##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Harold Morgan]{.underline}

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

Official School Name [George Washington Carver Learning
Center]{.underline}

(As it should appear in the official records)

School Mailing Address [3719 Greenleaf St.]{.underline}

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

### Dallas Texas 75212-1597 

City State Zip Code+4 (9 digits total)

Tel. [(972) 794-3600]{.underline} Fax [(972) 794-3601]{.underline}

Website/URL[www.carvergw.tripod.com]{.underline} E-mail
[hmorgan@dallasisd.org]{.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)

[Private Schools:
N/A]{.underline}*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*

Name of Superintendent [Dr. Mike Moses]{.underline}

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

District Name [Dallas Independent School District]{.underline} Tel.
[(972) 925-3700]{.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 Zornes]{.underline}

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [\_154\_]{.underline}Elementary
schools

[\_\_28\_]{.underline}Middle schools

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

\_[211]{.underline}\_High schools

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

2\. District Per Pupil Expenditure: [\$6676.00]{.underline}

Average State Per Pupil Expenditure: [\$6913.00]{.underline}

**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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       **13**    **13**                 **23**       **7**       na        na          na

  **1**       **22**    **16**                 **38**       **8**       na        na          na

  **2**       **22**    **16**                 **38**       **9**       na        na          na

  **3**       **20**    **14**                 **34**       **10**      na        na          na

  **4**       **23**    **35**                 **58**       **11**      na        na          na

  **5**       **27**    **28**                 **55**       **12**      na        na          na

  **6**       **26**    **32**                 **58**       Other       na        na          na

                                    **TOTAL                                                   304
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [\_\_\_0\_\_\_]{.underline}% White

the students in the school: [\_\_\_79\_\_]{.underline}% Black or African
American

[\_\_\_20\_\_]{.underline}% Hispanic or Latino

[\_\_\_1\_\_\_]{.underline}% Asian/Pacific Islander

[\_\_\_0\_\_\_]{.underline}% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past
year[:\_\_26\_\_\_]{.underline}%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 37
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 43
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        80
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    304
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .2631
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    26.31
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_[28]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented[\_\_\_1\_\_]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced
meals[:\_\_94\_\_]{.underline}%

\_\_ [310]{.underline}\_Total Number Students Who Qualify

> If this method is not a reasonably 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:
\_\_\_[8]{.underline}\_\_\_\_\_%

\_\_\_[26]{.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.

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[1]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_\_[10]{.underline}\_Specific
Learning Disability

\_\_[1]{.underline}\_\_Hearing Impairment \_\_[2]{.underline}\_\_Speech
or Language Impairment

\_\_[10]{.underline}\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[2]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

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) \_\_\_[3]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_[39]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_
> \_\_\_[0]{.underline}\_\_\_\_
>
> Total number \_\_\_[50]{.underline}\_\_\_\_
> \_\_\_[0]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_\_\_[18:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97.2        96.7        96.7        96.8        96.1

  Daily teacher attendance 96.2        95.9        98.2        97.2        96.5

  Teacher turnover rate    7%          8%          8%          6%          6%

  Student dropout rate     na          na          na          na          na

  Student drop-off rate    na          na          na          na          na
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

George W. Carver Learning Center is located in the midst of the Dallas
Housing Authority's Lakewest Housing Project in Dallas, Texas. The
school was named after renowned scientist Dr. George W. Carver, a
pioneer in soil management and crop rotation.

George W. Carver started as a three-teacher school in 1947. In September
of 1956, a new Carver school opened, serving students in grades 1-8. In
later years, the structure housed as many as 2,300 students. For a
while, Carver operated as a 1-6 school. In the fall of 1976 to the fall
of 1986, neighborhood students in grades 4-6 were bused to tow North
Dallas elementary schools under the District's Court Ordered
Desegregation Plan. In the fall of 1986 by order of the courts, 4-6
grade students' in the Carver and P.L. Tyler attendance zones returned
to the neighborhood to attend Carver, which was designated as one of the
six DISD Learning Centers offering special programs of instruction and
support to students. Carver continued to house and serve its own
students in grades Pre-K-3.

Of the students identified to return to Carver upon its opening as a
Learning Center, data showed that 56% were achieving below the 30^th^
percentile and 70% were achieving below the 50^th^ percentile in
reading. According to spring 1988 achievement data, after two years of
attendance in the Learning Center, 51% of Carver's 4-6 students were
achieving above the 30^th^ percentile and 35% were achieving above the
50^th^ percentile.

