##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Ms. Margo Knox]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_[P.O. Box 190, 200 Longhorn
Drive]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Vega]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Texas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[79092-0190\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_[Oldham]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_[180-902-101]{.underline}\_\_\_\_\_\_\_\_\_

Telephone [( 806) 267-2126]{.underline} Fax [( 806 ) 267-2146
\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.region16.net/vegaisd]{.underline} E-mail
[margojan.knox@region16.net]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Steve
Hopper\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Vega Independent School District]{.underline} Tel. [(806)
267-2123]{.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

Chairman or President [Mr. Larry
Richardson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**PART 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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

Middle schools

[1]{.underline} Junior high schools

[1]{.underline} High schools

Other

[3]{.underline} TOTAL

2\. District Per Pupil Expenditure:
\_\_[\_\$9,883]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_\$8,916]{.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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ x \] Rural

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

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

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

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

  **PreK**                                                  **7**                             n/a

  **K**       8         9                      **17**       **8**                             n/a

  **1**       11        5                      **16**       **9**                             n/a

  **2**       7         8                      **15**       **10**                            n/a

  **3**       7         8                      **15**       **11**                            n/a

  **4**       10        7                      **17**       **12**                            n/a

  **5**       10        9                      **19**       **Other**                         n/a

  **6**       9         6                      15                                             

                                    **TOTAL                                                   114
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [89]{.underline} % White

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

[9]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[15]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    16
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 108
                            the school as of October 1  

  **(5)**                   Total transferred students  .15
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[2]{.underline}\_\_\_%

\_\_[\_2]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_3]{.underline}\_\_\_\_

Specify languages:

English, Spanish, other

9\. Students eligible for free/reduced-priced meals:
\_\_[\_44]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[52\_\_\_]{.underline}

10\. Students receiving special education services:
\_\_[18]{.underline}\_\_\_\_%

\_\_[21]{.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. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[\_1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[\_8]{.underline}\_Specific Learning Disability

[\_\_1]{.underline}\_Emotional Disturbance \_[11]{.underline}\_Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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 \_\_[12]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[\_3]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[2]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[0]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[18]{.underline}\_\_ \_\_\_\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[10:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

  Daily teacher attendance  94 %        95 %        94 %        93 %        93 %

  Teacher turnover rate     22 %        13 %        13 %        6 %         10 %

  Student dropout rate      NA %        NA %        NA %        NA %        NA %
  (middle/high)                                                             

  Student drop-off rate     NA %        NA %        NA %        NA %        NA %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Vega Elementary, home of the Longhorns, is a campus with a proud
tradition where all students know they are valued and respected. The
town of Vega is a small rural community with a population of 931,
located 30 miles west of Amarillo in the Texas Panhandle. Vega offers
the advantages of small-town living, but is located close enough to
Amarillo for the "big city" conveniences. Vega Independent School
District is the home to 280 students, kindergarten through 12^th^ grade,
all located under one roof at one campus. The facility is divided into
two main halls, one being Vega Elementary. It is easy to see why the
Vega Independent School District is the focal point for all community
activities.

Parents send all of their children to the same school every day, and in
most cases, the students are second- or third- generation Longhorns
attending the same school their parents and grandparents did. Vega
Elementary has 114 students in grades kindergarten through 6^th^ grade.
Vega Elementary is a school-wide Title I campus with 44%
socio-economically disadvantaged students. The students are instructed
by fifteen highly qualified staff members and supported by two highly
qualified instructional aides. Vega Elementary's success is expressed in
one word --- teamwork. Everyone from the administration, the school
board, the teachers, the students, the parents, the support staff, the
nurse, the cafeteria workers, the custodians, to the community members
and the business owners in Vega are part of the team that makes Vega
Elementary successful.

The primary goal of Vega Elementary's mission statement is to develop a
climate that promotes acceptance and high expectations for all students,
regardless of background or cultural experience. Pride and respect for
self, family, school, community, and country are important in preparing
for life and thus form the basis of Vega Elementary's vision. The school
community instills a passion for excellence and learning in each
student. Vega provides an academic learning environment for the success
of all students. This success shows in the University Interscholastic
League (UIL) academic meet's yearly competition. Vega Elementary has
been the district champion for four straight years from 2000-2003.

