##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: Elementary \_\_ Middle \_\_ High \_\_
K-12

Name of Principal [Mr. Patrick James]{.underline}

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

Official School Name [George West Primary]{.underline}

(As it should appear in the official records)

School Mailing Address [405 Travis
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[George West TX 78022-3418]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_[Live
Oak]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_\_[149-901-102]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 361 ) 449-1914]{.underline} Fax [( 361 )
449-1426]{.underline}

Website/URL [www.gwisd.esc2.net/gwps]{.underline} E-mail
[pjames@gwisd.esc2.net]{.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)

Name of Superintendent\* [Mr. James Stansberry]{.underline}

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

District Name [George West ISD]{.underline} Tel. [( 361 )
449-1914]{.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. Richard R. Brown]{.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)

*\*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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a 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: \_\_[2]{.underline} \_ Elementary
schools

\_\_\_\_\_ Middle schools

\_\_[1]{.underline}\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_[4]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$7,157.00]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$7,088.00]{.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\. [6]{.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**    10        6                      **16**       **7**                             

  **K**       39        39                     **78**       **8**                             

  **1**       43        46                     **89**       **9**                             

  **2**       40        36                     **76**       **10**                            

  **3**       37        49                     **86**       **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **345**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [41]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[55]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
\_\_[32]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      71
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      42
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 113
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 345
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 32
                            by total in row (4)         

  **(6)**                   Amount in row (5)           32
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_[20]{.underline}\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_[1]{.underline}\_\_\_\_\_\_

Specify languages: Spanish

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

Total number students who qualify: \_\_\_[204]{.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:
\_\_\_[11]{.underline}\_\_\_%

\_\_\_[39]{.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.

\_[1\_\_]{.underline}Autism [\_\_0\_\_]{.underline}Orthopedic Impairment

\_[0]{.underline}\_\_Deafness [\_\_6\_\_]{.underline}Other Health
Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_\_[9]{.underline}\_\_Specific
Learning Disability

\_[0]{.underline}\_Hearing Impairment \_\_[25\_]{.underline}Speech or
Language Impairment

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

\_[0]{.underline}\_Multiple Disabilities \_\_[3]{.underline} Visual
Impairment Including Blindness

[3]{.underline} Emotional Disturbance

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}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_[19]{.underline} \_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_3]{.underline} \_\_\_
\_\_\_\_\_\_\_\_

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

> Support staff \_\_[2]{.underline} \_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_[34]{.underline} \_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[1:19]{.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.)

  ------------------------- ---------------- ------------------ ------------------ ---------------- ----------------
                            2003-2004        2002-2003          2001-2002          2000-2001        1999-2000

  Daily student attendance  95.6 %           95.4 %             95.0 %             95.0 %           95.0 %

  Daily teacher attendance  94.0 %           96.0 %             95.0 %             94.0 %           91.0 %

  Teacher turnover rate     0.0 %            5.0 %              0.0 %              0.0 %            0.0 %

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

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

**PART III - SUMMARY**

George West Primary is a small school in George West, Texas, a rural
town of approximately 2,500 people located about halfway between San
Antonio and Corpus Christi. The demographic makeup of our school
consists of 55% Hispanic, 41% White, and 2% Black. Additionally 59% of
our students come from economically disadvantaged homes.

The mission of our school is very simple. We expect all children to
reach their academic potential, regardless of who they are or from where
they come. We expect them to acquire the knowledge base, the character
traits, and the work ethic they will need to be successful adults.

We strive to accomplish our mission by plain, simple hard work. Our
staff takes a personal interest in the life of every child. Our staff
goes above and beyond the call of duty as they work with our children.
It is not uncommon to see teachers working at lunch, during conference
periods, and after school with students who need extra help. Many
schools express the belief that "all children can learn". At our school
we make that a reality.

