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

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

**Cover Sheet**

 

Name of Principal [Mrs. Susan A. Bargaleski]{.underline}

 

Official School Name [W.W. Scarborough Elementary School]{.underline}

 

School Mailing Address: [3021 Little York]{.underline}

[Houston, TX 77093-3519]{.underline}

 

Tel. [(713) 696-2710]{.underline} Fax [(713) 696-2712]{.underline}

>  

Website/URL <http://es.houstonisd.org/ScarboroughES/> Email
<sbargale@houstonisd.org>

 

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

 

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

(Principal's Signature)

 

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

 

 

Name of Superintendent [Dr. Kaye Stripling]{.underline}

 

District Name [Houston Independent School District]{.underline} Tel.
[(713) 892-6000]{.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. Kevin H. Hoffman]{.underline}

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

 

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

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

** **

**[PART II - DEMOGRAPHIC DATA]{.underline}**

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

 

 

1\. Number of schools in the district: [211]{.underline} Elementary
schools

[49]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

[36]{.underline} High schools

[296]{.underline} TOTAL

 

 

2\. District Per Pupil Expenditure: [\$5,291]{.underline}

 

Average State Per Pupil Expenditure: [\$4,929]{.underline}

** **

** **

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

 

 

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

 

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

 

 

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

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

>  

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

> As of October, 2003 (PEIMS)

 

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

  **K**       66        51                     **117**   ** **   **7**                              

  **1**       66        65                     **131**   ** **   **8**                              

  **2**       58        63                     **121**   ** **   **9**                              

  **3**       56        64                     **120**   ** **   **10**                             

  **4**       46        62                     **108**   ** **   **11**                             

  **5**       56        57                     **113**   ** **   **12**                             

  **6**                                                          Other PK    45        40          **85**

  ** **                             **TOTAL                                                        795
                                    STUDENTS                                                       
                                    IN THE                                                         
                                    APPLYING                                                       
                                    SCHOOL**                                                       

                                                                                                   
  ----------- --------- ----------- ---------- --------- ------- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [6.6]{.underline} % White

the students in the school: [1.8]{.underline} % Black or African
American

[91.3]{.underline} % Hispanic or Latino

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

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

**100% Total**

 

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 96
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 99
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        195
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    836
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     23
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    23%
              100                                
  ----------- ---------------------------------- ------------------------

 

 

8\. Limited English Proficient students in the school:
[54.6%]{.underline}

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

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

Specify languages: Spanish

 

9\. Students eligible for free/reduced-priced meals: [95.1]{.underline}%

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

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

10\. Students receiving special education services: [8.5]{.underline} %

[71]{.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. (note: duplicated count)

 

[\_\_2\_]{.underline}Autism [\_1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [\_\_3\_\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_35 Specific Learning Disability

[\_\_1\_]{.underline}Hearing Impairment [\_\_16]{.underline} Speech or
Language Impairment

[\_\_12\_]{.underline}Mental Retardation [\_\_1\_]{.underline} Traumatic
Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

11. 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\_\_\_ \_\_\_\_0\_\_\_\_

 

Classroom teachers \_\_\_38\_\_\_\_ \_\_\_\_0\_\_\_\_

 

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

 

Paraprofessionals \_\_\_10\_\_\_ \_\_\_\_0\_\_\_\_

 

> Support staff \_\_\_17\_\_\_\_ \_\_\_\_1\_\_\_\_

 

> Total number \_\_\_76\_\_\_\_ \_\_\_\_2\_\_\_\_
>
>  

 12. Student-"classroom teacher" ratio: [18.2:1]{.underline}

 

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

 

[ ]{.underline}

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.7 \*     96.5%       96.6%       96.2%       96.6%

  Daily teacher attendance 95%         96%         97%         95%         97%

  Teacher turnover rate    15%         15%         17%         N/A         N/A

  Student dropout rate     N/A                                              

  Student drop-off rate    N/A                                              
  ------------------------ ----------- ----------- ----------- ----------- -----------

> \* ADA per school records

**[PART III ‑ SUMMARY]{.underline}**

W.W. Scarborough Elementary School, Houston, Texas is best described as
"The Little School that Could." We have worked steadily on several
fronts to fulfill our mission to provide a high-quality educational
program and a wholesome learning environment which promotes the maximum
learning potential for students and provides a foundation for future
productive and responsible citizenship , including strengthening
instruction through focusing on the unique needs of our learners, being
responsive to the challenges that are part of their daily lives, and
taking pride in and celebrating successes, both large and small, every
day.

