##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X \] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Debra K. Phillips]{.underline}

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

Official School Name [LaVace Stewart Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address \_[330 FM
2094\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Kemah, TX 77565-2679]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Galveston]{.underline} State School Code
Number\*\_\_\_\_\_\_\_\_\_\_[084910106]{.underline}\_\_\_\_

Telephone [( 281) 284-4700]{.underline} Fax [( 281 )
284-4705]{.underline}

Web site/URL [www.ccisd.net/school/stewart]{.underline} E-mail
<dphillip@ccisd.net>

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. Sandra
Mossman\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Clear Creek Independent School District]{.underline} Tel.
[( 281) 284-0000]{.underline}

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

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

Name of School Board Mr. Robert Allan Davee

President/Chairperson

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

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

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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 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. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  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.

6.  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.

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: [24]{.underline} Elementary
schools

[8]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[0]{.underline}\_ Other

[36]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,370]{.underline}

Average State Per Pupil Expenditure: [\$ 9,269]{.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
>
> \[ X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.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**    10        12                     **22**       **7**                             

  **K**       37        54                     **91**       **8**                             

  **1**       45        41                     **86**       **9**                             

  **2**       47        47                     **94**       **10**                            

  **3**       56        32                     **88**       **11**                            

  **4**       43        50                     **93**       **12**                            

  **5**       36        57                     **93**       **PPCD**    7         0           7

  **6**                                                                                       

                                    **TOTAL                                                   574
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [48%]{.underline} White

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

[46%]{.underline} Hispanic or Latino

[3%]{.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:
\_\_\_\_[17]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      58
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      41
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    99
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 571
                            the school as of October 1  

  **(5)**                   Total transferred students  .17
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           17%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[38]{.underline}\_%

\_\_[217]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[7]{.underline}\_\_\_

Specify languages: Spanish, Vietnamese, Korean, Bengali, Gujarati,
Portuguese, Thai

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[52]{.underline}\_\_\_%

Total number students who qualify: \_\_\_\_[297]{.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:
\_\_\_\_[13]{.underline}\_\_%

\_\_\_\_[76]{.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.

\_[8]{.underline}\_\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness [10]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness \_[24]{.underline}\_Specific Learning Disability

\_[1]{.underline}\_ Emotional Disturbance \_[29]{.underline} Speech or
Language Impairment

\_[1]{.underline}\_ Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[2]{.underline}\_ Mental Retardation \_\_[1]{.underline}\_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) \_\_[2]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[32]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[11]{.underline}\_\_
\_\_\_[4]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[9]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[57]{.underline}\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [18:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

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

  Teacher turnover rate      10%         15%         13%         \*\*36%     13%

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

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

\*\*A new campus opened in 2002, and many Stewart teachers were
transferred to the new school.

**PART III ‑ SUMMARY**

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

LaVace Stewart Elementary School, nestled among shrimp boats and
seagulls, was the first public school in Kemah, Texas. It currently
serves approximately 584 children and is one of four bilingual
elementary campuses in the Clear Creek Independent School District.
Stewart Elementary is not just a building that houses textbooks, desks,
and computers. Visitors have shared that when one enters the foyer,
there's a sense that Stewart has a soul- a strong feeling of commitment
and caring resonates from within.

The mission of Stewart Elementary School is to create a passion for
learning within each child. This is accomplished by creating classroom
communities where teachers establish strong personal connections with
their students. Our children become confident and enthusiastic learners
because they are provided daily opportunities for success in a safe,
respectful environment. Children excel as readers, writers, problem
solvers, and citizens as they practice new learning in purposeful,
authentic situations.

Consistency is the key to Stewart Elementary's success, evident in three
critical areas: philosophy of teaching, instructional techniques and
instructional language. Stewart's philosophy of teaching recognizes that
children must actively construct their own understandings. Instructional
techniques are designed to support this philosophy and are used
consistently throughout the school. In each content area, teachers of
all grade levels intentionally use common language. This allows students
to build on prior knowledge and see how their new learning is connected
to what they learned in earlier grades.