Vega Elementary has always had a supportive school board, which takes an
active interest in the school's academics, technology advancement,
safety issues, cafeteria quality, and instructional staffing needs. Vega
Elementary has been able to provide additional teaching staff to
facilitate and promote a very effective Accelerated Reading Initiative
Program, Accelerated Math Initiative Program, Title I Pull-out/Inclusion
Program and a Dyslexia/Reading Intervention Program. The additional
staff members for these programs are vital ingredients to Vega
Elementary's achievement.

Several components contribute to Vega Elementary's success. All program
or curriculum implementation is data driven. Vega uses a five-step
process to implement choices for change. All data is: (1) reviewed, (2)
prioritized, (3) revised, (4) adopted by the faculty, and (5)
implemented. All aspects of the school, such as curriculum, attendance,
discipline management, and program implementation, are continually
evaluated in the five-step ongoing assessment planning method.
Guidelines for success --- respect, responsibility, and a positive
attitude --- are incorporated into the school's expectations. There is
unlimited help from a supportive Parent Teacher Organization (PTO). The
Parent Teacher Organization (PTO) supports the faculty and students in
funding projects that the school could not otherwise participate in or
obtain. Vega Elementary uses the Campus Improvement Plan to make
systemic changes that impact the school. All faculty members are vested
in the agreed-upon goals.

The bottom line of Vega Elementary's continued success is teamwork, plus
the shared vision for

success --- respect, responsibility, and a positive attitude.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results:**

Vega Elementary participates in Texas' elaborate state testing system
that includes the Texas Assessment of Knowledge and Skills (TAKS), which
is based upon the mandated state curriculum, the Texas Essential
Knowledge and Skills (TEKS). All students are assessed with TAKS or with
an appropriate alternative version of the test.

Vega Elementary's 3^rd^ grade students take TAKS reading and math
(students must pass reading to be promoted to the next grade level). In
4^th^ grade, students take reading, math, and writing. Fifth grade
students take reading, math, and science (students must pass reading and
math to be promoted to the next grade level). In 6^th^ grade, students
take reading and math assessments.

All TAKS tests are scored and each student is rated to set standards
briefly described below. More information illustrating Performance
Standards can be accessed at
<http://www.tea.state.tx.us/perfreport/aeis/2005/glossary.html> appendix
F.

Commended Performance for all subjects and grades is a scale score of
2400 or above. Students receiving this recognition have demonstrated on
the TAKS test a thorough understanding of the knowledge and skills
tested at their grade level.

Met the Standard indicates that the student attained a scaled score that
met or exceeded the panel's recommended passing standard for each grade
level and subject. Students receiving this score show a sufficient
understanding of the knowledge and skills tested at their grade level.

The State-Developed Alternative Assessment II (SDAA II) is for students
who are enrolled in 3^rd^ through 6^th^ grade and who are receiving
special education services, as well as instruction in TEKS, but for whom
TAKS is an inappropriate measure. Students take the SDAA II at the
appropriate instructional level for them, as determined by the
Admission, Review and Dismissal (ARD) Committee. The students' academic
growth is measured and rated with an achievement level of I, II, or III.

The Reading Proficiency Test in English (RPTE) is designed to measure
the annual growth in the English reading proficiency of second language
learners, and is used along with English and Spanish TAKS to provide a
comprehensive assessment system for Limited English Proficient (LEP)
students. Vega Elementary strives for advanced-high ratings for all of
its LEP students on the RPTE.

In grades kindergarten through 3^rd^ grade, Vega Elementary assesses all
students with the Texas Primary Reading Inventory (TPRI). The
information gained from this assessment data drives our Accelerated
Reading Initiative Program in which students receive intensive, daily,
small-group instruction with the reading interventions teacher.

In 3^rd^ through 5^th^ grades, Vega uses benchmark testing and item
analysis of the math TAKS test to drive the Accelerated Math Initiative
Program. Students receive daily individualized instruction. At-risk math
students are provided one-to-one assistance from the Title I instructor.

Vega Elementary analyzes all testing data to facilitate student needs.
Because of a low mobility rate (15%), Vega staff analyzes assessment
data tracking the individual classes to measure year-to-year
improvement. Staff looks at each individual student's item analysis to
monitor student improvement. Vega Elementary strives for Commended
Performance as our passing rate goal for students, versus meeting
minimum standards.

