##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal Ms. Elizabeth Kirby

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

Official School Name William Beverly Elementary

(As it should appear in the official records)

School Mailing Address 715 Duchess Drive

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

Allen TX 75013-3003

City State Zip Code+4 (9 digits total)

County Collin State School Code Number\* 043-910-136

Telephone (462) 752-0400 Fax (469) 752-0401

Website/URL http://k-12.pisd.edu/schools/beverly/index.htm E-mail
ekirby@pisd.edu

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. Douglas Otto

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

District Name Plano Independent School District Tel. (469) 752-8100

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. Duncan Webb

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: [42]{.underline} Elementary
schools

[12]{.underline} Middle schools

[0]{.underline} Junior high schools

[8]{.underline} High schools

[5]{.underline} Other

[67]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,391.00\*]{.underline}

\*Actual 2003-2004 financial Data from all funds

Average State Per Pupil Expenditure: [\$8,916.00]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [8]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    1                                **1**        **7**                             

  **K**       48        43                     **91**       **8**                             

  **1**       57        49                     **106**      **9**                             

  **2**       44        44                     **88**       **10**                            

  **3**       48        46                     **94**       **11**                            

  **4**       39        49                     **88**       **12**                            

  **5**       35        42                     **77**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   545
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [64%]{.underline} White

the students in the school: [6 %]{.underline} Black or African American

[7 %]{.underline} Hispanic or Latino

[23%]{.underline} Asian/Pacific Islander

[0 %]{.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:
[10]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **25**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **28**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **53**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **534**
                            the school as of October 1  

  **(5)**                   Total transferred students  **0.10**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **10**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [11]{.underline}%

[61]{.underline} Total Number Limited English Proficient

Number of languages represented: [27]{.underline}

Specify languages: Amharic, Bengali, Bosnian, Cantonese, Chinese,
Egyptian, Farsi, Fukien, Filipino, Gujarati, Hebrew, Hindi, Indian,
Indonesian, Japanese, Kannada, Korean, Mandarin, Marathi, Punjabi,
Russian, Spanish, Swedish, Tamil, Telugu, Urdu, and Vietnamese.

9\. Students eligible for free/reduced-priced meals: [6]{.underline} %

Total number students who qualify: [37]{.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: [9]{.underline} %

[52\*]{.underline} Total Number of Students Served

> \* Total includes 2 PISD Centralized Structured Classes for students
> with Autism.
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[17]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [3]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [4]{.underline} Specific Learning
Disability

[4]{.underline} Emotional Disturbance [22]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [1]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [27]{.underline} [0]{.underline}

Special resource teachers/specialists [7]{.underline} [0]{.underline}

Paraprofessionals [13]{.underline} [1]{.underline}

> Support staff [10]{.underline} [3]{.underline}
>
> Total number [58]{.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:
[20:1]{.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.

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

  Daily student attendance   97%         98%         97%         97%         97%

  Daily teacher attendance   97%         96%         96%         96%         97%

  Teacher turnover rate      18%         16%         6%          \*\*44%     16%

  Student dropout rate       NA          NA          NA          NA          NA
  (middle/high)                                                              

  Student drop-off rate      NA          NA          NA          NA          NA
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*\*PISD opened Andrews Elementary in August 2002 to relieve the 950
enrollment at Beverly Elementary. Beverly Elementary sent 500 students
to open Andrews and 26 teachers were involuntarily transferred to the
new school. This large number of involuntary transfers resulted in a 44%
teacher turnover rate for 2001-2002.

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

Beverly Elementary School is a synonym for excellence. Physically
located in Allen, Texas, Beverly is one of 42 elementary schools in the
Plano Independent School District (PISD). The campus, situated on nine
acres, serves 548 students from four neighborhoods. An air of
anticipation and excitement permeated the Beverly community when the
school opened in August 1998, and that same enthusiasm inspires staff,
parents, and students to reach for the stars every day. The shared
mission of our diverse community is to provide a positive, nurturing
environment focused on appropriate academic challenges and varied
learning opportunities, empowering all students to become responsible
citizens and successful lifelong learners. At Beverly, teachers and
parents are partners in education. Parent insight and participation are
valued and appreciated as we work together to fulfill our mission.

