##### *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 [Mrs. Glenda
Bowden\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Jim Ned Lawn
Elementary\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 118, 525 4^th^
St.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Lawn\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_TX\_\_\_
\_\_\_\_\_\_79530-0118\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Taylor\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School Code Number\*
[221911101\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_

Telephone [( 325 ) 583-2256]{.underline} Fax [( 325 )
583-2679]{.underline}

Website/URL
<http://jimned.region14.net/webs/lnhome/home.htm>[\_\_]{.underline}
E-mail [gbowden@jimned.esc14.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. Kent
LeFevre\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Jim Ned CISD]{.underline} Tel. [( 325)
554-7500]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Ken
Dozier\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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: [\_\_2\_\_]{.underline}Elementary
schools

[\_\_1\_\_]{.underline} Middle schools

[\_\_ \_\_]{.underline} Junior high schools

[\_\_1\_\_]{.underline} High schools

\_\_\_\_\_ Other

[\_ 4\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$6984\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\$8916\_\_\_\_\_]{.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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [11]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**    5         6                      **11**       **7**                             

  **K**       9         14                     **23**       **8**                             

  **1**       10        14                     **24**       **9**                             

  **2**       10        15                     **25**       **10**                            

  **3**       14        14                     **28**       **11**                            

  **4**       18        14                     **32**       **12**                            

  **5**       29        13                     **42**       **Other**   3         2           5

  **6**                                                                                       

                                    **TOTAL                                                   190
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [91]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[6]{.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:
[30]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      29
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      31
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    60
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 201
                            the school as of October 1  

  **(5)**                   Total transferred students  .298
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           30%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_0\_\_\_\_]{.underline}%

\_[\_\_0\_\_\_]{.underline}Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [42]{.underline} %

Total number students who qualify: [\_\_80\_\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_\_14\_\_\_]{.underline}%

[\_\_27\_\_\_\_]{.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 \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [\_6\_\_]{.underline}Specific Learning Disability

[\_1\_\_]{.underline}Emotional Disturbance [\_17\_]{.underline}Speech or
Language Impairment

\_\_\_\_Hearing Impairment [\_\_1\_]{.underline}Traumatic Brain Injury

> [\_2\_\_]{.underline}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 [\_\_13\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_5\_\_\_\_]{.underline}
[\_\_\_6\_\_\_\_]{.underline}

(Counselor, 2 Sp Ed, PE, Reading specialist) (Music, Computer, G/T, 2
Speech, Nurse)

Paraprofessionals [\_\_\_7\_\_\_]{.underline}
[\_\_\_1\_\_\_\_]{.underline}

(Office staff, Instructional aides)

> Support staff [\_\_\_3\_\_\_]{.underline}
> [\_\_\_1\_\_\_\_]{.underline}

(Cafeteria, Custodian)

> Total number [\_\_29\_\_\_]{.underline} [\_\_8\_\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers: [13:1
\_\_\_\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student       97%         97%         97%         97%         96%
  attendance                                                          

  Daily teacher       97%         97%         97%         97%         97%
  attendance                                                          

  Teacher turnover    15%         10%         5%          5%          0%
  rate                                                                
  ------------------- ----------- ----------- ----------- ----------- -----------

> Notes for turnover rate: 03-04---2 teachers retired; 04-05---2
> teachers moved, 1 teacher moved to counselor.

**PART III -- SUMMARY**

Lawn Elementary is a part of the Jim Ned Consolidated Independent School
District which covers 371 square miles just south of Abilene, Texas. The
district is comprised of three small towns (Buffalo Gap, Lawn, and
Tuscola) and many smaller communities. The Jim Ned District's two
elementary schools, Buffalo Gap Elementary and Lawn Elementary, are
located 16 miles apart and serve students through fifth grade. Students
then go to Jim Ned Middle School and Jim Ned High School, both of which
are located in Tuscola in the central part of the district. Families
seeking a smaller school atmosphere for their children move to Jim Ned
because of our excellent reputation for both academics and athletics.

