#####  *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 Mrs. Billie Snow

Official School Name Mohawk Elementary

School Mailing Address 1500 Mimosa Drive

Richardson TX 75080-2813

County Dallas School Code Number 057916-108

Telephone [( 469 ) 593-6600]{.underline} Fax [( 469 )
593-6610]{.underline}

Website/URL [www.risd.org/schools/moh/index.htm]{.underline} E-mail
billie.snow@risd.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 Mr. Jim Nelson

District Name [Richardson Independent School District]{.underline} Tel.
[( 469) 593-0000]{.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. Anne Foster

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]{.underline}**

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]{.underline}**

**DISTRICT**

1\. Number of schools in the district: 41 Elementary schools

9 Junior high schools

> 4 High schools

2 Other

56 TOTAL

2\. District Per Pupil Expenditure: \$8,160

Average State Per Pupil Expenditure: \$8,029

**SCHOOL**

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\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

  **PreK**    0         0                      **0**        **7**                             

  **K**       22        12                     **34**       **8**                             

  **1**       18        21                     **39**       **9**                             

  **2**       27        24                     **51**       **10**                            

  **3**       16        17                     **33**       **11**                            

  **4**       25        25                     **50**       **12**                            

  **5**       15        31                     **46**       **Other**                         

  **6**       28        24                     **52**                                         

                                    **TOTAL                                                   **305**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [84]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 2%

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

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

  **(2)**                   Number of students who      4
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 5
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 304
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .016447
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.6447
                            multiplied by 100           
  ------------------------- --------------------------- -----------------

8\. Limited English Proficient students in the school: 6%

18 Total Number Limited English Proficient

Number of languages represented: 16 Spanish, French, Cantonese,
Vietnamese, German, Farsi, Korean, Arabic, Hebrew, Japanese, Polish,
Kurdish, Romanian, Shanghai, Mandarin, Yoruba

9\. Students eligible for free/reduced-priced meals: 11%

Total number students who qualify: 33

10\. Students receiving special education services: 15%

47 Total Number of Students Served

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

4 Emotional Disturbance

4 Autism Orthopedic Impairment

1 Deafness 4 Other Health Impaired

\_\_\_\_Deaf-Blindness 9 Specific Learning Disability

\_\_\_\_Hearing Impairment 23 Speech or Language Impairment

5 Mental Retardation \_\_\_\_Traumatic Brain Injury

1 Multiple Disabilities \_\_\_\_Visual Impairment Including Blindness

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 \_\_\_\_\_\_

Classroom teachers 19 1

Special resource teachers/specialists 5 2

Paraprofessionals 4 1

> Support staff 6
>
> Total number 35 4

12\. Average school student-"classroom teacher" ratio: 16

13\. Attendance patterns of teachers and students as a percentage.

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

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

  Daily teacher attendance  95%         96%         96%         95%         NA%

  Teacher turnover rate     17%         10%         10%         5%          5%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

.

The mission of Mohawk Elementary in Richardson, Texas is "to provide an
educational environment rich in opportunities for children to become
responsible lifelong learners". Mohawk's goal is to provide students
with the tools to become successful, responsible citizens while
encouraging their genuine desire to learn. The principal, teachers,
staff, students and parents believe that, while acquiring knowledge is
essential, it is the use of that knowledge to becoming caring,
cooperative, educated citizens that is the ultimate goal. The theme of
2003-2004, "Together We Make A Difference", supported our mission by
encouraging Mohawk staff, students, parents, and the community to work
together to improve the world. School organizations sponsored at least
one community service project; for example the Beta Club collected food
for a local food bank and the Student Council contributed stuffed
animals for a community hospital. The entire school also collected
clothing for needy students in our district, and adopted Mohawk families
at holiday time.

Mohawk Elementary has been recognized for its outstanding academic
success by national, state and local organizations. During an evaluation
of 5000 + Texas schools, Just for the Kids organization rated Mohawk a
"five star school" on a scale of one (lowest) to five (highest),
published in the [Texas Monthly]{.underline}. [D Magazine]{.underline}
also rated our school as one of the top twenty elementary schools in the
state of Texas based on this information. The Texas Education Agency has
recognized Mohawk as an Exemplary school for eleven consecutive years;
this sustained excellence resulted in Mohawk receiving a
Superintendent's Medallion Award from the district's superintendent and
Board of Trustees. Mohawk Elementary strives to create a highly
motivating environment that emphasizes mutual respect and academic
success far beyond the basics. Teachers provide classroom environments
that encourage inquiry-based learning with hands-on activities. Mohawk
teachers collaborate to provide an integrated curriculum across the
disciplines that focuses on higher-order thinking skills and real-life
application of knowledge.

