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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_[X]{.underline}
Elementary \_\_\_ Middle \_\_\_ High \_\_\_ K-12

Name of Principal [Mr. Jeffrey C.
Baker\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Amelia Earhart Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[3531 North
Westmoreland\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­­­­­­­­­­­­­­­­­­­­­]{.underline}

[Dallas\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas\_\_\_\_\_\_\_\_\_\_\_\_\_75212-2358\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_[Dallas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code
Number\*\_\_[057905140\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 972 ) 794-3700\_\_\_Fax\_( 972 ) 794-3701 \_\_\_
\_\_\_]{.underline}

Web site/URL [www.dallasisd.org\_\_\_\_]{.underline}E-mail
[jebaker@dallasisd.org\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent [Dr. Michael
Hinojosa]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [Dallas Independent School District]{.underline} Tel. [(
972 ) 925-3700]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

Name of School Board

President/Chairperson Mr. Jack Lowe

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[157]{.underline}\_ Elementary
schools

\_\_[29]{.underline}\_ Middle schools

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

\_\_[32]{.underline} High schools

\_\_\_[7]{.underline}\_ Other

\_\_[215]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_[\$7,878.00]{.underline}\_\_

Average State Per Pupil Expenditure: \_\_[\$5,457.00]{.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.

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

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

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

  **PreK**    16        24                     **40**       **7**                             

  **K**       23        21                     **44**       **8**                             

  **1**       32        31                     **63**       **9**                             

  **2**       23        21                     **44**       **10**                            

  **3**       22        29                     **51**       **11**                            

  **4**       35        32                     **67**       **12**                            

  **5**       34        26                     **60**       **Other**                         

  **6**       NA        NA                     NA                                             

                                    **TOTAL                                                   369
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [.3]{.underline} % White

the school: [45]{.underline} % Black or African American

[55]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[18]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      28
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      38
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    66
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 364
                            the school as of October 1  

  **(5)**                   Total transferred students  0.18
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           18
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[35]{.underline}\_\_%

\_\_[128]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[2]{.underline}\_\_\_\_

Specify languages: Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals:
\_\_\_[96]{.underline}\_\_\_%

Total number students who qualify: \_\_[354]{.underline}\_\_\_

10\. Students receiving special education services:
\_\_\_[\_6]{.underline}\_\_\_%

\_\_\_[22]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_[\_]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[9]{.underline}\_Other Health Impaired

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

\_\_\_\_Emotional Disturbance \_[14]{.underline}\_Speech or Language
Impairment

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

> \_[11]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_[\_]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_[20]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_[12]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_[11]{.underline}\_\_\_ \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_[52]{.underline}\_\_\_ \_\_\_\_[0]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers,
­­­­\_\_[19:1]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student attendance  98%         98%         98%         97%         97%

  Daily teacher attendance  94%         94%         96%         95%         96%

  Teacher turnover rate     2%          2%          0%          2%          2%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**Part III -- Summary**

In 1955, Amelia Earhart School opened in the west of downtown Dallas in
the Westmoreland Heights Community to serve the educational needs of the
neighborhood children. The school was named for the famed aviator Amelia
Earhart. Through the years the Amelia Earhart School has housed various
types of educational venues. However, throughout its diverse history,
the school has continually worked to meet its mission of providing a
quality education for all children.

In 1984, a Federal Court ruling prompted the school district to provide
a remedy for busing, the district established the Learning Center
concept and redesigned three existing community schools south of
downtown Dallas. The Learning Center concept is based upon the
philosophy and "deep-seated" belief that a history of educational
deprivation can be overcome. In 1986, Amelia Earhart became one of three
Learning Centers to open west of downtown Dallas. The center concept
allowed underserved children in west Dallas the opportunity to return to
their community schools. While the court order has been lifted, the
district has maintained the Learning Centers with minimal adjustments to
the original concept.

