2010 - Blue Ribbon Schools Program
Type of School: (Check all that apply) / []Charter / [X]Title I / []Magnet / []Choice
Name of Principal: Mr. Wayne Wells
Official School Name: Ogden Elementary School
School Mailing Address:
2300 Victoria ST
Beaumont, TX 77701-7052
County: Jefferson State School Code Number*: 123910115
Telephone: (409) 833-2313 Fax: (409) 617-6173
Web site/URL: www.bmtisd.com/ogdenE-mail:
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
Date
(Principal‘s Signature)
Name of Superintendent*: Dr. Carrol Thomas
District Name: Beaumont ISD Tel: (409) 617-5000
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(Superintendent‘s Signature)
Name of School Board President/Chairperson: Mr. Woodrow Reece
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(School Board President‘s/Chairperson‘s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager () or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173
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 one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years.
3. To meet final eligibility, the school must meet the state’s Adequate Yearly Progress (AYP) requirement in the 2009-2010 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2004.
6. The nominated school has not received the Blue Ribbon Schools award in the past five years, 2005, 2006, 2007, 2008 or 2009.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. 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 OCR has accepted a corrective action plan from the district to remedy the violation.
9. 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.
10. 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 DATAAll data are the most recent year available.
DISTRICT (Questions 1-2 not applicable to private schools)
1. Number of schools in the district: (per district designation) / 23 / Elementary schools (includes K-8)6 / Middle/Junior high schools
3 / High schools
K-12 schools
32 / TOTAL
2. District Per Pupil Expenditure: 4393
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ X ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 2 Number of years the principal has been in her/his position at this school.
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 34 / 36 / 70 / 6 / 0
K / 37 / 30 / 67 / 7 / 0
1 / 30 / 34 / 64 / 8 / 0
2 / 19 / 29 / 48 / 9 / 0
3 / 27 / 14 / 41 / 10 / 0
4 / 23 / 24 / 47 / 11 / 0
5 / 28 / 17 / 45 / 12 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 382
6. Racial/ethnic composition of the school: / % American Indian or Alaska Native
5 / % Asian
48 / % Black or African American
43 / % Hispanic or Latino
1 / % Native Hawaiian or Other Pacific Islander
2 / % White
1 / % Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. Student turnover, or mobility rate, during the past year: 31%
This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) / Number of students who transferred to the school after October 1 until theend of the year. / 62
(2) / Number of students who transferred from the school after October 1 until the end of the year. / 43
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 105
(4) / Total number of students in the school as of October 1. / 340
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.309
(6) / Amount in row (5) multiplied by 100. / 30.882
8. Limited English proficient students in the school: 32%
Total number limited English proficient 123
Number of languages represented: 3
Specify languages:
Spanish, Vietnamese, and Chinese.
9. Students eligible for free/reduced-priced meals: 96%
Total number students who qualify: 366
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 free and reduced-price school meals 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: 7%
Total Number of Students Served: 25
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
4 / Autism / 0 / Orthopedic Impairment0 / Deafness / 5 / Other Health Impaired
0 / Deaf-Blindness / 5 / Specific Learning Disability
0 / Emotional Disturbance / 17 / Speech or Language Impairment
0 / Hearing Impairment / 0 / Traumatic Brain Injury
0 / Mental Retardation / 0 / Visual Impairment Including Blindness
7 / Multiple Disabilities / 0 / Developmentally Delayed
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of StaffFull-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 25 / 0
Special resource teachers/specialists / 4 / 0
Paraprofessionals / 8 / 0
Support staff / 2 / 0
Total number / 40 / 0
12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 14 :1
13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%.
2008-2009 / 2007-2008 / 2006-2007 / 2005-2006 / 2004-2005Daily student attendance / 97% / 97% / 96% / 97% / 97%
Daily teacher attendance / 96% / 96% / 95% / 95% / 93%
Teacher turnover rate / 8% / 0% / 8% / 4% / 12%
Student dropout rate / % / 0% / 0% / 0% / 0%
Please provide all explanations below.