Mohawk Elementary has been the center of a very family-oriented
neighborhood for forty years. The Parent Teacher Association (PTA), an
extremely active group, supports the school financially and personally.
This organization logged 7,782 volunteer hours last year and won the
platinum award from the Texas PTA. Many PTA parents and other community
members volunteer their time in the library, office, computer lab, and
classrooms. They can be seen reading to classes or tutoring students one
on one. At the end of the day, the lawn is covered with parents and
young siblings who gather to socialize with one another while they wait
for the dismissal bell. This family atmosphere is the cornerstone of
Mohawk's success.

The center of Mohawk's family is always the children. Mohawk's
Developmental Elementary Program serves children with multiple handicaps
who need various levels of care both physically and academically. All of
the students attend regular education classes at their respective grade
levels for part of the day. In addition, the students are paired with a
regular education child as their "buddy" through the school-wide HEROES
(Helping Everyone Reach Outstanding Educational Success) program. It is
heartwarming to watch these students interact and to know that both the
special-needs child and the regular education child are benefiting
equally. Students are learning to be caring, nurturing individuals who
can live and succeed in a diverse world. Mohawk's commitment to
excellence, strengthened by the strong support of parents, staff, and
the community, ensures that "Together We Make A Difference".

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

1.  The meaning of the school's assessment results in reading (language
    arts or English) and mathematics:

Every spring, Mohawk students in grades 3 through 6 take the Texas
Assessment of Knowledge and Skills (TAKS), a criterion-referenced test
that measures student comprehensive understanding of the state-mandated
reading and mathematics curriculum. TAKS requires students to use
higher-order thinking and problem-solving strategies to test their
understanding of the subjects. In 2004, the TAKS was revised to increase
the amount of level rigor and academic knowledge, thus requiring
students to perform at a higher level.

The campus accountability report reflects information on the
instructional practices by measuring student learning. Accountability
information is reported for all students in grades 3-6 and disaggregated
for the following subpopulations: African American, Hispanic, White,
Gender, Limited English Proficient, Special Education and Economically
Disadvantaged. Test results also provide a picture of individual student
performance, highlighting areas in which further diagnosis is warranted.
As shown by our quality test scores, Mohawk is able to demonstrate
effective teaching of the state curriculum. In grades 3, 4, and 6, 100%
of the students passed TAKS reading and mathematics. In grade 5, 95% of
the students passed both tests. Special education students in grade 5
scored at 100% in math. The only disparity among subgroups occurred with
Special Education students in grade 5 reading because it was a more
demanding test.

Another success indicator is the analysis of the level of performance.
Ninety-nine percent of all students in the grades tested ***Met the***
***Standard*** proficiency level. This category represents satisfactory
academic achievement, defined as a level that *[was at or
above]{.underline}* the state passing standard and demonstrating
sufficient understanding of knowledge and skills**.** Fifty-seven
percent of all students in the grades tested in reading and 56% of all
students in grades tested in mathematics met the ***Commended
Performance.*** Commended Performance is defined as students who scored
*[considerably above]{.underline}* the state passing standard,
demonstrating a thorough understanding of knowledge and skills. These
scores reflect an environment where students are taught the curriculum
with effective practices and methods. Mohawk Elementary received the
Gold Performance Acknowledgement from the state in recognition of the
high standard of teaching and learning.

Information about the Texas Accountability Manual can be viewed at:

[www.tea.state.tx.us/perfreport/account/2004/manual/index.html](http://www.tea.state.tx.us/perfreport/account/2004/manual/index.html)

Campus Data is located on the 2003-04 Academic Excellence Indicator
System

[www.tea.state.tx.us/perfreport/aeis/2004/index.html](http://www.tea.state.tx.us/perfreport/aeis/2004/index.html)

2.  How does the school uses assessment data to understand and improve
    student and school performance?

Prior to the start of the new school year, Mohawk teachers and staff use
the Academic Excellence Indicator System (AEIS) to analyze the
assessment data for each child in all curriculum areas at all grade
levels. During the school year, in-depth item analysis is continued for
the following three purposes:

(1) To identify which essential knowledge and skill objectives (TEKS)
    need improvement and develop and implement a Campus Improvement Plan
    (CIP) that focuses on campus goals for improving student performance
    for all student populations in these identified TEKS. Campus action
    teams review this data and work together to add specific
    instructional activities and teacher staff development to the CIP.