A major goal of the school is to provide a well-balanced educational
program that seeks to meet the needs of the whole child. Students are
encouraged to participate and perform at high levels of success in all
their endeavors. A desire for excellence drives the commitment to
implement a rigorously demanding educational program that meets the
academic, social and emotional needs of the students. During the summer,
the campus staff meets to review assessment results, finalize the campus
improvement plan, and outline the campus instructional calendar.
Decisions regarding teaching strategies, staff development and allotment
of resources are put into motion based on these summer meetings. The
strength of the campus instructional program fuels the drive for
excellence. Along with the school's strong academic program, meeting the
child's social and emotional development is an intricate part of the
campus program. Students are provided instruction in areas such as;
visual and performing arts, leadership development, intramural sports,
character development and team building opportunities. As a part of the
regular campus schedule, students are given a choice of choir or visual
arts. Leadership development is encourage through student council
membership, participation in the "Hornet Hero's Club" which recognizes
outstanding character, and numerous opportunities to participate in
community involvement. The campus understands that children must be
prepared to show success in more than just academics. Meeting the needs
of the whole child takes everyone. Working as a team, the staff, parents
and community strive to meet the goal of providing educational
excellence for everyone.

As we prepare children to enter a global society, the school embraces
and draws strength from its diversity. The school population is
comprised of Latino families (sixty percent, thirty-one percent limited
English), African American families (forty percent) and economically
disadvantaged (ninety-six percent). The community, staff, and families
of Amelia Earhart Learning Center have adjusted well to the many changes
experienced through the school's fifty-year history. The school
continues to fulfill its mission of providing "Educational Excellence
for Everyone at Earhart".

**Part IV -- Indicators of Academic Success**

**1. Meaning of Assessment Results**

Texas students are assessed on their ability to show mastery of the
required curricula, Texas Essential Knowledge and Skills (TEKS), through
the Texas Assessment of Knowledge and Skills (TAKS) assessments. All
students in third through eleventh grades are assessed annually with the
TAKS instrument in reading and math. Assessments are also given at
various grade levels in science, writing, and social studies. Student
promotion at odd grade levels and high school graduation are connected
to individual student performance on the mastery of particular content
test. Each TAKS test is designed to measure the students' ability to
solve problems, think critically, as well as process and apply knowledge
and skills in a specific content area. Schools earn a performance label
of exemplary (=/\>90%), recognized (=/\>75% beginning in 2007),
academically acceptable (\<75%) or academically unacceptable (\<65% in
reading, \<45% in math, and \<40% in science) based on the overall
campus results of passing standards set for each tested area, as well as
the performance of select student groups. In addition to passing
percentages, the results for each Texas campus are further compared
based on the number of students meeting the Commended Level performance
of at least a 2400 scale score. Exemptions from the state testing are
permitted if a child meets the Federal and State requirements. Exempt
students are assessed on acceptable alternative measures to determine
yearly growth. Performance on the State's mandated tests is used to lay
a foundation for which the school builds a strong instructional program.
Performance data is analyzed by overall campus groups, select student
groups, class groups, and then down to the individual student. The
information gathered is used to develop the campus improvement plan,
campus instructional calendar, develop new teaching strategies and
determine staff development needs. Budget decisions are made based on
student needs. Efficient allocation of resources and personnel helps to
ensure that every child is provided with a sound data-driven
instructional program. A yearly and multi-year review of the state
assessment results provides evidence of increased academic success. This
year it was noted that our students in fourth grade with limited
proficiency of the English language did not perform as well as other
student groups on the states reading test. The campus improvement plan
was written to address this variance. Additional resources, teaching
strategies and staff development were included to address the
difference. Consistent review of the fourth grade instruction and
constant evaluation of the fifth grade LEP students is a major component
of the plan of action. Analysis of the data is a yearly process that
allows the campus to create instructional plans, monitor progress and
make adjustments when necessary. Continual growth has occurred as staff
members make data informed instructional decisions.

More comprehensive information on testing in Texas can be viewed at the
Texas Education Agency website in the assessment area at
[www.tea.state.tx.us](http://www.tea.state.tx.us/). Specific data for
Amelia Earhart Learning Center can be located at
[www.dallasisd.org](http://www.dallasisd.org/).

