##### *Revised March 31, 2005*

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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_X\_ Middle \_\_ High
\_\_ K-12

Name of Principal [\_\_Mrs. Bonnie Brinkmeyer]{.underline}

Official School Name \_ [Brenham Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_1600 South Horton Street\_\_\_\_\_\_\_

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

[\_\_\_\_Brenham
\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[Texas 77833-5104]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_[Washington]{.underline} School Code
Number\*\_\_[\_239901041]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 979 )277-6585]{.underline} Fax [( 979
)277-6590]{.underline}

Website/URL [brenhamisd.net]{.underline} E-mail
[bonbrink@brenhamisd.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.

[\_\_\_February 4,
2005\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. David Yeager]{.underline}

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

District Name [Brenham Independent School District]{.underline} Tel. [(
979) 277-6500]{.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.. Melvin Ehlert

(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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_3\_\_ Elementary schools

\_\_1\_\_\_Middle schools

\_\_1\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_3\_\_\_ Other : Brenham Alternative School

Success Bound

Five Oaks

\_\_9\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\$7815\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\$8029\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [\_\_1\_\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

[\_\_4\_\_\_]{.underline} If fewer than three years, how long was the
previous principal at this school?

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       154       169                    323          **Other**                         

  **6**       174       177                    351                                            

                                    **TOTAL                                                   674
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of \_\_54\_\_% White

the students in the school: [\_\_28\_\_]{.underline}% Black or African
American

[\_\_16\_\_]{.underline}% Hispanic or Latino

[\_\_\_2\_\_]{.underline} % Asian/Pacific Islander

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_7\_\_\_\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  24
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           24
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   48
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 668
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.072
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          7.2 %
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_4\_\_\_%

\_\_\_\_29\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_3\_\_\_\_\_

Specify languages: English, Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals: \_\_\_\_46\_\_\_\_%

Total number students who qualify: \_\_\_\_310\_\_\_\_

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

10\. Students receiving special education services: \_ 15\_\_\_\_%

\_\_91\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_1\_\_Autism \_\_\_0_Orthopedic Impairment

\_\_0\_\_Deafness \_\_\_6_Other Health Impaired

\_\_0\_\_Deaf-Blindness \_\_84_Specific Learning Disability

\_\_4\_\_Emotional Disturbance \_\_10_Speech or Language Impairment

\_\_2\_\_Hearing Impairment \_\_\_0_Traumatic Brain Injury

> \_\_5\_\_Mental Retardation \_\_\_0_Visual Impairment Including
> Blindness

\_\_0\_\_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) \_\_\_\_3\_\_\_ \_\_\_\_0\_\_\_\_

Classroom teachers \_\_\_44\_\_\_\_ \_\_\_\_1\_\_\_

Special resource teachers/specialists \_\_\_\_9\_\_\_\_
\_\_\_\_1\_\_\_\_

Paraprofessionals \_\_\_\_12\_\_\_ \_\_\_\_0\_\_\_\_

> Support staff \_\_\_\_\_4\_\_\_ \_\_\_\_1\_\_\_\_
>
> Total number \_\_\_\_72\_\_\_ \_\_\_\_3\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_20:1\_\_\_

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

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

  Daily student attendance      97%         96%         96%         96%

  Daily teacher attendance      94%         95%         96%         97%

  Teacher turnover rate         9%          9%          9%          8%
  ----------------------------- ----------- ----------- ----------- -----------

**Part III- Summary of Brenham Middle School and Mission of the Campus**

The mission of Brenham Middle School is to educate students in a safe,
friendly, yet challenging environment. Brenham enjoys a solid history of
student achievement and it is the goal of Brenham Middle School to help
shape sons and daughters into responsible, productive citizens. Brenham
Middle School exemplifies a dynamic school where the focus is on the
whole child and lifelong learning.

Four decades after the new Republic of Texas was born in nearby
Washington-on the-Brazos in 1875, the small community of Brenham
established the first public school system in Texas. Located halfway
between the (then) small communities of Houston and Austin, Brenham
citizens pledged their support for the education of all of their
children. Today, in a town that takes pride in being the home of Blue
Bell ice cream, baseball and beautiful bluebonnets, exemplary schools
have always been the desire of the people who live and work in the area.