Literacy and math coaches work with all teachers, including special
education, bilingual, gifted and talented, and intervention specialists
to ensure instruction across all programs is consistent with Stewart's
philosophy. By facilitating book studies, modeling best practices, and
providing feedback, instructional coaches help teachers build a
professional community of learners where teachers can reflect on and
refine their teaching practice and ensure that Stewart teachers teach
with one voice and one goal in mind.

Support programs are designed to complement the rich instruction
occurring in the general education classrooms. Reading Recovery is
available in both English and Spanish. Classroom teachers tutor both
before school and after school in order to accommodate our families'
schedules. Highly at-risk students receive additional support and
literacy instruction from specialists during the school day. There is
frequent communication and collaboration between specialists and
teachers to ensure consistency in instruction. All staff participates in
supporting our at-risk students, including our administrators, P.E.
teacher and fine arts teachers.

Stewart serves an economically and ethnically diverse community in which
all cultures are respected and celebrated. More than a school, Stewart
also serves as a "neighborhood center". Parents are offered free ESL
classes in the evening. Because many Stewart families juggle multiple
jobs or lack transportation, they are not able to provide
extracurricular opportunities for their children. Recognizing this,
students are offered Spanish classes, Running Club, choir, and chimes.
Art Club, a school newspaper, "Green Team" conservation club, Stock
Club, and a Robotics team are also offered. Through a federal grant
students are able to participate in homework assistance and free or
reduced day-care. All parents, regardless of socio-economic status, work
together to support school initiatives and student success. Parent
training opportunities such as Literacy Night, Math Night, and Science
Night are well attended because Stewart parents understand that
education is the key to a better future for their children.

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

**1. Assessment Results**

Implemented in 2003, the Texas Assessment of Knowledge and Skills (TAKS)
Test is utilized to assess the state-mandated curriculum in the core
areas. The TAKS Reading and Math tests are administered annually to
elementary students in grades 3-5. In addition, the TAKS Writing test is
administered in 4^th^ grade, and the TAKS science test in 5^th^ grade.
Students in 3^rd^ and 5^th^ grade must meet the minimum passing standard
on the TAKS Reading Test in order to be promoted to the next grade.
Fifth grade students must also pass the TAKS Math Test to be promoted to
the 6^th^ grade. The grade required to pass the TAKS tests is between
70-75% depending on the subject matter. Students can achieve the
designation of "commended" by scoring approximately 91% on a TAKS test.
The website for the Texas assessment division is
http://www.tea.state.tx.us/perfreport/index.html.

The data tables attached with this application show that students at
Stewart Elementary School perform well above the state average in all
areas. While the majority of students take the TAKS tests in English, a
small number of students who are new arrivals to the country or still
transitioning to English are administered the test in Spanish. Tables
are provided for both the English and Spanish test administrations when
more than ten students were administered the test.

For the past three years, 100% of third grade students have passed the
TAKS Reading Test in English. At least 95% of all 4^th^ grade students
passed the TAKS reading for the past three years, and 5^th^ grade
students passed the TAKS Reading test at 98% or above the last two
years. Stewart students also perform extremely well in the area of math,
as evidence by our state assessment. For the past three years, 93% or
more of our students have passed the TAKS Math test in English.

While Stewart Elementary serves a diverse student population, there is
little or no disparity among the passing performance rates of our
student subgroups. Highlights include:

-   For the past two years, 100% of economically disadvantaged and
    Hispanic students in 5^th^ grade passed the reading TAKS test.

-   For the past two years, between 95-100% of economically
    disadvantaged and Hispanic students in 3^rd^ grade passed the
    reading TAKS test.

-   For the past two years, 100% of economically disadvantaged and
    Hispanic students in grades 4 and 5 passed the math TAKS test.

-   For the past two years, between 95-100% of economically
    disadvantaged and Hispanic students in grade 3 passed the math TAKS
    test.