**2. Using Assessment to Improve Student Performance**

The continuous drive for excellence and a desire to see students succeed
is evident in our commitment to implementing a strong educational
program that meets the needs of individual children. Teaching strategies
and staff development sessions are aligned to address the campus
improvement plan and the campus instructional calendar. Teachers meet
weekly in grade level teams to review student performance. Teachers
maintain student rosters that are generated from data gathered from
classroom assessments, benchmark assessments and diagnostic assessments.
The student list is used to determine small group interventions, after
school and Saturday school attendance. The teachers' rosters are
flexible. Teachers can make adjustments based on their personal
knowledge of the student. Teachers also begin to gather information on
the children in their class in regards to social and psychological
needs. Teachers seek to learn about the child as an individual. Each
teacher can tell you at any moment how a child is progressing
academically, socially and emotionally. A mentoring program is provided
for students. The mentors provide assistance with academic tutoring, but
they also are available to meet the social and emotional needs of the
children they mentor. Our non-content teachers and support staff take
great pride in providing academic coaching time to students. Students
have flourished with this added attention and individual accountability.
When we look for value added and compare growth from one year to the
next for students involved in the mentor program, we see progress. The
main goal for all students is evidence of year progress. All
stakeholders are encouraged to actively participate in the development
of learning opportunities.

**3. Communication of Student Performance**

The staff successfully bridges the school and home connection by
continuously providing meaningful updates on student performance to
parents. All communication from the school is provided in both Spanish
and English. Each year the teachers and parents gather during the first
week of school for "Meet the Teacher Night". Teachers share with parents
their expectations. Parents are provided with grade level and content
requirements. Monthly PTA and Site Based Decision Making committee
meetings provide excellent opportunities to share campus assessment
results. At the end of each six weeks of instruction, parents are given
progress report cards. Individual parent conferences are held to review
the child's academic progress, discuss strengths and weaknesses, and
collaboratively set goals at the end of the first and fourth six-weeks
grading periods. Parents and concerned community members can access
school and district level information from
[www.dallasisd.org](http://www.dallasisd.org/). Teachers communicate
informally with parents weekly. Parents are responsive to phone calls,
e-mails, written letters, or request to meet in person. It is not
uncommon for teachers to visit the homes of students. Twice a year the
school formally conducts announced home visits. The families are very
honored to have their child's teacher visit their homes. Teachers often
attend community activities such as sporting events, participate in
activities held in the community and attend worship services to see
children perform. The parents know that the school is available and
eager to help. Through daily interaction with parents, it is evident
that an open line of communicate exist between the school and the
community.

**4. Sharing Success**

Amelia Earhart Learning Center has continually proven to be an
educational institute that seeks to provide excellence. Teachers from
other campuses looking for effective teaching strategies and classroom
management techniques often visit the campus. Frequently teachers from
the school are called upon to provide district training sessions, work
with curriculum teams, and serve as mentors to teachers at other
campuses. These opportunities allow the staff to model effective
teaching, assessing, and monitoring practices. When the district began
to update the scope and sequence documents and benchmark assessment
tools, they called upon some of the staff to participate with colleagues
from across the district in sharing instructional strategies.

Student success is recognized every six weeks for attendance, academic
achievement, consist academic improvement and outstanding citizenship.
Teachers celebrate student success daily in their classrooms. Our
students participate in various extra-curricular activities and are
recognized for their outstanding effort. The school, parents, and
community members take great joy in recognizing outstanding student
accomplishments.