(2) To align the curriculum and identify and address gaps in instruction
    between the grade levels through vertical teaming between grade
    level teachers. They collaborate throughout the year to create a
    continued aligned curriculum.

(3) To thoroughly understand strengths and weaknesses of all students in
    the class, to identify target objectives for instruction and to make
    individualized plans for closing all learning gaps in all student
    populations. Students receive individualized instruction in the form
    of classroom-guided lessons and independent practice, in-school and
    after-school tutoring, computer-assisted sequential lessons, and
    parent-child home practice and enrichment. Teachers follow
    instructional plans that ensure the use of best practices to promote
    student mastery of the curriculum and monitor student progress
    throughout the year.

Analysis and use of assessment data ensures that Mohawk Elementary
maintains the level of excellence expected of an Exemplary School.

3.  How does the school communicate student performance, including
    assessment data, to parents, students, and the community?

Public schools in the state of Texas are required to administer two
state assessments. The Texas Assessment of Knowledge and Skills (TAKS)
given in grades 3-6 in math, reading, writing and science and the Texas
Primary Reading Inventory (TPRI) given in grades K-2 both assess the
state curriculum. Data generated from these two assessments and Mohawk's
campus assessments are used to report total school performance.

Individual classroom assessments occur on an ongoing basis. In addition
to teacher-developed assessments (inquiry or project based), students
take district benchmark tests in math, reading, writing and science.
Teachers, students and parents work together to ensure student success.
The staff communicates school performance to students and parents
through conferences, weekly take-home folders, three-week progress
reports and six-week report cards. Phone calls and email are also
utilized. Our campus communication plan designates release time for
teachers to hold individualized parent conferences twice a year. Mohawk
closely monitors student progress and works with students and parents to
develop an intervention plan when a need is identified.

For grades 3-6, the school sends home individual student reports of the
state assessment (TAKS) administered in the spring. Campus state ratings
and individual school results from the Texas Education Agency are
reported to the public during the summer through the local newspapers.
Beginning in the fall, Mohawk publicizes the results to the community in
several ways: Local School Council meetings, Parent Teacher Association
meetings, area homeowner's meetings/newsletter, Mohawk's newsletter, web
page, student handbook, and brochure. In addition the school Report Card
from the Texas Education Agency is sent home. The teachers provide the
results of the second assessment, Texas Primary Reading Inventory
(TPRI), during conferences and in written reports to parents.

4.  How has the school shared and will continue to share with other
    schools?

The staff of Mohawk Elementary School is proud of our students' academic
achievements and shares their successes in a variety of ways. The school
created a campus brochure that provides information specific to Mohawk
and the district. This brochure features composite data on student
performance on state assessments, state and local awards the campus
receives, and special school-community programs that contribute to the
students' academic success. It is updated annually and sent to the
Region 10 Education Service Center and the Richardson ISD Department of
Communication to promote our school's achievements in the business
community. Several local businesses have formed partnerships with our
school and support Mohawk's activities.

Mohawk encourages teachers and principals from other schools across
Texas to visit classrooms where teachers model successful instruction
strategies; the visiting teacher and the Mohawk teacher then discuss the
effectiveness and implementation of such strategies. The school is
fortunate to have faculty members who have been recognized for their
expertise; for example, one received the RISD Teacher of the Year Award
and another has been appointed to the district's Teacher Leadership
Collaborative. Several faculty members serve as district mentors for
first year teachers. Most of the experienced Mohawk faculty are trained
to provide staff development in effective practices in Math, Science,
Reading and Writing. Mohawk meets in vertical teams with other district
schools to share successes in these curriculum areas. Teachers plan and
document district-wide curriculum in a collaborative environment, and
often team with other schools for staff development. As a Blue Ribbon
School, we would welcome the opportunity to work with educators across
the nation in a mutual exchange of ideas and personal growth.