We have learned that, when provided the necessary assistance, all
students can and do learn. Much of our success can be attributed to the
additional opportunities we provide for our students who are at risk of
failing to perform on grade level. Four years ago, we started a summer
reading program we call Jump Start. We bring in our at risk students at
every grade level for four weeks preceding the start of school. We have
found this "jump start" readies students for the new year by reviewing
skills taught the previous year. We also provide after school tutorials
four days a week for students who need extra help.

We have a highly qualified staff of professionals and paraprofessionals.
Our professional staff is very experienced due to a low turnover rate.
We are fortunate to have highly qualified teachers in our community and
in the surrounding areas eager to work at this campus. We believe our
paraprofessionals are the best in the state, and have contributed a
great deal to the improvement of student performance at this campus.
Primarily, they work with students rather than perform clerical duties.
They are very knowledgeable in the areas of curriculum and instruction
as a result of the training provided by our staff. All of our
paraprofessionals have a bachelor's or master's degree, or have attended
Treasuring Our Professionals training, a rigorous professional
development that teaches reading and mathematics through research-based
practices.

Parent involvement plays a big part in our success. We have many parents
and community members who volunteer at our school on a daily basis.
These volunteers help teachers with routine clerical duties. This
assistance allows the teachers more time for working with students and
for planning instruction. Many of our volunteers also work in the
classroom, under the supervision of the classroom teacher, providing
assistance such as listening to students read, helping students take
Accelerated Reader tests, etc.. Even the parents who are not able to
come to school support our efforts by encouraging their children to work
hard and expecting them to succeed. It's a great feeling to have parents
who appreciate the time and effort we put forth for their children.

We are very proud of student achievement at this campus and the
accolades we have received. Being named a Texas Business and Education
Coalition and Just For The Kids (TBEC/JFTK) Honor Roll School for the
last three years is the most prestigious award we have earned to date.
This recognition is important to us since the TBEC and JFTK evaluate a
school's data against a higher standard than does the Texas Education
Agency. This is a great accomplishment since we work very hard at
motivating all our students to perform at a higher level than the
minimum standard required by the Texas Assessment of Knowledge and
Skills (TAKS), the State's assessment.

We have also been named a Distinguished Title I campus for the last
three years and have been identified as an Exemplary campus by the Texas
Education Agency. We feel great about the things we are doing for our
children at this school because the assessment data shows that the hard
work of our school community has resulted in student success for all!

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

**ASSESSMENT RESULTS**

Our school administers the state-mandated Texas Assessment of Knowledge
and Skills (TAKS). Texas public schools are required to administer the
TAKS test, beginning in 3rd grade and continuing through the 11^th^
grade at which time students take the exit level TAKS, which is a
graduation requirement for all Texas students. At some grade levels,
such as 3^rd^ grade, passing the TAKS is a requirement for grade
advancement. The TAKS test measures students' understanding of the Texas
Essential Knowledge and Skills (TEKS), our state-mandated curriculum.
Students not only have to know the TEKS, they have to be able to apply
that knowledge using higher level thinking skills.

The State has defined different levels of performance on the TAKS -- one
level for meeting the standard requirements and the other for performing
at the "commended" level. To pass the TAKS reading test in 2004, a
student needed a scale score of 2064. To meet minimum requirements, or
pass the TAKS math test, a student needed a scale score of 2041. To
achieve commended performance in reading, a student needed a scale score
of 2400 or 94% correct. To achieve commended performance in math, a
student needed a scale score of 2400, or 93% correct. All of our
students have passed the TAKS math test the last four years. On the
reading TAKS test, 100% passed in two of the last three years, with our
lowest score being 96% passing in 2001. Scores show no disparities among
ethnic or economically-disadvantaged subgroups.