Although the TAKS test has increased in difficulty, Vega Elementary has
excellent passing percentages. Third and sixth grade students have
maintained 100% passing rates both in TAKS math and TAKS reading for the
past three years. Fourth grade students have a passing rate of 94% in
both reading and math for 2004-05. Fifth grade students' passing rate
for the 2004-05 assessment year is 94% in reading and 100% in math.

The website address for the Texas assessments is
http://www.tea.state.tx.us/student.assessment/. For Vega Elementary's
yearly progress in the Texas Assessment of Knowledge and Skills, visit
the TEA website:
http://www.tea.state.tx.us/perfreport/aeis/2005/index.html .

2.  **Using Assessment Results:**

Vega Elementary's Campus Improvement Plan is data driven. The school's
assessment results are an important factor in decision making. The data
used to measure student achievement gains is the information gathered
from the Academic Excellence Indicator System (AEIS). When looking at
the overall passing rate for all students in all grades in all subjects,
the passing rate is excellent. For Vega Elementary, it is most effective
to analyze each test by its performance objectives. The school wants to
make an impact in achievement, so teachers pinpoint one objective per
test on which to concentrate. That objective is measured in benchmark
testing, individualized student item analysis, and teacher
observation/checklists. After analyzing the needs, Vega provides
one-to-one tutoring and small group instruction to strengthen the
individual student's weaknesses. The school is concerned with individual
subgroups and the item analysis of individuals assists staff in
pinpointing subgroup deficiencies. Through analysis, staff found the
area of science to be in need of assistance. In response to the needs
assessment for science, Vega modified the vertical alignment of the
science curriculum, purchased the Full Option Science System-Inquiry
Science Program (FOSS-ISP) curriculum, opened a kindergarten through
6^th^ grade science lab, and participated in professional development
activities that are provided throughout the state with an emphasis of
hands-on learning in science.

For all subjects, Vega provides individualized instruction during the
school day through Title I. Staff also do short Optional Extended Day
(OED) sessions to strengthen student's weaknesses. Two weeks prior to
each TAKS administration, OED is offered.

Students who are in kindergarten through 3^rd^ grade who are identified
through the Texas Primary Reading Inventory (TPRI) as struggling readers
are provided Accelerated Reading Initiative (ARI) in small groups
throughout the school day. Additional intense instruction to meet each
individual student's specific needs is provided to each qualifying
student during OED.

3.  **Communicating Assessment Results:**

Communication is a vital component of teamwork and the ensuing success
achieved at Vega Elementary. Vega Elementary makes it a significant
point to fully inform the students and parents of their child's
progress. Communication is provided in the form of grade-level meetings,
individual parent conferences to discuss specifically their child's
academic progress, and three-week reports that are given to all students
in all subjects. Every Monday, students receive a Vega Elementary Weekly
Calendar highlighting weekly and upcoming events. Monday folders
containing student work and behavior reports are given to parents
weekly. Vega also utilizes a program called K-12 Planet, which is an up
to date, non-intrusive Internet based communication system. Parents can
view their children's grades, attendance, daily classroom assignments,
and behavior reports. The school always shares its academic results with
the parents, students, and community members in an open meeting, through
the Site Based Decision Making Team (SBDMT) meetings, reports mailed to
parents, open school board meetings to discuss annual district
accountability data, and the local newspaper, *Vega Enterprise*.

4.  **Sharing Success:**

Vega Elementary always welcomes visitors to the school. Teachers enjoy
sharing with others what works. Vega is a model school for certain
vendors whose products the school uses. For example, Vega continuously
has phone calls or visitors inquiring about the success of the Visagraph
distributed by Taylor Associates/Communications Inc. One strength
teachers like to share with visitors is a preference for quality over
quantity. Vega strives to utilize the "tools" in the most effective and
efficient manner. Staff find doing a few things great is far better than
doing many things average. In sharing Vega's success, the school always
welcomes educators from neighboring districts and student teachers to
come and observe or train with our highly qualified staff.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Vega Elementary follows the curriculum standards for Texas called the
Texas Essential Knowledge and Skills (TEKS). The TEKS includes a core
curriculum of math, reading, science, and social studies, plus an
additional enrichment curriculum consisting of art, music, technology
applications, physical education, and health. Vega's curriculum choices
are based on meeting the needs of students, aligning with the Campus
Improvement Plan's goals, ease of use, effectiveness of material, and
cost efficiency. The following are brief descriptions of individual
curricula and programs utilized by Vega Elementary.

