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

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

**Cover Sheet**

Name of Principal [Mrs. Shannon S. Allen]{.underline}

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

Official School Name [Rayburn Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [635 Rayburn Street]{.underline}

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

[San Antonio Texas 78221-1346]{.underline}\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 210 ) 977-1535]{.underline} Fax [( 210 ) 977-1541]{.underline}

Website/URL [www.harlandale.k12.tx.us]{.underline} Email
[shannon.allen@harlandale.k12.tx.us]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. Guillermo Zavala]{.underline}

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

District Name [Harlandale Independent School District]{.underline} Tel.
[( 210 )921-4340]{.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 Mrs. Gracie Acuna

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

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

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

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

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

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

1.  Number of schools in the district:

  -------------- --------------------------------------------------------
  14             Elementary schools

  4              Middle schools

  0              Junior high schools

  2              High schools

  1              Academic Alternative High School

  3              Alternative or Special Education

  24             TOTAL
  -------------- --------------------------------------------------------

2.  District Per Pupil Expenditure: [\$ 5,172.00]{.underline}

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

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

<table style="width:100%;">
<colgroup>
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 11%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 12%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><strong># of Males</strong></td>
<td colspan="2"><strong># of Females</strong></td>
<td><strong>Grade Total</strong></td>
<td></td>
<td><strong>Grade</strong></td>
<td><strong># of Males</strong></td>
<td><strong># of Females</strong></td>
<td><strong>Grade Total</strong></td>
<td></td>
</tr>
<tr class="even">
<td><strong>K</strong></td>
<td>26</td>
<td colspan="2">29</td>
<td><strong>55</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>1</strong></td>
<td>40</td>
<td colspan="2">24</td>
<td><strong>64</strong></td>
<td></td>
<td><strong>8</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>2</strong></td>
<td>26</td>
<td colspan="2">27</td>
<td><strong>53</strong></td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>3</strong></td>
<td>25</td>
<td colspan="2">27</td>
<td><strong>52</strong></td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>4</strong></td>
<td>35</td>
<td colspan="2">31</td>
<td><strong>66</strong></td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>5</strong></td>
<td>38</td>
<td colspan="2">33</td>
<td><strong>71</strong></td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>6</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td>Other</td>
<td>9</td>
<td>13</td>
<td>22</td>
<td>(Pre-K)</td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="6"><h1 id="total-students-in-the-applying-school">TOTAL
STUDENTS IN THE APPLYING SCHOOL</h1></td>
<td>383</td>
<td></td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [0.3]{.underline} % White

the students in the school: [0.8]{.underline} % Black or African
American

[98.4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[19]{.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           | 31                    |
|           | transferred ***to*** the school  |                       |
|           | after October 1 until the end of |                       |
|           | the year.                        |                       |
+-----------+----------------------------------+-----------------------+
| **(2)**   | Number of students who           | 43                    |
|           | transferred ***from*** the       |                       |
|           | school after October 1 until the | as of 3/12/03         |
|           | end of the year.                 |                       |
+-----------+----------------------------------+-----------------------+
| **(3)**   | Subtotal of all transferred      | 74                    |
|           | students \[sum of rows (1) and   |                       |
|           | (2)\]                            |                       |
+-----------+----------------------------------+-----------------------+
| **(4)**   | Total number of students in the  | 383                   |
|           | school as of October 1           |                       |
+-----------+----------------------------------+-----------------------+
| **(5)**   | Subtotal in row (3) divided by   | 0.19                  |
|           | total in row (4)                 |                       |
+-----------+----------------------------------+-----------------------+
| **(6)**   | Amount in row (5) multiplied by  | 19%                   |
|           | 100                              |                       |
+-----------+----------------------------------+-----------------------+

8\. Limited English Proficient students in the school: [6.3]{.underline}
%

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

Number of languages represented: [3]{.underline}

Specify languages:

English, Spanish, Korean

9\. Students eligible for free/reduced-priced meals: [86.2
%]{.underline}

[330]{.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: [8.1]{.underline} %

[31]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [17]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [9]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[4]{.underline} Emotional Disturbance