We are proud that in 2004, 48% of our students met the commended
performance standard in reading. Additionally, 83% scored 85 or better
while the average score of all students was 91% correct. In math 45% of
our students met the commended performance standard while 78% of the
students scored 85 or better, and the average score was 88% correct.
These scores prove that our students are not just meeting the
performance standard; rather, they are consistently performing at higher
levels. We attribute our outstanding assessment results to:

Effective instruction -- The teacher presents each skill using a variety
of methods in order to reach all learning styles. The teacher provides
many examples for modeling and explaining the skill. The students are
given multiple opportunities to practice with guidance and ultimately
experience success. The skill is taught using problem-solving
situations. Skills are continually reviewed, assessed, and re-taught, if
necessary.

Collaborative planning -- Collaborative planning is essential in our
school. Our district releases students 25 minutes early one day each
week to allow time for additional grade-level planning. We also have
staff development days to disaggregate scores and test data. During
these times our staff plans and aligns instruction both horizontally and
vertically.

Instructional leadership -- Instructional leadership has played a major
role in our success. The principal is actively involved with the
learning and success of our children. He conferences with each student
after every benchmark test, and spends time in classrooms every day
working with the children. The students know he cares about them and
expects them to do their best. He is an excellent role model. He
supports, encourages, and praises the teachers, and expects them, also,
to do their best. He "rolls up his sleeves" and becomes actively
involved in planning instruction such as writing math benchmark tests.

Benchmark tests -- To insure that we monitor the student's progress in
math; we administer benchmark tests each six weeks. We disaggregate this
data to form our skills groups for re-teaching. We also assess our
skills weekly to give more immediate feedback to individual classroom
teachers and students.

Math strategies -- Our students know we expect them to do their best. We
will not accept papers without strategies for problem-solving clearly
defined. The students soon learn that the strategies help them solve the
problems correctly, and math becomes fun. As they begin to experience
success and feel good about themselves, their achievement soars.

Our school's performance data can be found on the Texas Education Agency
website at [www.tea.state.tx.us/](http://www.tea.state.tx.us/). High
performing schools data can be found at
[www.just4kids.org](http://www.just4kids.org/). For a complete list of
TBEC/JFTK Honor Roll Schools go to <http://tbec.org/>.

**ASSESSMENT DATA**

Our school uses the data from various types of assessments to identify
students who are at risk of failing to perform on grade level and to
identify objectives or skill areas that students have not mastered.

In kindergarten, 1^st^ grade, and 2^nd^ grade, we administer the Texas
Primary Reading Inventory (TPRI). The TPRI is a state-developed reading
inventory we are required to give twice a year to kindergarten students
and three times per year to first and second grade students. The TPRI
measures phonemic awareness, graphophonemic knowledge, reading accuracy,
fluency, and comprehension. Teachers utilize this data for early
identification of struggling readers and to provide intervention for
them. We use these results to set instructional objectives, to form
teaching groups, and to determine the need for targeted assistance for
particular students. We provide early intervention regularly through the
use of flexible, skill-based groups that are identified according to
skill deficits. In these small groups we are able to provide struggling
readers more intense instruction than their more successful classmates.
TPRI data, along with progress reports and report card grades, is also
used to identify students who need after school tutorials and our summer
reading program.

At second grade, we administer a comprehensive TAKS benchmark assessment
at mid-year to identify students and skill areas that need to be
emphasized for the remainder of the year. As in 1^st^ grade, this data
is used to form skill groups for remediation activities during an
in-school tutorial period as well as in after school tutorials. Students
are assessed again at the end of the year to determine summer reading
program placement and to provide detailed progress information to their
future 3^rd^ grade teachers.

At third grade, we administer a comprehensive benchmark assessment every
six weeks with the first one given the second week of school. Data from
the first assessment is used to form the instructional calendar for the
year. Teachers also assess students on a weekly basis to identify those
who have not mastered the skill or objective taught that week. Students
who have not yet mastered the objective for the week are re-taught and
provided with targeted assistance in small groups. Previously taught
objectives are continued throughout the year to prevent any learning
regression.

**COMMUNICATION OF STUDENT PERFORMANCE DATA**

> Student performance data is communicated to parents in the following
> ways:

-   Daily notes are sent home in student homework folders.