Stewart Elementary staff believes that children are capable of achieving
more than just the minimum passing rates on state assessments. The goal
of teachers is to continually increase the number of children achieving
the "commended" rating on TAKS tests. In 2006, the number of

students achieving commended scores in math (English administration)
greatly increased. In third grade, 54% of students were commended in
math, 44% of 4^th^ grade students, and 67% of 5^th^ grade students. In
the area of reading in 2006, the following commended rates were
achieved: 45% of third grade students, 34% of 4^th^ grade students, 26%
of fifth grade students. In 2006, Stewart Elementary School received
four Gold Performance Acknowledgements in the areas of Writing,
Mathematics, Science, and Mathematics Comparable Improvement. These
acknowledgments are based on the number of students who achieve
commended scores.

**2. Using Assessment Results**

Assessment results are vital in planning for campus- wide goals,
classroom instruction, and also in planning for individual student
needs. Knowing that the most effective instruction occurs as a result of
daily, on-going assessment, teachers collect informal data through
documented individual student conferences and running records. This
information is collected while the child is actively engaged in the act
of reading, writing or problem solving in an authentic context. The data
is then used by the classroom teacher to plan for instruction for whole
group lessons as well as small group and individual instruction.
Students who move to Stewart are immediately assessed by intervention
specialists so that if needed, interventions may begin quickly.

The Texas Assessment of Knowledge and Skills (TAKS) is the state-wide
assessment given toward the end of the year in third, fourth and fifth
grade. This information is used to assess the successful delivery of the
state curriculum. Weaknesses are identified and action plans are
developed to improve instruction. Individual's TAKS scores are also
examined in order to provide support to students as they progress to the
next grade.

District benchmark assessments are administered three times a year in
second through fifth grade. The Developmental Reading Assessment (DRA),
PAPI and Exemplar Math Assessments are given twice a year in grades K-2.
Following these assessments, grade level teachers meet with
administrators, intervention specialists and curriculum coaches to
disaggregate the data. Instructional plans are created to address
weaknesses in the curriculum and individual student plans are created to
ensure that all students meet high levels of success. During these
planning sessions, tiers of interventions are discussed and students are
given the support they require as evidenced by teacher assessment,
benchmark assessments, and past TAKS results. As students progress, the
level of support is adjusted.

**3. Communicating Assessment Results**

Stewart Elementary School communicates assessment results through a
variety of venues. Campus assessment results are shared with the
community through the yearly distribution of the "School Report Card".
This report is prepared by the state and shares test scores, spending
allocations and other pertinent information. The campus website is also
utilized to share information regarding student performance and campus
achievement. In addition, several meetings are held each year with both
the campus site based committee and parents to share how the children
are performing. The school district also provides press releases to
inform local media of each campus' assessment results. Individual
student assessment results and progress reports are also sent home to
all students. Monthly newsletters are distributed that also share the
successes and goals set by the campus. Stewart Elementary is careful to
ensure that all community communication is shared in both English and
Spanish in order to reach all of its constituents.

At a more personal level, classroom teachers frequently communicate
assessment results with their children through individual student
conferences. Teachers share benchmark assessment data, running records
and anecdotal notes with students in order to assist them to set
personal goals for themselves. Parents receive benchmark assessment data
for third through fifth grade students three times a year so that they
can monitor their child's progress. Stewart Elementary enjoys the
opportunity to recognize students' success through monthly spirit
rallies, quarterly honor roll and the "Super Stewart" program whereby
students who exhibit exceptional character are recognized each month.

**4. Sharing Success**

As a community of learners, Stewart Elementary staff always welcomes the
opportunity to share its success and to learn with other educators.
Stewart has been selected as a model campus for the Teacher's College
Reading and Writing Project. Campus visits from both within and beyond
the district commonly take place. Teams of visiting teachers and
administrators participate in classroom observations and follow up
discussions in order to better refine their understandings of balanced
literacy.

For the past two years, Stewart Elementary has been approached to
present for the School Improvement Resource Center (SIRC) at the annual
Best Practices Conference. Stewart has been asked to share successful
practices with other schools currently seeking reform in order to
improve success for their students. Presentations on the importance of
consistency throughout a school and the workshop model of instruction
were well received by participants.

Most recently, Stewart Elementary has been named an "Honor Roll Campus"
by the Texas Business and Education Coalition. Schools are chosen for
the Honor Roll after demonstrating sustained success at a high level for
at least three years. Stewart teachers were privileged to meet with
other Honor Rolls schools to share student success stories and best
practices.