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

    **Number of Staff**

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

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

Classroom teachers [24]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [2]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [10]{.underline} \_\_\_\_\_\_\_\_

> Support staff [7]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [45]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [16]{.underline}

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

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

  Daily student attendance 96.6        96.8         96.8        96.4        96.8

  Daily teacher attendance 95.87       95.13        94.10       94.84       95.98

  Teacher turnover rate    10.0        12.0         10.0        2.0         16.0

  Student dropout rate                 NOT                                  
                                       APPLICABLE                           

  Student drop-off rate                NOT                                  
                                       APPLICABLE                           
  ------------------------ ----------- ------------ ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

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

Rayburn Elementary School is part of the Harlandale Independent School
District located in San Antonio, Texas. It serves students in
pre-kindergarten through fifth grade. A majority of its students are
Hispanic and come from low-income families. The parents in our community
are hard working and genuinely interested in the academic progress of
their children. The faculty at Rayburn Elementary School is the
contributing factor that sets our school apart from the norm. They are
relentless in making sure every child succeeds. Rayburn's theme "The
Universe of One" and focus demonstrates that belief. Our teachers are
not satisfied until every student is successful and demonstrates mastery
at the appropriate grade level. At Rayburn, we use a variety of methods
to ensure that not one child is left behind or overlooked. With
utilization of the Campus Student Study Team (CSST), students who are
academically at-risk are identified and discussed on a case-by-case
basis. The individuals who serve on this team include a campus
administrator, counselor, nurse, the student's teacher, support staff,
the student's parent(s), and a social worker if necessary. The CSST
utilizes every resource to assist in the child's journey to academic
success. Through this committee, an instructional plan for that student
is designed, implemented, and evaluated.

Our focus of "The Universe of One" is maintained through every teacher's
ability to disaggregate testing data and identify student weaknesses
based on state reports. By analyzing the Texas Learning Index (TLI)
scores and early predictor scores given by the state, our teachers have
information to develop individualized plans for instruction in the
classroom as well as during tutoring sessions. More importantly, the
teachers at Rayburn focus on the student as a person. During class time
and tutoring sessions, blocks of time are devoted to mentoring and
building personal connections with the students. Again, the mission and
vision of the school is to see that every child succeeds and when a
student demonstrates regression or non-mastery, we provide every
opportunity through any means to get that student to the appropriate
success level. There really is no other alternative or option in the
eyes of Rayburn Elementary employees.

#  

# [PART IV. -- INDICATORS OF ACADEMIC EXCELLENCE]{.underline}

**Part IV. #1.** **Limit the narrative to one page and describe the
meaning of the results in such a way that someone not intimately
familiar with the tests can easily understand. The school must show
assessment results in reading (language arts or English) and mathematics
for at least 3 years using the criteria determined by the CSSO for the
state accountability system. For formatting, if possible use the sample
tables (no charts or graphs) at the end of this application.**

The Texas Assessment of Academic Skills, TAAS measures academic skills
in reading and mathematics at Grades 3 through 8 and at the exit level,
writing at Grades 4 and 8 and at the exit level, and science and social
studies at Grade 8. In addition, Spanish-version TAAS tests are
administered in reading and mathematics at Grades 3 through 6 and
writing at Grade 4 to eligible Limited English Proficient students as
determined by their LPAC committees. The TAAS assessments are
criterion-referenced tests designed to ensure that students are learning
the critical components of the statewide curriculum. In July 1997 the
State Board of Education adopted the Texas Essential Knowledge and
Skills, TEKS, as Texas' new statewide curriculum. This year, a new, more
challenging criterion-referenced assessment, the Texas Assessment of
Knowledge and Skills (TAKS), will replace TAAS. The TAKS test has been
designed to be a demanding measure of student progress in learning the
TEKS and will be aligned with the new federal requirements of No Child
Left Behind legislation.

