REVISED – MARCH 24, 2005
2004-2005 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: X Elementary __ Middle __ High __ K-12
Name of Principal Mrs. Jan Richards
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Laurel Mountain Elementary
(As it should appear in the official records)
School Mailing Address 10111 D-K Ranch Road
Austin, Texas 78759 - 6402
County Travis School Code Number* 246909116
Telephone ( 512 ) 464-4300 Fax ( 512 ) 464-4390
Website/URL: Laurel Mountain Performance Indicators E-Mail:
www.roundrockisd.org/laurelmountain
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date______
(Principal’s Signature)
Name of Superintendent* Dr. Thomas Gaul
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Round Rock Independent School District Tel. (512) 464-5000______
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. John Romano
(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 of Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes grades K-12. (Schools with one principal, even K-12 schools, must apply as an entire school.)
2. The school has not been in school improvement status or been identified by the state as "persistently dangerous" within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2004-2005 school year.
3. If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
4. The school has been in existence for five full years, that is, from at least September 1999 and has not received the 2003 or 2004 No Child Left Behind – Blue Ribbon Schools Award.
5. The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide 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 2004-2005.
DISTRICT
1. Number of schools in the district: 27 Elementary schools
8 Middle schools
0 Junior high schools
4 High schools
2 Other – 1 Ninth Grade Center
1 Alternative Learning Center
41 TOTAL
2. District Per Pupil Expenditure: Including all district funds $6,708 AEIS: $4,918
Average State Per Pupil Expenditure: $8,029
SCHOOL
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ X ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 3 Number of years the principal has been in her/his position at this school.
4 If fewer than three years, how long was the previous principal at this school?
5. Number of students as of October 1, 2004 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 / 7
K / 66 / 49 / 115 / 8
1 / 71 / 52 / 123 / 9
2 / 78 / 59 / 137 / 10
3 / 67 / 50 / 117 / 11
4 / 57 / 58 / 115 / 12
5 / 57 / 69 / 126 / Other
6
TOTAL STUDENTS IN THE APPLYING SCHOOL ® / 733
6. Racial/ethnic composition of 53 % White
the students in the school: 1 % Black or African American
5 % Hispanic or Latino
40 % Asian/Pacific Islander
1 % 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: 7.4%
(This rate should be 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 the end of the year. / 31(2) / Number of students who transferred from the school after October 1 until the end of the year. / 21
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] / 52
(4) / Total number of students in the school as of October 1,2003 / 698
(5) / Subtotal in row (3) divided by total in row (4) / __52__
698
(6) / Amount in row (5) multiplied by 100 / .074 x 100
8. Limited English Proficient students in the school: 14%
Based on enrollment of 733 on 10-01-04 103 Total Number Limited English Proficient
Number of languages represented: 25
Specify languages: Arabic, Bengali, Cantonese, Farsi, French, Gujarati, Hindi, Indonesian, Japanese, Kannada, Konkani, Korean, Malayalam, Mandarin, Marathi, Panjabi, Russian, Spanish, Taiwanese, Tamil, Telugu, Thai, Turkish, Urdu, Vietnamese
9. Students eligible for free/reduced-priced meals: 3%
Total number students who qualify: 25
If this method does not produce an accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported 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: 7%
54 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
10 Autism ____Orthopedic Impairment
____Deafness 10 Other Health Impaired
____Deaf-Blindness 9 Specific Learning Disability
1 Hearing Impairment 23 Speech or Language Impairment
____Mental Retardation ____Traumatic Brain Injury
____Multiple Disabilities 1 Visual Impairment Including Blindness
____Emotional Disturbance
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 2
Classroom teachers 35 2
2 teachers job-share 1 position
Special resource teachers/specialists 13 4
Paraprofessionals 11 3
Support staff 6 5
Total number 67 14
12. Average school student-“classroom teacher” ratio: 20:1
The 20:1 ratio was calculated by using the October 1, 2004 enrollment of 733 students and dividing by the 36 classroom/homeroom teachers in grades Kindergarten through 5th grade.
13. Show the attendance patterns of teachers and students as a percentage. The student dropout rate is defined by the state. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. (Only middle and high schools need to supply dropout rates and only high schools need to supply drop-off rates.)
2003-2004 / 2002-2003 / 2001-2002 / 2000-2001 / 1999-2000LME Daily student attendance / 97.2% / 97% / 97.4% / 97.1% / 97.6%
RRISD Daily teacher attendance * / 92.8% / 90.3% / 91.4% / 90.1% / 91.9%
RRISD Teacher turnover rate / 6% / 13% / 17% / 15% / 21%
* RRISD does not track data on teacher daily attendance by individual campus. Human Resources used the number of teachers, as reflected on the AEIS report, and compared the total available hours per year to the “Total Filled Job Hours” from the substitute system to come up with the approximate attendance rates. Some of the sub hours could reflect absences other than teachers. This also includes absences for staff development reasons as well as illness or other unanticipated absences.