Stewart is held as a "beacon" in the district, and many of Stewart's
teachers are called upon to provide staff development for other teachers
in the district in the areas of language arts and math. Three Stewart
teachers serve on the district Math Leadership Team. Literacy coaches
often open their classrooms for teachers at other schools to attend the
bi-weekly training sessions. The staff believes that engaging in
thoughtful conversations with other professionals outside of the campus
helps teachers to grow, and these many opportunities to learn with peers
is welcomed.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The State Board of Education has defined high learning standards known
as the Texas Essential Knowledge and Skills (TEKS). Stewart Elementary
has implemented the TEKS based curriculum developed by Clear Creek
I.S.D. which fosters higher order thinking and learning. The curriculum
is founded on the premise that people construct their own understandings
through experiences and by then reflecting on those experiences.

The language arts curriculum is centered on research -based teaching
practices and implemented through a balanced literacy approach in which
children acquire literacy skills through authentic reading and writing
tasks. Reading and writing are taught through a workshop approach which
facilitates accelerated learning that meets the individualized needs of
students at all learning levels. Guided Reading is at the heart of
reading instruction. Through this small-group approach, students
strengthen skills in comprehension, fluency, and phonics. Students are
assessed regularly through running records and individual conferences in
order to assist teachers in planning instruction. ESL instruction is
implemented through language arts and students use literacy skills they
have learned in Spanish to facilitate their acquisition of English.

Mathematics at Stewart Elementary is aligned with Goals 2000 of the
National Council of Teachers of Mathematics. Students develop basic
mathematical skills while learning to connect and apply these skills in
the real world. Students learn to become flexible and resourceful
problem solvers by participating daily in problem solving opportunities.
Students have opportunities to work in small groups or pairs with
hands-on activities. "Math talk" is important, and through conversations
students construct meaning for themselves.

Children at Stewart Elementary participate in a developmentally
appropriate science curriculum that fosters the investigative spirit.
Through the Five-E model (engage, explore, explain, elaborate and
evaluate) students develop an understanding of science concepts through
hands-on experiences, problem solving, decision making and applications
of knowledge. Students utilize technology to support their scientific
investigations.

The social studies curriculum implemented by Stewart Elementary School
builds a foundation in history, geography, economics, government,
citizenship, and culture. The philosophy of Clear Creek's social studies
program is to educate students to think and act responsibly as
contributing members of a democratic society. Social studies are often
integrated in language arts, especially in the primary grades. Content
is introduced through read-alouds and shared reading. Students deepen
their understanding of concepts through researching topics. Students
present their research utilizing technology.

The physical education curriculum is a vital part of the education of
our children. Through a variety of physical activities, students learn
the importance of fitness and learn skills that will build a foundation
that will lead to an active and healthy lifestyle. Students learn to
work cooperatively together and also learn the importance of
sportsmanship and fair play.

The goal of the fine arts program is empower students to use their minds
more creatively, inspiring them to become life-long participants and
supporters of the arts. Students participate in formal art and music
instruction with certified teachers weekly. Students also participate in
theater arts experiences as integrated into our language arts program.

**2. Reading Curriculum**

The basis of the reading curriculum is the Texas Essential Knowledge and
Skills (TEKS) and it is implemented through a balanced literacy model.
This model was chosen after carefully studying the work of Fountas and
Pinnell and other leaders in literacy research. Students participate in
four kinds of reading daily which involve varied levels of teacher
support: Read Aloud, Shared Reading, Guided Reading and Independent
Reading. Comprehension, phonemic awareness, word solving strategies and
text features are modeled during Read Aloud and Shared Reading using a
mini-lesson format. During Read Aloud and Shared Reading, children
engage in conversations about books and create deeper understandings of
a text. The heart of the reading instruction occurs during Guided
Reading. The teacher selects a book for a small group of students based
on their instructional reading level. The session begins with a
supportive text introduction by the teacher. The children then read the
entire text to themselves as the teacher coach's individual students
through the text. The session ends with a discussion of the text focused
on the teaching objective introduced. Finally, during Independent
Reading, children are given the opportunity to self-select texts and
apply previously learned skills with little or no support from the
teacher. The teacher uses this time to confer with individual students
in order to address their unique needs. As students become more
independent readers with greater comprehension, they are given
opportunities to participate in Literature Circles and Book Clubs.

