##### REVISED March 22, 2005

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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_[X]{.underline}\_ Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal [Dr. Gloria McNutt]{.underline}

Official School Name [John S. Bradfield Elementary School]{.underline}

School Mailing
Address\_\_\_[4300_Southern_Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_[\_Dallas\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
TX]{.underline}\_\_\_\_\_ [75205-2640]{.underline}

City State Zip Code+4 (9 digits total)

County
\_[Dallas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code Number\*\_[\_057911102]{.underline}\_\_\_\_\_\_\_\_\_

Telephone [( 214 ) 780-3200]{.underline} Fax [( 214 )
780-3299]{.underline}

Website/URL [http://br.hpisd.org]{.underline} E-mail <mcnuttg@hpisd.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)

Name of Superintendent\* [Dr. Cathy Bryce]{.underline}

District Name [Highland Park Independent School District]{.underline}
Tel. [( 214 ) 780-3000]{.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. Jeffrey A. Barnes]{.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 I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: \_\_\_[5]{.underline}\_\_
Elementary schools

\_\_\_[1]{.underline}\_ Middle schools

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

\_\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_7\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$8641]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_[\$8838]{.underline}\_\_\_\_\_\_\_\_

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

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

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

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

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

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

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

  **K**       60        54                     **114**      **7**                             

  **1**       63        68                     **131**      **8**                             

  **2**       52        53                     **105**      **9**                             

  **3**       48        64                     **112**      **10**                            

  **4**       59        55                     **114**      **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other       2         4           6\*

                                    **TOTAL                                                   582
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\*Preschool Program for Children with Disabilities.

6\. Racial/ethnic composition of [96]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[7]{.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 20
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 20
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        40
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    562
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .071
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    7.11
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0\_\_\_%]{.underline}

\_\_\_\_\_[0]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[0]{.underline}\_\_\_\_\_%

Total Number Students Who Qualify: [0]{.underline}

> If this method does not produce 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:
\_\_\_[10]{.underline}\_\_\_\_\_%

\_\_\_ [58]{.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.

\_\_[3]{.underline}\_ Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_[0\_]{.underline}Deaf-Blindness \_\_[1\_]{.underline}Specific
Learning Disability

\_\_[2]{.underline}\_Emotional Disturbance \_[42]{.underline}\_Speech or
Language Impairment

\_[\_2]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_Traumatic
Brain Injury

> \_\_[4]{.underline} Mental Retardation \_\_ [0]{.underline}\_Visual
> Impairment Including Blindness

\_\_[0]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[36]{.underline}\_\_
\_\_\_\_[1]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[2]{.underline}\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[6]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[2]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_[47]{.underline}\_\_
> \_\_\_\_\_[2]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[16:1\_\_\_\_\_]{.underline}

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance 97%         97%         98%         95%         97%

  Daily teacher attendance 91%         93%         93%         93%         95%

  Teacher turnover rate    16%         14%         36%\*       18%         3%

  Student dropout rate     NA                                              

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

**\***This number also includes the loss of teachers due to a
district-wide reduction in force.

**Part III - SUMMARY**

Bradfield Elementary is located in Highland Park Independent School
District (HPISD) in Highland Park, Texas. Highland Park ISD is a
district of 6,046 students surrounded by the city and school district of
Dallas. Built in 1926, Bradfield is a neighborhood school, steeped in a
tradition of excellence and success for all students. The school has a
family oriented environment where parents and staff form a partnership
in education. The partnership of parents and staff is the strength of
our school. The partnership has a commitment to excellence and success
for every child.

Staff and parents believe that collaboration and teamwork are the keys
to success. Through the site-based Campus Leadership Council (CLC) a
community of stakeholders is involved in the planning process for
student achievement. Members of the CLC represent teachers, parents,
community and business. Parents are actively involved in the school
through the Parent Teacher Association (PTA) and the Dads' Club. The
parent organizations provide a vehicle for parent involvement through
multiple volunteer opportunities. Fundraising through the parent
organizations provide needed instructional supplies, staff development,
technology, staffing for accelerated reading and math programs, and
school maintenance.

The principal, the instructional leader of the school, encourages
teacher leadership. The strength of the school team requires empowering
teachers to become advocates for excellence. Teamwork is the scaffolding
to support student learning. Teachers work together in grade level and
vertical teams to enhance instruction for student achievement. Sharing
instructional strategies and common vocabulary, little instructional
time is lost as children transition through the grade levels. Through
collaboration the staff provides the focus for excellence.