As the demographic data indicate, our students face many challenges,
including poverty, stressful family lives, and not speaking English as
their first language. Their success in life is not guaranteed, but at
Scarborough it is everyone's goal. For example, as the TAAS (TAKS) drew
near, administrators joined grade level teams to create Math Camp and
focused reading tutoring, and primary teachers donated their planning
time to mentor struggling readers. Our cross-grade-level pairings grew
out of the TAAS mentorships. Students in the upper grades have met
monthly with a primary class to read, share writing, or prepare special
projects collaboratively planned by their teachers. In this way,
students are able to connect with one another and with one more adult
who cares about them. Instruction continues after school, with tutorials
for those students who need extra attention, enrichment classes in
music, dance, and crafts, and scouting to round out the educational
experience, all taught by staff members. There are no superstars at
Scarborough; solid instruction, teamwork, and personalizing the learning
environment are at the center of everything we do.

Parental involvement is a key element of student success, and it is one
of our greatest challenges. To that end, we have implemented several
campus-level programs aimed at bringing parents to school. Family Nights
are scheduled for the first Thursday of the month and provide children
and parents opportunities to work together on a variety of special
projects, often with a seasonal focus. In addition, we have developed A
Handful of Parents, in which teachers identify five or six volunteers to
nurture throughout the school year. Teacher aides provide them training
in preparing instructional materials so that they are able to support
their children's learning. The third campus initiative is ESL for
Parents, now in its second semester. This program has been the most
successful at getting parents into the school -- and keeps them coming
to Parent Nights, PTA and informative meetings, and to serve as
volunteers for field trips and schoolwide celebrations. We also take
advantage of opportunities for increased parental involvement that our
district offers, including Partners in Print for parents of Pre-K and
Kindergarten students, and hosting a community-based clinic in
cooperation with the Harris County Hospital District. Parents find
resources to make their lives easier, students see school as a place for
everyone, and teachers find allies instead of adversaries in their
day-to-day contact with parents. Our focus on caring and teamwork
benefits everyone.

The Scarborough community celebrates milestones and achievements in many
ways. Hard work is recognized at TAKS pep rallies, exemplary citizenship
with ChESS Students of the Month (Character Education & Social Skills, a
campus-based program developed by the school counselor), outstanding
achievement at Honor Roll Bingo, and great attendance during the morning
announcements, along with weekly Perfect Attendance certificates from
the principal. Many of our celebrations center on student learning, such
as the fourth grade Texas history field trip to Goliad, 160 miles away.
The entire faculty contributed to the school cookbook to raise funds for
the trip, another example of how the combination of caring and teamwork
reap enormous benefits for our children.

We have made tremendous progress and take pride in our achievements.
Scarborough Elementary, like every school, will face new and as yet
unknown challenges in the future. Our combination of personalizing the
learning environment, perseverance, and teamwork will help us reach our
goal of excellence for every student.

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

The entire faculty looks at student performance on standardized tests in
many ways, beginning with a general overview to determine passing rates
and/or promotion standards. At this point, the real work begins.
TAAS/TAKS data are disaggregated, objectives with lower passing rates
are identified, and teachers reflect on their teaching together to find
the most effective methods and materials for each objective. TPRI/Tejas
Lee results are used to identify students in need of Accelerated Reading
Intervention. Stanford/Aprenda data do not yield such detailed
information, but they are analyzed as well and have shown us curricular
areas in which additional teacher training is needed.

The Houston Independent School District has provided us with PASS
(Profiler for Academic Success of Students), a database that allows
every teacher access to assessment data from local benchmarks, or
curriculum snapshots, item analyses of criterion-referenced tests
(TAAS/TAKS), standardized test scores, report cards, and attendance.
Teachers are able to use the data to make instructional decisions that
maximize student learning. They look closely at the item analyses of
curriculum snapshots to discover patterns in student thinking and have
conducted follow-up activities asking students to explain how they got
their answers to particularly puzzling items. In addition, they are able
to notice patterns in attendance and respond to them quickly and
efficiently.

Data analysis has paid off at Scarborough. By looking closely, we are
able to see the patterns behind the numbers and use the information to
help students and their teachers to be meet the high performance
standards that have been set for them.

 

There are several systems in place at Scarborough that keep parents
informed about student progress in all aspects of student life. Our
basic communication tool is the Monday folder, in which teachers include
graded work, conduct reports, and information about upcoming events.
Teachers often follow up with telephone calls later in the week to
answer parent questions or offer assistance. Parents with internet
access are able to e-mail teachers through the school website. Progress
reports are sent home at the middle of every nine weeks, followed by
report cards at the end of the grading period. One early dismissal day
each semester is dedicated to parent conferences, and teachers strive
for 100% attendance through such means as telephone conferences, before
and after hour conferences, even meeting parents in the parking lot to
make sure that they are informed of their child's progress and ways that
they can help them be more successful. Teachers in upper grades hold
TAKS parent meetings, in which they explain their expectations and how
well individual students are meeting them. Curriculum snapshot results
are reported to parents and students in a kid-friendly format using
thermometers to measure individual performance against the standard.