School pride is evident to visitors the moment they enter the building.
The walls in the entryway are lined with plaques recognizing Beverly for
the "Exemplary" academic standing our students have achieved in each of
the last seven years. The main hallway is a gallery, exhibiting the
framed artworks of talented Beverly artists. Pictures of students are
displayed on a reading incentive wall to recognize the achievement of
independent reading goals, and outstanding examples of students' writing
are featured to celebrate budding authors. Teachers share their lives
with parents and students by displaying family pictures and memorabilia
in glass cases. A wall map of the world reminds us that our school
community is enhanced by the diverse cultures and languages of students
who have come from many countries around the world. The cultural
diversity of the Beverly community enriches the lives of our students
and staff and affords opportunities for practicing citizenship traits
reflected in the lives of responsible citizens.

The Beverly staff's commitment to academic excellence is evident when
students arrive at school each morning. The principal and counselor
welcome students and parents as they enter the building. Teachers set a
nurturing, positive tone for the day's activities by greeting and
listening to their students when they enter the classrooms. Students are
immediately engaged in challenging warm-up exercises that require
critical thought. As students progress through the school day, new
learning is connected to prior knowledge and experience and applied to
real-life situations in small and whole group settings. Multitasking
provides opportunities for students to practice and apply what they are
learning -- independently, with partners, in cooperative groups, and in
small teacher-directed groups. Flexible grouping enables teachers to
model and focus on reteaching or extending the curriculum to address the
needs of individual students. Special education, physical education,
Plano Academic Creative Education (PACE), English for Speakers of Other
Languages (ESOL), guidance, art, music, and the library media center
augment the regular education program to address the needs and special
interests of every student. Collaboration and cooperation bind grade
level teachers and support staff together to provide appropriate
academic challenges for all students.

Beverly administrators and teachers are lifelong learners who share
their love of learning with students and inspire each student to do his
or her personal best every day. In the school's seven year history, two
Beverly teachers have been honored as PISD Elementary Teachers of the
Year and two teachers have received Excellence in Teaching awards. The
high expectations we have for ourselves and for our students are
expressed in our school motto, "We Believe! We Achieve! We Excel!" Our
motto is a daily reminder of the unique opportunity the Beverly staff
has to make a difference in the lives of our students as we work
together to build a community of lifelong learners.

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

**1. Assessment Results:**

The Texas Education Agency (TEA) requires all public schools in Texas to
administer the Texas Assessment of Knowledge and Skills (TAKS) or the
State Developed Alternative Assessment II (SDAA) to third, fourth, and
fifth grade students in the spring of each school year. TAKS is a
comprehensive testing program, aligned with the Texas Essential
Knowledge and Skills (TEKS), our state-mandated curriculum. TAKS
measures to what extent students have learned, understood, and are able
to apply the important concepts and skills expected at each grade level.
The passing standard is a scale score of 2100, requiring students to
answer 70% of the tested items correctly. Commended Performance, the
highest performance level for TAKS, requires a minimum scale score of
2400 and correct responses to at least 90% of the tested items. The SDAA
assesses special education students in third through fifth grades who
are receiving instruction in the TEKS, but for whom the TAKS test would
not be an appropriate measure of academic progress. Since the SDAA
yields a TAKS equivalency standard for the reading and math assessments,
the campus accountability rating is based on aggregated TAKS and SDAA
scores. Beverly scores are compared to state standards to determine our
achievement level, and for the past seven years, we have received an
Exemplary rating -- the highest rating awarded by the state. Beverly
students have consistently performed above state and district standards,
receiving Gold Performance Acknowledgments in reading and math in 2004
and 2005. Students have also exceeded the standards for Adequate Yearly
Progress described in the No Child Left Behind Act of 2001.

In reading, 100% of the students in third, fourth, and fifth grades met
the TAKS standard in 2005. Of those students, 71% of the third graders,
58% of the fourth graders, and 60% of the fifth graders achieved at the
commended level, indicating a thorough understanding of the knowledge
and skills taught on their grade levels. The percentage of students
meeting the standard in 2003 and 2004 was comparable to 2005, but the
percentage of commended students steadily increased each year. One of
our instructional goals is to have 100% of our students performing at
the commended level. Our results indicate that we are making progress
toward achieving that goal and that our instructional strategies are
effective.