Lawn Elementary is a Title I school serving 190 students from the
Preschool Program for Children with Disabilities (PPCD) through fifth
grade. The district programs for PPCD and elementary special education
life skills are both housed on the Lawn campus. Students in PPCD are
part of a pre-kindergarten inclusion program, and elementary life skills
students are also included in as many mainstream classes as possible.

Our mission is based on the belief that all children can learn and
should work toward being responsible citizens. "No Child Left Behind"
was the focus at Lawn long before that phrase gained national attention.
Teachers on the Lawn campus are not satisfied with a child working below
ability. The Lawn campus provides a stable, family environment for each
child to reach realistic goals and achieve the greatest potential. Each
teacher and staff member goes above and beyond to take students from
where they are and move them forward. Examples are after-school
tutoring, providing transportation for students who otherwise would be
unable to attend after-school functions, keeping track of students as
they continue their schooling, planning during the summer in both
vertical and horizontal teams, and communicating with parents on a
consistent basis through parent notes, telephone calls, parent
conferences, and the school web pages.

The entire staff at Lawn Elementary is involved in the education of our
students. The bilingual custodian reads stories in Spanish to second
graders during a reading unit. First graders get extra practice in
reading with the help of the cafeteria staff. Parents and other
community volunteers come weekly to read with students or to assist
teachers and the librarian.

Vertical planning and communication are important parts of the success
of our programs. Kindergarten and first grade teachers meet weekly for
planning. Second and third grade teachers form a second planning group;
fourth and fifth grade teachers form a third group. Curriculum flows
from grade level to grade level without gaps because of the excellent
communication between teachers and the planned staff development each
summer. The reading specialist, physical education teacher, computer
teacher, gifted and talented teacher, and special education teachers
provide input to each group, as needed and as appropriate.

Mornings begin with announcements led by two fifth grade students
selected by their teachers based on responsibility and dependability.
The announcements begin with a reminder that everyone is working toward
being super STARs (**S**portsmanship, **T**eamwork, positive
**A**ttitude, **R**espect for all). At the end of the announcements is
the admonishment to, "Choose to make it a wonderful day!" That is
followed by the reminder, "It's great to be a Jim Ned Indian!" Students
are encouraged to have pride in their school and in themselves. Part of
our student success is student pride to do their best in all areas and
the positive, caring attitude exhibited each day by teachers and staff.

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

1.  **Assessment Results**

This team attitude has led to Lawn Elementary being named an "Exemplary"
(highest category) campus by the Texas Education Agency in six of the
last eight years. In the other two years, Lawn was designated a
"Recognized" campus (the second highest rating). Gold Performance
Acknowledgments in Reading/ELA, Mathematics, and Science have also been
awarded to Lawn Elementary for the last two testing years. These
designations were earned based on scores from the Texas Assessment of
Knowledge and Skills (TAKS), which is administered annually to
effectively measure the curriculum required by the State of Texas. TAKS
is aligned to the statewide curriculum, the Texas Essential Knowledge
and Skills (TEKS), so objectives taught in the classroom match
assessment items on the state test. In addition, the TEKS are aligned
with the federal requirements of the No Child Left Behind legislation.
At the elementary level, students are tested on reading and math in
grades three, four, and five, writing in fourth grade, and science at
the fifth grade level. Students identified with a disability, as
determined by the Individuals with Disabilities Education Act, have the
option of taking the TAKS test, a State-Developed Alternative Assessment
(SDAAII), or a Locally Developed Alternative Assessment (LDAA). For
students with disabilities, the Admission, Review, and Dismissal (ARD)
committee determines the appropriate assessment. The Reading Proficiency
Test in English (RPTE) is given to Limited English Speaking students
until a level of mastery is reached.