Student work is displayed throughout the school. Writing is a focus for
every grade level. Students become authors early in kindergarten. Their
work is celebrated and shared. Bradfield teachers believe that writing
encourages children to think. Student writing products even extend into
the art classroom where students have journals to record their thoughts.
The student art gallery contains not only student art projects but
student commentary about their work.

The staff embraces the belief in "an unyielding commitment to
excellence" that is part of the HPISD mission statement. It is this
commitment to excellence that drives the instructional program. Students
are provided with many opportunities to collaborate and solve problems
in real world situations. Students are encouraged to write about their
experiences, to share their strategies for solving problems with their
classmates, and to always prove and defend their answers.

All teachers are involved in the support of students. Each teacher in
the school is a reading tutor and mentor for a third grade student who
needs additional support. Third grade students must pass the state
reading assessment, Texas Assessment of Knowledge and Skills, to be
promoted to the next grade level. This team effort supports third grade
students through the high stakes accountability assessment. This is just
one example of the support and care the teachers and staff of Bradfield
give to each and every student. Special Education services range from
the Preschool Program for Children with Disabilities, speech, and a
resource setting that serves a variety of disabilities. Support through
collaboration is always available for teachers and students. Any student
who is struggling or having difficulty is referred to the Student
Support Team (SST), a specialized faculty team that develops a plan for
support of the student. Parents are invited to participate in the SST to
collaborate in the plan for student success. The partnership between the
school and the parents enhances the student's potential for success. The
Bradfield partnership of parents and staff reflect the community effort
for excellence and success for all students. This commitment for student
learning is the reason for our success.

**Part IV -- INDICATORS OF ACADEMIC SUCCESS**

IV -- 1. [Assessment Results:]{.underline} The state assessment system,
The Texas Assessment of Knowledge and Skills (TAKS), is mandated by the
state. This assessment is aligned to the state curriculum, the Texas
Essential Knowledge and Skills (TEKS). In 2002 -- 2003, the TAKS, a much
more rigorous test, replaced the prior assessment, the Texas Assessment
of Academic Skills (TAAS). The TAKS is a criterion referenced test based
on learning objectives. As the state phased in the TAKS, the passing
standard increased each year. The Met Standard category represents
satisfactory academic achievement. Students in this category performed
at a level that was at or above the state passing standard. Students who
met standard can be assumed to have a sufficient understanding of the
knowledge and skills measured at their grade. In addition to the passing
standard, the state gives commendations for high performance on
individual tests. Individual students may receive commended scores in
reading and/or math. Students in the Commended category performed at a
level that was considerably above the state passing standard. Commended
scores represent achievement above 90%. Further, students in this
category can be assumed to have a thorough understanding of the
knowledge and skills measured at their grade level. Schools and
districts may receive Gold Performance Acknowledgments in tested areas
if over 20 percent of the students receive commended scores. Students in
grades three and four are assessed in the areas of reading and
mathematics. In addition, students in grade four are assessed in
writing. Assessment results may be viewed on the Texas Education Agency
website at http://www.tea.state.tx.us/perfreport/aeis/.

Bradfield's accountability rating, based on the state assessments, is
exemplary**;** the highest statewide rating. In addition, Bradfield
earned Gold Performance Acknowledgments for commended performance in
reading, mathematics, and writing. Bradfield students scored 100 percent
at every grade level in all areas tested. In reading, 77 percent of the
students were commended. Mathematics scores produced 71 percent
commended. Sixty-eight percent of the fourth grade students received
commended scores in writing.

Perhaps the most noteworthy of the achievements on the assessment is in
the area of continuous improvement. The percent of students' passing
scores on the more rigorous TAKS are higher than on the previous TAAS.
Commended scores increased significantly: reading scores 14 percent,
mathematics scores 18 percent, and writing scores 18 percent.

Continuous improvement is a goal of the school. We are always striving
for excellence in education. We attribute our success to careful study
of the assessment data to meet the identified needs of our students, an
enriched, aligned curriculum, and a commitment to high quality, research
based instructional strategies that meet students' abilities, strengths,
and needs.