In 2003, 2004, and 2005, between 98 and 100% of our third, fourth, and
fifth grade students met the TAKS standard in math. The percentage of
third graders who achieved at the commended level ranged from 46% in
2003 to 59% in 2005. In fourth grade, 33% of the students were commended
in 2003, increasing to 71% in 2005. Of the fifth grade students tested,
59% were commended in 2003 compared to 64% in 2005. The number of
students achieving at the commended level continues to increase,
indicating that students are learning at higher cognitive levels.

Between 2003 and 2005, only two subgroups have been large enough to
significantly impact our TAKS scores -- African American and
economically disadvantaged. Of the ten African American students in
fourth grade in 2003 -- 2004, 90% met the standard for reading, and 100%
of the students met the standard for math. Commended performance was
achieved by 50% of the students on the reading test, and 20% of the
students achieved at the commended level in math. The performance of the
students in this subgroup supports the high achievement expectations our
staff has for every Beverly Student.

In 2004 -- 2005, there were eleven fifth grade students in the African
American subgroup, and 100% of those students met the TAKS standard in
both reading and math. Commended performance on the reading test was
achieved by 27% of the students, and 45% of the students in the subgroup
performed at the commended level in math. That same year, 100% of the
ten fifth graders in the economically disadvantaged subgroup met the
TAKS standard in both reading and math. In reading, 30% of the students
performed at the commended level, and 20% of the students performed at
the commended level in math. The students in these subgroups met the
challenge the Beverly staff extends to every student in our school --
believe, achieve, excel.

For additional information about the Texas accountability and assessment
systems go to
[www.tea.state.tx.us/student.assessment/index.html](http://www.tea.state.tx.us/student.assessment/index.html)
or
[www.tea.state.tx.us/accountability.html](http://www.tea.state.tx.us/accountability.html).

2\. **Using Assessment Results:**

During inservice training at the beginning of the school year, every
member of the Beverly staff analyzes the results of the previous year's
TAKS tests. We identify strengths and weaknesses in reading and math for
each grade level and brainstorm instructional strategies to address
weaknesses. The staff leaves the inservice with a big picture of our
instructional goals for the school year. Language arts and math vertical
teams analyze the TAKS results in depth to ensure consistent instruction
across grade levels and to determine the best practices for remediating
and extending the curriculum. The grade level teams focus on each
objective as they identify individual students for remediation and
enrichment. This is a critical process because the TAKS test is aligned
with the state-mandated curriculum taught on every grade level.

District diagnostic tests are administered at the beginning, middle, and
end of the school year. Grade level teams, made up of teachers and
support staff, analyze the data to evaluate student growth and the
effectiveness of their instructional strategies. Students who qualify
for additional support based on non-mastery of reading or math
objectives are placed in Plano Accelerated Reading (PAR) and/or
Accelerated Instruction in Math (AIM), programs specifically designed to
provide an additional layer of direct remedial instruction.

The Measure of Academic Progress (MAP) and the Cognitive Aptitude Test
(Cog AT) are administered to students in the upper grades. Students in
the primary grades are assessed with the Texas Primary Reading Inventory
(TPRI). Informal reading inventories (IRI) are administered to students
on every grade level. Data from these assessments, our TAKS analysis,
district diagnostic test results, and teacher observation provide the
information required to build a comprehensive picture of each student.

3\. Communicating Assessment Results

One of Beverly's goals is to build a community of learners through
frequent, effective communication with parents about student
performance. During the first two weeks of school, the principal shares
the previous year's TAKS results with parents at grade level meetings.
Teachers conference with parents after six weeks of school to discuss
student performance and review diagnostic test results. Primary grade
teachers and parents discuss student performance at four portfolio
conferences during the school year. Phone calls, emails, and personal
notes share good news and invite parent involvement. Parents are
encouraged to visit their children's classrooms to observe and
participate in special activities.

Effective communication with our students is essential. We strive to
provide honest, accurate feedback to students about academic performance
on a daily basis. Teachers review assessment results with individual
students to celebrate accomplishments and set goals for improvement.

The School Based Improvement Committee (SBIC), made up of community
representatives, parents, and teachers, meets three times each year to
analyze TAKS data, review instructional plans, and set academic goals.
The principal discusses the campus report card with the committee to
explain our school's accountability rating and provide information about
student performance on the TAKS test. Parents also receive copies, and
an explanation, of the campus report card. The Beverly counselor
conducts meetings during the school year to review the TAKS test with
parents and to explain Cog AT scores. State test results for every
school in the Plano Independent School District (PISD) are published in
the local newspaper and posted on the district website.