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

The Texas Essential Knowledge and Skills are the core of all curriculum
areas. They emphasize the knowledge and skills most critical for student
success. However, Mohawk Elementary teachers go beyond this
state-mandated curriculum to further enrich the education of their
students. They use a variety of resources and strategies to develop
creative and innovative lessons in all curriculum areas to increase
higher order thinking skills and motivate students to learn.

**Reading/Language Arts**: The language Arts Program at Mohawk
integrates the traditional arts of language, listening, speaking,
reading, literature and writing. Reading/Language Arts instruction
occurs daily and is integrated into all core curriculum areas. The
reading program stresses word attack skills, vocabulary, comprehension,
reading in practical situations, and analysis of a variety of literary
genres. Mohawk uses many materials and instructional strategies to meet
the needs of the students. Writing instruction follows a process model;
students learn to write for a variety of purposes and audiences, while
acquiring skills in the mechanics of writing: spelling, capitalization,
punctuation, handwriting, grammar, and word usage. Technology is
utilized throughout the reading/language arts curriculum.

**Math**: The Math program at Mohawk emphasizes the development of
meaning and understanding as a foundation for mathematical concepts and
problem-solving processes. Development of mathematical concepts
progresses from active, concrete experiences to increasingly complex
mathematical symbolism. Hands-on experiences and concrete materials are
used to provide students with a basis of understanding numbers and
explaining mathematical processes. Mohawk integrates technology
throughout the math curriculum.

**Science:** In the science program, students participate in the Full
Option Science System (FOSS) which is a hands-on approach to teaching
science. FOSS derives information about learning from both academic
sources and practical experience in the classroom. Activities
Integrating Math and Science (AIMS) lessons are used for enrichment
purposes. In addition students have the opportunity to participate in
the Jason Project and the RISD Science Fair every year. Visits to the
RISD Planetarium and Environmental Center provide opportunities to
extend grade level curriculum in non traditional classrooms. Technology
skills are utilized when appropriate.

**Social Studies**: The K-6 social studies program is interdisciplinary
in nature including the study of history, geography, political science,
citizenship, economics and various cultures. Social Studies content
begins with students' immediate environments (home, school,
neighborhood, community) and moves to less familiar areas (state,
region, country, world) as students progress from one instructional
level to another.

**Foreign Language:** Mohawk began a school-wide Spanish program two
years ago. Parent donations fund the Spanish program which was an
instant success with students and teachers. Students in K-6 receive
instruction in conversational Spanish, Spanish grammar, and Spanish
sentence structure. The Spanish teacher encourages participation by
implementing games and songs into the class while reinforcing the skills
necessary to comprehend and speak the language.

**Art:** Art education provides students with opportunities for creative
growth and perceptual development which are essential elements in the
elementary curriculum. Each student has the opportunity to develop an
understanding of the elements of design, the principles of composition,
and an appreciation for art. Each student learns to plan and produce
original artwork using creative problem-solving techniques and develops
aesthetic and perceptual awareness through the study of exemplary work.

2a. Reading Curriculum**:**

The core reading program at Mohawk was chosen because it consists of a
scientific research-based literacy model that is aligned with the Texas
Reading Initiative, the Texas Essential Knowledge and Skills, the
National Council of Teachers of English and the International Reading
Association. The program supports our goal to develop in our students a
love of reading and confidence in their ability to read a variety of
genres. Mohawk maintains a print-rich environment which includes the
school's main library, classroom libraries and the Literacy Library
consisting of small group sets of supplemental texts. Print is evident
throughout the school. For example, a visitor would see student work,
word wall activities, access to computers and readers/writers workshop
in progress.

Student reading levels are determined through initial diagnostic
assessments and progress is monitored throughout the year using
formative measures such as informal reading record and formal benchmarks
scores, Students meet regularly in small guided reading groups that
allow teachers to model effective reading practices and accommodate for
each student's strengths and weaknesses. Students also have
opportunities to read with partners during shared reading time and
independently during self-selected reading time.