Rayburn Elementary School's commitment to ensuring that *every* child is
successful is evidenced by our students' academic performance over the
past five years. The passing percentages for reading and mathematics at
all grade levels for all subgroups have risen significantly. In reading,
passing percentages rose for all students from 64.9 to 88.5 in third
grade, 80.3 to 90.7 in fourth grade, and 86.9 to 96.9 in fifth grade.
Hispanic students' passing percentages showed a gain of 25.5 percent at
grade three, 13.5 percent at grade four, and 9.6 percent at grade five.
Economically disadvantaged student scores rose from 66.7 to 87.2 percent
(grade 3), 80.6 to 88.4 percent (grade 4), and 68.8 to 96.7 percent
(grade 5).

In mathematics, passing percentages rose for all students from 59.0 to
94.2 in third grade, 81.8 to 96.5 in fourth grade, and 82.0 to 100.0 in
fifth grade. Hispanic students' passing percentages showed a gain of
37.3 percent at grade three, 15.8 percent at grade four, and 18.2
percent at grade five. Economically disadvantaged student percentages
rose from 66.7 to 87.2 (grade 3), 80.6 to 97.8 (grade 4), and 68.8 to
96.7 (grade 5).

The increases in percentages of students passing are impressive, in
light of the fact that 100% of third graders, 95 % of the fourth
graders, and 93%(reading) and 97.2% (math) of the fifth graders
participated in the assessment.

# Part IV. #2. Show in one-half page (approximately 200 words) how the school uses assessment data to understand and improve student and school performance.

Rayburn Elementary uses a variety of assessment data samples to
understand and improve student and school performance. Quantitative
results based on the Texas Assessment of Knowledge and Skills test are
reviewed in May to determine targeted reading, writing, and math
objectives that need to be addressed during the next school year. These
criterion-based assessment results give a percentage breakdown of
mastery by objective per student, grade level, ethnic group,
socioeconomic group, and school group. All kindergarten, first, and
second grade students are tested on the Texas Primary Reading Inventory
(TPRI) two times a year. This assessment provides immediate feedback on
phonemic awareness, graph phonemic awareness, and blending skills for
each student. Based on these results, Rayburn Elementary School has two
reading teachers, one dyslexia teacher, and three trained parent reading
tutors who assist those students who show weaknesses in two of the three
areas. This assistance in reading is provided in twenty-minute sessions
of one-to-one or small group instruction. Every student, kindergarten
through fifth grade, is also administered a district reading assessment
with a running record for accuracy and fluency two times per year. These
results are used to determine tutoring services during the school day,
afterschool, and on Saturdays. In math, bi-weekly grade level
assessments are administered to determine if the same tutoring services
are needed. These bi-weekly math assessments also assist teachers in
planning review lessons for specific objectives.

Part. IV. #3 Describe in one-half page how the school communicates
student performance, including assessment data, to parents, students,
and the community.

Rayburn Elementary communicates student performance to parents,
students, and community in a variety of ways. Aside from the standard
district progress reports and quarterly report cards that are sent home
with students, we also report to the parents and community assessment
data and academic indicators issued to the school from the State. This
information includes state criterion-referenced rest results
(TAAS/TAKS), average daily attendance rates, enrollment, student-teacher
class ratios, expenditures per pupil, and staff/faculty counts for the
previous year. The means by which the parents and community have been
provided this information are through state documents sent home,
Parent/Teacher Association (PTA) meetings, and Site-Based Decision
Making Committee meetings.

When the students at Rayburn Elementary are given their test results
from the state criterion-referenced tests and the district-wide
assessments, each third, fourth, and fifth grade student takes the
information and graphs their mastery level by objective. This gives each
student a visual representation of their strengths and weaknesses in
reading, writing, and math by objective. As part of this self analysis,
students are encouraged to write short term and long term goals. By
doing this students take ownership in their progress and are able to
communicate goals with their teachers and their parents.

Part IV. #4 Describe in one-half page how the school will share its
successes with other schools.

Rayburn Elementary School has made efforts in past years to communicate
instructional strategies and initiatives that have proven to be
successful for our students with other schools with similar student
populations. Our outstanding teaching staff is open to frequent
classroom observations by teachers and administrators from neighboring
schools. Schools within the district send groups of teachers to observe
our staff during reading lessons. They observe the high level of
expectation our teachers have for our students and methodologies used to
get our students to perform so successfully.