These are accompanied by invitations to attend tutorials, if needed. As
soon as standardized test results are in, they are sent home with a
cover letter explaining what impact the test scores will have on their
child's schooling. Our TAAS/TAKS scores are published yearly in the
**[Houston Chronicle]{.underline}**, along with our TEA rating, and
other student successes are featured in the **[Leader]{.underline}**, a
community newspaper as well as local and HISD television channels.

 

 

Scarborough Elementary has a culture of sharing, whether at the campus
level or as part of a vertical team. Within our elementary/middle school
feeder pattern, administrators have participated in a series of
walkthroughs at each others' schools and have learned a great deal about
ourselves as we shared our successes with colleagues and heard about the
ways they meet similar challenges on their campuses. Having visitors to
walk our halls and see our team in action would be a logical extension
of our walkthrough activities.

Our faculty and administration are all proud of our school and how it
has come to represent excellence to the community. We are active
professionals with experience speaking to local, state, and national
audiences and would consider it an honor to tell our story to anyone who
is interested. In addition, we have access to all of the media resources
in the Houston Independent School District, who would make sure that
every presentation is of the highest quality.

Not everyone can come to Houston or attend conferences, but anyone with
access to the worldwide web can visit Scarborough's website. We are
currently planning a Blue Ribbon link so that others can have a virtual
walkthrough experience, learn more about our programs, and share in our
success.

 

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

Scarborough Elementary follows Texas's foundation curriculum and the
Texas Essential Knowledge and Skills (TEKS), as set out in the Houston
Independent School District's Project CLEAR (Clarifying Learning to
Enhance Achievement Results) and exemplified in model lessons that
ensure student engagement with key concepts in each curriculum area.
Instruction is provided in reading, language arts, mathematics, science,
social studies, health and physical education, and the fine arts.
Students enrolled in our developmental bilingual program receive English
as a Second Language instruction as well, with an emphasis on developing
strong literacy skills in both languages. Our teaching staff includes
two reading specialists who provide small-group instruction in English
and Spanish as well as a multi-disciplinary music/reading program for
first and second grade students, a math specialist who works with all
students in third through fifth grade to develop problem-solving skills,
a half-day science teacher who works with third and fourth grade classes
in a lab setting, an art teacher, and a P.E. teacher.

Project CLEAR is our district's curriculum, and it is designed to help
teachers provide challenging and meaningful instruction for all or our
students. Scarborough Elementary is committed to providing our students
with the learning experiences they need to master key concepts in all
areas of the curriculum and has created a support system to ensure our
success. Lead teachers work with the faculty to plan instruction around
CLEAR content specifications and to assess for prerequisite skills
through PASS data analysis and informal classroom assessments. Grade
level teams then plan instruction to help students meet curriculum
objectives using model lessons, basal texts, and supplemental materials.
They also take time to ensure that their curriculum is as well-aligned
to mandated norm-referenced tests as it is to the state assessment
program, Texas Assessment of Knowledge and Skills (TAKS) by making
slight modifications in pacing to allow sufficient time for mastery and
changes in sequence to make sure that students have at least been
introduced to all of the concepts being assessed before the testing
dates. The administration provides support in several ways, including
the purchase of all materials required for full implementation of
science, language arts, and mathematics model lessons through Titles I,
III, and VII funding, release time for grade level teams to plan
delivery of model lessons, and opportunities for additional training.
Full implementation of our district's model lesson program has required
teamwork and dedication from all members of our community, and our
students have benefited in several ways. First of all, the hands-on
activities provide them with the experiential scaffolding they need to
fully comprehend content. In addition, they are able to move beyond
memorizing facts toward connecting them into meaningful generalizations
within and across disciplines, and finally, they have become
enthusiastic learners, anxious to be part of the intellectual life of
their classrooms.