[Reading and Language Arts]{.underline}

Vega Elementary uses Shurley English and 6 + 1 Trait Writing to teach
students to select and use different forms of writing for specific
purposes, such as to inform, persuade, or entertain. The goal is that
all students are able to edit their writing based on their knowledge of
grammar and usage, spelling, punctuation, and other conventions of
written language. In reading, students study selections from classic to
contemporary literature. Informational reading is encouraged in the
Accelerated Reading Program. Vega uses Saxon Phonics to build a strong
phonics foundation for the Language Arts and Reading programs.

[Math]{.underline}

Vega Elementary uses Saxon Math to assist students in building a
foundation and basic understanding in number, operation, and
quantitative reasoning. Vega Elementary teachers teach common vocabulary
and test-taking skills to help students organize data, and help the
students interpret the data to make decisions and predictions as well as
choose an appropriate method to solve problems. Individual math skills
are reinforced with the Accelerated Math Program. From kindergarten
through 6^th^ grade, students use these processes to be successful in
mathematics.

[Science]{.underline}

Vega Elementary utilizes a science lab full of hands-on activities
provided through Full Option Science System-Inquiry Science Program
(FOSS-ISP). Science comes alive in the lab for the students. All
students learn through laboratory investigations using scientific
methods, analyzing information, and making informed decisions. The lab
is facilitated with five computers for research.

[Social Studies]{.underline}

Vega Elementary uses Dinah Zike's foldables to teach students to use
critical-thinking skills including sequencing, categorizing, and
summarizing information. Drawing inferences and conclusions is taught
through unique classroom projects such as the Toga Party in which all
students have to live a day as children in ancient Roman.

[Health and Physical Education]{.underline}

In health and physical education, Vega Elementary students learn
information and skills necessary to become healthy adults. The Great
Body Shop is a comprehension curriculum that teaches habits for a
physically-active lifestyle.

[Technology]{.underline}

Vega Elementary uses Tech Knowledge activities to seamlessly integrate
technology into math, science, reading, language arts, social studies,
and fine arts. Students at all levels learn to make informed decisions
about technology and its applications to access, analyze, and evaluate
information.

[Art, Music, and Theatre Arts]{.underline}

Vega Elementary students participate in fine arts daily, alternating
between music and art. Theatre arts is incorporated in the art program.
Students attend music classes in grades 1-4 and participate in band
during the 5^th-^ and 6^th-^ grade years. The fine arts subjects provide
Vega students critical-thinking skills to evaluate multiple forms of
problem solving. Students learn to make informed judgments and
evaluations. Vega is so fortunate to have certified music, art, and
theatre arts instructors at the elementary level.

2a. **(Elementary Schools)** **Reading:**

Vega Elementary utilizes a research-based reading approach that begins
with a strong foundation in phonics using Saxon Phonics. Vega Elementary
has a campus goal that all students will be reading on grade level. The
school places a strong emphasis on reading and reading comprehension.
Reading is essential to learning and to success in life. All students
are assessed with various methods including Texas Primary Reading
Inventory (TPRI), Star Reading Test, and Teacher Checklists. For reading
fluency and efficiency in eye movement and tracking, students in grades
2-6 are assessed with the Visagraph. The Visagraph is an objective
measurement system used for recording and evaluating reading efficiency
(fluency) and effectiveness. Efficient readers make better readers.

Students experiencing difficulty in reading participate in structured
reading courses provided by reading intervention specialist in the Title
I or Reading Interventions Program. Students in these programs work on
word building, sight-word recognition, passage comprehension, and
fluency. For students who lack a strong foundation in phonics, Vega
provides an intense intervention with Saxon Phonics Intervention.

All students participating in the reading intervention program will work
with the following programs that best meet their individual needs:

Scottish Rite Literacy Program

A+ Learning System

Scott Foresman Leveled Readers

Soar to Success

Rigby leveled readers

Saxon Phonics Intervention

Reading Plus

Visagraph

PAVE

Flash

Guided Reading

> Cloze-Plus, Reading Around Words, Comprehension Power, and Career
> Comprehension Awareness

All students are tracked with progress records to measure individual
growth and improvement.