During the school year of 2004-2005, several teachers were out on extended medical leave. This resulted in a 93% daily attendance rate.
14. For schools ending in grade 12 (high schools).
Show what the students who graduated in Spring 2009 are doing as of the Fall 2009.
Graduating class size / 0Enrolled in a 4-year college or university / 0 / %
Enrolled in a community college / 0 / %
Enrolled in vocational training / 0 / %
Found employment / 0 / %
Military service / 0 / %
Other (travel, staying home, etc.) / 0 / %
Unknown / 0 / %
Total / %
PART III - SUMMARY
The mission of Ogden Elementary School is to address a variety of individual needs with an educational program that stimulates each student to realize his or her maximum potential. We are a diverse campus that utilizes research-based curriculum and instructional strategies. Our students will have the ability to think critically, communicate clearly, problem solve, and compete globally.
Ogden’s educational history spans 102 years. We are located in the heart of a community that is culturally diverse. The vast majority of our students are economically disadvantaged. Our campus demographics are as follows: 48.45% African American, 43.54% Hispanic, 5.21% Asian, 1.82% White, and 0.52% American Indian. Each year our campus celebrates its cultural diversity by hosting celebrations for each of our ethnic groups on campus.
During the school year of 2003-2004, Ogden was placed on the Public Education Grant (P.E.G.) List for TAKS Science scores that fell below the required standard of 50%. We remained on this list for a period of two years. With teamwork and collaboration, we decided to make the necessary changes in the way we delivered instruction. These changes were successful, and we began to make consistent gains with the performance of all students. The following year we were able to exceed the required Public Education Grant (P.E.G.) standard. Subsequently, the next year remarkable gains were made. At this point, we knew that we were destined for great things. We implemented a research-based hands-on/inquiry based approach. This hands-on/inquiry-based approach solidified our plan. In 2005-2006, we received Commended Performance in the area of TAKS Science. Over 71% of our students earned Commended Performance in the area of TAKS Science. In addition, our math, reading, and writing scores began to increase. We noticed consistent gains that were made by each of our test takers.
Recently, the Texas Education Agency rated Ogden Elementary as a 2008-2009 Exemplary campus. Our campus also received several Commended Performance Acknowledgements in the following areas: Math, Writing, Science, and Reading, also Comparable Improvements in Reading/ELA. We have also received The National Educational Achievement Award for High Performing Schools (Just for Kids) for Science. These accomplishments were achieved with team effort, hard work, dedication, and perseverance.
Key elements that strengthened our instructional program include teamwork and collaboration. Our school motto is simple, “It Takes Teamwork to Make a Dream Work.” Our strength lies in collaborating as a team. At each grade level our team leaders are responsible for weekly planning which consists of common planning, disseminating data, and carefully drafting action plans that are targeted atmastery of objectives. Each week team leaders are required to take minutes that reflect what is transpiring in every subject area. All subgroups are carefully monitored in order for teachers to deliver instruction in a different learning modality. Reteaching is a strong suit on our campus. When students are not successful, our teachers are required to reteach the objectives using a different approach. Also, we conduct Paperless Wednesday and Friday activities. The purpose is to provide students with hands-on experiences that are related to objectives that are taught for the week. Paperless activities are conducted for every core subject area. As a campus, we offer Saturday Classes and Extended Classes that are held on Monday, Tuesday, and Thursday. During these classes, we provide one-on-one and small group instruction for those learners who are in need of extra help.
Over the past five years, we have proven that we can educate all learners regardless of their ethnicity, socioeconomic status, or disability. Our students are excelling in every area. We are closing the achievement gap. Every day we teach our students to focus, aim high, and shoot for the moon. Our school mascot is an American Bald Eagle. Every student knows that as Eagles, we fly high above all the rest. The data speaks for us; we are “Leaving No Child Behind.”