We are fortunate to have access to the high-quality curriculum developed
by our district's team of expert and a full complement of basal texts
and supplemental materials, but we recognize that all of this must be
tailored to meet the needs of the students we serve in every program
offered at our school. Approximately half of our students are enrolled
in a developmental bilingual program, Pre-K through fifth grade, and are
expected to master the same content as students in the regular program,
with the addition of a rigorous English as a Second Language component.
Gifted students are served in both English and bilingual programs, and
are challenged through differentiated instruction, which includes a move
toward project-based learning, extra leadership opportunities, and a
focus on higher order thinking skills. Our Special Education program
serves students with a variety of learning needs. Instructional planning
focuses on the CLEAR prerequisites so that they may catch up with their
classmates. We have begun a pilot inclusion program for fourth grade
learning disabled students with the goal of expanding it to include
fifth grade students next year.

Curriculum at Scarborough has been brought to life through our unique
combination of thoughtful compliance, attention to student needs, and
teamwork. It is still a work in progress as we respond to the call for
higher standards, but we are confident that we will be able to give our
students the knowledge and skills they need to continue with their
schooling and successfully participate in community life.

Scarborough's reading curriculum is based on HISD's Balanced Approach to
Reading, which addresses the elements of print awareness, phonological
awareness, orthographic awareness, reading comprehension, and reading
practice. Instruction is delivered through the medium of
district-adopted basal texts, **Open Court Reading**, for Kindergarten
through third grades in English, Scott Foresman **Lectura** for K-5 in
Spanish, and **Harcourt Reading** for fourth and fifth grades, plus
Project CLEAR language arts model lessons for fourth grade. Teachers
have been extensively trained in the use of adopted texts and district
curriculum, with additional support provided by North District Reading
Teacher Trainers, campus reading specialists, and lead teachers. First
and second grade teachers provide Accelerated Instruction daily to
students who perform below expectations on the Texas Primary Reading
Inventory (TPRI) or *Tejas Lee,* and many students in that group receive
additional support through the services of our two reading specialists,
who offer instruction in English and Spanish. One of our specialists
teaches reading through music to first and second grade students as an
ancillary class, giving students extra help with literary elements and
reading comprehension.

Careful delivery of the mandated curriculum is only part of the reading
story at Scarborough. Teachers have recognized that many of our students
do not come to school with the level of vocabulary development that is
assumed by the authors of our adoptions and have designed supplemental
instruction to close the gap. Students participate in vocabulary
development activities through morning exercises, direct instruction in
key vocabulary words, formal and informal word analysis activities, and
a huge variety of language games, in addition to the rich mix of poems
and songs available in the basal series. Primary teachers add elements
of Neuhaus multisensory reading instruction and Phono-Grafix to their
reading program so that they are better able to meet the needs of all
learners. In the upper grades, teachers supplement the basal program
with genre studies and literature circles. Our current instructional
focus is strengthening the reading component of our ESL program by
including elements of **Open Court Reading** to daily instruction.

Reading at Scarborough is an eclectic blend of mandated programs and
supplemental instruction tailored to the context of our community. By
focusing on who are students are and how we can best meet their needs,
we have made great strides in creating a community of successful
readers.

 

Science at Scarborough is an excellent example of how we live our
mission through instruction. Our science program has taken on new life,
due in large part to the efforts of the three teacher participants in
Houston Urban Learning in a Networked Community (HU-LINC). This program
has given us access to outreach programs at both the Museum of Natural
Science and the Children's Museum, funding for family field trips and
Family Science Night, and extra support for the implementation of Full
Option Science Systems (FOSS) Kits, an excellent hands-on, integrated
science program. We have chosen to begin with life science, since many
classrooms already have class pets and the school has several garden
plots as well as a butterfly garden. Students have examined isopods,
worms, snails, butterflies, goldfish, guppies, frogs, and crayfish to
learn about animal life cycles and behavior, and everyone has had the
opportunity to grow plants from seeds.

We have developed a series of field trips for all grade levels, in
conjunction with our district's science department to further support
student learning. They include visits to the Houston Zoo, Museum of
Natural Science, Museum of Medical Science, and Armand Bayou, a nature
center comprising three distinct ecosystems. Students return form these
trips eager to share what they've learned, and teachers use these events
as springboards for writing and further study.

Curriculum reform of this magnitude needs a great deal of support, and
our science lead teacher has risen to the challenge. We have been able
to release her from her classroom duties for part of the day so that she
can provide instructional support to third and fourth grade classes
through a science lab. Students are enthusiastic about performing
experiments, and their teachers are learning a great deal about managing
a classroom science lab. She has worked closely with the fifth grade
team to successfully implement the new Project CLEAR model lessons,
which are activity-based and material-intensive. We are proud of the
work our teachers have done to develop a vibrant science program at
Scarborough.

