  Met Minimum Expectation        94.0 %      97.0 %%     73.0 %      66.0 %
  (Basic)                                                            

  Mastered all Objectives        23.0 %      38.0 %      32.0 %      5.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  3\. **At-Risk**                                                    

  Met Minimum Expectation        92.0 %      97.0 %      95.0 %      43.0 %
  (Basic)                                                            

  Mastered all Objectives        14.0 %      37.0 %      50.0 %      5.0 %

  Proficient                     NA          NA          NA          NA

  Academically Recognized        NA          NA          NA          NA
  (Advanced)                                                         

  STATE SCORES                                                       

  Met Minimum Expectation        96.2 %      94.6 %      92.1 %      90.1 %
  (Basic)- State Mean Score                                          

  Mastery Level-State Mean Score NA          NA          NA          NA

  Proficient Level-State Mean    NA          NA          NA          NA
  Score                                                              

  Academic Recognition -State    NA          NA          NA          NA
  Mean Score                                                         
  ------------------------------ ----------- ----------- ----------- -----------

\* Proficiency level data is provided as a combination of
English/Spanish scores.

> NA: Data not available on state/district/campus reports.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(l) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)