TAKS has three performance levels: Does Not Meet Standard, Met Standard,
and Commended Performance. (Further explanation of the state's
performance standards and a table of the raw scores required for each of
these designations can be found on the Texas Education Agency website at
[www.tea.state.tx.us/student.assessment/scoring/pstandards/index.html](http://www.tea.state.tx.us/student.assessment/scoring/pstandards/index.html).)
Under the Student Success Initiative (SSI), students in third grade must
score at least "Met Standard" on the reading TAKS to be promoted. For
fifth grade students, scores on both the reading TAKS and the
mathematics TAKS must be "Met Standard" or higher. The Student Success
Initiative for Texas students is further described at
[www.tea.state.tx.us/student.assessment/resources/ssi/index.html](http://www.tea.state.tx.us/student.assessment/resources/ssi/index.html).
Information specific to Lawn Elementary can also be found on the AEIS
reports on the Performance Reporting Division website
([www.tea.state.tx.us/perfreport/aeis/2005/index.html](http://www.tea.state.tx.us/perfreport/aeis/2005/index.html).)
This website includes "Met Standard" cumulative results for the 1^st^
and 2^nd^ TAKS administrations under the section of the reports labeled
Student Success Initiative. For the past 3 years, 96%-100% of Lawn
Elementary students have scored "Met Standard" on TAKS reading and TAKS
mathematics. Many students scored "Commended" because of their
exceptionally high TAKS scores. More information is listed in the tables
at the end of this application.

2.  **Using Assessment Results**

To understand the needs of our students and to increase student
performance, staff collect as much data as possible. The Texas Primary
Reading Inventory (TPRI) is given in the kindergarten, first, and second
grade. Kindergarten is assessed mid-year and again at the end of the
year while first and second grade is assessed three times---at the
beginning, middle, and end of the year. The TPRI assesses phonemic
awareness, graphophonemic knowledge, comprehension, and fluency. A
Dyslexia Screening is available upon referral.

Students in kindergarten through fifth grade are assessed at the end of
each year with the Wide Range Achievement Test (WRAT) to measure yearly
gains. Third through fifth grade students take the Quick Phonics Survey
or the Reading Excellence: Word Attack and Rate Development Strategies
(REWARDS) multisyllabic word screening, and a grade level passage to
check fluency and comprehension. At the end of each year, locally
developed pre-TAKS assessments are given to kindergarten, first, and
second grade students to determine needs and set goals.

Information from the assessments described above is combined with
informal classroom observations and TAKS or SDAAII measurements.
Teachers work in grade level teams and with specialists (the reading
specialist and the special education teachers) to analyze this
information. Small group instruction, in-school tutoring, after-school
tutoring, extra assistance from trained paraprofessionals, and summer
school are some methods used to meet student needs. The physical
education teacher, the technology teacher, and the school counselor use
activities related to their specialties to reinforce the regular
classroom instruction. This team approach to information sharing and
planning builds strong ties among the staff. No one ever feels alone
with a tough student problem. As one teacher said, "I have the help of
the whole campus."

3.  **Communicating Assessment Results**

Communication with parents is essential to the success of a school. Lawn
Elementary has a Back to School night before the first day of school.
Then, during the first three weeks of school, grade-level Parent Nights
are scheduled on separate nights. Back to School night is a time for
students to find their home rooms, leave school supplies, and meet their
teacher(s). Parent Night offers a time for teachers to explain
expectations and answer parent questions in a less crowded and less
hurried atmosphere. High school students provide child-care for the
Parent Nights to allow parents to focus on information presented. These
meetings help parents understand assessment and goals. In this way
parents become part of the Lawn Elementary team.

Lawn Elementary communicates TAKS and SDAAII results by sending letters
home, and overall results are published in the local newspaper.
Individual assessments for students each six-weeks grading period are
given to the parents in the report card. At each three-week point,
progress reports are sent home with all students. Weekly folders,
student planners, and the Lawn Elementary web page
(<http://jimned.region14.net/webs/lnhome/home.htm>) are also used to
communicate with parents. In addition, kindergarten and first grade
teachers schedule parent conferences at the end of the first six-weeks
grading period and again at the end of the year. Second and third grade
teachers conference with parents at the end of each year. Fourth and
fifth grade teachers schedule parent conferences as needed during the
year. There is an open line of communication between the teachers and
parents at Lawn Elementary. The use of technology helps expedite
communication with parents. Often email is used to answer questions or
concerns from parents. Phone calls and notes home are also used to keep
teachers and parents in contact. Community members, parents, and
business leaders meet twice each year as part of the site-based decision
making team.