IV -- 2. [Use of Assessment Data:]{.underline} At Bradfield, we believe
that careful study of assessment data is critical to the success of the
instructional program. As we receive the assessment results from the
state, the Bradfield instructional staff analyzes the data to determine
strengths and weaknesses in our curriculum. We look for validation of
curriculum and instructional strategies. We also determine areas of
weakness for curricular adjustments.

In grade level teams, through an item analysis, the principal and
teachers look at each individual question. If the question is one that
the students frequently missed, we develop strategies to strengthen the
objective. Teachers share the results of their study with other staff
during instructional staff meetings. Teachers at other grade levels
incorporate those strategies at the appropriate developmental level into
their curriculum. Through this team approach, the curriculum alignment
is strengthened.

Teachers also analyze the assessment results for each individual
student. From the results of the individual analysis, teachers develop
an Individual Intervention Plan for those students identified as needing
extra support. That support may include but is not limited to small
group accelerated reading and math instruction, the dyslexia program,
small group or individual tutoring, and individual accommodations and
instruction within the regular classroom. As teachers use informal and
benchmark assessments within the classroom, student progress is
measured. Additional students may be identified from these additional
assessments for an individual plan. The principal meets on a regular
basis with teachers to discuss the progress of each student supported by
the plan.

IV -- 3. [Communicating Assessment Results:]{.underline} Communication
with the students, parents, and community is a top priority of Bradfield
Elementary. The partnership that is formed through communication is
vital to the success of the students, and ultimately the school.
Critical to the success of any classroom is the communication between
the student and the teacher. Teachers work with individual students to
help develop an understanding of their strengths and weaknesses.
Students are encouraged to correct their mistakes and communicate to the
teacher their strategies for solving problems.

Parent conferences, funded by the PTA, are another vital part of
communication for teachers and parents. Bradfield has a mandatory parent
conference in the fall for all grade levels. In this meeting, teachers
share the results of benchmark assessments and classroom projects.
Kindergarten and first grade schedule a mandatory conference in the
spring to again communicate assessment results. Communication to parents
is distributed in Friday folders to keep parents up to date on school
dates and information. Progress reports and report cards are distributed
on a six week basis. PTA and Dads' Club meetings are well attended.
Parents are informed with an update on school progress at each meeting.
The "Bradfield Bulletin" is distributed to parents on a biweekly basis.
Information regarding dates and testing are included in the newsletter.
The school liaison reports information on Bradfield important events to
the local newspapers.

Parents, teachers, and community members are part of the Campus
Leadership Council (CLC). This council is the goal setting and planning
group for the school. The CLC is given an ongoing report on school
assessment data. In addition, the school report card with assessment
data from the state assessment (TAKS) goes home to every parent and is
discussed in public meetings.

IV -- 4. ­[Sharing Success:]{.underline} Bradfield Elementary has the
honor of being recognized as an Honor School for the second year by the
Texas Business and Education Coalition and Just for the Kids. Through
this process, we share our successful practices with other schools. A
member of the Coalition visits the honor school and gathers data for
distribution to other schools. We share information through surveys and
e-mail responses to Just for the Kids. Honor schools also meet and
discuss successful strategies. In this manner, we are able to share our
practices and discuss our work. The culmination of this work is posted
on the Just for the Kids website for all schools to access.

Bradfield teachers also serve on the curriculum cadres in all subject
areas. We share our strategies and successful practices with all schools
in the district. Our district is very collaborative in the curriculum
development process. We all learn from each other.

Members of the Bradfield teaching staff have many student observers from
area universities. We encourage this observation because we believe that
we have much to share and we can all learn from each other. Teachers
from other campuses have visited Bradfield to observe our kindergarten
and first grade writing practice. The strategies incorporated in the art
program at Bradfield have been presented at state and national
conferences. Bradfield's art teacher was named as the Texas Art Teacher
of the Year by the Texas Art Association.

**Part V \-- CURRICULUM AND INSTRUCTION**

V-1 -- [The School's Curriculum:]{.underline} Though the rigorous
curriculum is tied to the Texas Essential Knowledge and Skills (TEKS),
Bradfield strives to enhance the curriculum through the use of
creativity, technology, and critical thinking skills.

1\. [Fine Arts:]{.underline} All students participate in art and music
each week. The music and art teachers work with the classroom teachers
to integrate music and art with the core curriculum. Students enjoy
music through singing, listening, and participating in dance. Basic
music theory and research on various composers sharpen the students'
critical thinking skills as well as their creative thinking skills.