-   Weekly papers are sent home for parent review and signatures.

-   Progress reports are sent home every three weeks.

-   Mandatory parent conferences are held after the first six weeks to
    review student progress.

-   Additional parent conferences are scheduled as needed.

-   Report cards are sent home for parent review and signature every six
    weeks.

-   TPRI reports are sent home after every administration.

-   Benchmark results are sent home every six weeks.

Performance data is shared with students in the following ways:

-   Individual student/teacher conferences.

-   Individual conferences with the campus principal. Students are sent
    to the campus principal to receive positive reinforcement for doing
    good work, as well as to discuss areas where improvement is needed.

-   Principal/student conferences. The campus principal conferences
    individually with every student after every benchmark assessment to
    review the student's progress and to set goals for them to
    accomplish.

-   Group conferences. The principal meets with grade level groups after
    every benchmark to discuss their progress as a grade level and to
    motivate future performance.

Performance data is shared with the community in the following ways:

-   School Board meetings.

-   District newsletter.

-   Articles in the local newspaper.

-   Articles on the district and campus website.

-   Region 2, Education Service Center (ESC) Newsletter, as data
    warrants.

    **SHARING OUR SUCCESS WITH OTHER SCHOOLS**

We have shared our success with other schools in many ways.

> We have participated in the TBEC/JFTK Honor Roll Schools "Sharing the
> Success Seminar" for the last two years. Information compiled from
> this seminar, along with data collected by TBEC/JFTK personnel during
> their visit to our campus and other high performing campuses, is
> published in the Texas Best Practice Framework. The results of this
> study can be found at [www.just4kids.org](http://www.just4kids.org/).
>
> We have participated in the Region 2, Education Service Center's
> Distinguished Title I Schools Ceremony the last three years. At this
> ceremony, we share our tenets of success with other successful
> schools, as well as with those schools identified as "needs
> improvement". The ESC compiles a booklet of information collected from
> the distinguished schools and disseminates it at this seminar. The ESC
> also sends the booklet to all schools in the region, and specifically
> to those schools needing improvement.
>
> We have participated in a Special Education/Reading Interface Study
> conducted by faculty and graduate students at Texas A&M University.
> Researchers visited our campus and interviewed faculty to find out
> what we are doing to successfully teach diverse populations and
> struggling readers to read. Results of this study were forwarded to
> school districts across the state and to the Texas Education Agency.
>
> Administrators and teachers from schools in our area visit our campus
> to observe our teachers in action, to review our curriculum, to review
> instructional practices, and to ask questions about what we do to
> consistently drive high student performance. The ESC coordinates many
> of these visits by sharing our successes with schools in the ESC
> region.

**PART V -- CURRICULUM AND INSTRUCTION**

The curriculum at George West Primary focuses on the students'
demonstrating exemplary performance in reading and writing the English
language, as well as in understanding mathematical concepts. Units in
Science and Social Studies are integrated into and correlated with the
English/Language Arts Texas Essential Knowledge and Skills (TEKS), the
state's mandated curriculum.

Reading is central to learning, and success in reading provides the
foundation for success in all core areas; thus, much emphasis is given
to teaching Language Arts. Students are instructed in and tested over
the dimensions that are considered the most important research-based
aspects of teaching reading: phonological awareness, graphophonemic
knowledge, listening comprehension, reading accuracy, and reading
comprehension. Using information gained from the testing, explicit and
systematic instruction is provided in the context of many and varied
opportunities in reading and writing. Instruction targeting specific
concepts is designed and carefully sequenced, building on what the
students know, and structuring what they don't know, as they work
towards mastery. Support is given as the students need it, and is
gradually withdrawn as they become more proficient with new concepts and
skills. Our primary goal is to help all of our students read and
comprehend proficiently while using higher level thinking skills.