4.  **Sharing Success**

Lawn Elementary shares successes and best practices in a number of ways.
Information is presented to the school board each month by the
principal, and a local newspaper, [The Jim Ned Journal]{.underline},
runs news stories about school happenings bimonthly. Lawn teachers have
also been observed by or have assisted teachers from neighboring schools
and are always willing to participate in group discussions concerning
school issues. At the beginning of the year, staff from Lawn and Buffalo
Gap, the two Jim Ned elementary schools, meet to plan curriculum and to
share solutions to common problems. This year, first grade teachers from
Lawn and Buffalo Gap are meeting on alternate campuses each six weeks
for team planning and sharing.

The school web page has also become an excellent source of information.
Many teachers have become adept at using their web page to communicate
with parents and the community. Student successes and activities are
posted to the site, and many parents (and grandparents) use the pages to
stay current with the school. Families moving to the area use the school
web page to gather information about our teachers and programs. Parents
and the community also attend the school music programs, patriotic
programs, PE programs, and awards assemblies.

Since fit bodies make fit minds, this year Lawn has a new communication
tool, a Fitnessgram. The Fitnessgram shows each child's physical
strengths, in addition to areas that need improvement. Each child is
tested four times a year, and the results are sent to the parents.
Suggestions are given for areas that need improvement on each
evaluation. This is a great aid in meeting the new federal regulations
that promote good health and fitness.

Lawn Elementary also coordinates with the education department of local
universities to provide guidance to student teachers. At this time, the
school has three student teachers on campus, two from McMurry University
in Abilene and one from the University of Northern Iowa. Lawn teachers
and paraprofessionals also attend in-service workshops and conferences
at Region 14 Education Service Center for new instructional ideas, which
enable them to network with other educators in the area.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Lawn Elementary teachers and staff stay current on the latest
research-based, learner-centered instructional materials and methods.
Teachers understand the principles of differentiation through depth,
complexity, and pacing to accommodate every learner. The core curriculum
is based on the Texas Essential Knowledge and Skills (TEKS) and is
extended through the Gifted and Talented Program, music, library,
computer technology classes, Project Charlie (character education),
physical education, distance learning opportunities, field trips, and
various instructional programs used within each grade level. The campus
focus and mission is to prepare all students for success. The use of
horizontal and vertical planning to align curriculum across grade levels
helps in achieving campus success. Diverse thinking is also encouraged
at every grade level.

The Lawn staff knows that reading is essential to the entire learning
process. The curriculum is research-based and focuses on phonemic
awareness, phonics, vocabulary, comprehension, and fluency. Staff use
small group study, individual reading, and one-on-one instruction. The
Reading Counts program helps students with their reading ability and
goal setting.

Beginning with kindergarten, mathematics is also a priority. Our
pre-kindergarten and kindergarten students have a math series with
lessons every day. In kindergarten, each chapter has a short "end of the
chapter" assessment and an "end of the year" exam covering concepts for
the entire year. In first grade, students memorize math facts, do
problem solving, and hands-on math. In third, fourth, and fifth grade
math, students learn Times Tables the Fun Way and are able to retain
multiplication facts. Semple Math is used in our special education
classes to help students gain a solid base enabling them to re-enter the
regular classroom. TEKS as Daily Moose Math provides a cumulative daily
practice for mathematics objectives. The Moose Math is formatted with
higher-level thinking skills geared to state mandated testing.