3\. **Science:**

Vega Elementary has chosen to put an emphasis on the science curriculum.
Through a needs assessment and data analysis, science is an area where
improvement is needed. Staff chose to dedicate a classroom as the
science lab. Vega invested funds and has purchased Full Option Science
System-Inquiry Science Program (FOSS-ISP). The science lab houses the
FOSS Learning Systems, as well as all the needed supplies. The lab
facilitates kindergarten through 6^th^ grade. Vega Elementary's science
lab has five networked Internet-connected computers available for
research and lesson enhancement. In addition, the teachers have
available for use a computer projector, TV, and DVD/VCR player. The
hands-on lab has already made a difference. Vega Elementary 's Commended
Performance scores (the highest achievement level possible) for the TAKS
science test at the 5^th^ grade level have increased from 0% in 2003 to
18% in 2004 to 35% in 2005. Vega Elementary still has room for
improvement in the academic area of science, but the school is assessing
and modifying its vertical alignment of teaching to meet the needs of
students.

4\. **Instructional Methods:**

Communication between grade levels is imperative at Vega Elementary.
Vega Elementary has only one class per grade level; thus, vertical
alignment and collaboration of instructional methods is essential. All
grade levels beginning at kindergarten teach information using common
vocabulary and teaching strategies. Students are able to transition from
year to year more effectively because teacher expectations of teaching
strategies are the same. Vega Elementary believes that strong
test-taking skills taught at an early age will become a habit if
practiced repeatedly. Consistency builds excellence.

Vega Elementary uses the following instructional methods to improve
student learning. Portfolios of student work to track improvement are
used weekly and every six weeks. Individualized instruction and tutoring
are provided before, after, and during the school day. Small groups
utilize the Title I instructor's intensive guided instruction. The Title
I teacher assists the regular education teachers with both inclusion
support and a pull-out program. Optional Extended Day (OED) is used in
short periods (two weeks/Monday-Thursday). Vega Elementary implements
three to four mini-sessions of OED for two weeks each during the spring
semester. Everyone involved (students, teachers, and parents) enjoys
this schedule. Vega Elementary has documented evidence of its
effectiveness. Vega Elementary's librarian facilitates cultural
awareness projects, the national spelling bee competition, Reader's
Digest Word Power Challenge, and all classroom projects, as needed.
Technology is utilized to provide additional support for individualized
reading through Lexia, Guided Reading, and PAVE. Technology has an
important role at Vega Elementary. Both a certified technology teacher
and an Instructional Technologist work with the teachers to make the
most of technology.

5.  **Professional Development:**

Professional development is an important factor in Vega Elementary's
teamwork and success. Professional development is driven by student
needs, teachers' individual needs, and campus goals and objectives. Vega
Elementary implements "Foundations Establishing Positive Discipline
Policies" by Randy Sprick, PH.D., Mickey Garrison, PH.D., and Lisa M.
Howard, M.S. The Foundations Process teaches guidelines for success, a
philosophy that all students, all school personnel, and parents identify
with. Foundations includes a continuous evaluation system that is
incorporated into all aspects of Vega Elementary. Foundations has been a
tool for school-wide academic change, as well as for reinforcing
behavioral expectations.

The school board is very supportive in allowing teachers to attend
professional development activities throughout the school year. Teachers
attend summer workshops that are paid by the district. Most importantly,
teachers share the information they gain with their peers. Through email
or at faculty meetings, teachers provide a summary of their workshop and
a critique. The Site Based Decision Making Team (SBDMT) uses this
information to assist in professional development goals for the
following year.

**PART VII - ASSESSMENT RESULTS**

***No Child Left Behind -- Blue Ribbon School***

**Grade 3 Reading (Language Arts or English)**

Subject\_\_\_\_\_[Reading]{.underline}\_\_\_
Grade\_\_\_[3]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  ------------------------------------------ ----------- ----------- -----------
                                             2004-2005   2003-2004   2002-2003

  Testing month                              February    March       March

  **SCHOOL SCORES**                                                  

  \% At or Above Met Standard                100%        100%        100%

  \% At Commended Performance                67%         35%         60%

                                                                     

  Number of students tested                  15          17          15

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  \*          \*          \*