Several other programs extend Mohawk's reading instruction. Primary
students who need intervention receive specialized instruction in small
groups with the campus reading specialist. All designated K-2 students
utilize a sequential web-based reading intervention program called
Imagination Station. This self-paced program provides younger children
with additional opportunities to practice reading on computers. Students
in all grades participate in the self-paced Accelerated Reader Program.
To enhance learning, teachers plan real-life or simulated student
applications such as acting out scenes, writing and drawing literature
responses, and interviewing award winning guest authors such as Patricia
Polacco and H.J. Ralles.

3.  Curriculum Area of Choice:

The math curriculum of Mohawk Elementary School is designed to cultivate
a competent critical thinker which is crucial for living in the 21^st^
century. Our mission statement is "to provide an educational environment
rich in opportunities for children to become responsible, lifelong
learners". Our math classes maintain rigorously high academic standards
from K-6. The critical components of Mohawk's math program are teaching
effective strategies and fostering hands-on exploration to ensure that
Mohawk students can think and reason mathematically and use what they
learn to solve problems. For example, Mohawk has implemented a
school-wide problem-solving model known as UPS Check (Understand, Plan,
Solve, and Check for reasonableness). Mohawk students benefit from this
learning approach because it provides a step-by-step procedure for math
problem-solving. It will serve them well in any future math-related
task.

Integrating math across the disciplines is automatic at Mohawk
Elementary. Whether students are studying science, social studies or
technology, teachers consistently determine ways to engage students
actively in their math understanding and reasoning. Students are
encouraged to be risk takers and problem solvers. Teachers seek and
receive relevant training in math and share their expertise with all
staff. A recent example is the use of "Powerful Questions in Math" that
teachers now use daily in their math lessons. Teachers continually
provide new opportunities for students to develop their critical
thinking skills by allowing them to interpret a problem, analyze what
needs to be done and evaluate the solution. Every year Mohawk invites
parents to a Math/Science/Technology Night designed for students at
every grade level to demonstrate their integrated skills in a "fun,
family atmosphere".

4.  Instructional Methods:

From direct instruction of large groups to one-on-one tutoring, Mohawk
teachers use instructional methods appropriate for the learning task to
meet the needs of all student populations. Teachers plan creative and
motivational approaches that actively involve students in their own
learning: for example, "TAKS Court" is used to strengthen reading
comprehension skills. In this activity, students have the opportunity to
respond to open-ended questions based on a text passage and to justify
their answers by providing evidence in "court". Upon entering a
classroom while "court" is in session, you can see excited student
"lawyers" presenting their case to the jury. Other learning activities
utilize cooperative learning among students, small group instruction,
hands-on inquiry lessons and use of manipulatives and other learning
tools to solve math problems and complete science experiments.
Independent learning centers are a part of every classroom as well as
small group and one-on-one tutoring by teachers and community
volunteers. Mohawk supports project-based learning and independent study
at all grade levels. An example of an interdisciplinary project-based
learning experience is our second grade "Book Company". Students write
their own stories in Writers Workshop. They print, assemble and publish
a book of their collective stories and sell it to repay a bank loan
secured to finance the project. The Mohawk staff strongly believes that
students must make "real life" connections to information they are
taught for true learning to occur.

To support these instructional strategies and activities, Mohawk staff,
students and parents receive ongoing training in a process called
Tribes. A "Tribes School" is a learning community that utilizes a
democratic group process. Throughout the process, students learn to use
specific collaborative skills and to reflect both on the team
interaction and individual knowledge gained.

5.  Professional Development Program:

Information from the development of the Campus Improvement Plan (CIP) at
the beginning of the school year and the district and campus
professional development opportunities offered throughout the year are
used by teachers to increase student achievement. Mohawk teachers are
eager to take advantage of a variety of district staff development
opportunities to increase and/or to improve their instructional
knowledge and skills including training for any new textbook adoptions.
District coordinators often present relevant information such as
instruction on integrating science across the curriculum and information
pertaining to student achievement in the area of math problem-solving
and higher-level thinking. Mohawk teachers who attend staff development
workshops also share new ideas with the rest of the faculty. Workshops
such as New Jersey Writing Project and Writers Workshop have enhanced
our writing instruction. Mohawk teachers meet after school on Thursdays
to focus on student achievement and instructional strategies. One
teacher attends monthly district instructional specialist meetings which
focus on staff development in all curriculum areas and provides this
information to the Mohawk faculty. Another teacher applied what she
learned in a college course on cultural diversity by helping the staff
develop a handbook of strategies to address this diversity in our
changing student population. Instructional needs in reading, math,
writing, science, and social studies identified in campus action plans
are also addressed. The purpose of all staff development at Mohawk
Elementary is to improve the quality and effectiveness of instruction
and increase student achievement.