Science and social studies instruction is derived from the TEKS
objectives. The fourth and fifth grade teachers team to prepare students
through group experiments, team teaching, hands-on projects, distance
learning, cooperative learning, and brainstorming. Fifth grade students
are required to do science fair projects, and students from kindergarten
through fourth grade are also encouraged to participate in the annual
science fair. The social studies curriculum is enhanced by field trips,
parent and visitor instruction, Internet research, and books from our
well prepared library. A favorite project of second graders is the
annual Famous Person Day. After research is completed, students dress as
their famous person and share the information in reports, drawings, and
bio-poems. Third graders use the Texas Community Studies Weekly for
real-life reading opportunities that help connect prior knowledge with
new information, and on Market Day, they display their wares and hope to
make a profit.

Since good health and fitness go hand-in-hand with successful academics,
our physical education class uses Fitnessgrams to show each child's
strengths and areas that need improvement. Each child is tested four
times a year, and parents can see the progress of their child toward
good physical fitness. The Coordinated Approach to Child Health (CATCH)
program and other instructional physical education programs help to
enhance rhythm, tumbling, large and fine motor skills, fitness, and the
sports and games skills of each student. Jump Rope Clubs encourage
sustained jumping. Fun Runs are held six times a year, as well as
practice runs. Lifetime activities and sports skills are taught so
students have physical activities they can use all their lives to stay
physically fit.

Computers are used for communication, research, efficiency,
presentations, and projects. Using a variety of applications, technology
is extremely useful in supporting various learning styles.
Pre-kindergarten and kindergarten work on computer readiness skills.
Beginning with kindergarten, students cover computer basics,
keyboarding, word processing, drawing and graphics, presentations,
spreadsheets, databases, Internet, electronic reference, and gadgets.
Students learn to evaluate information and choose the appropriate
applications to present the information they have acquired. Our computer
lab coordinates classroom curriculum into technology lessons.

2.  **Reading**

Lawn Elementary uses the guidelines prescribed by the Texas Reading
Initiative as our reading focus. Our basal reading series, McGraw Hill
Reading, was chosen because of print awareness, phonological and
phonemic awareness, the alphabetic principle, decoding, irregular/high
frequency words, spelling and writing, decodable text, fluency, and
comprehension strategy instruction. This series is aligned with the TEKS
and aligned vertically across grade levels, as well as with the language
arts curriculum in the areas of spelling, grammar, and writing. In
addition to the basal series, several research-based reading programs
are implemented as indicated by individual needs assessment. Science
Research Associates (SRA) Early Interventions in Reading, Phono-Graphix,
REWARDS, Quick Reads, Great Leaps, and Stevenson Reading are used to
enhance student learning with the help of our reading specialist, small
group, and one-on-one instruction. Teachers incorporate in their lessons
a variety of novels and nonfiction materials. Staff members and parent
volunteers also help with one-on-one reading. Students are challenged
and enriched by the Reading Counts Program. Each grade sets a standard
of points to earn and incentives are given for the number of points
read. Teachers use the computer program designed for the Reading Counts
Program to test and keep students accountable for points. At the end of
the year, students reaching grade level goals are rewarded with a "Movie
Day." Students reading above and beyond classroom expectations earn a
"Fun Day."

3.  **Writing**

Lawn Elementary realizes the importance of writing beyond the
state-mandated testing. The campus uses the Handwriting Without Tears
series, beginning in pre-kindergarten. The correct technique enables
students to become comfortable with the mechanics of handwriting and
concentrate on the art of writing. The school has used other handwriting
programs, but finds the Handwriting Without Tears is easy for the
children to understand and duplicate. Teachers attend professional
education workshops to insure effective techniques and assessment skills
that are based on the TEKS. Writing activities are taught across grade
levels, from journal and paragraph writing in the lower grades to TAKS
level writing in third through fifth grades. Student work is often
displayed in the halls for encouragement. Math and science classes
incorporate writing in composition books explaining math operations,
concepts, scientific data, research notes, and problem-solving. Being
able to communicate through writing is a necessary skill in the world of
business, communication, education, human services, science, and
technology. Through the Reading Counts Program, the basal series,
technology instruction, and teacher enrichment activities, students gain
the vocabulary needed to become effective writers.