Brenham Middle School is housed in a facility built in 1970. In the
mid-1980s the structure endured a significant renovation as it was
reconfigured from a sixth, seventh and eighth grade junior high campus
to the current configuration as the only site for public school fifth
and sixth graders. While the building is one of the older schools in
Brenham, it remains active and heavily utilized by academic and
extracurricular functions.

Three elementary PK-4^th^ grade campuses feed into this campus. One of
those achieved "Exemplary" status for the 2003-2004 school year from the
Texas Education Agency. The other two campuses achieved "Recognized"
status for their students' performance. In a working class environment
with a low unemployment rate yet a moderate poverty level, teamwork and
collaboration among all of the stakeholders has led to significant
academic gains among all subgroups.

The campus faces challenges, both academic and non-academic, as do all
schools of fifth and sixth graders. Transitions from the elementary to
the secondary educational philosophies occur here. The campus houses a
comprehensive curriculum, with core academics as well as the fine arts.
Programs are designed for all student needs, whether gifted and
talented, bilingual, or technology-oriented. Brenham Middle School
espouses the "whole child" philosophy and teaches a district-wide
character education program developed to introduce and maintain basic
character traits such as honesty, trustworthiness, caring, and respect.

Brenham is a winning community where teamwork is valued, whether on the
football field, volleyball court, or in the classroom. Brenham Middle
School is no exception to the positive values and hard work ethics of
the citizenry. Even with all the successes of the school district in the
past several years, parents, teachers, students, senior citizens and
business leaders constantly strive to maintain a high level of
excellence as this small but growing community seeks to educate its
learners as they move through the K-12 system and face the larger arenas
of life.

# Part IV- Indicators of Academic Success

**1.** **Assessment Results**: Brenham Middle School is part of the
Texas public school system and uses the Texas Assessment of Knowledge
and Skills (TAKS) as its primary measure of student academic
performance. "Met Standard" means that students met the applicable
passing standard as more specifically defined at the state's
website-<http://www.tea.state.tx/us/perfreport/aeis/2004>.

For the 2003-2004 school year, Brenham Middle School reading students
performed at high levels in both fifth and sixth grades.
[All]{.underline} student populations tested at 95% or better in sixth
grade reading and at 80% or better in fifth grade reading. Minimal
disparity between groups and performance at the passing standard level
indicated great gains for all subgroups on campus:

**African American** (Grade 5) from 59% to 83% in reading; 85% to 82% in
math

**African American** (Grade 6) from 80% to 95% in reading; 75% to 83% in
math

**Hispanic** (Grade 5) from 77% to 79% in reading; 92% to 93% in math

**Hispanic** (Grade 6) from 84% to 98%; 81% to 91% in math

**White** (Grade 5) from 93% to 95%; 99% both years in math

**White** (Grade 6) from 95% to \>99%; 94% to 97% in math

**Economically Disadvantaged** (Grade 5) from 68% to 80% in reading;

> 91% to 86% in math

**Economically Disadvantaged** (Grade 6) from 81% to 96% in reading;

> 78% to 86% in math

The numbers denote significant gains at both grade levels with all
student populations. "Commended Performance" status was attained by all
subgroups as well, indicating gains in the percentage of students in all
populations who surpassed the

state passing standard with a high degree of proficiency. The following
indicates [commended]{.underline} performance of Brenham students as
summed for both grade levels, that terminology first being applied in
the 2002-2003 performance reports:

**African American** up from 6% to 22% in reading; 2% to 20% in math

**Hispanic** down slightly from 21% to 18% in reading; 12% to 21% in
math

**White** up from 38% to 46% in reading; 31% to 48% in math

**Economically Disadvantaged** up from 11% to 20% in reading and

9% to 23% in math

These statistics reflect the hard work and dedication of the students
and staff at Brenham Middle School as much as they reflect the
successful programs and initiatives that have been in place over the
past several years. Other assessments include benchmark testing every
six weeks period, plus teacher-generated tests and quizzes. Strong
support from the central administration and the local board of trustees
continues to positively impact the campus. Based on student needs and
the demographics of the community, Brenham Middle School meets the
challenge of planning for and providing appropriate interventions that
produce the greatest degree of student success.