**Part V -- Curriculum and Instruction**

**1. School Curriculum**

The school follows the state curriculum (TEKS). It is refined and
structured to align with the district's instructional products. Teachers
build sound, challenging and culturally rich instructional programs. The
campus is responsible for assuring that the written, taught, and tested
curriculum are aligned. Teachers build lessons based on the required
expectation of alignment. A three-tiered approach to meet the needs of
all learners is incorporated into the daily lesson cycle. Teachers
introduce new concepts in whole group instruction followed by guided
practice. Strategies for guided practice include student lead
conversations and peer interaction. During guided practice, the teacher
is checking for understanding, correcting any misconception issues, and
allowing for clarification of ideas. Next, the students are given
opportunity to demonstrate their understanding independently. During
this time the teacher works with small groups or individual students.
These groups are developed based on assessments and are fluid in nature.
Teachers collaboratively plan lessons across content areas. Teachers
infuse teaching strategies, common skills, and common truths so students
can learn to make connections across disciplines. Teachers meet weekly
in vertical and horizontal teams for collaborative review, suggest
modifications and make adjustments to short and long-range goals of the
campus. Teacher-generated lessons are the foundation for dynamic
teaching and learning. The most powerful teaching tool available is the
consistent interaction of students with a qualified, caring teacher.

Our language arts program is central to all content taught. All content
teachers are trained on effective reading strategies. From the gym to
the cafeteria you can witness evidence of a print rich environment. Each
classroom is responsible for displaying various forms of print in the
vocabulary and topics of the content being presented. Word walls,
concept boards, visual representation of vocabulary, and daily oral and
written responses to text are common in each class. Math classrooms
contain rich visuals that help students to understand concepts being
taught. Manipulative materials are used daily to provide concrete
examples of mathematical concepts. Math concepts are taught through
problem solving, investigative techniques, and use of procedures to
determine possible solutions. Students are expected to show physical
examples of their thinking process. The student should be able to
demonstrate to someone their thinking process, by using a visual
representation. Science is a hands-on process at the school (60% lab
experiments and 40% contextual work). Science classes consist of ongoing
experiments constantly being monitored by students. Students learn to
think like scientist. They have field notebooks that are used to keep
track of experiments and learning experiences. Science teachers ensure
that children catch the connections across contents. Reading, math and
social studies are an intricate aspect of the science curriculum. All
students participate in Science Fair and Space Day. As a culminating
science activity, the senior group of the campus for the past 20 years
has flown to Houston, Texas. Parents and community organizations support
this activity financially. The field lesson is truly an open-air
classroom. Students have learning expectations to be accomplished while
participating in the two-day field lesson. When students return from the
field lesson they work collaboratively to produce a book that chronicles
their learning experiences. Over the years many of the chaperones for
this field lesson have been parents that also participated when they
were students at Amelia Earhart School. Cultural diversity is stressed
in the school\'s social studies curriculum. Students discuss, practice
and demonstrate good citizenship through various campus-based
activities. Students and parents are encouraged to participate in
community service projects that occur throughout the school year. The
school community is involved in various outreach activities to help the
under-privileged. Students and parents have collected food for local
food banks, supplies for our nation's troops and school supplies for
local children. Our fourth and fifth grade language arts classes
exchange letters several times a year with a school in Kwanza, Africa.
The interdisciplinary instructional program is designed to expose
children to real world experiences.

The campus provides an outstanding fine arts program where students are
given the opportunity to select between classes in choral or visual art.
The fine arts program is an intricate part of the campus. Fine Arts
teachers willingly collaborate with classroom teachers and seek ways to
reinforce what is being taught in the classrooms. Students are
continually provided opportunities to demonstrate their talents. Several
choir students are chosen each year to represent the school as members
of the All-City Choir. Choral students perform at PTA meetings, Holiday
programs, and award ceremonies. Student artwork is displayed throughout
the building. Art students participate in local and regional
competitions and traditionally receive high levels of recognition.
Participation in the school's fine arts program provides students
additional opportunities to experience success.