**4. Sharing Success**

The Plano Independent School District (PISD) is divided into three
clusters -- east, central, and west. Beverly is in the east cluster, and
the area superintendent provides opportunities for schools in the
cluster to share their best practices and successes. Elementary schools
that feed into the same middle school meet twice each year. During the
first semester, reading, math, and science vertical teams made up of
teachers from the feeder schools and the middle school analyze the TAKS
data, compare strengths and weaknesses, and document best practices. In
the spring, horizontal teams from the same schools exchange ideas and
share the strategies they have used successfully with students. Two
district-wide vertical team meetings for language arts, math, and
integrated curriculum include representatives from elementary schools in
all three clusters. These meetings provide an additional forum for
sharing best practices and celebrating success. Vertical and horizontal
teaming will continue to be vital components of the elementary program
in PISD.

Members of the Beverly staff frequently conduct inservice training and
participate in staff development at Beverly and in other schools in the
district. Principals from elementary schools in the area arrange for
staff members from their buildings to observe excellent Beverly
teachers. Universities request that their student teachers be assigned
to master teachers at Beverly. Student teachers adopt the successful
practices and strategies they learn at Beverly for use in their own
classrooms in other schools.

Several Beverly teachers have written reading, math, and integrated
curriculum for PISD. The elementary integrated curriculum has been
purchased by other school districts throughout the United States.
Representatives from a number of these schools have visited Beverly to
see the curriculum in action and to meet the teacher who wrote numerous
skits, short stories, and novelettes for fourth grade students.

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

**1. : Curriculum**

The curriculum taught at Beverly Elementary is based on The Texas
Essential Knowledge and Skills (TEKS), the state-mandated curriculum
that establishes what every student from elementary through high school
should know and be able to do. The Texas Assessment of Academic Skills
test (TAKS), the state-mandated assessment, is closely aligned with the
TEKS. The Beverly staff created an alignment document to illustrate the
spiraling effect of the TEKS in each subject area across the grade
levels. Using this document as a planning tool, we establish a solid
academic foundation on which future learning can be built. Our
vertically aligned document also facilitates remedial instruction and
enrichment, because teachers know exactly what students should know and
be able to do on each grade level. This enables us to close the
achievement gap and ensure that no child is left behind.

Reading, writing, listening, and speaking are the core components of the
integrated language arts curriculum taught at Beverly. In our balanced
approach to literacy instruction, students read, write, and express
their ideas and opinions in all content areas. Guided reading and
writing provide opportunities for teachers to model and scaffold
instruction. Reading and writing independently enable students to
practice and apply the skills they are learning. Through multitasking, a
variety of instructional settings and strategies are used to ensure the
success of all students.

Our math curriculum is aligned with the standards developed by the
National Council of Teachers of Mathematics (NCTM). In kindergarten,
teachers begin building a foundation for the development of math
vocabulary, computation skills, and problem solving strategies that
become increasingly more complex each year. Hands-on activities, the use
of manipulatives, and computer technology enable students to build a
concrete foundation from which abstract thought can develop. Flexible
grouping strategies and multitasking allow teachers to tailor the
curriculum to meet the instructional needs of all students.

Science, social studies, and health TEKS are integrated in a dynamic
student-centered curriculum written by teachers in PISD. Content,
strategies, processes, skills, and vocabulary from the three disciplines
are logically connected by six overarching themes. Computer technology
developed to complement the curriculum includes tools for creating maps
and graphic organizers, databases with presentation capabilities, and
simulations. Science processes are learned and practiced through
experimentation. Students gain field experience by conducting
investigations at an outdoor learning center and by visiting historical
museums. Research is facilitated by primary resources and artifacts.
Active assessments include presentations enhanced by technology, writing
and producing skits, creating visual aids, explaining collections, and
presenting portfolios.