The art curriculum guides students through four basic strands, which
include perception, creative expression/performance, historical and
cultural heritage, and critical evaluation. By analyzing artistic styles
and historical periods, students develop respect for the traditions and
contributions of diverse cultures. Technology is utilized in the art
curriculum as early as the kindergarten level. In kindergarten, the
classroom teacher and the art teacher guide students in selecting
bumblebee poems. With the art teacher's help, the students create 3-D
bumblebees. Under the direction of the technology teacher, the students
prepare to present their poems and bumblebee creations to a kindergarten
in Richardson, Texas via our Distance Learning technology.

2\. [Social Studies:]{.underline} Through our social studies, Bradfield
strives to help students become active, involved, and informed citizens.
Each grade level provides content that covers citizenship, culture,
economics, geography, government, and history. Citizenship skills such
as caring, respect, responsibility, fairness, courage, and honesty are
also incorporated into social studies lessons. With the help of parents
and teachers, first grade students learn about the culture of six
different countries. After reading stories from around the world, they
each make a suitcase and passport before setting off to study new
countries, located in neighboring classrooms.

3\. [Language Arts:]{.underline} Reading, writing, listening, and
speaking are integrated with technology at the core of the language arts
curriculum. A comprehensive literacy framework promotes students'
success. Listening and speaking skills develop and extend oral language.
Through the use of Junior Great Books and the New Jersey Writing
Project, higher level thinking skills and critical reading skills are
implemented. Students share their reading and writing with peers and
adults through book reports, principal's author's chair, reading
buddies, author's party, and reader's theater. After a unit of study on
fairy tales, second grade students write their own, original fairy tale.
Each student publishes a hardbound book, complete with original
illustrations

4\. [Mathematics:]{.underline} Our mathematics curriculum motivates
students to develop a mathematical understanding beyond basic
computation by introducing real world applications. Each grade level is
represented on the district's math cadre. This cadre works each summer
to develop new strategies and methods causing the curriculum to change
yearly. Special attention is given to problem solving and use of
manipulatives through small group interaction. Technology is often
integrated into the curriculum. For example, the third grade math
classes created Geometry Riddle PowerPoint Slide Shows. High
expectations increase student performance at Bradfield.

5\. [Science:]{.underline} Students observe, analyze, and assess the
forces of the natural world that surrounds them. The curriculum is based
on the explorations of earth, life, and physical sciences and is
integrated with Language Arts and Social Studies. Students develop the
Scientific Method to solve complex problems and examine individual
hypothesizes. Technology plays an important role in these
investigations. The fourth grade students tracked the course of this
winter's devastating tsunami. After researching data on the tsunami and
charting its course, the students used the Microsoft Excel program to
graph, chart, and present their statistics in a newspaper article that
was sent to the parents of the district. Through a highly synthesized
curriculum of science, language arts, social studies, and technology,
the Bradfield students are challenged to analyze data, determine
conclusions, and present their findings to others.

V-2a -- Reading Curriculum: A comprehensive balanced literacy framework
is the key component in Bradfield's reading and writing program. This
research-based framework was developed by the Highland Park Independent
School District literacy cadre and was implemented with great success at
Bradfield. Teachers read aloud to students on a daily basis to promote
story enjoyment and literature appreciation. Shared reading immerses
students in rich literature. Guided reading (whole group, small group,
and individualized) is the core of the instructional reading program.
Guided reading depends on the teacher to be the instructional leader in
designing learning experiences built upon the needs of each child.
Reading strategies are taught within the context of the literature. The
reading instruction focuses on phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Independent reading occurs daily at home
and at school. Classrooms are paired up across the grade levels and the
reading buddies meet for about 20 minutes once a week. Weekly
home-reading records are required in each grade level K-4. Book reports
and novel studies are required each six weeks in grades 1-4. Our
Accelerated Reading program provides teachers with reading levels to
target instruction and check comprehension. Grades K-2 have a literacy
library filled with trade books on different levels and interests.
Grades 3-4 teach reading using novel studies. Our reading intervention
program called Jumpstart provides a strong sequential, multi-sensory,
phonics program. Our resource room is used to improve reading skills of
at-risk and learning disabled readers. We provide a mentoring/tutoring
program for students struggling in reading. Reading benchmark tests and
the Texas Primary Reading Inventory (TPRI) assess mastery and enable
teachers to modify instruction for students. All assessment is ongoing
and recurring. Overall our school and community share a passion for
reading.