In addition, Rayburn Elementary School has been supportive of the Region
XX- Educational Service Center's Teacher Orientation Preparation Program
(TOPP) program. Our school has allowed for prospective degreed
individuals pursuant of an elementary education certification to gain
observation credit on our campus. In fact, many of our current teachers
are products of this outstanding program.

In the future, Rayburn Elementary will continue its open door policy of
allowing fellow professionals and those aspiring to become teachers to
collaborate with our staff in ways to enhance instruction in all core
areas.

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

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

Rayburn Elementary School services students from pre-kindergarten to
fifth grade. In all grade levels, students receive instruction in the
four critical content areas of language arts, math, science, and social
studies. Teachers base their instruction on the Texas Essential
Knowledge and Skills (TEKS) set forth by the Texas State Board of
Education. The TEKS are composed of critical, grade level specific
objectives by grade level in each content area. One hundred percent
mastery by each student is the goal when assessing for TEKS
understanding. This evaluation process was accomplished through the
Texas Assessment of Academic Skills (TAAS) test. Beginning in 2003, the
new state assessment will be the Texas Assessment of Knowledge and
Skills test (TAKS). Traditionally, Texas has set high standards for
students. The inception of the new TAKS test, has raised these
standards. For the 2002-2003 administration of the TAKS test, the state
has set the passing score at two standard deviations below the norm.
However, at Rayburn Elementary School, our goal is 90-100% passing rate
for all of our students. Our teachers and staff send a strong message of
best effort and they expect nothing less from our students. Every
student at Rayburn Elementary is given an hour per week of instruction
on how to utilize library and other resources outside of the classroom
to enhance their understanding of topics discussed in the classroom.
(ex. Internet usage, periodicals, and a variety of reference materials).

In addition to the TEKS, our school offers a minimum of 135 minutes of
physical education instruction for each student throughout the week. All
of our students are also given an hour of fine arts instruction per week
in music education. The third, fourth, and fifth grade students are
given the opportunity to join the Rayburn Elementary Choir where they
also gain an additional hour of music appreciation and voice lessons.
Another aspect of the curriculum at Rayburn Elementary School that we
are particularly proud of our peer mediation and conflict resolution
instruction. Each classroom receives a 30 minute conflict management
lesson from the school's counselor. These lessons involve role playing
and self-reflection. To add to the emotional support component of our
curriculum, our counselor holds small group and individual support
sessions for students who might be experiencing a death in the family,
parental divorce, abusive home situations, etc. All of our students are
given the opportunity to become a peer mediator as well as join our
"Children Against Drugs" (CAD) group which meets once a month after
school.

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

Rayburn Elementary School uses a common sense approach to reading
instruction. Our reading curriculum is based on the Texas Essential
Knowledge and Skills (TEKS) as a foundation of instruction. Teachers
teach the TEKS through lessons formatted by themselves or as a grade
level. Rayburn Elementary School prides itself on the collection of
quality teachers it possesses. Therefore, our teachers are given
professional freedom to develop and monitor their reading curriculum
within the classroom. Areas of focus are phonemic awareness skills,
fluency, and comprehension. Teachers are held accountable for the
quality of reading instruction through weekly lesson plans which are
reviewed by the campus Academic Coordinator. This administrator serves
as the instructional leader in disaggregating assessment data and
assisting teachers in developing quality lessons.

Rayburn Elementary Schools' teachers and staff have a primary goal to
instill a love for reading in our students. Our staff is relentless in
promoting the joy and long term benefits of reading in the classroom and
at home. The school librarian works collaboratively with the staff to
provide free books for students to add to their personal collection of
reading materials at home. This is achieved through grant funds and a
partnership with Scholastic Book Fairs. Our librarian's ability to
provide books to our student population has benefited the school-wide
reading program by encouraging reading both instructionally and
leisurely.

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

Another curriculum area that Rayburn Elementary School takes very
seriously is math instruction. The approach our school has adopted in
the area of mathematics is based on the TEKS (Texas Essential Knowledge
and Skills) which serves as a foundation for instruction. Teachers use
their professional creativity to implement lessons that address these
skills. In addition to teaching the TEKS in mathematics, Rayburn
Elementary School holds a philosophy of promoting problem solving on a
logical level rather than just through traditional calculations and
formulas. We encourage our students to solve mathematic problems using a
variety of strategies, not just one standard way. Research shows that
allowing students to think in non-traditional ways when it comes to
problem solving can enhance their creative and critical thinking skills.
Each classroom promotes a variety of problem solving strategies posted
on the walls for quick reference.