The core of the math curriculum is built around the use of manipulatives
and strategies to teach the content through problem solving,
reasonableness, terminology, and cooperative learning relating to the
TEKS. Educational research offers compelling evidence that students
learn mathematics well only when they construct their own mathematical
understanding. Students are given the opportunity to work in groups, to
engage in discussion, to make presentations, and to take charge of their
own learning by "examining," "applying," and "proving" concepts in their
lessons. We strive to produce students who can successfully and
confidently apply math principles in problem-solving situations.

Science and Social Studies objectives are aligned with the TEKS and are
integrated and correlated with units in Language Arts. Students are
provided the opportunity to investigate and learn science concepts and
experience success in science as they develop the knowledge of and the
ability to use the tools and processes of scientific inquiry. Our
emphasis is for the students to experience success in science as they
develop age-appropriate knowledge and understanding of the life, earth,
and physical sciences. The social studies curriculum teaches good
citizenship skills, map and globe skills, as well as history, through
biographies, and current events. Reading strategies are integrated with
a multimedia approach to teach citizenship, cultures, economics,
geography, government, and history. Students are taught to build on
their background by accessing prior knowledge and to extend language by
using word banks and activity ideas. We expect all of our students to be
respectful, responsible, good citizens.

Our fine arts curriculum is largely integrated into our reading, science
and social studies curricula. Theatre Arts is integrated into our
language arts curriculum through charades, plays, and acting out
stories. Art is integrated into every core curriculum and aligned with
the TEKS. Many different types of media are used and freedom of
expression is encouraged.

**READING CURRICULUM**

George West Primary believes in a phonetic approach to teaching reading
because research has demonstrated that successful readers rely on
letter-sound correspondences in sounding out words, have reliable
strategies to decode words, and read words a sufficient number of times
to ensure that words become quickly and automatically recognized. Our
reading program adheres to an explicit and systematic approach to
teaching and reviewing sounds which include: blending letter sound
correspondences in words, letter combinations, spelling and syllablic
patterns, recognizing high frequency words as whole units, and using
structural clues, word order, and context clues. Instructional texts
used in the classrooms for early readers include books that are
predictable, transitional, and decodable, as well as authentic
literature. The students' reading levels are calculated and considered
as students are placed in reading groups. Students are given multiple
opportunities to read, to practice decoding strategies, and to read
decodable texts. Students are grouped according to needs and taught from
instructional-level texts that reflect what the student is learning. As
the students become more fluent readers, they are taught strategies to
improve their comprehension. The students are required to use these
strategies consistently on all reading passages in all subject areas. We
teach skills in isolation, and then we apply the skills in reading
stories. We use extra resources to focus on these skills. We use a
variety of research-based and teacher-made games and activities. We
assess regularly and re-teach, as needed, using a variety of learning
styles approaches. We teach heterogeneously, however, we reinforce
skills homogenously as data warrants. We read orally to students daily
to reinforce comprehension skills, listening skills, and visual imaging.
We use higher level comprehension questioning in all subject areas.
Accelerated Reader is also used to enhance the regular reading program.
This program assists us in determining students' ability levels and in
monitoring their progress. The students are continually challenged as
they work to meet their monthly goals. We have an outstanding incentive
program that rewards and motivates students as they progress from
struggling, to emergent, to fluent readers.

**ONE OTHER CURRICULAR AREA**

George West Primary School is committed to nurturing successful,
lifelong learners in Math. In order to succeed at our goal of achieving
mathematical literacy, we encourage our students to take risks and
communicate using higher-level thinking as they work to solve problems.
Our teachers are committed to teaching the Texas Essential Knowledge and
Skills to achieve success on the Texas Assessment of Knowledge and
Skills.

At George West Primary, various resources are used to teach the math
essential skills and knowledge. McGraw Hill is our state adopted
textbook, but it is not our only resource. Some grade levels supplement
with Touch Math, Saxon Math, Kamico, Measuring Up, and materials
gathered from workshops. Other grade levels have written their own
curricula using various adoptions, as well as privately written math
programs by mathematicians such as Joshua Horton and Michael Eaton that
were purchased by the school district.