Part III – SUMMARY
Laurel Mountain Elementary, located in a northwest Austin, Texas suburban neighborhood, often surprises visitors with its ethnic diversity. We are a learning community of people from many cultures and nations. Our students speak 25 languages, and they celebrate this cultural diversity while we prepare them to become leaders of our community, city, state, country, and world. Our mission states that we will, “provide a safe, nurturing environment in which all children will develop the skills, strategies, and attitudes necessary to become independent explorers, critical thinkers, leaders, and responsible citizens.” We are a professional learning community where every administrator, parent, teacher, support staff member, and student is expected to share responsibility for realizing this mission.
Our dedicated faculty and staff lead us to succeed. The guiding vision of our principal sets a standard for excellence and progressive educational practice. Initiatives such as, differentiated instruction and problem-based learning are enthusiastically supported, implemented, and evaluated. Laurel Mountain teachers create nurturing classrooms where children develop academically, socially, and emotionally. Our teachers are passionate about education. They are learners themselves—continually seeking new knowledge to answer the question—“How can I help this child?”
At Laurel Mountain, engaged learning is our practice. Our strategies include aligning the state curriculum, the Texas Essential Knowledge & Skills (TEKS), both vertically (across grade levels) and horizontally (within grade levels) to ensure seamless instruction. Assessments that provide knowledge of individual student needs drive our instruction. Pre-assessments and other indicators of prior learning support the differentiated learning model used in our classrooms to enrich or remediate depending on student need. We implement a quality management system both at the campus and classroom level, a system that helps each of our 733 students share responsibility for their learning.
All Laurel Mountain students are provided both enrichment and service learning opportunities. Enrichment is provided at all instructional levels examples include: Light Bulb Projects—students select a topic on which to research and report. K.I.D.S. KITS—themed boxes of hands-on materials support a variety of student interests. Take-Out Science Kits—students take science experiments home. Robo Lab—students build and motorize Legos. Claymation—students computerize movement in clay sculptures. All grade levels provide enrichment days from “Immigration Day” in fifth grade to a celebration of the “100th Day of School” in kindergarten. We have many after-school clubs including Math Pentathlon, Chess, Spanish, Storytelling, Art, Destination Imagination, and Chorus. Service opportunities for the school community include the Recycling Green Team, Lionhearts, Safety Patrol and Jump Rope for Heart. Our goal is to ensure that learning comes alive as each student is engaged, has fun, and finds meaning and purpose in their accomplishments.
One of Laurel Mountain’s greatest resources is our parent involvement. Parents set high standards for their children and support student success with their participation in our learning community. Parents contributed over 14,000 hours of volunteer time last year. Everyday, parents enhance our students’ learning by working in classrooms, creating instructional materials, providing enrichment in art and music, serving on committees, and initiating ideas for continuous improvement. In addition, our PTA annually contributes monies to fund additional supplies and programs that enhance learning.
Every child at Laurel Mountain has a “story—” a past, a present, and a future. As administrators, teachers, and parents, we listen to each story. Then we teach, inspire, support, and encourage. Together, we are building a better world, one student at a time.
Part IV – INDICATORS OF ACADEMIC SUCCESS
1. Meaning of Assessment Results
Laurel Mountain Elementary students are assessed on the required curricula, Texas Essential Knowledge and Skills (TEKS), through the Texas Assessment of Knowledge and Skills (TAKS) assessments. All students in 3rd through 11th grades take TAKS in reading and mathematics annually, and test in science, writing, and social studies every few years. In order to be promoted to 4th grade, all 3rd grade students must demonstrate mastery on the reading TAKS test. Each TAKS test consists of questions designed to measure problem solving, critical thinking, processing, and application of knowledge and skills in a specific content area. Schools are rated by the state as Exemplary, Recognized, Acceptable or Low-Performing based on overall campus results of passing rates in each tested area, as well as performance of subpopulations. In addition to passing percentages, Texas school results are further compared for Commended Level performance (90% correct).
Laurel Mountain teachers and administrators use the results of the annual TAKS assessment to measure student achievement in order to plan for continuous improvement. Laurel Mountain students continue to exceed state standards and perform at the Exemplary Level, having received this recognition for the past 10 years. We measure student achievement not only by the percentage of students passing the TAKS, but also by analyzing Commended Level performance, scale scores, and proficiency on each reading and math objective. There are no discrepancies noted between represented subpopulations as defined by Texas or Federal criteria. Represented student groups consistently passed each the math and reading sections of the TAKS at 98% or better.