As a Learning Center, Carver developed a mission statement as a guide in
preparing all the students to become productive and responsible
citizens. The mission of George W. Carver Learning Center staff is to
provide a quality and comprehensive education for all students. The
staff seeks to provide an environment that is conducive to academic
growth along with social and emotional development.

The ethnic breakdown of the faculty has remained at 59%
African-American, 38% Anglo-American, and less than 3%
Hispanic-American. Approximately 84% of the teachers are female and 16%
are male. The average teacher experience in 12 years. The median days of
teacher absence has remained stable at 4.0 per year. The teacher
attrition statistic has remained very low.

There has been fluctuating enrollment at Carver in recent years because
of the housing project where students live. Extensive renovation and
consequent relocation of families cause a significant drop in
enrollment.

Since becoming a Learning Center, Carver has witnessed a growth in
parental involvement in school programs such as PTA. The school has also
developed an active community advisory committee and expanded the
involvement of the business community. Area businesses contributions of
incentives for teachers and students. The Junior League of Dallas
recently awarded \$1,500 to Carver for a project titled
*Communication/Publication.* The project will allow students to produce
a puppet theater.

Today, Carver serves 288 students in grades Pre-K-6. The student
population is comprised of 77% African-American and 21%
Hispanic-Americans. The school feeds into Thomas A. Edison Middle
Learning Center and L.G. Pinkston High School. More than half the
faculty has earned graduate degrees with one member with a doctoral
degree. As a Learning Center, Carver offers a variety of outstanding
programs, extracurricular activities, and special incentives to
encourage student achievement and to attract and maintain talented and
dedicated teachers.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

The Texas Assessment of Academic Skills (TAAS) is a state developed test
that all students in grades 3-10 must take every academic year. It
measures student performance in the areas of reading, mathematics, and
writing in grades 3-7, and reading, mathematics, writing, science, and
social studies in grades 8 and 10. The grade 10 test is also known as
the exit level test, and students are required to pass it in order to
qualify for graduation from high school.

School districts and campuses in Texas are accountable for meeting the
state's standards of student performance, which is based on the state
curriculum. The standard a student must meet to pass the exit level test
is equivalent to correctly answering 70% of the items. The passing
standard for grades 3-8 are aligned with the exit level standard in
order to measure student achievement across time. Students in grades 3-8
and 10 achieving a Texas Learning Index score of 70 or higher meet
minimum expectations in reading and mathematics. On the writing test,
students must achieve a scale score of 1500 or higher to meet minimum
expectations. The passing standards for the Spanish TAAS are the same as
the English version.

It is the intent that all students take the test, however, there are
circumstances under which students are not tested. Students may be
absent on the days that the tests are administered. Moreover, students
who become ill during the testing are not required to complete the test.
Some students may receive a Limited English Proficient (LEP) exemption
for every test. Although most students identified as Limited English
Proficient (LEP) receive instruction in bilingual or English as a Second
Language, there are a number of students who do not. School districts
and campuses in Texas have a considerable number of students whose other
language is not Spanish. These students are identified as Limited
English Proficient and may be exempt from taking TAAS by the Language
Proficiency Assessment Committee (LPAC) according to criteria
established by the Texas Administrative Code.

Students with disabilities who receive instruction in the Texas
Essential Knowledge and Skills, but are unable to receive an appropriate
measure of their academic progress are also exempt from TAAS. However,
students with disabilities are required to take the State Developed
Alternative Assessment (SDAA). SDAA tests are given in the same subjects
as TAAS and are administered on the same schedule as TAAS, and are
designed to measure annual growth based on appropriate expectations for
each student as decided by the ARD Committee.

Student data is reported each year in May for schools and districts and
for the public in November based on indicators from performance
standards. The Academic Excellence Indicator System (AEIS) reports TAAS
passing rates, SDAA performance, and the attendance rate for elementary
schools. The data is disaggregated by ethnicity, special education, and
low-income status.

TAAS was administered in Texas from 1990-2002. The information and data
includes TAAS scores from 1999-2002. Only students eligible under the
criteria for exempt status, as described above were excluded from
testing in the school yeas 1999 and 2000. Texas will begin the
administration of the Texas Assessment of Knowledge and Skills (TAKS)
beginning in the 2003 school year.