**2. Using Assessment Data:** Brenham Middle School employs assessment
data to understand and improve student instruction. By utilizing
demographic disaggregation and analysis by objective and by classroom,
teachers can address students' academic needs more specifically. Best
practices that are research-based and effective are studied and shared.
Curriculum, Instruction, and Assessment (CIA) teams comprised of
classroom (K-12) teachers meet judiciously to establish horizontal and
vertical alignment from classroom-to-classroom, grade level-to-grade
level, and campus-to-campus across the PK-12 district. The Texas
Essential Knowledge and Skills (TEKS) are studied, interpreted and
evaluated as key curriculum elements. Pacing charts and timelines set
guidelines for the instruction of concepts and objectives. Benchmark
tests given at appropriate intervals provide immediate feedback to both
students and their teachers about what is being taught and how
successfully it is being learned. Once data is collected and analyzed,
campus teams study trends and patterns that reflect student success or
deficit areas. Data drives instruction and both students and staff are
held accountable to high standards.

**3. Communicating Student Performance:** Brenham Middle School utilizes
a variety

of communication media to keep parents and the community informed. These
include meetings, conferences, handbooks, information packets,
newsletters, newspaper articles, radio programs and call-in radio talk
shows.

Starting each fall, the new school year is introduced with an open house
night where parents have the opportunity to tour the building and meet
the teachers. Throughout the year, informative topic-related meetings,
such as Science Night and "Bully-Proofing Our School" workshops, entice
parents to become active and involved. In October, at the conclusion of
the first six weeks of instruction, students enjoy a waiver day while
their teachers hold conferences with parents to explain their
instructional expectations and answer parents' questions about
curriculum objectives and assessments. Parent attendance soars to 90% or
better on a regular basis.

In addition to classroom newsletters, the Brenham Middle School Parent
Teacher Organization (PTO) sponsors a campus-wide newsletter sent home
to parents with report cards every six weeks. These serve to remind
parents of coming events and significant dates as well as inform them
about what the various departments are doing on the campus. Selected
student reporters also roam the campus to conduct interviews and report
the pertinent events to the local community newspaper, [The Brenham
Banner Press]{.underline}, each week.

All staff members have access to technology and frequent update
training. The

campus created and maintains a website and every faculty member has a
published

email address for better accessibility. Frequent phone calls home and
individual

conferences initiated by parents or teachers also give insight into what
is happening

in the school.

Both teachers and administrators send letters home periodically to
update parents on student progress on daily work, projects, or benchmark
assessments. The campus handbook provides a wealth of general
information, plus newspaper articles and radio programs help communicate
what is happening throughout the year. The Campus Report Card meeting is
held each year to allow parents to see how the campus and the district
are performing in relation to the state's performance standards. Not
only are all parent contacts documented, but also successes are
publicized and celebrated!

**4. Sharing Successes**: Brenham Middle School exudes an open, friendly
atmosphere where all are welcome, and visits from neighboring school
districts are common. The Texas Education Service Center Region VI
encourages and facilitates open dialogue among schools across Texas so
that research and best practices can be explored. Student success
becomes recognized, studied and replicated whenever possible. Brenham
Middle School has hosted nearby school districts as a training site for
positive behavior programs and site-based decision making.

Local, state and national conferences allow faculty members to present
new information, share ideas and forge professional friendships. Staff
members with effective, innovative methods of instruction find support
to model them on and beyond the campus. The district's approach to
horizontal and vertical alignment, the Curriculum, Instruction, and
Assessment Team (CIA), constitutes the focus of teacher groups within
the district when they meet and plan.