**2. Reading Curriculum**

Reading is paramount to all academic success. The reading program at
Amelia Earhart Learning Center is designed to expose children to the
joys of reading. Reading occurs all day at Amelia Earhart Learning
Center. Children read before school, after lunch, and as they wait for
their rides after school. The campus reading curriculum is based on the
TEKS and touches all aspects of the learning environment and spans
across all content areas. The curriculum products provided by the school
district are research based and build a strong reading foundation.
Teachers consistently assess students' reading ability to adequately
develop individualized, small group instruction. Children identified as
needing intensive intervention are scheduled into the primary reading
assistance class. This class provides children the opportunity to work
on skills they have shown difficulty in mastering. The teacher of the
primary assistance class schedules children with similar needs as
determined by the analysis of multiple assessment tools. This teacher
also provides specific instructional sessions for children identified
with dyslexia. The educational needs of our bilingual population are
meet through a one-way dual language bilingual program. Dual language
instruction is provided for pre-kindergarten -- first grade. A bilingual
instructor is provided for students qualifying for the bilingual program
based on their home language and a language acquisition assessment. In
the school's second -- fifth grade bilingual classes, students are
provided instruction in English and given Spanish support. The
Reading/Language Arts program in third -- fifth grade is
departmentalized to encourage teachers to master instructional practices
for that content. Parents are provided several opportunities throughout
the school year to participate in grade and content specific workshops.
Parents learn activities they can easily do at home to assist their
children. The school provides parents with quality literature. Most of
the literature available to the families is recorded on cassette tapes
in both English and Spanish. As an outcome of the school's desire to
empower students to be lifetime readers, opportunities are provided for
students to actively be involved in reading.

**3. Math Curriculum**

Students can be seen using math in all content areas. Pre-Kindergarten
-- second grade teachers plan as grade level teams and discuss the
skills to be taught the next week. Since our third -- fifth grade
classes are departmentalized, these teachers meet in vertical teams.
During grade level meetings, teachers find ways to incorporate the new
math skills into their content lessons. This helps the child to make
connections and retain the information. Students are encouraged to seek
out all possible solutions when solving a math problem. Students are
given time to have meaningful conversations with their peers about how
they solve mathematical problems. This allows the student to teach their
new learning to someone else. The campus curriculum is built on the
TEKS. The district has provided a road map that helps to structure
instructional decisions. When students return to school in August, they
are given a pre-assessment. Teachers build instructional groups within
their classrooms based on the results of the pre-assessment. These
groups allow teachers to meet individual needs during their classroom
intervention time. Assessments are given periodically throughout the
year. These assessments allow the teacher to constantly provide
intervention time to the students demonstrating the greatest need. Math
instruction is anchored in problem solving. Teachers begin each class
day with a problem of the day. Students solve the problem in their math
journals and record their solution. Math is taught in a continuous cycle
of new content being introduced, followed by review and maintenance of
learned skills. Students in third -- fifth grade classrooms have a
two-hour block of instructional time. This extra time allows for
in-class intervention. During the thirty minutes devoted to
interventions, the teacher works with individual students and small
groups. Students in need of extra intervention are expected to attend
the after school and/or Saturday classes. Teachers in all content areas
stress with children how important math is to our daily life. The
success of the campus math program is based on the teacher's knowledge
of their students' needs and the pairing of students to share their
learning.

**4. Instructional Methods**

The staff is viewed as the schools most valuable instructional tool.
Collaboration has made a profound difference on the school climate.
Every individual on the campus is vital to the mission of providing
educational excellence for everyone. When a supportive group of
individuals daily seek ways to meet the academic, social, and emotional
needs of students, success can be an expected outcome. Instructionally
sound principles are utilized in all classrooms. The instructional
schedule allows teachers optimum time for instruction without
interruptions. The instructional day is fully orchestrated. Teachers
have a deep understanding of the lesson cycle and how its implementation
helps to structure effective learning. Instructional resources are
allocated to meet student needs. Every classroom is well stocked with
manipulative materials, instructional tools and enrichment resources, as
well as student supplies. It is expected that nothing should interfere
with the instructional program. The extended day for our third --fifth
grade students allows teachers the opportunity to schedule quality
in-class intervention and enrichment activities. Teachers provide
continual review of taught skills. This continual review helps students
to take ownership of their learning and maintain their newly acquired
knowledge. Students know that the only option available is success. The
teachers know their students' strengths and weaknesses. All
instructional practices are aligned to make sure the weaknesses become
strengths.