Every year teachers and administrators meet two days in August to review
campus test results. The results from the test are analyzed by campus
group, class group, and by individual students and teachers. TAAS
objectives are ranked by percentile score from least to greatest. A
Campus Improvement Plan and Instructional Calendar are developed.
Curriculum and staff development are aligned to address the weakest
objectives first.

During the first 18 weeks, staff development is scheduled weekly for all
staff members in two-hour blocks after school. Each teacher is trained
on instruction strategies to align with the instructional calendar.
Textbooks and the state curriculum are aligned to meet student needs as
determined by TAAS objectives.

The second semester all objectives from textbooks, state curriculum and
TAAS objectives are completed through the instructional program as
designated by the Campus Improvement Plan and Instructional Calendar's
timeline.

Benchmark tests are administered in intervals of semester, quarterly,
and weekly. Weekly test consist of objectives and targets reviewed
during that week by subject and grade. Quarterly tests assess all
objectives and targets covered within that 9-week interval. Semester
test cover the full battery of objectives and targets. Every assessment
is reviewed by administrators and teachers to determine student mastery
by objective. Students that are not successful after an assessment are
provided additional instruction through our before and after school
tutorial programs.

Every teacher must complete individual and class profile reports. These
reports are submitted to the administration after each assessment. The
information is disaggregated by objective, subject, class grade,
teacher, ethnicity and low-income status. The completed report is
presented at each weekly staff development meeting. This information is
used to determine the necessity of any adjustments to the Campus
Improvement Plan or Instructional Calendar.

At the end of every quarter, student mastery rate is analyzed for
student success by all tests taken. Teachers submit profiles of
individual students with mastery rates in reading, mathematics, and
writing. This data is disaggregated by percent of students passing all
tests taken. The data is further analyzed to determine percent of
students passing one, or two tests. The students not passing all tests
are provided additional instruction in the subject areas that were not
mastered.

Every student is required to keep an individual profile. Students enter
their data after each assessment and set attainment goals for the next
assessment date. These student profiles are sent to parents for
signatures every week.

All data is presented to the Site Based Decision Making Committee at
their monthly meetings. Parents and community members of the SBDMC can
review and ask questions concerning the data analysis. The
administrators also make a presentation to the P.T.A. on student
progress based on assessment profiles at every meeting. The campus also
sponsors several Family Nights to provide instructional assistance to
parents in various subject areas based on student performance.

The campus publishes a monthly newsletter, which publishes students'
progress and accomplishments.

George Washington Carver will share its success with other schools
through presentations at professional workshops and elementary
affiliations. The faculty and administrators are also are prepared to
submit articles for publication for academic journals. We stand ready to
collaborate with other schools on any or all components of our Campus
Improvement Plan (CIP) that have demonstrated consistent gains.
Consequently, the school will develop close relationships with other
schools across the state and nation to ensure that successful techniques
and strategies can be shared.

We have a web site, which is updated with the campus 2002 Campus
Improvement Plan. Schools are welcome to download the document. All
teachers' names, subjects taught, and e-mail addresses are provided for
any school that wants information or answers to questions. A chat
address is also available for interactive discussions with the
Pre-Algebra teacher, the Reading and Math Demonstration Teachers, Fine
Arts Chair, Science Lab Instructors, Computer Technologist and the
Librarian. Please contact us at www.carvergw.tripod.com.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

George Washington Carver serves a population of students in grades Pre-K
-- 6. The curriculum consist of the required foundational and enrichment
courses required by the Texas Essential Knowledge of Skills (TEKS) and
the Dallas Independent School District's Division of Curriculum and
Instruction. The foundational curriculum includes English language arts,
mathematics, science, and social studies. The enrichment curriculum
includes health, physical education, fine arts, and technology.

In addition to the foundational courses Carver provides Pre-Algebra to
6^th^ grade students. The Pre-Algebra program prepares students with
basic applications and vocabulary for entry level into an honors math
program or Algebra in the 7^th^ grade. The Pre-Algebra is a complete
course of nine months in intensive instruction in basic algebraic
procedures, operations and applications. Students without the
prerequisite skills of the program are provided with individual lessons
and activities formatted to meet their needs while providing the student
with the components of this preparatory program.

Pre-Literature is also offered in sixth grade. This course is campus
based and teacher directed. It was designed to increase the students'
exposure to classical literature as well as award winning authors and
books. Students are provided with two class sets of selected books every
6 weeks. Each selection is reviewed in class and students are required
to complete two group projects and one individual report per selection.
After completion of each book, students are given the opportunity to
keep the book for their personal libraries.