There exists a special cooperation and camaraderie in Brenham among all
the campuses of the public and the private schools. Even the local
community college-Blinn College, and the nearby flagship
university-Texas A&M, share credit for student success in that many
graduates of the Brenham school district attend Blinn or Texas A&M. Sam
Houston State University and Prairie View A&M University also extend
working partnerships with Brenham ISD and allow student teachers to work
on the campus as a "learning workshop" for future teachers. These
institutions of higher learning, in return, encourage future teachers
and provide programs to nurture individuals as teachers and future
educators to the Brenham community. This exemplifies a win-win
partnership!

# Part V Curriculum and Instruction

**1. The Campus Curriculum**

Brenham Middle School adheres to the Texas Essential Knowledge and
Skills as its core curriculum and student success is based upon the
expectations as defined by the Texas Education Agency. These core
curriculum subjects include reading, math, language arts (writing),
social studies, and science. Physical education and music are offered
daily and art, choir and band are offered as electives. Skills and
concepts are presented to all students, with modifications applied to
those students identified as having special learning needs (from Special
Education through Gifted and Talented). With pacing charts (similar to
scope and sequences) generated by teacher committees called Curriculum,
Instruction, and Assessment (CIA) teams, curriculum alignment is
facilitated in a manner that encompasses every class at every grade
level.

It should be noted that Brenham ISD sees a growing bilingual population
and Brenham Middle School reflects the demographics of the district.
Spanish-speaking students are instructed by a bilingual teacher and
assisted by a bilingual instructional aide. Additional resources for
these students include bilingual software for both reading and math and
a variety of instructional media and materials, including games,
manipulatives and multisensory programs. The bilingual students are
mainstreamed

into the regular education classes as much as possible and into
classrooms where teachers certified in English as a Second Language
(ESL) can teach and assist them with the relevant concepts and
vocabulary.

The fine arts are featured in the art, general music, choir and band
programs. Art instruction by a full-time certified art teacher is
available to every fifth grader and offered as an elective to every
sixth grader. The art curriculum is also outlined in the Texas Essential
Knowledge and Skills (TEKS). General music opportunities are provided to
fifth graders and sixth graders; choir and band expand the sixth grade
electives. All of the fine arts are available to all student
populations, including bilingual and special education Life Skills
students.

As part of their health and fitness requirements, physical education is
mandatory for fifth and sixth graders at least three forty-five minute
periods a week. Along with the physical fitness program, Brenham ISD has
established a local set of physical fitness criteria to ensure that the
highest standards for academic excellence can be matched with healthy,
active bodies. The physical education department conducts fitness
screenings each school year to measure body mass index of each of the
students in an effort to combat student obesity and poor
health/nutrition habits.

Technology is incorporated into all areas with computers available for
Accelerated Reader, a supplementary reader program, as well as web-based
instructional programs and stand-alone software. The campus houses two
large computer labs-one for Compass, an individually paced reading and
math program, and the other for teacher-directed multimedia lessons.

Benchmark assessments are produced by the teaching staff to measure
students' progress toward the state-defined standards. Mastery of the
core curriculum objectives for all students is either measured by the
Texas Assessment of Knowledge and Skills (TAKS) or by the State
Developed Alternative Assessment (SDAA).

**2. Reading Curriculum**

The reading program at Brenham Middle School defines the heart of the
academic program. The campus is unique in that it is the only campus in
the district that receives students from three feeder campuses. The
elementary schools all emphasize the elements of emergent reading
instructional strategies as presented by the Texas Reading Teacher
Academies. These elements include phonemic and phonological awareness,
alphabetic principles, fluency, accuracy and comprehension.

By fifth grade, students who enter Brenham Middle School are expected to
be reading on grade level. At the beginning of the year, a test (The
Standardized Test for the Assessment of Reading-STAR) is administered to
determine each child's instructional and independent reading levels.
Students who are reading below grade level are provided immediate
interventions with small groups, instructional aides, Extended Day after
school programs, and computer lab assistance. Reading teachers refer to
their pacing charts to make sure that all of the Texas Essential
Knowledge and Skills are presented and mastery is measured with periodic
benchmark testing.

The campus library supports all reading teachers and serves as the
driving force behind the supplementary program called Accelerated
Reader. This program has been on the campus for many years. It was
specifically selected to encourage and foster a lifelong love of reading
and to allow students access to a variety of reading materials for all
levels of readers.