Rayburn Elementary School promotes multi-step, logical problem solving
through the initiative, "The Panther Math Challenge of the Week". Each
week, the principal announces a math challenge for pre-kindergarten,
kindergarten, first and second grades and one for third, fourth, and
fifth grades over the Public Address system. Each student has a written
copy of the math challenge with a list of strategies that can be used as
a guide. Students are encouraged to solve the problem using two
strategies over the course of the week. On Fridays, winners are selected
and their products are posted in both cafeterias for peer review
purposes. This initiative has been successful in promoting our math
curriculum and the mission at Rayburn Elementary School.

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

Rayburn Elementary School uses a variety of instructional methods to
improve student learning. In reading instruction, our school attributes
a great deal of student success to the professional and parent reading
tutors devoted to literacy development at the kindergarten and first
grade levels. This tutorial team continually assesses reading
development with all students in the early grade levels throughout the
year. They, in turn, identify those students in most need of accelerated
reading instruction and provide 20 minute tutoring sessions throughout
the day. Rayburn Elementary School also has a professional teacher
devoted to the Accelerated Reading Initiative / Student Success
Initiative developed by the state of Texas. The role of this initiative
is to provide intense reading instruction to those 2^nd^ and 3^rd^
graders who may be at-risk of failing the third grade TAKS reading
assessment. The ARI teacher performs 30-40 minutes of small group or
individual reading tutoring sessions based on student need. At Rayburn
all students participate in the Accelerated Reader computer-based
program where students earn incentive points for successfully reading
specific books and completing a computerized test. This initiative has
proven to be a motivational piece for the students to enhance their
comprehension.

In the area of math and reading instruction, Rayburn Elementary School
has a school-wide afterschool tutoring program two days per week for an
hour. Students who need to strengthen in math, reading, and writing may
attend Saturday tutorials which occur twice a month from February until
April for four hours.

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

Rayburn Elementary School's professional development program has been an
ongoing and sustained process in the past five years. Our teachers are
open and eager to attend a variety of trainings and academic workshops
to improve their level of instruction to gain student academic success.
For instance, most of our teachers have participated in week-long
reading academies focused on their grade level's reading instruction.
Our teachers have also been given opportunities to attend various staff
development sessions in math instruction. Through the district's math
coordinator, our teachers have been trained in the implementation of
Investigations, the district adopted math curriculum. Most recently, the
staff at Rayburn Elementary School created a campus-wide writing rubric
based on the state's expectations for the fourth grade Texas Assessment
of Knowledge and Skills (TAKS) Writing test. Each grade level created a
rubric that was vertically aligned with the fourth and fifth grade
expectations. The staff currently uses this rubric to assess student
writing samples throughout the year.

Rayburn Elementary School's top initiative staff development is to
provide our students with the best research-based instruction from
highly qualified teachers. We strive to have "no child to be left
behind", the teachers and staff strive for continued excellence in their
professional growth.

**ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS**

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

Grade: \_\_\_[3rd]{.underline}\_\_ Test: [Texas Assessment of Academic
Skills (TAAS) in Reading]{.underline}