Carver has two science labs complete with a greenhouse, a garden, and
biology field house, two chemistry labs and a weather station. Science
instruction consists of 60% lab experience and 40% contextual work.

The Fine Arts enrichment curriculum provides classes for Pre-K-6
students in Art, Band, Theatre, Music (Choir), Strings, and Piano. The
Theatre Arts program emphasizes activities in rhythm, movement, oral,
and creative expression. These activities are designed to develop
cooperation and cohesiveness as a group. Students in grades 4-6 study
technical elements, interpretation of literature, playmaking,
characterization, storytelling, and emotional awareness. The focus of
the music program is comprehensive and strives to provide opportunities
for students to become versatile in playing many instruments. Choir and
general music are taught in a regular classroom with a full component of
instruments including choral materials, hand bells and African drums.
The school provides all string and band instruments for students.
Students are allowed to take instruments home for additional practice.
The piano lab has electronic pianos, acoustical pianos, and electronic
keyboards. The keyboards are at the student's disposal for practice at
home. The art students are engaged in all aspects of design and art
mediums, from paper and pencil to clay and oil pastels. They study art
history and have many projects displayed throughout Dallas.

The technology program encompasses all components of the curriculum. The
computer lab allows all students direct access to daily teaching
instruction. Students apply their knowledge in all content areas to
create multi-media projects. These projects allow student to utilize new
and innovative technology. Digital cameras, web cameras, scanners, and
various multi-media design software are a few of the components used for
instruction in the technology lab.

The reading program is based on the Dallas Reading Plan and the Texas
Reading Initiative. The program is aligned to the Texas Essential
Knowledge and Skills (TEKS) for grades Pre-K-6. Instruction in reading
is scheduled in two-hour blocks for grades K-6 and includes language,
spelling, and writing development. Students are exposed to daily lessons
in phonics, vocabulary, and reading comprehension. The curriculum for
Pre-K-3 provides teachers and students with the necessary materials,
methods and pedagogy to ensure students are on or above reading level by
grade 3. Students in grades 4-6 continue instruction in phonics, word
study, and comprehension. However, reading genre and research skills are
added. The program includes a Reading Demonstration Teacher and a Master
Reading Teacher. These additional teachers provide training for students
and teachers through daily reading demonstration lessons. Additionally,
they provided extensive support in the reading assessment component of
the schools monitoring team. The Master Reading Teacher works
exclusively with the Pre-K-3 students and teachers, and the Reading
Demonstration Teacher provides assistance to 4-6 students and teachers.
Both teachers provide staff development training every week to their
perspective grades. The Junior Great Books Reading Series is used as a
supplemental literature program in grades K-6. Participation in this
program is usually implemented in the last 45 minutes of school day in
grades K-2, and the first 20 minutes of the day in grades 3-6.

The math program is aligned with the National Council of Teachers of
Mathematics' publication, *Principles and Standards for School
Mathematics.* The goal is to provide an engaging, comprehensive, high
quality mathematics program. The school aligns the Texas Essential
Knowledge and Skills (TEKS) with the *Everyday Mathematics* school
curriculum. Classes are scheduled in two-hour blocks for grades 4--6,
and 90 minutes for Pre-K-3. Every week during staff development,
teachers are trained on manipulative use and effective methods for
instructional delivery. This process is particularly effective since all
professional staff are involved in the training. It provides vertical
and horizontal training and planning. Moreover, throughout the day
students can ask any staff member including Fine Arts and P. E. teachers
for assistance.

The school also has a Math Demonstration Teacher. This teacher provides
demonstration lessons for students and staff throughout the day.
Teachers rely on this resource for additional training and individual
instruction for students in need of additional help or resources. The
school has a math lab equipped with many math materials and NCTM
specified manipulatives for every grade level and every teacher. Every
teacher has a class set of manipulatives in addition to those in the
lab.

Carver's math students compete with schools across the nation on the
Internet in National Math Leagues and Olympiads. However, the school's
local math competitions are the highlight of every year. Local
intramural math competitions are held yearly and include students from
grades K-6. Pre-Algebra students compete in their own division. The Math
Demonstration teacher sponsors these competitions and provides the after
school coaching for the selected team members. All students are welcome
to join, however, only five team members can compete.

Students of math also visit local engineering sites and offices to
observe engineers. The focus is to introduce students to careers in
mathematics. A portion of the lessons and activities are provided in the
technology lab with teacher directed activities in geometry, problem
solving, investment banking, and spatial drawing.