All students participate in physical education, music, and art. The
focus of the physical education program is fitness for life, achieved by
eating healthy foods and exercising. Our music curriculum is based on
the philosophy of Hungarian musician, Zoltan Kodaly. Through a
developmental, sequential approach to music acquisition and
appreciation, students sing, move, listen, play, write, and perform
music. The foundation of our visual arts curriculum is Discipline Based
Art Education (DBAE). Students are exposed to art production, history,
criticism, and aesthetics as they view and critique the artwork of
masters and learn about the lives of artists. They experiment with
different media while learning the principles and elements of design. In
a supportive environment, students create original works of art based on
the concepts they are learning.

**2. Reading**

Our goal at Beverly is to provide balanced instruction in reading and
writing based on the Texas Essential Knowledge and Skills (TEKS)
mandated for every grade level. Educational research clearly
demonstrates that reading and writing, when taught together, facilitate
the development of critical thinking skills, foster communication, and
improve achievement. Beverly's integrated approach to reading and
writing connects phonics/word study, vocabulary, reading comprehension,
grammar, spelling, and writing in a meaningful context. This approach
enables all students, including gifted, special needs, and second
language learners, to achieve their reading and writing potential. Our
classrooms are literacy-rich environments that include literacy
libraries, leveled books, browsing boxes, big books, charts of songs and
poems, novels, word walls, student writing, and manipulatives such as
fluency phones. In this supportive environment, teachers and students
read and write for a variety of purposes throughout the school day.
Teachers read aloud daily to model fluency, develop structural awareness
of fiction and non-fiction, and facilitate growth in vocabulary and
higher-order thinking skills. Flexible grouping enables teachers to
provide individual, small group, and whole group instruction and to meet
with guided reading and writing groups. Multitasking allows students to
work independently, with partners, or in cooperative groups as they
practice and apply the reading and writing skills they are learning.
Seven computer stations in each classroom enable students to access
district approved sites on the internet for research and provide
software for reading, writing, spelling, phonics, word processing, and
multimedia presentations. Teachers use a variety of assessment
strategies to monitor student progress, including observation, informal
reading inventories, oral retellings, reading and writing conferences,
rubrics, performance tasks, and district diagnostic tests.

**3. Mathematics**:

The mathematics curriculum at Beverly is based on the Texas Essential
Knowledge and Skills (TEKS) and aligned with the standards of the
National Council of Teachers of Mathematics (NCTM). Our
district-developed curriculum guide provides a spiraling scope and
sequence of instruction that includes reteaching and enrichment
activities for each grade level. The goal of our curriculum is to build
basic understandings in the five content strands of math -- number,
operations, and quantitative reasoning; patterns, relationships, and
algebraic thinking; geometry and spatial reasoning; measurement; and
probability and statistics. Problem solving, language and communication,
and formal and informal reasoning underlie each strand.

Kindergarten teachers build a foundation for math vocabulary that
becomes more complex each year. A problem solving strategy developed by
the math vertical team is taught in every classroom. Technology includes
computer programs that support the development of conceptual
understanding, problem solving, and critical thinking skills. Software
reinforces instruction in the classroom and extends and enriches
learning experiences for all students. Manipulatives provide concrete
experiences that foster the development of abstract thought.

Students are actively engaged in the learning process as they discuss
and solve meaningful problems, create products, make real-world
connections, and write about mathematics. Classroom arrangements
facilitate flexible grouping and multitasking, allowing teachers to meet
the needs of students with a wide range of abilities. A variety of
assessment strategies used to monitor and measure progress includes
observations, interviews, projects, checklists, rubrics, quizzes, tests,
and performance tasks. By providing appropriate academic challenges and
varied learning opportunities, our mathematics program supports our
mission.

**4. Instructional Methods**:

The Texas Essential Knowledge and Skills (TEKS) spiral through the grade
levels, becoming more comprehensive and complex each year. Our TEKS
alignment provides a clear picture of what students should know and what
they need to know to be successful on the next grade level. Vertical and
grade level teams have developed a repertoire of instructional methods
to ensure that all students will master the curriculum. From this
repertoire, teachers select methods that fit the learning objectives of
specific lessons and are considerate of the abilities and learning
styles of their students. Our goal is to make learning exciting,
challenging, and relevant so that all students will excel.

