Evans Elementary School in Corpus Christi Scores Big on Reading Exams
Deep in the heart of Texas
Evans Elementary School in Corpus Christi, Texas, is unique. Despite rather amazing obstacles, this is not merely a school that accomplishes…it is a school that inspires.
Consider the demographics. Students at this school are from predominately low socio-economic homes – those who have homes, that is. Many are from the homeless population of the city, some residing temporarily in one of the four or five shelters located nearby. According to the most recent AYP report, Evans Elementary has a 96.5% mobility rate, the highest in the Corpus Christi Independent School District. Nearly 97% of the student population falls into the at-risk category. Language is also a barrier, as the school has a high Hispanic enrollment. These issues combine to create quite a challenge.
The partnership
One approach to meeting this challenge involves partnership with MRSH. Presently in their final year of CSR implementation, the staff feels Modern Red was the right choice for them, primarily because the school's mission and belief statements align very closely with the design, particularly the “belief that all our children have potential” and the fact that the standards are non-negotiable as the basis for instruction. Cissy Reynolds-Perez, principal, came to Evans Elementary the same year as MRSH, and she praises the quality of professionalism exhibited by the organization. She also says, “The consistency of Janie Evans (MRSH Design Specialist) working with us from the beginning has really helped. She knew our strengths, our weaknesses, and our goals.” MRSH helped the staff to coordinate the many district and state initiatives the school had been trying to juggle into a cohesive plan. “The rapport between Janie and the staff enabled her to spend time in their classrooms and analyze their instructional strategies without making them feel they were being evaluated.” MRSH also provided an influx of ideas from a national perspective through such things as the National Educators' Conferences and a visit to a Connecticut school.
When asked about the school and its progress, Janie is enthusiastic. “This school staff is very open to recommendations,” she says. “Our partnership has been a very positive experience. Ms. Perez is a very hands-on administrator who knows when to push and when to ease up. I have been able to go back to Evans Elementary and see changes, and trainers leave saying, ‘What a wonderful, positive, energetic staff!'”
The staff is keenly aware of the value of collaboration, and teachers at each grade level are becoming increasingly skilled at this, particularly as they continue to develop instructional activities for their thematic units. They use a balanced literacy program that involves guided reading, a focus on phonemic awareness, literacy centers, and shared reading and writing. In addition, they give periodic assessments and adjust instruction in accordance with the results. They do not rely on one type of measurement, but use a variety to obtain feedback on student progress. Janie Evans tells us that they credit their success to “using their data to adjust their instruction…constantly talking about what works, what needs changing, and how they can add variety to what they do with children.” The Task Force structure helps the teachers feel they have ownership in the school and input into where it is headed.
The heart of the matter
The educators at this school do not restrict themselves to addressing only the academic needs of their students. They understand that the first order of business is to meet pressing physical and emotional needs. “When a child from one of the shelters – or any needy child – enrolls in our school, we provide practically everything,” says Cissy Perez. “We furnish things like dental hygiene, and we give them clothes, shoes, and school supplies so they don't have to come into their classroom empty-handed.” There are numerous community and service organizations that are generous with donations to make this possible. The staff doesn't often acknowledge it, but many of them make personal contributions for the basic needs of their students, as well. Cissy expresses her view of the Evans Elementary teachers clearly, “I've got a staff with a big heart.”
“When I came here,” she continues, “I made it clear there would be change. The ones who stayed did so because they love the kids. It's been my great blessing. I am very up front with new staff so they know what to expect. For some, it is culture shock, but many choose to come here in order to help these kids. Every single person here has participated in the success we are seeing – from the custodian, who dedicates himself to ensuring their comfort level, the cafeteria workers, who work with scheduling meals to accommodate unexpected developments, to the counselor, who works along with the parent liaison in the tutoring program.” Speaking of the tutoring program, it is scheduled after school every day – and every staff member, including the principal, participates .
The results
The nurturing spirit so evident at Evans Elementary often produces amazing results. Janie Evans shares the story of a seven-year-old child who had been living in a van with a parent. This child had attended practically no days of school from Kindergarten through second grade…did not, in fact, even know his ABCs. Liaison and school personnel met with the parent, helped him understand the importance of stabilizing his life, and the boy came to school. After beginning with sound/letter recognition, this young fellow became determined to learn to read. During one of her training sessions at Evans Elementary, he came in to read to her. “He was just glowing!” says Janie. “He only stumbled on one word. The teachers did not jump in and give him the word…they prompted him and he unlocked it for himself. We all applauded.” His story epitomizes “the distinction of this school.” Many students in similar circumstances pass through the halls of Evans Elementary daily. Some receive assistance from Communities in Schools, a national program that provides services to children who need extra support. The organization was intended to focus on academic support, but often shifts to emotional, social, and even financial needs, since these areas so strongly impact academics for these children. Workers provide ongoing assistance in getting the child “culturized” to school. Just as the academic effort at Evans Elementary changed, so did the assessment tool used by the state to measure school performance. The TAAS, a test measuring minimal skills, was in effect when Cissy Perez and MRSH came to Evans Elementary. That instrument was replaced by the TAKS, a much more rigorous examination of student knowledge and skills, given last year for the first time. Naturally, teachers were anxious that they wouldn't show growth, but they did! In 2001, the third grade reading scores were the lowest in the district. In 2002, scores moved up to 69.7% passing, still measured by the TAAS, with one student at the “commended” level. But, 2003 TAKS reading scores are in…and 93% of third grade readers at Evans passed, with twelve at the “commended” level. Ms. Perez, overjoyed, shared the good news with other stakeholders, and Janie Evans responded, “This is due to teamwork, ‘heart' work, and all your wonderful contributions.”
In the words of Dr. Sally Kilgore, President of MRSH, “…this is a school where they truly nurture students, AND they get great things out of them.” Perhaps they should erect a sign: Welcome to Evans Elementary School…a place where all the teachers have a heart…and all the students have a home.
April 2004
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