Reading at the middle school level involves exposure to all literary
genres,

fiction and non-fiction, great works of literature, and a broad expanse
of books, articles, poetry and essays. Fluency and comprehension are
strengthened not only to help students with the required Texas
Assessment of Knowledge and Skills (TAKS) but also with all other
content areas on the campuses.

# 3. Science Curriculum

Beginning in the 2002-2003 school year, fifth grade students became
accountable in science on the Texas Assessment of Knowledge and Skills
(TAKS). The science curriculum as presented in the Texas Essential
Knowledge and Skills (TEKS) expanded to become more laboratory-based and
research oriented. To meet the challenge, Brenham Middle School teachers
began to plan together to create science labs that were safe, well
stocked and student centered. Instructional materials and science lab
equipment ordered addressed the goals that were established to expose
the students to a multitude of science concepts.

In cooperation with the local community college (Blinn College),
teachers attended science workshops that were funded with local
resources. Exciting lessons were generated and each teacher received
special multimedia projectors and other equipment to enhance the science
lessons and make them truly multisensory. Science students accepted the
challenge to create their own projects for the campus science fair,
where projects were judged based on their authenticity and their
adherence to scientific principles. With parent meetings and student
workshops, great interest in science continues to be generated!

# 4. Instructional Methods

The instructional methods employed at Brenham Middle School are based on
the learning styles and current curricular needs of the students. These
include, but are not limited to:

**\*Exchange City-** This involves a trip to a real working city staffed
and managed by students and guided by specially trained adult
volunteers. All fifth graders travel to Exchange City (affiliated with
the Junior Achievement program) after having studied such real world
lessons as how to write a check, how to apply for and pay back a bank
loan, how to manage a small company with several employees, and many
other job-related skills.

\***Outdoor Classrooms-** Funded by a grant in partnership with
Community Education and the Texas Parks and Wildlife Department, this
tactile-kinesthetic program encourages students to study the history of
the local area as well as the plant and animal life around nearby Lake
Somerville, located less than a half hour away from the Brenham Middle
School campus.

**\*Accelerated Reader-**This individualized supplementary reading
program awards points to students based on books read. Comprehension is
tested via computer tests that students take when they have finished a
book. With a passing score, points can be generated that are based on
the difficulty of the book. Points earned can be redeemed for prizes at
the AR Store in the library.

\***Guided Reading-** Guided Reading remains an integrated
teacher-directed reading

approach that integrates phonetic and phonological (decoding) skills
with reading comprehension.

\***Basic Language Skills-** For students who have been identified as
having dyslexic tendencies, Basic Language Skills (formulated on
research-based Neuhaus principles) instruction delineates an intense,
sequenced approach to reading.

**\*Webccat-** Webccat is a web-based bank of instructional materials
and higher level questions that are directly correlated to the Texas
Essential Knowledge and Skills (TEKS).

\* **Gifted/Talented Program-** For students who achieve above grade
level expectations, Brenham Middle School offers a Gifted/Talented (G/T)
program for enrichment and acceleration, providing curriculum with
greater depth and complexity.

# 5. Professional Staff Development

Both the campus and district educational improvement plans provide
direction for professional staff development that addresses student
needs and campus issues as identified by needs assessments each year.
The plans address student safety and achievement through numerous
professional and paraprofessional staff development opportunities . Some
of these include:

\***Technology** training is offered each summer to update teachers' and
aides' computer skills and to make staff aware of lessons and materials
online.

\***Confidentiality and Special Education** workshops are designed to
protect the privacy of every student and to facilitate the Assignment,
Review, and Dismissal (ARD) meetings held with parents of special needs
students.

\***Gifted/Talented** staff development is generated to reinforce or
expand teachers' knowledge about the nature and needs of gifted students
and the implementation of differentiated curriculum and instruction.

**\*Positive Actions With Students (PAWS)**, originally a successful
program at Brenham Junior High, has been expanded to the middle school
level. With PAWS, students are recognized and rewarded for their
positive behaviors and good choices.