  Percent of students alternatively assessed 17%         15%         6%

  SUBGROUP SCORES                                                    

  1\. Economically Disadvantaged                                     

  \% At or Above Met Standard                100%        100%        100%

  \% At Commended Performance                50%         31%         50%

  Number of Students Tested                  10          13          \*

  2\. Black                                                          

  \% At or Above Met Standard                \-          \-          \-

  \% At Commended Performance                \-          \-          \-

  Number of Students Tested                  \-          \-          \-

  3\. White                                                          

  \% At or Above Met Standard                100%        100%        100%

  \% At Commended Performance                73%         38%         60%

  Number of Students Tested                  11          16          15

  4\. Hispanic                                                       

  \% At or Above Met Standard                100%        100%        \-

  \% At Commended Performance                50%         0%          \-

  Number of Students Tested                  \*          \*          \-
  ------------------------------------------ ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 3 Mathematics**

Subject\_\_\_\_\_[Math]{.underline}\_\_\_ Grade\_\_\_[3]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  63%         40%         53%

                                                                       

  Number of students tested                    16          15          15

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    \*          \*          \*

  Percent of students alternatively assessed   11%         21%         6%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  45%         45%         50%

  Number of Students Tested                    11          11          \*

  2\. Black                                                            

  \% At or Above Met Standard                  \-          \-          \-

  \% At Commended Performance                  \-          \-          \-

  Number of Students Tested                    \-          \-          \-

  3\. White                                                            

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  64%         43%         53%

  Number of Students Tested                    11          14          15

  4\. Hispanic                                                         

  \% At or Above Met Standard                  100%        100%        \-

  \% At Commended Performance                  60%         0%          \-

  Number of Students Tested                    \*          \*          \-
  -------------------------------------------- ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 4 Reading (Language Arts or English)**

Subject\_\_\_\_\_[Reading]{.underline}\_\_\_
Grade\_\_\_[4]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  -------------------------------------------- -------- ----------- -----------
                                               2004-    2003-2004   2002-2003
                                               2005                 

  Testing month                                April    April       April

  **SCHOOL SCORES**                                                 

  \% At or Above Met Standard                  94%      100%        100%

  \% At Commended Performance                  19%      35%         29%

                                                                    

  Number of students tested                    16       17          \*

  Percent of total students tested             100%     100%        100%

  Number of students alternatively assessed    \*       \-          \*

  Percent of students alternatively assessed   11%      \-          36%

  SUBGROUP SCORES                                                   

  1\. Economically Disadvantaged                                    

  \% At or Above Met Standard                  89%      100%        100%

  \% At Commended Performance                  22%      29%         29%

  Number of Students Tested                    \*       \*          \*

  2\. Black                                                         

  \% At or Above Met Standard                  \-       \-          \-

  \% At Commended Performance                  \-       \-          \-

  Number of Students Tested                    \-       \-          \-

  3\. White                                                         

  \% At or Above Met Standard                  94%      100%        100%

  \% At Commended Performance                  19%      35%         29%

  Number of Students Tested                    16       17          \*

  4\. Hispanic                                                      

  \% At or Above Met Standard                  \-       \-          \-

  \% At Commended Performance                  \-       \-          \-

  Number of Students Tested                    \-       \-          \-
  -------------------------------------------- -------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 4 Mathematics**

Subject\_\_\_\_\_[Math]{.underline}\_\_\_ Grade\_\_\_[4]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  94%         100%        100%

  \% At Commended Performance                  50%         41%         13%

                                                                       

  Number of students tested                    16          17          \*

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    \*          \-          \*

  Percent of students alternatively assessed   11%         \-          33%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  56%         43%         13%

  Number of Students Tested                    \*          \*          \*

  2\. Black                                                            

  \% At or Above Met Standard                  \-          \-          \-

  \% At Commended Performance                  \-          \-          \-

  Number of Students Tested                    \-          \-          \-

  3\. White                                                            

  \% At or Above Met Standard                  94%         100%        100%

  \% At Commended Performance                  50%         41%         13%

  Number of Students Tested                    16          17          \*

  4\. Hispanic                                                         

  \% At or Above Met Standard                  \-          \-          \-

  \% At Commended Performance                  \-          \-          \-

  Number of Students Tested                    \-          \-          \-
  -------------------------------------------- ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 5 Reading (Language Arts or English)**

Subject\_\_\_\_\_[Reading]{.underline}\_\_\_
Grade\_\_\_[5]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  ------------------------------------------ ----------- ----------- -----------
                                             2004-2005   2003-2004   2002-2003

  Testing month                              February    April       April

  **SCHOOL SCORES**                                                  

  \% At or Above Met Standard                94%         100%        85%

  \% At Commended Performance                17%         50%         20%

                                                                     