An important component to this model is continual assessment. The
teacher frequently assesses students through running records and
individual student conferences. This data is collected in order to
inform the teacher's instruction and guide his/her decision making
regarding planning for whole group, small group and individualized
instruction. This ensures the needs of all students are met.

**3. Mathematics Curriculum**

The math curriculum is based on the Texas Essential Knowledge and Skills
(TEKS). Stewart teachers believe children learn best when given
opportunities to construct mathematical meanings for themselves and the
development of concepts is supported through the use of concrete
materials and other forms of mathematical representation. Problem
solving is heavily emphasized at Stewart because learning should be
connected to real life. Lessons are planned which include challenging,
high level instruction. Students learn that there is more than one way
to solve a problem. By sharing the variety of methods that children
utilized, everyone learns more. Teachers have also been trained in the
importance of classroom conversations. Through skillfully guided
classroom discussions, students are led to deeper mathematical
understandings.

In preparing for math instruction, teachers plan for a short focus
lesson daily where new concepts are taught. Literature which
incorporates these concepts is often utilized to help students make real
world connections. Next, students have the opportunity to practice their
new understandings in pairs or small groups so that the majority of time
is student-centered, active engagement. At first, much support is
provided. As student understanding develops, the teacher steps back and
allows for independent practice.

Students experience a spiral review of concepts daily using a bulletin
board-based program that allows for focused problem solving practice and
discussion of previously-learned content. Students having difficulty
with concepts are provided immediate math interventions through small
group instruction. Students are also supported through computer programs
and various websites which provide practice in math fluency and problem
solving.

**4. Instructional Methods**

Instructional methods employed by Stewart staff are research based. The
staff believes that children learn best when they are given the
opportunity to construct their own meaning rather than memorize
disconnected facts. Whenever possible, information is presented to
students within a contextual framework. Children learn that there can be
more than one way to solve a problem and they are given time and
opportunities to reflect on their own learning and thought processes.

Stewart staff also embraces the teachings of Vygotsky. Teachers believe
that children should play an active role in their own learning and
teachers are careful not to dictate their own meanings for children to
memorize. Instead, teachers serve as facilitators of student learning.
The amount of time teachers spend talking in front of the classroom is
minimized and the spotlight is on the children as they construct meaning
and reflect on their own understandings. Children learn to engage in
thoughtful conversations. Stewart students often work collaboratively in
pairs or small groups. Children also participate in conversations daily
with teachers through individual conferences, small group instruction,
and classroom discussions. Through these social interactions, learning
is propelled.

Flexible grouping is an important instructional technique utilized daily
and in every subject area. Teachers present new information in a mini
lesson format during whole group instruction. Students then have the
opportunity to apply new learning independently, in groups, or in pairs.
While this is occurring, the teacher conferences with individual
students or pulls small groups of students for additional, guided
support. Teachers understand the need to scaffold new information for
students and provide necessary support until children can independently
apply new learning. This gradual release model is consistently applied
throughout all disciplines. Students spend the majority of their school
day reading, writing or problem solving.

**5. Professional Development**

Consistent, focused, sustained professional development has been the
most important contribution to the success of Stewart Elementary
students. Best teaching practices have been researched and all teachers
have a clear understanding of Stewart's adopted teaching philosophy.
These beliefs are also congruent with the vision of the school district.
Staff development needs are determined by analyzing student assessment
data and conducting frequent classroom observations. Teachers are also
surveyed at the end of each year for input regarding their own
professional development goals. Two full-time literacy coaches provide
approximately 50 hours per year per teacher of staff development in
language arts. This training occurs through an after school literacy
course, book studies, modeled lessons, team planning sessions, and
individual teacher conferences.