 

The most significant area of faculty growth at Scarborough has been in
the area of providing hands-on, experiential learning across the
curriculum. Teachers use a variety of materials, such as magnetic
letters and words, pocket charts, games, math manipulatives, and live
plant and animal specimens to help cement abstract concepts in
children's minds. Math model lessons have given teachers a framework for
creating hands-on activities from readily available materials, such as
folding construction paper to make concrete models of fractions or
develop geometric reasoning, generating square numbers on centimeter
grid paper, or making paper models of powers of ten blocks to represent
one million.

Many of our students need extra help developing background. To that end,
instruction includes real-life demonstrations, including food sampling,
gardening, or engaging in holiday arts and crafts, and field studies
designed to expose children to the many resources available in Houston.
Guest speakers and special programs help students see possibilities that
exist for them beyond their neighborhood.

Children need to relate facts into meaningful generalizations, and the
use of graphic organizers provides them with a concrete way to see the
relationships. Teachers regularly make use of Venn diagrams,

K-W-L and t-charts, and semantic and story maps to help their students
make sense of the material they read. Their use is particularly powerful
in ESL classes, where it helps students bridge the gap between Spanish
and academic English by providing a concrete framework for their
thinking.

Our teachers have worked together to provide an active and enriched
learning environment for their students. Their efforts have increased
student achievement and enthusiasm for learning as well as making
Scarborough a focal point of the community.

 

Professional development at Scarborough takes place within state,
district, and campus contexts. Teachers in first through third grades
have participated in Reading Academies, which provided them with a
wealth of strategies to help every child be a successful reader. In
addition, one professional development day per year is dedicated to
reading. Several of our teachers have elected to participate in
state-sponsored Master Reading and Math Teacher programs.

The Houston Independent School District provides us with a tremendous
array of professional development opportunities. Teachers on our campus
have participated in HU-LINC, Math Their Way, Phono-Grafix, online
technology training (E-Train), and Gifted/Talented and ESL training. The
North District, or which we are a part, supports instruction by offering
Six Traits of Writing training to second, third, and fourth grade
teachers, sponsored two of our teachers' registrations to the NABE
Conference, and, as part of Project GRAD (Graduation Really Achieves
Dreams), Consistency Management/Cooperative Discipline (CMCD) and
Critical Friends training.

At the campus level, we have used our weekly early dismissal days to
support state and district training through follow-up sessions conducted
by teacher leaders and time for teams to collaboratively plan
implementation strategies. In addition, we provide grade-level teams
release time to plan and/or meet with North District support personnel
so that the training they receive will have a positive impact on student
achievement. Our campus Critical Friends group meets for an hour on one
early dismissal day each month to examine their teaching practice and
support each other on their professional journeys. The administration
has made a commitment to incorporating technology into instruction and
has embedded it in every professional development event so that teachers
will take the first steps toward bringing their classrooms into the
21^st^ century.

Through active participation in state and local professional development
opportunities and tremendous amounts of campus level support, our
teachers have substantially increased student achievement at Scarborough
and are poised to make greater strides in the future.

** **

**CRITERION-REFERENCED TESTING**

**Scarborough Elementary**

** **

** **

**Introduction and explanation of ratings**

** **

The following tables display Scarborough students' performance for three
consecutive years on the state criterion-referenced test, the Texas
Assessment of Academic Skills (TAAS). The levels of performance, as
designated by the state of Texas are 1) met minimum expectations, 2) did
not meet minimum expectations, and 3) received academic recognition.
Individual student reports also reflect if the student passed all tests
taken and/or mastered all objectives. The sources of data for these
tables were the Academic Excellence Indicator System (AEIS) reports
produced by the Texas Education Agency, and the TAAS summary pages, by
grade, received in May of each year from the scoring service.

 

To meet minimum expectations on TAAS, a student must score at or above
70 TLI (Texas Learning Index). The TLI was designed to be able to
compare a given student's progress from year to year as he/she
progressed toward mastery of the high school exit test. For example, a
TLI of 4-76 achieved in fourth grade and a TLI of 5-76 in fifth grade
would demonstrate that the student made one year's typical progress. If
a fourth grade student's TLI was 4-76, we know that while he did pass,
but that he did not pass by as great a margin as a classmate whose TLI
was 4-90. The TLI is available for the English version only. On the
Spanish TAAS, a 1500 scaled score is considered meeting minimum
expectations (passing).