  Number of students tested                  18          \*          20

  Percent of total students tested           100%        100%        100%

  Number of students alternatively assessed  \*          \*          \*

  Percent of students alternatively assessed 10%         33%         20%

  SUBGROUP SCORES                                                    

  1\. Economically Disadvantaged                                     

  \% At or Above Met Standard                100%        100%        70%

  \% At Commended Performance                29%         57%         10%

  Number of Students Tested                  \*          \*          10

  2\. Black                                                          

  \% At or Above Met Standard                \-          \-          \-

  \% At Commended Performance                \-          \-          \-

  Number of Students Tested                  \-          \-          \-

  3\. White                                                          

  \% At or Above Met Standard                94%         100%        88%

  \% At Commended Performance                17%         43%         24%

  Number of Students Tested                  18          \*          17

  4\. Hispanic                                                       

  \% At or Above Met Standard                \-          \-          66%

  \% At Commended Performance                \-          \-          0%

  Number of Students Tested                  \-          \-          \*
  ------------------------------------------ ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 5 Mathematics**

Subject\_\_\_\_\_[Math]{.underline}\_\_\_ Grade\_\_\_[5]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100%        100%        95%

  \% At Commended Performance                  47%         9%          15%

                                                                       

  Number of students tested                    17          11          20

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    \*          \*          \*

  Percent of students alternatively assessed   11%         8%          20%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100%        100%        90%

  \% At Commended Performance                  43%         100%        0%

  Number of Students Tested                    \*          10          10

  2\. Black                                                            

  \% At or Above Met Standard                  \-          \-          \-

  \% At Commended Performance                  \-          \-          \-

  Number of Students Tested                    \-          \-          \-

  3\. White                                                            

  \% At or Above Met Standard                  100%        100%        94%

  \% At Commended Performance                  47%         13%         18%

  Number of Students Tested                    17          \*          17

  4\. Hispanic                                                         

  \% At or Above Met Standard                  \-          100%        100%

  \% At Commended Performance                  \-          0%          0%

  Number of Students Tested                    \*          \*          \*
  -------------------------------------------- ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 6 Reading (Language Arts or English)**

Subject\_\_\_\_\_[Reading]{.underline}\_\_\_
Grade\_\_\_[6]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  70%         45%         50%

                                                                       

  Number of students tested                    10          20          16

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    \*          \*          \*

  Percent of students alternatively assessed   23%         23%         24%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  80%         50%         43%

  Number of Students Tested                    \*          10          \*

  2\. Black                                                            

  \% At or Above Met Standard                  \-          \-          \-

  \% At Commended Performance                  \-          \-          \-

  Number of Students Tested                    \-          \-          \-

  3\. White                                                            

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  86%         50%         53%

  Number of Students Tested                    \*          16          15

  4\. Hispanic                                                         

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  0%          25%         0%

  Number of Students Tested                    \*          \*          \*
  -------------------------------------------- ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable

***No Child Left Behind -- Blue Ribbon School***

**Grade 6 Mathematics**

Subject\_\_\_\_\_[Math]{.underline}\_\_\_ Grade\_\_\_[6]{.underline}\_\_

Test\_\_\_[Texas Assessment of Knowledge and Skills]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[2004-05]{.underline}\_\_

Publisher\_\_\_[Texas Education
Agency]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**State Tests**

  -------------------------------------------- ----------- ----------- -----------
                                               2004-2005   2003-2004   2002-2003

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  50%         33%         22%

                                                                       

  Number of students tested                    10          21          18

  Percent of total students tested             100%        100%        100%

  Number of students alternatively assessed    \*          \*          \*

  Percent of students alternatively assessed   23%         19%         18%

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  40%         27%         13%

  Number of Students Tested                    \*          11          \*

  2\. Black                                                            

  \% At or Above Met Standard                  \-          \-          \-

  \% At Commended Performance                  \-          \-          \-

  Number of Students Tested                    \-          \-          \-

  3\. White                                                            

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  57%         31%         24%

  Number of Students Tested                    \*          16          17

  4\. Hispanic                                                         

  \% At or Above Met Standard                  100%        100%        100%

  \% At Commended Performance                  0%          40%         0%

  Number of Students Tested                    \*          \*          \*
  -------------------------------------------- ----------- ----------- -----------

\* indicates [\<]{.underline} 9 students

\- indicates not applicable