V-3. Math Curriculum:

In keeping with our mission statement concerned with Bradfield's
"unyielding commitment to excellence," the goal of our comprehensive
math curriculum is to help students think logically, solve real world
problems, and understand spatial relationships. While computational
skills are important in the study of mathematics, the ability to use
higher level thinking skills, critical reading, and make connections to
other disciplines is important to lifelong learning. In keeping with our
school's focus of differentiation, Bradfield maintains various
instructional settings to meet the many needs of all students. The
resource teacher works with students in a small group setting to
reinforce and reteach difficult skills. The regular classroom teacher
uses a myriad of activities to challenge students. The Talented and
Gifted (TAG) math teacher guides gifted students in an accelerated
learning experience. All math teachers strive to create a comfortable
risk-taking environment in order to promote the creation of multiple
solutions, creative problem solving, and advanced technology skills.
Through the use of Everyday Mathematics, Investigations, Exemplars,
Activities Integrating Mathematics and Science (AIMS), and Marilyn Burns
activities, teachers encourage each student to reach his/her greatest
math potential. In collaboration with the technology teacher, the fourth
grade students participate in a recycling project. The students produce
graphs and timelines, and analyze marketing data and statistics to
create pamphlets, which are circulated school-wide. The students of
Bradfield have demonstrated success in math due to the collaborative
efforts of all teachers and their dedication to creating confident,
lifelong learners.

V -- 4. [Improving Student Learning:]{.underline} Student learning is of
utmost importance at Bradfield Elementary. Teachers plan and work
collaboratively to develop lessons that will inspire every child to
engage in the learning process. Teachers are facilitators allowing
children to take charge of their own learning in both cooperative groups
and hands on learner-centered activities. In fourth grade, students
review important math concepts while participating in a "Math Olympics"
game. Other students present important information to classmates or edit
each other's writing. Kindergarten students enjoy reading and writing
with their third grade buddies. At Bradfield, learning is always
meaningful, relevant, and engaging. Assessment drives instruction and
student learning. Important data used to assess every student's
strengths and areas of concern includes: running records, benchmarks,
TPRI, and TAKS scores. Students requiring additional help are closely
monitored by the Student Support Team and can qualify for remediation if
necessary. This might include extra tutoring for thirty minutes daily or
pairing up with a special mentor once a week. Bradfield teachers also
recognize the importance of differentiation and flexible grouping to
meet the needs of every child. For example, when studying fractions a
second grade classroom breaks into groups to further investigate the
concept. One group makes a slideshow using Kid Pix, while the second
group makes their own flash cards and the third group creates their own
game to play. This is just one example of how Bradfield teachers help
every child learn to their fullest potential. Differentiation can also
be seen through the use of technology, individual research projects and
independent studies stemming from the student's individual interests.

V -- 5. [Impact of Professional Development]{.underline}: Bradfield has
a commitment to life-long learning for students and teachers. Teachers
are the model learners in the school community. Staff development is the
under-girding for instruction. At the campus level, the Campus
Leadership Council guides the focus for staff development. Learning for
students and teachers is part of the campus improvement plan. Areas of
focus are identified through assessment and other areas of need.
Bradfield teachers studied writing through the New Jersey Writing
program, a three week summer training, to develop a consistent writing
process across grade levels. Balanced literacy is a goal for the school.
Teams of teachers from every grade level attended a literacy workshop,
the Richard Owen Institute, during the summer to improve the
reading-writing connection.

Differentiation has been the theme for staff development for two years.
Bradfield teachers received instruction in ways to differentiate for
learners with a variety of styles and needs. Teachers trained in
specific strategies for students with learning disabilities. All
classroom teachers participated in 30 hours of training in gifted and
talented instructional strategies. We believe that all students benefit
from this training for the teachers. Teachers also differentiate for
students through technology. All teachers are required to meet extensive
technology training requirements.

As with all areas of staff development, teachers continue to discuss the
strategies on an ongoing basis. Teachers participate in a campus cadre
group of study. Teachers develop a focus question which they research
and study with the group throughout the year. Teachers select summer
staff development topics that support their study question. At
Bradfield, we are always working to improve instruction. It is the focus
of our work for children.