\***English as a Second Language (ESL)** explores the language
acquisition needs of those students who speak a language other than
English**.**

\***Content Area Workshops** in all five core content areas provide
on-going support

for teachers in instructional strategies, activities, data analysis, and
learning styles.

\***Campus Safety and Security** issues are studied in partnership with
the local law enforcement officers to make the campus more vigilant and
more secure. These programs, plus many more, serve to help Brenham
Middle School meet its stated objective of educating students "in a
safe, friendly, yet challenging environment".

**TEXAS ASSESSMENT OF ACADEMIC SKILLS (2000-2002)**

## TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (2002

(State Criterion-Referenced Tests Published by the Texas Education
Agency)

## Brenham Middle School

**Reading Grade 5**

+----------------------------------+--------+--------+-------+--------+
| **Test Year**                    | *      | *      | **2   | *      |
|                                  | *2003- | *2002- | 001-2 | *2000- |
|                                  | 2004** | 2003** | 002** | 2001** |
+----------------------------------+--------+--------+-------+--------+
| Testing Month                    | April  | April  | April | April  |
+----------------------------------+--------+--------+-------+--------+
| SCHOOL SCORES                    |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| \% Met Standard                  | 90     | 82     | 91    | 85     |
+----------------------------------+--------+--------+-------+--------+
| \% Commended Performance \*      | 36     | 27     | \-\-- | \-\--  |
+----------------------------------+--------+--------+-------+--------+
| Number of Students Tested        | 335    | 319    | 343   | 330    |
+----------------------------------+--------+--------+-------+--------+
| Percent of Total Students Tested | 96     | 98     | 97    | 98     |
+----------------------------------+--------+--------+-------+--------+
| Number of Students Alternatively | 40     | 29     | 31    | 23     |
| Assessed                         |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| Percent of Students              | 12     | 9      | 9     | 7      |
| Alternatively Assessed           |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
|                                  |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| **SUBGROUP SCORES**              |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| **African American (% of Total   | 28     | 28     | 29    | 29     |
| Population)**                    |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| \% Met Standard                  | 83     | 59     | 79    | 68     |
+----------------------------------+--------+--------+-------+--------+
| \% Commended Performance\*       | 22     | 6      | \-\-- | \-\--  |
+----------------------------------+--------+--------+-------+--------+
| Number of Students Tested        | 94     | 89     | 99    | 96     |
+----------------------------------+--------+--------+-------+--------+
|                                  |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| **Hispanic (% of Total           | 16     | 17     | 13    | 13     |
| Population)**                    |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| \% Met Standard                  | 79     | 77     | 83    | 66     |
+----------------------------------+--------+--------+-------+--------+
| \% Commended Performance\*       | 18     | 21     | \-\-- | \-\--  |
+----------------------------------+--------+--------+-------+--------+
| Number of Students Tested        | 54     | 54     | 45    | 43     |
+----------------------------------+--------+--------+-------+--------+
|                                  |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| **White (% of Total              | 54     | 54     | 57    | 57     |
| Population)**                    |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| \% Met Standard                  | 95     | 93     | 97    | 95     |
+----------------------------------+--------+--------+-------+--------+
| \% Commended Performance\*       | 46     | 38     | \-\-- | \-\--  |
+----------------------------------+--------+--------+-------+--------+
| Number of Students Tested        | 181    | 172    | 196   | 188    |
+----------------------------------+--------+--------+-------+--------+
|                                  |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| **Economically Disadvantaged (%  | 46     | 47     | 41    | 44     |
| of Total)**                      |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| \% Met Standard                  | 80     | 68     | 80    | 67     |
+----------------------------------+--------+--------+-------+--------+
| \% Commended Performance\*       | 20     | 11     | \-\-- | \-\--  |
+----------------------------------+--------+--------+-------+--------+
| Number of Students Tested        | 154    | 150    | 141   | 145    |
+----------------------------------+--------+--------+-------+--------+
|                                  |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| # STATE SCORES                   |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+
| \% Met Standard                  | 80     | 80     | 93    | 90     |
+----------------------------------+--------+--------+-------+--------+
| \% Commended Performance\*       | 20     | 10     | \-\-- | \-\--  |
+----------------------------------+--------+--------+-------+--------+
|                                  |        |        |       |        |
+----------------------------------+--------+--------+-------+--------+

\* Note: "Commended" status data has only been available since the
2002-2003 school year.