Math training is also critical to the campus. Stewart's math coach
provides training during designated staff development days and during
faculty meetings. Through individual math coaching sessions, teachers
learn the most effective ways to make abstract math concepts concrete
for children. The school district also supports professional development
in math by providing powerful training such as Math Solutions which
serves as the foundation for math instruction.

Professional development is also supported through vertical curriculum
teams which meet monthly to discuss relevant issues in language arts,
math and science and technology. Faculty meetings, designated staff
development days and focus study groups also provide powerful
opportunities for teacher growth.

**PART VII - ASSESSMENT RESULTS**

**LaVace Stewart**

**Clear Creek ISD**

**Texas Third Grade Criterion Referenced Reading Test**

Subject: [Reading (English)]{.underline} Grade: [3]{.underline} Test:
[TAKS (Texas Assessment of Knowledge and Skills)]{.underline}

Edition/Publication Year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- ----------- ----------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004   2002-2003

  Testing months                     Feb/Apr     Feb/Apr     Feb/Apr     Feb/Apr

  **CAMPUS SCORES:**                                                     

  \% Met Standards                   100%        100%        100%        100%

  \% Commended                       45%         50%         38%         27%

  Number of students tested          62          60          57          64

  Percent of total students tested   93%         93%         98%         97%

  Number of students alternatively   \*10        \*5         \*2         \*3
  assessed                                                               

  Percent of students alternatively  14%         7%          2%          3%
  assessed                                                               

  **SUBGROUP SCORES:**                                                   

  **Economically Disadvantaged**:                                        

  \% Met Standards                   100%        100%        100%        100%

  \% Commended                       38%         29%         30%         14%

  Number of students tested          26          28          23          28

  **State TAKS Scores**                                                  

  \% Passing                         90%         89%         88%         90%
  ---------------------------------- ----------- ----------- ----------- -----------

\*Data is masked for ten or fewer students.

**LaVace Stewart**

**Clear Creek ISD**

**Texas Third Grade Criterion Referenced Math Test**

Subject: [Math (English)]{.underline} Grade: [3]{.underline} Test: [TAKS
(Texas Assessment of Knowledge and Skills)]{.underline}

Edition/Publication Year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- ----------- ----------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004   2002-2003

  Testing months                     April       April       April       April

  **CAMPUS SCORES:**                                                     

  \% Met Standards                   100%        98%         95%         97%

  \% Commended                       54%         38%         38%         28%

  Number of students tested          56          59          58          65

  Percent of total students tested   93%         97%         94%         96%

  Number of students alternatively   \*4         \*2         \*4         \*3
  assessed                                                               

  Percent of students alternatively  7%          3%          6%          4%
  assessed                                                               

  **SUBGROUP SCORES:**                                                   

  **Economically Disadvantaged**:                                        

  \% Met Standards                   100%        96%         100%        92%

  \% Commended                       57%         32%         30%         23%

  Number of students tested          23          28          23          26

  **State TAKS Scores**                                                  

  \% Passing                         83%         82%         83%         91%
  ---------------------------------- ----------- ----------- ----------- -----------

\*Data is masked for ten or fewer students.

**Texas Fourth Grade Criterion Referenced Reading Test**

Subject: [Reading (English)]{.underline} Grade: [4]{.underline} Test:
[TAKS (Texas Assessment of Knowledge and Skills)]{.underline}

Edition/Publication Year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- ----------- ----------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004   2002-2003

  Testing months                     April       April       April       April

  **CAMPUS SCORES:**                                                     

  \% Met Standards                   96%         95%         95%         81%

  \% Commended                       34%         29%         41%         19%

  Number of students tested          74          56          58          67

  Percent of total students tested   97%         100%        95%         94%

  Number of students alternatively   \*2         \*          \*3         \*4
  assessed                                                               

  Percent of students alternatively  3%          \*          5%          6%
  assessed                                                               

  **SUBGROUP SCORES:**                                                   

  **Economically Disadvantaged**:                                        

  \% Met Standards                   97%         84%         91%         57%

  \% Commended                       24%         11%         39%         7%

  Number of students tested          34          19          23          30

  **State TAKS Scores**                                                  

  \% Passing                         83%         80%         81%         86%
  ---------------------------------- ----------- ----------- ----------- -----------

\*Data is masked for ten or fewer students.