 

The analysis of both group and student performance on the TAAS
objectives has been ongoing to determine instructional focus.
Furthermore, the performance of students in the various subgroups has
been studied to determine how their achievement can be supported so that
all students "shine" at the same exemplary level. Receiving "Academic
Recognition" is a great achievement. These numbers of students received
this honor in 2001 or 2002:

 

  -------------- -------------- -------------- -------------- --------------
  Grade          Reading 2001   Math 2001      Reading 2002   Math 2002

  Third          9              0              5              0

  Third Spanish  3              0              2              0

  Fourth         5              0              11             2

  Fourth Spanish 8              2              12             2

  Fifth          15             8              11             7

  Fifth Spanish  1\*            0\*            1\*            1\*
  -------------- -------------- -------------- -------------- --------------

> \* fewer than 10 students tested

 

The AEIS report also provides TAAS participation data across grades 3 --
5. For example, the 2002 information shows 100% tested with 9.08% tested
with only SDAA (State Developed Alternative Test for students receiving
special education assistance.) Of those tested with SDAA, 71.4% met ARD
expectations. In 2001, across grades 3 -- 5, 98.3% were tested while
0.8% were ARD exempt and 0.8% Other were not tested.

 

Another valuable piece of information from the AEIS report is the
percent of Scarborough failures (from the previous years) who passed the
next year. In 2002, 83.3% of fourth and fifth graders who had failed
Reading previously passed; 93.8% of previous failures passed Math. In
2001, 100% of those Scarborough students who had previously failed TAAS
passed Reading and 94.1% passed math. This performance was celebrated as
another "shining" moment.

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**READING -- English (grade 3)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 90.5       | 81.3        | 74.5        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 88.4       | 62.3        | 60.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 45         | 69          | 49          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 93          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 4           |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 7 (ARD)     |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 39         | 60          | 43          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 89.2       | 80.4        | 75.6        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 86.8       | 59.0        | 59.1        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 6          | 9           | 6           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | 83         | 89          | 67          |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | 83         | 89          | 67          |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 37         | 56          | 38          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 88.9       | 78.4        | 73.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 86.5       | 63.0        | 60.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 7          | 9           | 8           |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 100        | 88.9        | 85.7        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 100        | 70.0        | 57.1        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 0          | 3           | 3           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 88.0       | 86.8        | 87.9        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 82.3       | 78.2        | 77.1        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**MATH -- English (grade 3)**

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**READING -- English (grade 4)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 94.6       | 95.3        | 87.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 91.4       | 83.3        | 74.5        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 61         | 47          | 49          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 86          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 7 ARD       |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 12          |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 50         | 42          | 38          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 95.9       | 97.4        | 86.1        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 92.2       | 83.7        | 72.2        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 8          | 5           | 11          |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | 75         | 80          | 91          |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | 75         | 80          | 75          |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 48         | 37          | 36          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 95.7       | 94.1        | 86.1        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 93.6       | 79.5        | 80.6        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 9          | 7           | 11          |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 87.5       | 100         | 88.9        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 77.8       | 100         | 66.7        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 2          | 2           | 2           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 92.5       | 90.8        | 89.9        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 84.7       | 81.6        | 80.3        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**MATH -- English (grade 4)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 98.3       | 93.6        | 83.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 91.4       | 83.3        | 74.5        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 63         | 51          | 49          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 86          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 7ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 12          |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 52         | 46          | 37          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 98.0       | 92.9        | 83.3        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 92.2       | 83.7        | 72.2        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 8          | 5           | 12          |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | 88         | 100         | 75          |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | 75         | 80          | 75          |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 49         | 41          | 36          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 97.9       | 92.1        | 88.9        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 93.6       | 79.5        | 80.6        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 10         | 7           | 10          |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 100        | 100         | 77.8        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 77.8       | 100         | 66.7        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 2          | 2           | 3           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 94.1       | 91.3        | 87.1        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 84.7       | 81.6        | 80.3        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**READING -- English (grade 5)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 90.5       | 91.5        | 79.2        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 90.0       | 86.9        | 73.5        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 86         | 85          | 96          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 92          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 7ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 6           |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 80         | 79          | 87          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 91.0       | 90.8        | 78.2        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 90.5       | 85.9        | 72.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 6          | 6           | 9           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | 83         | 100         | 89          |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | 83         | 100         | 89          |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 76         | 76          | 84          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 89.2       | 90.5        | 77.4        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 88.8       | 85.3        | 74.2        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 6          | 8           | 9           |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 100        | 100         | 100         |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 100        | 100         | 80.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 4          | 1           | 2           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 92.7       | 90.2        | 87.8        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 91.3       | 88.2        | 85.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**MATH -- English (grade 5)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 98.9       | 92.9        | 86.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 90.0       | 86.9        | 73.5        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 89         | 87          | 101         |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 92          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 7ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 6           |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 83         | 81          | 92          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 98.9       | 92.3        | 85.7        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 90.5       | 85.9        | 72.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 6          | 6           | 9           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | 100        | 100         | 89          |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | 83         | 100         | 89          |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 79         | 77          | 88          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 98.7       | 92.0        | 88.5        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 88.8       | 85.3        | 74.2        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 6          | 8           | 10          |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 100        | 100         | 80          |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 100        | 100         | 80          |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 4          | 2           | 2           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 96.2       | 94.6        | 92.1        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 91.3       | 88.2        | 85.0        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**READING -- Spanish (grade 3)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 87.0       | 79.0        | 68.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 87.0       | 68.3        | 56.9        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 47         | 62          | 51          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 98          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 1ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 2           |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 47         | 61          | 49          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 87.0       | 78.7        | 66.7        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 87.0       | 67.7        | 55.1        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 0          | 1           | 2           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 47         | 62          | 51          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 87.0       | 79.0        | 66.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 87.0       | 68.3        | 56.9        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 0          | 0           | 0           |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         |            |             |             |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     |            |             |             |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 0          | 0           | 0           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 76.8       | 76.7        | 75.7        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 73.9       | 71.5        | 66.3        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**MATH -- Spanish (grade 3)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 97.8       | 83.6        | 66.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 87.0       | 68.3        | 56.9        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 46         | 61          | 51          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 98          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 1ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 2           |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 46         | 60          | 49          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 97.8       | 83.3        | 64.6        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 87.0       | 67.7        | 55.1        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 0          | 1           | 2           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 46         | 61          | 51          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 97.8       | 83.6        | 66.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 87.0       | 68.3        | 56.9        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 0          | 0           | 0           |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         |            |             |             |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     |            |             |             |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 0          | 0           | 0           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 87.3       | 83.5        | 75.1        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 73.9       | 71.5        | 65.4        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**READING -- Spanish (grade 4)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 79.6       | 84.8        | 65.2        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 73.7       | 83.0        | 60.4        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 57         | 48          | 47          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 98          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 1ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 2           |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 53         | 46          | 46          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 78.8       | 84.1        | 65.2        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 72.7       | 82.2        | 60.4        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 2          | 2           | 1           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 55         | 47          | 47          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 79.2       | 84.8        | 65.2        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 73.2       | 83.0        | 60.4        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 0          | 0           | 0           |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         |            |             |             |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     |            |             |             |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 0          | 0           | 0           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 73.2       | 66.4        | 58.4        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 69.1       | 59.5        | 52.2        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