Direct teaching is used to set learning targets, access prior knowledge,
and establish the importance of a lesson objective. In a large or small
group setting, teachers model thinking or demonstrate a process as they
present new information. During guided practice, they determine the need
for additional explanation or readiness for independent practice.
Indirect instruction complements direct instruction as students work
alone or in cooperative groups to apply and extend new learning through
a variety of creative activities. Flexible grouping and multitasking
facilitate these instructional methods, and enable teachers to conduct
guided reading and math groups.

Some curriculum objectives are best taught through experiential
learning. In role play, students assume the roles of others and explore
solutions to problems. Classroom and computer simulations enable
students to apply what they have learned to solve problems or to
experiment with alternative solutions. Students conduct science
experiments to test hypotheses, and they solidify math concepts with
manipulatives. Field experiences provide hands-on opportunities for
understanding concepts and for discovery learning. Structured research,
guided by the Big 6, an information problem solving method, requires
students to brainstorm, think critically, use a variety of resources for
gathering information, and produce quality products that demonstrate
mastery of learning objectives. Individual and small group tutoring
sessions are scheduled weekly to reteach, reinforce, and extend the
curriculum to improve student learning.

**5. Professional Development**

Each year, PISD requires thirty hours of staff development, focusing on
student performance and campus, district, and state goals. In addition,
the district implemented a "Train the Trainer" program to train one
teacher on each grade level to use new software applications or to teach
new programs. After district training, that teacher trains his or her
own team to ensure that new materials and techniques such as Cognitively
Guided Instruction (CGI), Accelerated Instruction in Math (AIM), and
Plano's Accelerated Reading Program (PAR) are implemented effectively
with students on their grade levels. Two district-wide vertical team
meetings in each curriculum area focus on strategies that can be used on
every grade level to promote student success. The East Cluster
Superintendent requires additional inservice training on initiatives
that are critical to the success of students attending cluster schools.

Beverly vertical teams share and model strategies from district
meetings. Our literacy specialist acquires new reading and writing
techniques at monthly training sessions which are modeled or presented
by video at grade level meetings. Additional building inservices,
conducted by district experts or Region 10 presenters, are planned in
areas targeted for student improvement. The support staff attends
specialized training in their areas of expertise to stay abreast of
techniques and practices that foster student success. The Beverly staff
applies the knowledge gained from staff development opportunities to
ensure that all students achieve their academic potential.

**[Part VII -- ASSESSMENTS RESULTS]{.underline}**

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

**Grade 3 Reading (Language Arts or English)**

Subject Reading Grade 3

Test Texas Assessment of Knowledge and Skills

Edition/Publication Year 2004-05

Publisher Texas Education Agency

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  71          74          48

                                                                       

  Number of students tested                    84          73          75

  Percent of total students tested             98          96          89

  Number of students alternatively assessed    2           3           7

  Percent of students alternatively assessed   2           4           8

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    NA          NA          NA

  3\. White                                                            

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  74          74          50

  Number of Students Tested                    54          47          50

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA
  -------------------------------------------- ----------- ----------- -----------

> \* NA= Scores for subgroup populations of less than 5 students are
> masked to protect student confidentiality.

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html>

<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/year.html>

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

**Grade 3 Mathematics**

Subject Math Grade 3

Test Texas Assessment of Knowledge and Skills

Edition/Publication Year 2004-05

Publisher Texas Education Agency

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  59          65          46

                                                                       

  Number of students tested                    82          74          80

  Percent of total students tested             98          96          93

  Number of students alternatively assessed    2           3           4

  Percent of students alternatively assessed   2           4           5

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA

  2\. African American                                                 

  \% At or Above Met Standard                  NA          NA          NA

  At Commended Performance                     NA          NA          NA

  Number of Students Tested                    NA          NA          NA

  3\. White                                                            

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  55          60          49

  Number of Students Tested                    53          48          51

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA
  -------------------------------------------- ----------- ----------- -----------

> \* NA= Scores for subgroup populations of less than 5 students are
> masked to protect student confidentiality.