4.  **Instructional Methods**

A Preschool Program for Children with Disabilities (PPCD), beginning at
age three, is provided at Lawn Elementary for students in the Jim Ned
District. Our PPCD and pre-kindergarten students are served in an
inclusion program that uses SRA McGraw Hill Early Childhood Express as
the daily curriculum. Lessons each week are integrated around themes
that reflect the world, making connections and expanding upon the
knowledge and skills already achieved. These students also participate
in physical education, music, computers, library, and Project Charlie
along with the rest of the campus. The Life Skills curriculum teaches
students with special needs to become more independent in their home,
school, and community by expecting each child to reach realistic goals
to attain their greatest potential. Functional Academic Curriculum for
Exceptional Students (FACES) and Comprehensive Learner Adapted Scope and
Sequence (CLASS) are incorporated to provide the curriculum used for
each Individual Education Plan (IEP). Least restrictive environment is
emphasized in the Special Education program. Every effort is made to
keep students in the regular education classroom using modifications and
the aid of trained paraprofessionals. Special education classes in the
resource room use both CLASS and TEKS to build each Individual Education
Plan (IEP). The special education teachers work closely with classroom
teachers to help with curriculum strategies. Students receive specific
instruction which addresses each area of concern. Lawn's first grade
through fifth grade students prepare for TAKS with benchmark tests
throughout the year. The state TAKS preparation booklets, educational
computer technology, Silver Burdett Ginn Strategies for Success, and the
Blast Off reading and math series are used to help prepare students for
testing in addition to the daily TEKS curriculum. Both in-school and
after-school tutoring are provided with the entire Lawn staff helping
with instruction, intervention strategies, assessment, and confidence
building.

5.  **Professional Development**

The Region 14 Education Service Center (ESC) offers meaningful workshops
for professional development in the preparation of the TEKS and TAKS
objectives. The service center also helps the Lawn staff stay focused on
student achievement goals. Many times teachers are supplied with
excellent materials and supplies to use in the classroom. Each teacher
and paraprofessional is encouraged to participate in staff development
to improve techniques and to provide students with fresh approaches to
the core curriculum. In fact, by taking 45 hours of staff development
(in a three year period) beyond the amount required by the school
calendar, Jim Ned teachers can qualify for an extra stipend. Workshops
also allow teachers to collaborate with other teachers in the area. In
this way, teachers share knowledge with other campuses throughout the
region. Because Lawn teachers are interested in being the best teachers
they can be, many also take workshops online and subscribe to
professional periodicals. Teachers have attended Reading Academies, Math
Academies, and Writing Academies. All paraprofessionals are trained at
the ESC to instruct children in the classroom. This training then
continues on a daily basis while working with classroom teachers and
specialists. Lawn also has planned staff development on campus during
the summer and the school year to increase technology skills or to
expand knowledge in areas of academics, management, or student
achievement. A teacher who gives up learning should also give up
teaching. Quality schools are the result of quality teachers going above
and beyond to help students to succeed in school.

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

**Grade 3 Mathematics**

Subject\_[Mathematics\_\_\_\_\_\_\_]{.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                  96          \>99        \>99

  \% At Commended Performance                  45          25          36

                                                                       

  Number of students tested                    33          37          25

  Percent of total students tested             100         100         96

  Number of students alternatively assessed    4           1           0

  Percent of students alternatively assessed   12          3           0

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  NA          100         NA

  \% At Commended Performance                  NA          17          NA

  Number of Students Tested                    5           18          8

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  96          100         100

  \% At Commended Performance                  44          25          39

  Number of Students Tested                    27          36          23

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    2           0           2
  -------------------------------------------- ----------- ----------- -----------

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

**Grade 4 Mathematics**

Subject[\_Mathematics\_\_\_\_\_\_\_\_]{.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                  \>99        \>99        \>99