**TEXAS ASSESSMENT OF ACADEMIC SKILLS (2000-2002)**

**TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (2002-2003)**

(State Criterion-Referenced Tests Published by the Texas Education
Agency)

## Brenham Middle School

**Reading Grade 6**

+----------------------------------+--------+--------+--------+--------+
| **Test Year**                    | *      | *      | *      | *      |
|                                  | *2003- | *2002- | *2001- | *2000- |
|                                  | 2004** | 2003** | 2002** | 2001** |
+----------------------------------+--------+--------+--------+--------+
| Testing Month                    | April  | April  | April  | April  |
+----------------------------------+--------+--------+--------+--------+
| SCHOOL SCORES                    |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% Met Standard                  | 98     | 90     | 87     | 84     |
+----------------------------------+--------+--------+--------+--------+
| \% Commended Performance\*       | 36     | 27     | \-\--  | \-\--  |
+----------------------------------+--------+--------+--------+--------+
| Number of Students Tested        | 306    | 350    | 330    | 337    |
+----------------------------------+--------+--------+--------+--------+
| Percent of Total Students Tested | 96     | 98     | 97     | 98     |
+----------------------------------+--------+--------+--------+--------+
| Number of Students Alternatively | 38     | 32     | 30     | 24     |
| Assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of Students              | 12     | 9      | 9      | 7      |
| Alternatively Assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **SUBGROUP SCORES**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **African American (% of Total   | 28     | 28     | 29     | 29     |
| Population)**                    |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% Met Standard                  | 95     | 80     | 69     | 70     |
+----------------------------------+--------+--------+--------+--------+
| \% Commended Performance\*       | 22     | 6      | \-\--  | \-\--  |
+----------------------------------+--------+--------+--------+--------+
| Number of Students Tested        | 86     | 98     | 102    | 97     |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **Hispanic (% of Total           | 16     | 17     | 13     | 13     |
| Population)**                    |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% Met Standard                  | 98     | 84     | 75     | 74     |
+----------------------------------+--------+--------+--------+--------+
| \% Commended Performance\*       | 18     | 21     | \-\--  | \-\--  |
+----------------------------------+--------+--------+--------+--------+
| Number of Students Tested        | 49     | 60     | 44     | 42     |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **White (% of Total              | 54     | 53     | 57     | 57     |
| Population)**                    |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% Met Standard                  | \>99   | 95     | 97     | 94     |
+----------------------------------+--------+--------+--------+--------+
| \% Commended Performance\*       | 46     | 38     | \-\--  | \-\--  |
+----------------------------------+--------+--------+--------+--------+
| Number of Students Tested        | 165    | 186    | 188    | 196    |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **Economically Disadvantaged (%  | 46     | 47     | 41     | 44     |
| of Total)**                      |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% Met Standard                  | 96     | 81     | 71     | 70     |
+----------------------------------+--------+--------+--------+--------+
| \% Commended Performance\*       | 20     | 11     | \-\--  | \-\--  |
+----------------------------------+--------+--------+--------+--------+
| Number of Students Tested        | 141    | 165    | 135    | 147    |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| # STATE SCORES                   |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% Met Standard                  | 80     | 86     | 88     | 86     |
+----------------------------------+--------+--------+--------+--------+
| \% Commended Performance         | 20     | 19     | \-\--  | \-\--  |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+

\*Note: "Commended" status data has only been available since the
2002-2003 school year.