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- April             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **  | **  | **  | **  | **  |
|                                      | 88. | 87. | 89. | 78. | 64. |
|                                      | 5** | 3** | 6** | 3** | 9** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | **  | **  | *   | **  | *   |
| (percentages)                        | 16. | 23. | *7. | 12. | *n/ |
|                                      | 3** | 3** | 9** | 0** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **5 | **5 | **6 | **6 | **6 |
|                                      | 5** | 8** | 9** | 3** | 1** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **1 | **  | **  | **  | **  |
|                                      | 00. | 96. | 90. | 95. | 91. |
|                                      | 0** | 7** | 8** | 5** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **  | **  |
|                                      | 0** | 2** | 7** | 3** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | *   | *   |
|                                      | *0. | *3. | *9. | *4. | *9. |
|                                      | 0** | 3** | 2** | 5** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **  | **  | **  | **  | **  |
|                                      | 88. | 87. | 92. | 78. | 63. |
|                                      | 5** | 3** | 3** | 2** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **  | **  | **  | **  | **  |
|                                      | 87. | 86. | 88. | 78. | 66. |
|                                      | 2** | 8** | 9** | 0** | 7** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | **  | **1 | **1 | *   | *   |
|                                      | 81. | 00. | 00. | *n/ | *n/ |
|                                      | 8** | 0** | 0** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 88. | 86. | 87. | 88. | 86. |
|                                      | 0** | 8** | 9** | 0** | 2** |
+--------------------------------------+-----+-----+-----+-----+-----+

ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

Grade: \_\_\_[3rd]{.underline}\_\_\_ Test: [Texas Assessment of Academic
Skills (TAAS) in Math]{.underline}

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- April             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **  | **  | **  | **  | **  |
|                                      | 94. | 96. | 78. | 68. | 59. |
|                                      | 2** | 4** | 4** | 3** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | *   | **  | **  | *   | *   |
| (percentages)                        | *7. | 16. | 15. | *9. | *n/ |
|                                      | 2** | 6** | 8** | 0** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **5 | **5 | **7 | **6 | **6 |
|                                      | 5** | 9** | 6** | 6** | 7** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **1 | **  | **1 | **1 | **1 |
|                                      | 00. | 98. | 00. | 00. | 00. |
|                                      | 0** | 3** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **  | **  |
|                                      | 0** | 1** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | *   | *   |
|                                      | *0. | *1. | *0. | *0. | *0. |
|                                      | 0** | 7** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **  | **  | **  | **  | **  |
|                                      | 94. | 96. | 78. | 70. | 56. |
|                                      | 2** | 4** | 9** | 2** | 9** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **  | **  | **  | **  | **  |
|                                      | 94. | 96. | 77. | 67. | 58. |
|                                      | 9** | 3** | 1** | 7** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | **1 | **1 | **  | *   | *   |
|                                      | 00. | 00. | 90. | *n/ | *n/ |
|                                      | 0** | 0** | 0** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 87. | 83. | 80. | 83. | 81. |
|                                      | 4** | 1** | 6** | 1** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+

ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

Grade: \_\_\_[4th]{.underline}\_\_\_ Test: [Texas Assessment of Academic
Skills (TAAS) in Reading]{.underline}

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- April             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **  | **  | **  | **  | **  |
|                                      | 90. | 89. | 83. | 67. | 80. |
|                                      | 7** | 2** | 3** | 7** | 3** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | **  | **  | **  | **  | *   |
| (percentages)                        | 28. | 22. | 27. | 17. | *n/ |
|                                      | 8** | 2** | 6** | 0** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **5 | **6 | **5 | **6 | **6 |
|                                      | 6** | 8** | 5** | 6** | 8** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **  | **  | **  | **  | **1 |
|                                      | 95. | 91. | 95. | 93. | 00. |
|                                      | 0** | 9** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **  | **  |
|                                      | 3** | 6** | 3** | 5** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | *   | *   |
|                                      | *5. | *8. | *5. | *7. | *0. |
|                                      | 0** | 1** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **  | **  | **  | **  | **  |
|                                      | 92. | 89. | 82. | 67. | 79. |
|                                      | 5** | 2** | 6** | 2** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **  | **  | **  | **  | **  |
|                                      | 88. | 90. | 83. | 67. | 80. |
|                                      | 4** | 0** | 3** | 2** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | **  | *   | *   | *   | *   |
|                                      | 90. | *n/ | *n/ | *n/ | *n/ |
|                                      | 0** | a** | a** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 92. | 90. | 89. | 88. | 89. |
|                                      | 5** | 8** | 9** | 8** | 7** |
+--------------------------------------+-----+-----+-----+-----+-----+

ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

Grade: \_\_\_[4th]{.underline}\_\_\_ Test: [Texas Assessment of Academic
Skills (TAAS) in Writing]{.underline}