**PART VII - ASSESSMENT RESULTS**

**Texas Third-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [3]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | Mar  | Mar  | A    | A    | A    |
|                                 | /Apr | /Apr | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 82%  | 69%  | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 99%  | 98%  | 97%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 114  | 116  | 108  | 97   | 127  |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 10   | 10   | 9    | 9    | 98%  |
| tested                          | 0%\* | 0%\* | 9%\* | 9%\* |      |
|                                 |      |      | \*\* | \*\* |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 2    | 2    | 1    | 0    | 0    |
| alternatively assessed          |      |      |      |      | ARD  |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 100% | 100% | 100% | 0    | 0    |
| alternatively assessed          | \*\* | \*\* | \*\* |      |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 35%  | 26%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 91%  | 89%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 87%  | 86%  | 87%  |
+---------------------------------+------+------+------+------+------+

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education. Grade 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students do not pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\*100% indicates all students eligible for TAKS were tested.

\*\*100% indicates all students eligible for the State Developed
Alternative Assessment II were tested.

\*\*\*99% indicates 99% of the students eligible for TAAS were tested.

ARD1999 -- 2000 -- 2 third grade special education students were
exempted from testing by the Admission, Review, and Dismissal (ARD)
Committee.

**Texas Third-Grade Criterion-Referenced Math Test**

> Subject [Math]{.underline} Grade [3]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 69%  | 59%  | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 97%  | 97%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 114  | 116  | 108  | 97   | 127  |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 10   | 10   | 9    | 9    | 98%  |
| tested                          | 0%\* | 0%\* | 9%\* | 9%\* |      |
|                                 |      |      | \*\* | \*\* |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 2    | 2    | 1    | 0    | 0ARD |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 100% | 100% | 100% | 0    | 0    |
| alternatively assessed          | \*\* | \*\* | \*\* |      |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 25%  | 18%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 90%  | 90%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 87%  | 82%  | 80%  |
+---------------------------------+------+------+------+------+------+

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education. Grade 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students do not pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\*100% indicates all students eligible for TAKS were tested.

\*\*100% indicates all students eligible for the State Developed
Alternative Assessment II were tested.

\*\*\*99% indicates 99% of the students eligible for TAAS were tested.

ARD1999 -- 2000 -- 2 third grade special education students were
exempted from testing by the Admission, Review, and Dismissal (ARD)
Committee.

**Texas Fourth-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [4]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 72%  | 55%  | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 99%  | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 98%  | 100% | 97%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 114  | 108  | 98   | 123  | 123  |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 10   | 10   | 9    | 9    | 98%  |
| tested                          | 0%\* | 0%\* | 9%\* | 9%\* |      |
|                                 |      |      | \*\* | \*\* |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 1    | 4    | 4    | 3    | 0    |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 100% | 100% | 100% | 100% | 0    |
| alternatively assessed          | \*\* | \*\* | \*\* | \*\* |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 25%  | 17%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 85%  | 85%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 92%  | 90%  | 89%  |
+---------------------------------+------+------+------+------+------+

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education. Grade 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students do not pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\*100% indicates all students eligible for TAKS were tested.

\*\*100% indicates all students eligible for the State Developed
Alternative Assessment II were tested.

\*\*\*99% indicates 99% of the students eligible for TAAS were tested.

**Texas Fourth-Grade Criterion-Referenced Math Test**

> Subject [Math]{.underline} Grade [4]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 73%  | 45%  | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 98%  | 100% | 99%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 114  | 108  | 98   | 124  | 123  |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 10   | 10   | 9    | 9    | 98%  |
| tested                          | 0%\* | 0%\* | 9%\* | 9%\* |      |
|                                 |      |      | \*\* | \*\* |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 1    | 0    | 4    | 3    | 0    |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 100% | 0    | 100% | 100% | 0    |
| alternatively assessed          | \*\* |      | \*\* | \*\* |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 21%  | 15%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 86%  | 87%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 94%  | 91%  | 87%  |
+---------------------------------+------+------+------+------+------+

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education. Grade 3 scores are
cumulative, given over the course of the year to facilitate promotion.
By law, if students do not pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

\*100% indicates all students eligible for TAKS were tested.

\*\*100% indicates all students eligible for the State Developed
Alternative Assessment II were tested.

\*\*\*99% indicates 99% of the students eligible for TAAS were tested.