**TEXAS ASSESSMENT OF ACADEMIC SKILLS (2000-2002)**

**TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (2002-2003)**

(State Criterion-Referenced Tests Published by the Texas Education
Agency)

## Brenham Middle School

**Math Grade 5**

+----------------------------------+--------+--------+--------+-------+
| **Test Year**                    | *      | *      | *      | **2   |
|                                  | *2003- | *2002- | *2001- | 000-2 |
|                                  | 2004** | 2003** | 2002** | 001** |
+----------------------------------+--------+--------+--------+-------+
| Testing Month                    | April  | April  | April  | April |
+----------------------------------+--------+--------+--------+-------+
| SCHOOL SCORES                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 94     | 95     | 98     | 93    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 37     | 21     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 335    | 319    | 343    | 330   |
+----------------------------------+--------+--------+--------+-------+
| Percent of Total Students Tested | 96     | 98     | 97     | 98    |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Alternatively | 40     | 29     | 31     | 23    |
| Assessed                         |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| Percent of Students              | 12     | 9      | 9      | 7     |
| Alternatively Assessed           |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **SUBGROUP SCORES**              |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **African American (% of Total   | 28     | 28     | 29     | 29    |
| Population)**                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 82     | 85     | 96     | 82    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 20     | 2      | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 94     | 89     | 99     | 96    |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **Hispanic (% of Total           | 16     | 17     | 13     | 13    |
| Population)**                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 93     | 92     | 100    | 87    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 21     | 12     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 54     | 54     | 45     | 43    |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **White (% of Total              | 54     | 53     | 57     | 57    |
| Population)**                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 99     | 99     | 99     | 98    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 48     | 31     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 181    | 169    | 196    | 188   |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **Economically Disadvantaged (%  | 46     | 47     | 41     | 44    |
| of Total)**                      |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 86     | 91     | 97     | 85    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 23     | 9      | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 154    | 150    | 141    | 145   |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| # STATE SCORES                   |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 82     | 86     | 96     | 95    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance         | 17     | 12     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+

\*Note: "Commended" status data has only been available since the
2002-2003 school year.

**TEXAS ASSESSMENT OF ACADEMIC SKILLS (2000-2002)**

**TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (2002-2003)**

(State Criterion-Referenced Tests Published by the Texas Education
Agency)

## Brenham Middle School

**Math Grade 6**

+----------------------------------+--------+--------+--------+-------+
| **Test Year**                    | *      | *      | *      | **2   |
|                                  | *2003- | *2002- | *2001- | 000-2 |
|                                  | 2004** | 2003** | 2002** | 001** |
+----------------------------------+--------+--------+--------+-------+
| Testing Month                    | April  | April  | April  | April |
+----------------------------------+--------+--------+--------+-------+
| SCHOOL SCORES                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 93     | 88     | 96     | 90    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 37     | 21     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 306    | 350    | 330    | 337   |
+----------------------------------+--------+--------+--------+-------+
| Percent of Total Students Tested | 96     | 98     | 97     | 98    |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Alternatively | 37     | 32     | 30     | 24    |
| Assessed                         |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| Percent of Students              | 12     | 9      | 9      | 7     |
| Alternatively Assessed           |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **SUBGROUP SCORES**              |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **African American (% of Total   | 28     | 28     | 29     | 29    |
| Population)**                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 83     | 75     | 94     | 84    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 20     | 2      | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 86     | 98     | 96     | 98    |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **Hispanic (% of Total           | 16     | 17     | 13     | 13    |
| Population)**                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 91     | 81     | 91     | 74    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 21     | 12     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 49     | 60     | 43     | 44    |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **White (% of Total              | 54     | 53     | 57     | 57    |
| Population)**                    |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 97     | 94     | 97     | 97    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 48     | 31     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 165    | 186    | 188    | 192   |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| **Economically Disadvantaged (%  | 46     | 47     | 41     | 44    |
| of Total)**                      |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 86     | 78     | 91     | 80    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance\*       | 23     | 9      | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
| Number of Students Tested        | 141    | 165    | 135    | 148   |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| # STATE SCORES                   |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+
| \% Met Standard                  | 78     | 79     | 94     | 91    |
+----------------------------------+--------+--------+--------+-------+
| \% Commended Performance         | 17     | 12     | \-\--  | \-\-- |
+----------------------------------+--------+--------+--------+-------+
|                                  |        |        |        |       |
+----------------------------------+--------+--------+--------+-------+

\*Note: "Commended" status data has only been available since the
2002-2003 school year.