**LaVace Stewart**

**Clear Creek ISD**

**Texas Fourth Grade Criterion Referenced Math Test**

Subject: [Math (English)]{.underline} Grade: [4]{.underline} Test: [TAKS
(Texas Assessment of Knowledge and Skills)]{.underline}

Edition/Publication Year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- ----------- ----------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004   2002-2003

  Testing months                     Apr.        Apr.        Apr.        Apr.

  **CAMPUS SCORES:**                                                     

  \% Met Standards                   100%        93%         93%         90%

  \% Commended                       44%         42%         48%         24%

  Number of students tested          72          57          58          68

  Percent of total students tested   99%         100%        95%         92%

  Number of students alternatively   \*1         0           \*3         \*6
  assessed                                                               

  Percent of students alternatively  1%          0           5%          8%
  assessed                                                               

  **SUBGROUP SCORES:**                                                   

  **Economically Disadvantaged**:                                        

  \% Met Standards                   100%        100%        100%        81%

  \% Commended                       35%         32%         52%         6%

  Number of students tested          34          19          23          31

  **State TAKS Scores**                                                  

  \% Passing                         84%         82%         79%         88%
  ---------------------------------- ----------- ----------- ----------- -----------

\*Data is masked for ten or fewer students.

**LaVace Stewart**

**Clear Creek ISD**

**Texas Fifth Grade Criterion Referenced Reading Test**

Subject: [Reading (English)]{.underline} Grade: [5]{.underline} Test:
[TAKS (Texas Assessment of Knowledge and Skills)]{.underline}

Edition/Publication Year: [2006]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- ----------- ----------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004   2002-2003

  Testing months                     Feb/Apr     Feb/Apr     Feb/Apr     April

  **CAMPUS SCORES:**                                                     

  \% Met Standards                   100%        98%         89%         90%

  \% Commended                       26%         35%         33%         24%

  Number of students tested          54          56          64          70

  Percent of total students tested   82%         97%         95%         93%

  Number of students alternatively   12          \*2         \*3         \*5
  assessed                                                               

  Percent of students alternatively  18%         3%          5%          7%
  assessed                                                               

  **SUBGROUP SCORES:**                                                   

  **Economically Disadvantaged**:                                        

  \% Met Standards                   100%        100%        67%         93%

  \% Commended                       0%          25%         11%         19%

  Number of students tested          24          20          27          27

  **State TAKS Scores**                                                  

  \% Passing                         81%         75%         74%         80%
  ---------------------------------- ----------- ----------- ----------- -----------

\*Data is masked for ten or fewer students.

**LaVace Stewart**

**Clear Creek ISD**

**Texas Fifth Grade Criterion Referenced Math Test**

Subject: [Math(English)]{.underline} Grade: [5]{.underline} Test: [TAKS
(Texas Assessment of Knowledge and Skills)]{.underline}

Edition/Publication Year: [2005]{.underline} Publisher: [Texas Education
Agency]{.underline}

  ---------------------------------- ----------- ----------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004   2002-2003

  Testing months                     Apr/May     Apr/May     Apr/May     April

  **CAMPUS SCORES:**                                                     

  \% Met Standards                   100%        93%         94%         93%

  \% Commended                       67%         48%         40%         20%

  Number of students tested          55          57          65          71

  Percent of total students tested   82%         97%         93%         93%

  Number of students alternatively   12          \*2         \*5         \*5
  assessed                                                               

  Percent of students alternatively  18%         3%          7%          7%
  assessed                                                               

  **SUBGROUP SCORES:**                                                   

  **Economically Disadvantaged**:                                        

  \% Met Standards                   100%        100%        89%         96%

  \% Commended                       60%         36%         25%         18%

  Number of students tested          25          22          28          28

  **State TAKS Scores**                                                  

  \% Passing                         82%         80%         73%         86%
  ---------------------------------- ----------- ----------- ----------- -----------

\*Data is masked for ten or fewer students.