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html>

<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/year.html>

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

**Grade 4 Reading (Language Arts or English)**

Subject Reading Grade 4

Test Texas Assessment of Knowledge and Skills

Edition/Publication Year 2004-05

Publisher Texas Education Agency

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         94          100

  \% At Commended Performance                  58          47          45

                                                                       

  Number of students tested                    72          81          53

  Percent of total students tested             95          88          87

  Number of students alternatively assessed    4           10          7

  Percent of students alternatively assessed   5           11          11

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA

  2\. African American                                                 

  \% At or Above Met Standard                  NA          90          NA

  At Commended Performance                     NA          50          NA

  Number of Students Tested                    NA          10          NA

  3\. White                                                            

  \% At or Above Met Standard                  100         94          100

  \% At Commended Performance                  53          46          60

  Number of Students Tested                    45          48          35

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA
  -------------------------------------------- ----------- ----------- -----------

> \* NA= Scores for subgroup populations of less than 5 students are
> masked to protect student confidentiality.

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html>

<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/year.html>

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

**Grade 4 Mathematics**

Subject Math Grade 4

Test Texas Assessment of Knowledge and Skills

Edition/Publication Year 2004-05

Publisher Texas Education Agency

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         99          98

  \% At Commended Performance                  71          52          33

                                                                       

  Number of students tested                    72          84          54

  Percent of total students tested             95          91          88

  Number of students alternatively assessed    4           7           6

  Percent of students alternatively assessed   5           8           10

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA

  2\. African American                                                 

  \% At or Above Met Standard                  NA          100         NA

  At Commended Performance                     NA          20          NA

  Number of Students Tested                    NA          10          NA

  3\. White                                                            

  \% At or Above Met Standard                  100         98          100

  \% At Commended Performance                  60          56          36

  Number of Students Tested                    45          50          36

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA
  -------------------------------------------- ----------- ----------- -----------

> \* NA= Scores for subgroup populations of less than 5 students are
> masked to protect student confidentiality.

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html>

<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/year.html>

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

**Grade 5 Reading (Language Arts or English)**

Subject Reading Grade 5

Test Texas Assessment of Knowledge and Skills

Edition/Publication Year 2004-05

Publisher Texas Education Agency

# State Tests

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

  Testing month                                April       April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         100         98

  \% At Commended Performance                  60          63          45

                                                                       

  Number of students tested                    81          54          51

  Percent of total students tested             91          89          94

  Number of students alternatively assessed    8           7           1

  Percent of students alternatively assessed   9           11          2

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100         NA          NA

  \% At Commended Performance                  30          NA          NA

  Number of Students Tested                    10          NA          NA

  2\. African American                                                 

  \% At or Above Met Standard                  100         NA          NA

  At Commended Performance                     27          NA          NA

  Number of Students Tested                    11          NA          NA

  3\. White                                                            

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  67          71          44

  Number of Students Tested                    48          35          39

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA
  -------------------------------------------- ----------- ----------- -----------

> \* NA= Scores for subgroup populations of less than 5 students are
> masked to protect student confidentiality.

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html>

<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/year.html>

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

**Grade 5 Mathematics**

Subject Math Grade 5

Test Texas Assessment of Knowledge and Skills

Edition/Publication Year 2004-05

Publisher Texas Education Agency

# State Tests

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

  Testing month                                May         April       April

  **SCHOOL SCORES**                                                    

  \% At or Above Met Standard                  100         98          100

  \% At Commended Performance                  64          76          59

                                                                       

  Number of students tested                    81          55          49

  Percent of total students tested             93          90          91

  Number of students alternatively assessed    6           6           1

  Percent of students alternatively assessed   7           10          2

  SUBGROUP SCORES                                                      

  1\. Economically Disadvantaged                                       

  \% At or Above Met Standard                  100         NA          NA

  \% At Commended Performance                  20          NA          NA

  Number of Students Tested                    10          NA          NA

  2\. African American                                                 

  \% At or Above Met Standard                  100         NA          NA

  At Commended Performance                     45          NA          NA

  Number of Students Tested                    11          NA          NA

  3\. White                                                            

  \% At or Above Met Standard                  100         100         100

  \% At Commended Performance                  66          75          58

  Number of Students Tested                    47          36          38

  4\. Hispanic                                                         

  \% At or Above Met Standard                  NA          NA          NA

  \% At Commended Performance                  NA          NA          NA

  Number of Students Tested                    NA          NA          NA
  -------------------------------------------- ----------- ----------- -----------

> \* NA= Scores for subgroup populations of less than 5 students are
> masked to protect student confidentiality.

<http://www.tea.state.tx.us/perfreport/aeis/2005/index.html>

<http://www.tea.state.tx.us/student.assessment/reporting/taksagg/year.html>