Our teachers continually provide maintenance and re-teach. We feel these
are the most important aspects of our math program. It is very important
to maintain previously taught objectives throughout the year. Teachers
continually teach a new objective while also reviewing previously taught
objectives to ensure students are retaining important concepts. Another
vital component of our Math program is having students work through
corrections on a daily basis. The teachers provide assistance and
re-teach as needed. It is important to provide immediate feedback with
each child on all lessons to ensure they are learning and are successful
before moving on to a new lesson. Our curriculum has the spiraling
component built in.

In our experience there are no perfect math programs. The key to making
math work in our school is our teachers ability to utilize many
different resources and instructional strategies.

**INSTRUCTIONAL METHODS USED TO IMPROVE STUDENT LEARNING**

At our school, teachers employ many and varied techniques as they teach
the students. Initial instruction is whole class/direct teach with the
teacher presenting the material to the class using classroom textbooks,
the dry erase board, the overhead projector, and other appropriate
teaching tools. Teachers also utilize homogeneously-grouped, small group
instruction, as well as one-on-one instruction. Data from scheduled
benchmark tests is utilized to form skill groups to re-teach skills
students have not mastered. We also assess weekly the skills taught so
that we are able to give students immediate reinforcement in areas in
which they are weak. We have a scheduled TEKS enrichment period during
the school day. During this time we have instructional aides who work in
the classrooms daily to assist the students in learning. This extra help
allows us to work with students in small groups and use activities
designed to meet individual learning styles of the students. Our school
provides teachers with many different programs and manipulatives to use
with the children. Some of these programs include the following: Lexia,
Kamico computer math, Accelerated Reader, Hooked on Phonics, Accelerated
Math, and Voyager Reading. These programs and manipulatives help us
challenge all of our students. We have also made numerous learning games
and activities that the students use in cooperative learning groups and
centers. All students are taught strategies in problem solving to help
them throughout life. Students are required to use these strategies
daily. Teachers are constantly observing and assessing student
achievement. We expect all students to complete work using the
strategies we have taught, and if they do not, we require them to do the
work again.

In order to achieve all curricular and instructional goals, we feel it
is important to maintain a positive school climate by greeting each
student at the door when he or she enters our classroom. We also do
group affirmations. We acknowledge all students who succeed, no matter
how small the accomplishment. Each six weeks "On a Roll" awards are
given to at-risk students to recognize those who have worked extremely
hard. Our counselor has provided us with "kindness strips" which are
given to students who exhibit good character, manners, and behavior.
Students also learn valuable lessons by working hard to earn and
accumulate Accelerated Reader points, and learn about choices as they
decide how and when to spend their points.

**PROFESSIONAL DEVELOPMENT PROGRAM**

Our professional development program is more of a process than a plan.
The process includes identifying weaknesses or gaps in our school
program by studying data, by listening to teacher input, and by
investigating new programs. Then we search for methods or programs to
improve upon those weaknesses.

The most significant professional development we participated in
occurred seven years ago when we worked with Brazosport ISD to learn
their 8-step process for improving student achievement. At the time we
had a need to become more focused in our efforts to improve student
achievement. We experienced immediate results as we became familiar with
and perfected Brazosport's **plan -- do -- check -- act** instructional
cycle.

Another important aspect of our professional development process is
participating in training required by the State of Texas. The Texas
Teacher Reading Academies for first through third grade were
instrumental in improving reading instruction at our campus. Our
teachers learned about research-based reading strategies. They came back
with effective techniques to use in the classroom to teach reading.
Since one of our teachers was an instructor for the Texas Reading
Academies, we have utilized her strengths to provide the same training
for our para-professionals who work directly with students in the
classroom.