**5. Professional Development**

A well-trained dedicated staff is the foundation for all student
success. The staff is dedicated to their profession and seeks ways to
enhance their ability to effectively educate all children. Collaboration
is embedded into the foundation of the campus and is evident in all
campus practices. Professional development is practiced daily as
teachers jointly plan for instruction, review data, and develop
instructional plans. The principal along with the support of the campus
instructional leadership team plans, selects, implements, and evaluates
the various learning opportunities provided to the staff. The desired
outcome of any staff development is to improve student achievement. The
staff has committed itself to professional development. Teacher teams
meet weekly throughout the year. These teams meet on Tuesdays for
collaborative planning, Wednesdays for grade level planning, and the
first, second and fourth Thursday of each month after school for
vertical meetings. On the third Thursday of each month the staff has
agreed to meet for one hour and thirty minutes to participate in
campus-based training. Teachers are provided with opportunities to
attend National and Regional trainings that support the district or
campus instructional goals. The staff continually seeks new and
innovative ideas that can increase success for all students. Teachers
willing participate in these staff development opportunities in addition
to the district's required content-based twenty-one hours of staff
development.

Texas Third-Grade Criterion-Referenced Reading Test

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

Edition/publication year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

+-------------------------------------+-------+-------+-------+-------+
| School Year                         | 2005- | 2004- | 2003- | 2002- |
|                                     |       |       |       |       |
|                                     | 2006  | 2005  | 2004  | 2003  |
+-------------------------------------+-------+-------+-------+-------+
| Test Given                          | TAKS  | TAKS  | TAKS  | TAKS  |
+-------------------------------------+-------+-------+-------+-------+
| Testing Month                       | Fe    | Fe    | Fe    | Fe    |
|                                     | b/Apr | b/Apr | b/Apr | b/Apr |
+-------------------------------------+-------+-------+-------+-------+
| School Scores                       |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 95    | 100   | 95    | 96    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 14    | 38    | 14    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 56    | 38    | 37    | 35    |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students tested          | 90    | 86    | 90    |       |
+-------------------------------------+-------+-------+-------+-------+
| Number of students alternatively    | 6     | 6     | 4     |       |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively   | 10    | 14    | 10    |       |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Subgroup Scores                     |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ***1. African American***           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 100   | 100   | 90    | 100   |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 15    | 46    | 10    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 28    | 12    | 21    | 19    |
+-------------------------------------+-------+-------+-------+-------+
| ***2. Hispanic***                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 90    | 100   | 100   | 86    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 13    | 31    | 13    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 34    | 32    | 19    | 15    |
+-------------------------------------+-------+-------+-------+-------+
| ***3. Economically Disadvantaged*** |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 94    | 100   | 94    | 95    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 15    | 35    | 14    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 58    | 43    | 40    | 30    |
+-------------------------------------+-------+-------+-------+-------+

Texas Third-Grade Criterion-Referenced Math Test

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

Edition/publication year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

+-------------------------------------+-------+-------+-------+-------+
| School Year                         | 2005- | 2004- | 2003- | 2002- |
|                                     |       |       |       |       |
|                                     | 2006  | 2005  | 2004  | 2003  |
+-------------------------------------+-------+-------+-------+-------+
| Test Given                          | TAKS  | TAKS  | TAKS  | TAKS  |
+-------------------------------------+-------+-------+-------+-------+
| Testing Month                       | April | April | April | April |
+-------------------------------------+-------+-------+-------+-------+
| Total Students                      | 62    | 44    | 41    | 35    |
+-------------------------------------+-------+-------+-------+-------+
| School Scores                       |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 70    | 92    | 84    | 92    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 10    | 33    | 17    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 58    | 44    | 40    | 35    |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students tested          | 94    | 100   | 98    | 100   |
+-------------------------------------+-------+-------+-------+-------+
| Number of students alternatively    | 4     | 0     | 1     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively   | 6     | 0     | 2     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Subgroup Scores                     |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ***1. African American***           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 62    | 91    | 75    | 94    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 8     | 27    | 5     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 28    | 12    | 21    | 19    |
+-------------------------------------+-------+-------+-------+-------+
| ***2. Hispanic***                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 77    | 92    | 94    | 86    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 13    | 39    | 6     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 34    | 32    | 19    | 15    |
+-------------------------------------+-------+-------+-------+-------+
| ***3. Economically Disadvantaged*** |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 69    | 91    | 83    | 91    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 9     | 30    | 6     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 58    | 43    | 40    | 30    |
+-------------------------------------+-------+-------+-------+-------+