** **

** **

** **

** **

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**MATH -- Spanish (grade 4)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 96.4       | 95.7        | 83.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 73.7       | 83.0        | 60.4        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 57         | 48          | 48          |
+----------------------------+------------+-------------+-------------+
| \% of total students       | 100        | 100         | 98          |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         | 0          | 0           | 1ARD        |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    | 0          | 0           | 2           |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            | 55         | 46          | 47          |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 96.3       | 95.5        | 83.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 72.7       | 82.2        | 60.4        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                | 2          | 2           | 1           |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         | \--        | \--         | \--         |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     | \--        | \--         | \--         |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       | 57         | 47          | 48          |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 96.4       | 95.7        | 83.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     | 73.7       | 83.0        | 81.1        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  | 0          | 0           | 0           |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         |            |             |             |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% mastering all tests     |            |             |             |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       | 0          | 0           | 0           |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 92.2       | 89.3        | 77.0        |
| expectations]{.mark}       |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 69.1       | 59.5        | 52.2        |
| taken]{.mark}              |            |             |             |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

** **

** **

** **

** **

** **

** **

** **

** **

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**READING -- Spanish (grade 5)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            | 80          |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            | 20          |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 0          | 5           | 0           |
+----------------------------+------------+-------------+-------------+
| \% of total students       |            | 100         |             |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         |            | 0           |             |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    |            | 0           |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            |            | 5           |             |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            | 80          |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            | 60          |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                |            | 0           |             |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       |            | 5           |             |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            | 80          |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            | 60          |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  |            | 0           |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       |            | 0           |             |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 79.5       | 71.8        | not         |
| expectations]{.mark}       |            |             | reported    |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 77.9       | 69.6        | not         |
| taken]{.mark}              |            |             | reported    |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

Note: number tested at Scarborough not sufficient to be reflected in
AEIS report

** **

STATE CRITERION REFERENCED TEST - Scarborough Elementary

TAAS -- Texas Assessment of Academic Skills

**MATH -- Spanish (grade 5)**

 