The students attending Carver typically lack resources and the necessary
experience to master the rapid flow of information of our digital
society. In addition, the student population is extremely transient and
mobile. Therefore, the faculty exhibits an untiring and unfaltering
commitment to providing effective and precise instructional methods to
ensure the academic and achievement gaps are closed.

The first priority of the instruction program is student and teacher
scheduling. The schedule is designed to provide a cohesive and stable
academic environment. Students in Pre-K --3 are scheduled in classes
without interruption in two-and-a-half hour blocks in the morning and
afternoon. The 4-6 classes are departmentalized with a sequential
schedule of science and math, and reading and social studies. The class
period begins with a brief demonstration of the lesson objective and the
expected student outcome. As the class progresses, teachers begin to
model activities that include manipulative and tactile instructional
tools. Students are then guided into a practice time that includes whole
group practices, small group assistance, and individual instruction or
re-teaching. Some students may also be involved in computer-assisted
instruction during the class period. Teacher observation and student's
successful participation determines the adjustments or the progression
of the lesson.

Students are expected to succeed and no excuses are accepted from
students or teachers. Lessons and instructional methods are planned and
paced according to student needs and curriculum standards. Field
experiences are an essential part of the instructional methodology.
Teachers are provided with the necessary funding to ensure all the
students are involved in monthly off campus academic practicums.

Staff Development has been the foundation for all student success, and
the total determinant of the sustained academic progress at Carver. For
the teachers at Carver it provides the processes, mechanisms, and
designs to implement appropriate and comprehensive lessons.

Administrators begin with the preliminary testing results published in
the summer to plan Staff Development topics for the coming school year.
All materials, books, and supplies are purchased during the summer. New
and veteran teachers begin one week before the district's return date.
During this week of training, teachers complete four days of training
and one day of presentations from nationally renowned educational
speakers.

Two days in August are devoted to disaggregate data and campus
improvement planning. Book studies on classroom management and
organization, effective instructional strategies, and rigorous training
on core subject's methodology and pedagogy is the basis of these early
days.

Beginning the first week, when the students return, all professional
staff and administrators begin weekly with after-school staff
development training. These training sessions are consecutive during the
first 18 weeks of school. These sessions provide all professional staff
training based on the objectives outlined in the Campus Improvement
Plan. Each week, teachers and administrators meet to prepare for the
coming week. The two-hour session's agenda is aligned with the timeline
of the Instructional Calendar. The training is designed to ensure all
teachers are equipped to determine the lessons on identified objectives
and skills with a level of maximum effectiveness. In addition to
training on campus the District has mandatory staff development
available for teachers throughout the year. Every teacher attends at
least one NCTM and IRA regional or annual conference.

**Texas Assessment of Academic Skills "TAAS" for Grades 3 - 6: Reading**

**Publisher: Harcourt Educational Measurement for the Texas Education
Agency**

![](media/image1.wmf)

**Texas Assessment of Academic Skills "TAAS" for Grade 3: Reading**

![](media/image2.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**

**Texas Assessment of Academic Skills "TAAS" for Grade 4: Reading**

![](media/image3.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**

**Texas Assessment of Academic Skills "TAAS" for Grade 5: Reading**

![](media/image4.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**

**Texas Assessment of Academic Skills "TAAS" for Grade 6: Reading**

![](media/image5.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**

**Texas Assessment of Academic Skills "TAAS" for Grades 3 - 6:
Mathematics**

![](media/image6.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**

**Texas Assessment of Academic Skills "TAAS" for Grade 3: Mathematics**

![](media/image7.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**

**Texas Assessment of Academic Skills "TAAS" for Grade 4: Mathematics**

**Publisher: Harcourt Educational Measurement for the Texas Education
Agency**

![](media/image8.wmf)

**Texas Assessment of Academic Skills "TAAS" for Grade 5: Mathematics**

**Publisher: Harcourt Educational Measurement for the Texas Education
Agency**

![](media/image9.wmf)

**Texas Assessment of Academic Skills "TAAS" for Grade 6: Mathematics**

**Publisher: Harcourt Educational Measurement for the Texas Education
Agency**

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**Texas Assessment of Academic Skills "TAAS" for Grade 4: Writing**

![](media/image11.wmf)**Publisher: Harcourt Educational Measurement for
the Texas Education Agency**