Texas Fourth-Grade Criterion-Referenced Reading Test

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

Edition/publication year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

+-------------------------------------+-------+-------+-------+-------+
| School Year                         | 2005- | 2004- | 2003- | 2002- |
|                                     |       |       |       |       |
|                                     | 2006  | 2005  | 2004  | 2003  |
+-------------------------------------+-------+-------+-------+-------+
| Test Given                          | TAKS  | TAKS  | TAKS  | TAKS  |
+-------------------------------------+-------+-------+-------+-------+
| Testing Month                       | April | April | April | April |
+-------------------------------------+-------+-------+-------+-------+
| School Scores                       |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 75    | 49    | 75    | 50    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 9     | 3     | 3     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 49    | 43    | 47    | 45    |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students tested          | 100   | 100   | 98    | 100   |
+-------------------------------------+-------+-------+-------+-------+
| Number of students alternatively    | 0     | 0     | 1     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively   | 0     | 0     | 2     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Subgroup Scores                     |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ***1. African American***           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 79    | 45    | 67    | 52    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 29    | 0     | 0     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 14    | 23    | 24    | 32    |
+-------------------------------------+-------+-------+-------+-------+
| ***2. Hispanic***                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 73    | 53    | 83    | 46    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 0     | 5     | 6     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 35    | 20    | 23    | 13    |
+-------------------------------------+-------+-------+-------+-------+
| ***3. Economically Disadvantaged*** |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 76    | 50    | 73    | 52    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 7     | 3     | 0     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 43    | 39    | 45    | 43    |
+-------------------------------------+-------+-------+-------+-------+

Texas Fourth-Grade Criterion-Referenced Math Test

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

Edition/publication year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

+-------------------------------------+-------+-------+-------+-------+
| School Year                         | 2005- | 2004- | 2003- | 2002- |
|                                     |       |       |       |       |
|                                     | 2006  | 2005  | 2004  | 2003  |
+-------------------------------------+-------+-------+-------+-------+
| Test Given                          | TAKS  | TAKS  | TAKS  | TAKS  |
+-------------------------------------+-------+-------+-------+-------+
| Testing Month                       | April | April | April | April |
+-------------------------------------+-------+-------+-------+-------+
| School Scores                       |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 82    | 69    | 90    | 88    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 9     | 3     | 3     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 45    | 39    | 48    | 45    |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students tested          | 92    | 91    | 98    | 100   |
+-------------------------------------+-------+-------+-------+-------+
| Number of students alternatively    | 4     | 4     | 1     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively   | 8     | 10    | 2     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Subgroup Scores                     |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ***1. African American***           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 93    | 60    | 86    | 86    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 29    | 5     | 14    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 14    | 20    | 24    | 32    |
+-------------------------------------+-------+-------+-------+-------+
| ***2. Hispanic***                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 77    | 79    | 94    | 92    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 13    | 26    | 11    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 31    | 19    | 23    | 13    |
+-------------------------------------+-------+-------+-------+-------+
| ***3. Economically Disadvantaged*** |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 81    | 69    | 89    | 88    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 19    | 17    | 14    | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 43    | 39    | 45    | 43    |
+-------------------------------------+-------+-------+-------+-------+