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- February          |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **  | **  | **  | **  | **  |
|                                      | 87. | 89. | 85. | 78. | 92. |
|                                      | 3** | 2** | 1** | 3** | 4** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | *   | *   | *   | *   | *   |
| (percentages)                        | *5. | *0. | *3. | *0. | *n/ |
|                                      | 0** | 0** | 4** | 0** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **5 | **6 | **5 | **6 | **6 |
|                                      | 6** | 8** | 4** | 1** | 8** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **  | **  | **  | **  | **1 |
|                                      | 95. | 91. | 93. | 85. | 00. |
|                                      | 0** | 9** | 1** | 9** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **1 | **  |
|                                      | 3** | 6** | 4** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | **  | *   |
|                                      | *5. | *8. | *6. | 14. | *0. |
|                                      | 0** | 1** | 9** | 1** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **  | **  | **  | **  | **  |
|                                      | 88. | 89. | 84. | 80. | 91. |
|                                      | 9** | 2** | 4** | 4** | 9** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **  | **  | **  | **  | **  |
|                                      | 84. | 88. | 85. | 77. | 91. |
|                                      | 1** | 3** | 1** | 6** | 9** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | **1 | *   | *   | *   | *   |
|                                      | 00. | *n/ | *n/ | *n/ | *n/ |
|                                      | 0** | a** | a** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 89. | 89. | 90. | 88. | 88. |
|                                      | 8** | 2** | 3** | 4** | 7** |
+--------------------------------------+-----+-----+-----+-----+-----+

ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

Grade: \_\_\_[4th]{.underline}\_\_\_\_\_\_ Test: [Texas Assessment of
Academic Skills (TAAS) in Math]{.underline}

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- April             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **  | **  | **  | **  | **  |
|                                      | 96. | 87. | 82. | 71. | 81. |
|                                      | 5** | 3** | 4** | 0** | 8** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | *   | *   | **  | *   | *   |
| (percentages)                        | *5. | *6. | 41. | *9. | *n/ |
|                                      | 0** | 8** | 4** | 9** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **5 | **7 | **5 | **7 | **6 |
|                                      | 9** | 4** | 8** | 1** | 8** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **1 | **1 | **1 | **1 | **1 |
|                                      | 00. | 00. | 00. | 00. | 00. |
|                                      | 0** | 0** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **  | **  |
|                                      | 0** | 0** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | *   | *   |
|                                      | *0. | *0. | *0. | *0. | *0. |
|                                      | 0** | 0** | 0** | 0** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **  | **  | **  | **  | **  |
|                                      | 96. | 88. | 85. | 69. | 80. |
|                                      | 4** | 6** | 1** | 2** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **  | **  | **  | **  | **  |
|                                      | 97. | 87. | 82. | 70. | 80. |
|                                      | 8** | 9** | 4** | 8** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | **1 | *   | *   | *   | *   |
|                                      | 00. | *n/ | *n/ | *n/ | *n/ |
|                                      | 0** | a** | a** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 94. | 91. | 87. | 87. | 86. |
|                                      | 1** | 3** | 1** | 6** | 3** |
+--------------------------------------+-----+-----+-----+-----+-----+

ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

Grade: \_\_\_[5th]{.underline}\_\_\_ Test: [Texas Assessment of Academic
Skills (TAAS) in Reading]{.underline}

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- April             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **  | **1 | **  | **  | **  |
|                                      | 96. | 00. | 85. | 69. | 86. |
|                                      | 9** | 0** | 7** | 0** | 9** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | **  | **  | **  | **  | *   |
| (percentages)                        | 26. | 32. | 21. | 14. | *n/ |
|                                      | 3** | 0** | 7** | 1** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **6 | **5 | **5 | **7 | **6 |
|                                      | 7** | 1** | 8** | 5** | 7** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **  | **  | **  | **  | **1 |
|                                      | 93. | 96. | 96. | 96. | 00. |
|                                      | 0** | 2** | 7** | 2** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **  | **  |
|                                      | 5** | 2** | 2** | 3** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | *   | *   |
|                                      | *7. | *3. | *3. | *3. | *0. |
|                                      | 0** | 8** | 3** | 8** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **  | **1 | **  | **  | **  |
|                                      | 96. | 00. | 85. | 68. | 87. |
|                                      | 9** | 0** | 2** | 2** | 3** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **  | **1 | **  | **  | *   |
|                                      | 96. | 00. | 85. | 68. | *n/ |
|                                      | 7** | 0** | 5** | 8** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | *   | *   | *   | *   | *   |
|                                      | *n/ | *n/ | *n/ | *n/ | *n/ |
|                                      | a** | a** | a** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 92. | 90. | 87. | 86. | 88. |
|                                      | 7** | 2** | 8** | 4** | 4** |
+--------------------------------------+-----+-----+-----+-----+-----+