**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  | 56   | 59   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 95   | 97   | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 46   | 38   | 43   | 38   | 42   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100  | 86   | 90   | 88   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 3    | 2    | 4    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0    | 7    | 4    | 9    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 57   | 56   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 97   | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 42   | 35   | 35   | 28   | 39   |
+---------------------------------+------+------+------+------+------+
| **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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

**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  | 58   | 28   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 98   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 43   | 47   | 36   | 48   | 43   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 96   | 98   | 90   | 84   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 2    | 1    | 4    | 5    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 4    | 2    | 10   | 9    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  |      | 29   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           |      | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 7    |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  |      | 0    |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           |      | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 6    |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***3. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 61   | 30   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 38   | 37   | 28   | 43   | 38   |
+---------------------------------+------+------+------+------+------+
| **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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

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

> Subject [Reading]{.underline} Grade [5]{.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  | 44   | 39   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 96   | 95   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 45   | 41   | 55   | 47   | 59   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 96   | 89   | 95   | 90   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 1    | 5    | 3    | 4    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 2    | 11   | 5    | 8    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 47   | 39   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 95   | 97   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 38   | 33   | 48   | 43   | 49   |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 25%  | 17%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 79%  | 79%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 92%  | 90%  | 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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

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

> Subject [Reading]{.underline} Grade [6]{.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   | 63   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 45   | 57   | 49   | 58   | 51   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 96   | 98   | 98   | 95   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 2    | 0    | 1    | 2    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 4    | 0    | 2    | 3    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  |      | 43   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           |      | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 7    |      |      | 8    |
+---------------------------------+------+------+------+------+------+
| ***2. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 70   | 70   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 37   | 47   | 47   | 48   | 37   |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 28%  | 25%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 86%  | 86%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 88%  | 85%  | 86%  |
+---------------------------------+------+------+------+------+------+

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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

**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  | 52   | 39   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 97   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 98   | 97   | 93   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 48   | 33   | 43   | 38   | 43   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100  | 77   | 90   | 88   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 6    | 2    | 4    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0    | 14   | 4    | 9    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 33   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 6    |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 56   | 33   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 97   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 97   | 96   | 93   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 43   | 30   | 35   | 28   | 40   |
+---------------------------------+------+------+------+------+------+
| **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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

**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  | 41   | 11   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 41   | 46   | 35   | 46   | 45   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 91   | 98   | 88   | 81   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 4    | 1    | 4    | 7    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 9    | 2    | 10   | 12   |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  |      | 0    |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           |      | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 7    |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  |      | 0    |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           |      | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 6    |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***3. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 44   | 11   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 36   | 36   | 27   | 41   | 40   |
+---------------------------------+------+------+------+------+------+
| **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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

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

> Subject [Math]{.underline} Grade [5]{.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  | 56   | 58   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 96   | 98   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 45   | 40   | 54   | 46   | 59   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 96   | 87   | 93   | 88   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 1    | 5    | 4    | 5    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 2    | 11   | 7    | 10   |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 53   | 53   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 95   | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 38   | 32   | 48   | 42   | 49   |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 26%  | 17%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 82%  | 86%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 96%  | 94%  | 92%  |
+---------------------------------+------+------+------+------+------+

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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.

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

> Subject [Math]{.underline} Grade [6]{.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  | 76   | 52   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 98   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 45   | 56   | 45   | 58   | 51   |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 96   | 97   | 92   | 95   |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 2    | 0    | 4    | 2    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 4    | 0    | 8    | 3    |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  |      | 14   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           |      | 86   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      |      |      | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 7    |      |      | 8    |
+---------------------------------+------+------+------+------+------+
| ***2. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 78   | 54   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100  | 100  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  |      |      | 100  | 100  | 100  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 37   | 46   | 43   | 48   | 37   |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 22%  | 16%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 77%  | 79%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 93%  | 91%  | 88%  |
+---------------------------------+------+------+------+------+------+

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 don't pass the 3^rd^ grade reading test, they are
not promoted to the next grade.