+----------------------------+------------+-------------+-------------+
|                            | 2001-2002  | 2000 - 2001 | 1999 --     |
|                            |            |             | 2000        |
+----------------------------+------------+-------------+-------------+
| Testing month              | April      | April       | April       |
+----------------------------+------------+-------------+-------------+
| **SCHOOL SCORES**          |            |             |             |
|                            |            |             |             |
| **TOTALS**                 |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            | 60          |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            | 0           |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number students tested     | 0          | 5           | 0           |
+----------------------------+------------+-------------+-------------+
| \% of total students       |            | 100         |             |
| tested                     |            |             |             |
+----------------------------+------------+-------------+-------------+
| Number of students         |            | 0           |             |
| excluded                   |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% of students excluded    |            | 0           |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **SUBGROUP SCORES**        |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Economically             |            |             |             |
| disadvantaged**            |            |             |             |
|                            |            | 5           |             |
| **(**number tested)        |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            | 60          |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            | 60          |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Not Econ.                |            | 0           |             |
| Disadvantaged** (# tested) |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **Hispanic** (number       |            | 5           |             |
| tested)                    |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            | 60          |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            | 60          |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **White** (number tested)  |            | 0           |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| **African American**       |            | 0           |             |
| (number tested)            |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% meeting minimum         |            |             |             |
| expectations               |            |             |             |
+----------------------------+------------+-------------+-------------+
| \% mastering all tests     |            |             |             |
| taken                      |            |             |             |
+----------------------------+------------+-------------+-------------+
| ** **                      |            |             |             |
|                            |            |             |             |
| **STATE SCORES**           |            |             |             |
+----------------------------+------------+-------------+-------------+
| [% meeting minimum         | 91.3       | 87.1        | not         |
| expectations]{.mark}       |            |             | reported    |
+----------------------------+------------+-------------+-------------+
| [% passing all tests       | 77.9       | 69.6        | not         |
| taken]{.mark}              |            |             | reported    |
+----------------------------+------------+-------------+-------------+

 

[Data from AEIS tables;]{.mark} other data is from the TAAS summary
pages, by grade

Note: number tested at Scarborough not sufficient to be reflected in
AEIS report

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 1 Test -- **Stanford Achievement**

Edition/publication year -- 1996 (95 NORMS) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 1 Test -- **Stanford Achievement**

Edition/publication year -- 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 2 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 2 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 3 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 3 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 4 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 4 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 5 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 5 Test -- **Stanford Achievement**

Edition/publication year - 1996(1995 norms) Publisher -- Harcourt Brace
& Company

 

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 1 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 60         | 66         | 63         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 75         | 78         | 66         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 50         | 60         | 64         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 1 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 60         | 66         | 63         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 44         | 52         | 38         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 43         | 50         | 43         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 2 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 75         | 64         | 70         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 76         | 73         | 82         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 50         | 59         | 61         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 2 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 75         | 64         | 70         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 49         | 48         | 48         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 44         | 51         | 46         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 3 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 54         | 60         | 53         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 81         | 83         | 71         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 57         | 61         | 59         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 3 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 54         | 60         | 53         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 66         | 70         | 73         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 52         | 59         | 58         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 4 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 58         | 46         | 51         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 72         | 87         | 63         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 55         | 63         | 55         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 4 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 58         | 46         | 51         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 74         | 89         | 85         |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 53         | 70         | 63         |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**READING**

 

Grade - 5 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 5          | 0          | 0          |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 100        |            |            |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 75         |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

Norm- Referenced Testing -- Scarborough Elementary

**MATH**

 

Grade - 5 Test -- **Aprenda**

1999-2001 (Aprenda 2) -- Spring 1996 norms Publisher -- Harcourt Brace &
Company

2002 (Aprenda -- first edition) -- updated norms for Spring 2001

Groups excluded from the testing (why and how they were assessed):

Special Education students in the self contained Generic Self Contained
class (as determined by the ARD committee) were assessed with a
Developmental Checklist to determine progress on their IEP.

 

Scores are reported - NCE **[X]{.underline}** Percentiles
**[X]{.underline}**

 

 

 

+-----------------------------+------------+------------+------------+
|                             | 2001-2002  | 2000-2001  | 1999-2000  |
+-----------------------------+------------+------------+------------+
| Testing month               | February   | February   | February   |
+-----------------------------+------------+------------+------------+
| **SCHOOL SCORES**           |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Number students tested      | 5          | 0          | 0          |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| \% students above national  |            |            |            |
| average                     |            |            |            |
|                             | 100        |            |            |
| (at or above 50%ile)        |            |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+
|                             |            |            |            |
|                             |            |            |            |
| Normal Curve Equivalent     | 71         |            |            |
|                             |            |            |            |
|                             |            |            |            |
+-----------------------------+------------+------------+------------+

 

** **