Another significant staff development in which our teachers have
participated has been Capturing Kids Hearts, which is presented by the
Flippen Group([www.flippengroup.com](http://www.flippengroup.com/)). It
focuses on the importance of teachers having a positive, personal
relationship with students and a positive classroom management system in
place. We have learned that no higher level learning can take place
until students' basic needs of safety and security are met. Since many
of our students don't have these basic needs met at home, we felt it was
important for us to focus on this issue. When this program was
implemented, our entire school climate changed to a warm, safe, loving,
positive place to learn. Attending this training also has provided our
staff with a renewed enthusiasm for teaching. Many of the principles
focused on in Capturing Kids Hearts training also directly correlate
with the teachings of Ruby Payne in [Dealing With Students From
Poverty]{.underline}.

We regularly take advantage of our own experts to provide training in
areas identified as needing improvement. Several years ago we identified
problem solving as a weak area in our math department. The data
indicated we had a staff member whose students performed well on that
objective. We took advantage of that expertise and had her train the
rest of our staff. Since that time we have had remarkable improvement in
the area of problem solving.

Our plan is very simple. If the data indicates a deficiency in any area,
we will find a way to address the problem. Our philosophy has proven to
be successful as our student achievement results indicate.

> **George West Primary TAKS/TAAS Reading Scores**

**3^rd^ Grade**

  ---------------------------- ----------- ----------- ----------- ----------- -----------
                               2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Test                         TAKS        TAKS        TAAS        TAAS        TAAS

  **George West Primary                                                        
  Scores**                                                                     

  \% Met Standard              100         99          99          98          94

  \% Commended Performance     48          49          35          36          45

  Number of Students Tested    83          72          68          90          90

  Number of Students           5           8           4           5           7
  Alternatively Assessed                                                       

                                                                               

  **Subgroup Scores**                                                          

  **1. White**                                                                 

  \% Met Standard              100         97          100         96          96

  \% Commended Performance     59          67          46          40          57

  Number of Students Tested    37          36          35          55          48

                                                                               

  **2. Hispanic**                                                              

  \% Met Standard              100         100         97          98          92

  \% Commended Performance     33          31          25          29          30

  Number of Students Tested    42          36          32          35          42

                                                                               

  **3. Economically                                                            
  Disadvantaged**                                                              

  \% Met Standard              100         97          97          98          92

  \% Commended Performance     31          31          11          25          41

  Number of Students Tested    42          39          38          40          49

                                                                               

  **State Scores**                                                             

  \% Met Standard              91          89          87          86          87

  \% Commended Performance     35          26                                  
  ---------------------------- ----------- ----------- ----------- ----------- -----------

Note: 3^rd^ grade is the only grade tested at our campus.

**George West Primary TAKS/TAAS Math Scores**

**3^rd^ Grade**

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Test                      TAKS        TAKS        TAAS        TAAS        TAAS

  **George West Primary                                                     
  Scores**                                                                  

  \% Met Standard           100         100         99          100         92

  \% Commended Performance  44          36          16          14          32

  Number of Students Tested 85          69          69          87          91

  Number of Students        3           6           3           7           7
  Alternatively Assessed                                                    

                                                                            

  **Subgroup Scores**                                                       

  **1. White**                                                              

  \% Met Standard           100         100         100         100         96

  \% Commended Performance  58          39          19          18          41

  Number of Students Tested 38          33          36          57          51

                                                                            

  **2. Hispanic**                                                           

  \% Met Standard           100         100         97          100         89

  \% Commended Performance  30          33          16          1           18

  Number of Students Tested 43          36          32          30          40

                                                                            

  **3. Economically                                                         
  Disadvantaged**                                                           

  \% Met Standard           100         100         97          100         90

  \% Commended Performance  30          24          10          1           27

  Number of Students Tested 43          38          39          41          49

                                                                            

  **State Scores**                                                          

  \% Met Standard           90          90          87          82          80

  \% Commended Performance  25          18                                  
  ------------------------- ----------- ----------- ----------- ----------- -----------

Note: 3^rd^ grade is the only grade tested at our campus.