ASSESSMENT DATA FOR STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts and English) and mathematics. Complete a separate form for reading
(language arts and English) and mathematics at each grade level.

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

Edition/publication year: [rewritten annually]{.underline} Publisher:
[Texas Board of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[Special Education -- State Developed Alternative Assessment
(SDAA)]{.underline}

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

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

[Explanation of Data:]{.underline} In the state of Texas, the
criterion-reference test administered was the Texas Assessment of
Academic Skills (TAAS). Beginning in the spring of 2003, the test will
change to the Texas Assessment of Knowledge and Skills (TAKS). Results
are reported in a pass/fail format. Students who earn a score of 70% or
higher meet minimum academic expectations by the state. Texas does not
delineate student scores on the basis of basic, proficient, or advanced.
It simply reports whether a student met or did not meet minimum
expectations. Therefore, the numbers presented in the table below
indicate the percentage of students at Rayburn Elementary who passed the
TAAS test in the content area identified above.

+--------------------------------------+-----+-----+-----+-----+-----+
|                                      | 200 | 200 | 199 | 199 | 199 |
|                                      | 1-2 | 0-2 | 9-2 | 8-1 | 7-1 |
|                                      | 002 | 001 | 000 | 999 | 998 |
+--------------------------------------+-----+-----+-----+-----+-----+
| # Testing month -- April             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| SCHOOL SCORES (passing percentages)  | **1 | **1 | **  | **  | **  |
|                                      | 00. | 00. | 94. | 81. | 82. |
|                                      | 0** | 0** | 7** | 1** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Academically Recognized              | **  | **  | **  | **  | *   |
| (percentages)                        | 16. | 20. | 35. | 10. | *n/ |
|                                      | 6** | 8** | 0** | 3** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested            | **7 | **5 | **5 | **7 | **6 |
|                                      | 0** | 2** | 9** | 8** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of total student tested      | **  | **  | **  | **1 | **  |
|                                      | 97. | 98. | 98. | 00. | 98. |
|                                      | 2** | 1** | 3** | 0** | 5** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded          | **  | **  | **  | **  | **  |
|                                      | 2** | 1** | 1** | 0** | 1** |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of students excluded         | *   | *   | *   | *   | *   |
|                                      | *2. | *1. | *1. | *0. | *1. |
|                                      | 8** | 9** | 7** | 0** | 5** |
+--------------------------------------+-----+-----+-----+-----+-----+
| SUBGROUP SCORES                      |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| 1\. Hispanic                         | **1 | **1 | **  | **  | **  |
|                                      | 00. | 00. | 94. | 79. | 81. |
|                                      | 0** | 0** | 4** | 7** | 8** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 2\. Economically Disadvantaged       | **1 | **1 | **  | **  | **  |
|                                      | 00. | 00. | 94. | 79. | 50. |
|                                      | 0** | 0** | 6** | 1** | 0** |
+--------------------------------------+-----+-----+-----+-----+-----+
| 3\. Spanish Test                     | *   | *   | *   | *   | *   |
|                                      | *n/ | *n/ | *n/ | *n/ | *n/ |
|                                      | a** | a** | a** | a** | a** |
+--------------------------------------+-----+-----+-----+-----+-----+
| STATE SCORES                         | **  | **  | **  | **  | **  |
|                                      | 96. | 94. | 92. | 90. | 89. |
|                                      | 2** | 6** | 1** | 1** | 6** |
+--------------------------------------+-----+-----+-----+-----+-----+