  \% At Commended Performance                  50          61          43

                                                                       

  Number of students tested                    38          27          24

  Percent of total students tested             100         100         100

  Number of students alternatively assessed    2           4           1

  Percent of students alternatively assessed   5           15          4

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100         NA          NA

  \% At Commended Performance                  47          NA          NA

  Number of Students Tested                    17          5           9

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  50          61          43

  Number of Students Tested                    36          23          23

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    0           0           0
  -------------------------------------------- ----------- ----------- -----------

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

**Grade 5 Mathematics**

Subject\_[Mathematics]{.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                  \>99        \>99        \>99

  \% At Commended Performance                  50          45          30

                                                                       

  Number of students tested                    32          36          38

  Percent of total students tested             100         100         100

  Number of students alternatively assessed    2           7           5

  Percent of students alternatively assessed   6           19          13

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  NA          90          100

  \% At Commended Performance                  NA          50          27

  Number of Students Tested                    8           10          11

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  97          96          100

  \% At Commended Performance                  50          43          33

  Number of Students Tested                    30          28          30

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    0           1           3
  -------------------------------------------- ----------- ----------- -----------

***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                 \>99        \>99        \>99

  \% At Commended Performance                 67          59          54

                                                                      

  Number of students tested                   34          38          30

  Percent of total students tested            100         100         100

  Number of students alternatively assessed   4           4           2

  Percent of students alternatively assessed  12          10          7

  SUBGROUP SCORES                                                     

  1\. Economically Disadvantaged                                      

  \% At or Above Met Standard                 NA          100         100

  \% At Commended Performance                 NA          53          38

  Number of Students Tested                   5           17          10

  2\. African American                                                

  \% At or Above Met Standard                 NA          NA          NA

  At Commended Performance                    NA          NA          NA

  Number of Students Tested                   0           0           0

  3\. White                                                           

  \% At or Above Met Standard                 100         100         100

  \% At Commended Performance                 71          59          54

  Number of Students Tested                   28          34          25

  4\. Hispanic                                                        

  \% At or Above Met Standard                 NA          NA          NA

  \% At Commended Performance                 NA          NA          NA

  Number of Students Tested                   2           0           2
  ------------------------------------------- ----------- ----------- -----------

***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

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  97          \>99        95

  \% At Commended Performance                  26          29          30

                                                                       

  Number of students tested                    38          27          24

  Percent of total students tested             100         100         100

  Number of students alternatively assessed    3           3           1

  Percent of students alternatively assessed   8           11          4

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  94          NA          NA

  \% At Commended Performance                  18          NA          NA

  Number of Students Tested                    17          5           9

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    0           0           0

  3\. White                                                            

  \% At or Above Met Standard                  94          100         96

  \% At Commended Performance                  26          29          30

  Number of Students Tested                    35          24          23

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    0           0           0
  -------------------------------------------- ----------- ----------- -----------

***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                 \>99        96          93

  \% At Commended Performance                 42          43          21

                                                                      

  Number of students tested                   32          35          38

  Percent of total students tested            100         100         100

  Number of students alternatively assessed   1           7           5

  Percent of students alternatively assessed  3           20          13

  SUBGROUP SCORES                                                     

  1\. Economically Disadvantaged                                      

  \% At or Above Met Standard                 NA          NA          100

  \% At Commended Performance                 NA          NA          27

  Number of Students Tested                   6           9           11

  2\. African American                                                

  \% At or Above Met Standard                 NA          NA          NA

  At Commended Performance                    NA          NA          NA

  Number of Students Tested                   0           0           0

  3\. White                                                           

  \% At or Above Met Standard                 100         93          97

  \% At Commended Performance                 42          41          23

  Number of Students Tested                   31          27          30

  4\. Hispanic                                                        

  \% At or Above Met Standard                 NA          NA          NA

  \% At Commended Performance                 NA          NA          NA

  Number of Students Tested                   0           1           3
  ------------------------------------------- ----------- ----------- -----------