Texas Fifth-Grade Criterion-Referenced Reading Test

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

Edition/publication year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

+-------------------------------------+-------+-------+-------+-------+
| School Year                         | 2005- | 2004- | 2003- | 2002- |
|                                     |       |       |       |       |
|                                     | 2006  | 2005  | 2004  | 2003  |
+-------------------------------------+-------+-------+-------+-------+
| Test Given                          | TAKS  | TAKS  | TAKS  | TAKS  |
+-------------------------------------+-------+-------+-------+-------+
| Testing Month                       | Fe    | Fe    | Fe    | Fe    |
|                                     | b/Apr | b/Apr | b/Apr | b/Apr |
+-------------------------------------+-------+-------+-------+-------+
| School Scores                       |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 100   | 65    | 65    | 56    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 5     | 5     | 8     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 44    | 46    | 43    | 47    |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students tested          | 100   | 100   | 100   | 100   |
+-------------------------------------+-------+-------+-------+-------+
| Number of students alternatively    | 0     | 0     | 0     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Percent of students alternatively   | 0     | 0     | 0     | 0     |
| assessed                            |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| Subgroup Scores                     |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ***1. African American***           |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 100   | 65    | 62    | 57    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 0     | 10    | 8     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 21    | 22    | 26    | 31    |
+-------------------------------------+-------+-------+-------+-------+
| ***2. Hispanic***                   |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 100   | 65    | 69    | 57    |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 10    | 0     | 6     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 23    | 24    | 17    | 16    |
+-------------------------------------+-------+-------+-------+-------+
| ***3. Economically Disadvantaged*** |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| \% showing mastery and above        | 100   | 59    | 67    | 58\.  |
+-------------------------------------+-------+-------+-------+-------+
| \% showing commended performance    | 5     | 2     | 7     | NA    |
+-------------------------------------+-------+-------+-------+-------+
| Number of students tested           | 42    | 42    | 42    | 43    |
+-------------------------------------+-------+-------+-------+-------+

Texas Fifth-Grade Criterion-Referenced Math Test

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

Edition/publication year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

+----------------------------------+--------+--------+--------+--------+
| School Year                      | 2005-  | 2004-  | 2003-  | 2002-  |
|                                  |        |        |        |        |
|                                  | 2006   | 2005   | 2004   | 2003   |
+----------------------------------+--------+--------+--------+--------+
| Test Given                       | TAKS   | TAKS   | TAKS   | TAKS   |
+----------------------------------+--------+--------+--------+--------+
| Testing Month                    | M      | M      | M      | M      |
|                                  | ar/May | ar/May | ar/May | ar/May |
+----------------------------------+--------+--------+--------+--------+
| School Scores                    |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% showing mastery and above     | 100    | 98     | 80     | 71     |
+----------------------------------+--------+--------+--------+--------+
| \% showing commended performance | 63     | 27     | 23     | NA     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 44     | 46     | 43     | 47     |
+----------------------------------+--------+--------+--------+--------+
| Percent of students tested       | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 0      | 0      | 0      | 0      |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 0.0    | 0.0    | 0.0    | 0.0    |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Subgroup Scores                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| ***1. African American***        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% showing mastery and above     | 100    | 95     | 83     | 63     |
+----------------------------------+--------+--------+--------+--------+
| \% showing commended performance | 47     | 29     | 25     | NA     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 21     | 22     | 26     | 31     |
+----------------------------------+--------+--------+--------+--------+
| ***2. Hispanic***                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% showing mastery and above     | 100    | 100    | 75     | 86     |
+----------------------------------+--------+--------+--------+--------+
| \% showing commended performance | 76     | 25     | 19     | NA     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 23     | 24     | 17     | 16     |
+----------------------------------+--------+--------+--------+--------+
| ***3. Economically               |        |        |        |        |
| Disadvantaged***                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% showing mastery and above     | 100    | 97     | 80     | 71     |
+----------------------------------+--------+--------+--------+--------+
| \% showing commended performance | 63     | 26     | 23     | NA     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 42     | 42     | 42     | 43     |
+----------------------------------+--------+--------+--------+--------+