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

*U.S. Department of Education*

**Cover Sheet** Type of School: \[**x**\] Elementary \[ \] Middle \[ \]
High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Charles G. Snead]{.underline}

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

Official School Name [Hendersonville Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1039 Randall
Circle\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Hendersonville\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
NC \_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_28791-
3399]{.underline}

City State Zip Code+4 (9 digits total)

County [Henderson\_\_\_\_\_\_\_]{.underline} State [NC]{.underline}
School Code Number\* [450-333\_\_\_\_]{.underline}

Telephone [(828) 697-4752\_\_\_\_\_\_]{.underline}Fax [(828)
698-6125\_\_\_\_\_\_\_]{.underline}

Web [www.hes.henderson.k12.nc.us\_\_\_\_\_\_\_]{.underline} E-mail
[sneadc@hes.henderson.k12.nc.us]{.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\* [Dr. Stephen Page]{.underline}

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

District Name [Henderson County Schools]{.underline} Tel. [( 828 )
697-4733\_\_\_\_]{.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. Ervin Bazzle
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[12\_]{.underline} Elementary
schools

\_\_\_[4\_]{.underline} Middle schools

\_\_\_[0\_\_]{.underline} Junior high schools

\_\_\_[4\_\_]{.underline} High schools

\_\_\_[1\_\_]{.underline} Other

\_\_\_[21\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_[\$7441.00\_\_\_]{.underline}

Average State Per Pupil Expenditure: \_\_[\$7593.00\_\_\_]{.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
>
> \[X \] 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.

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

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

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

  **PreK**                                                  **7**                             

  **K**       24        36                     **60**       **8**                             

  **1**       31        29                     **60**       **9**                             

  **2**       30        32                     **62**       **10**                            

  **3**       28        34                     **62**       **11**                            

  **4**       26        38                     **64**       **12**                            

  **5**       40        30                     **70**       **Other**   8         2           

  **6**                                                                                       

                                    **TOTAL                                                   388
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [\_\_\_90\_\_]{.underline}% White

the school: [\_\_\_\_7\_\_]{.underline}% Black or African American

[\_\_\_\_2\_\_]{.underline}% Hispanic or Latino

[\_\_\_\_1\_\_]{.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:
\_\_\_[4\_\_]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      7
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    14
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 388
                            the school as of October 1  

  **(5)**                   Total transferred students  .036
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0\_\_]{.underline}%

\_\_\_\_[2\_\_]{.underline}Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[18\_\_]{.underline}%

Total number students who qualify: \_\_\_[72\_\_]{.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:
\_\_\_\_\_\_[6\_]{.underline}%

\_\_\_\_\_\_[22]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[2\_]{.underline}Autism \_\_[0\_]{.underline}Orthopedic Impairment

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

\_\_[0\_]{.underline}Deaf-Blindness [\_13\_]{.underline}Specific
Learning Disability

\_\_[1\_]{.underline}Emotional Disturbance \_\_[6\_]{.underline}Speech
or Language Impairment

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

> \_\_[0\_]{.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} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[18\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[5\_\_\_]{.underline}
\_\_\_\_[4\_\_\_]{.underline}

Paraprofessionals \_\_\_[10\_\_]{.underline}
\_\_\_\_[1\_\_\_]{.underline}

> Support staff \_\_\_[6\_\_\_]{.underline}
> \_\_\_\_[2\_\_\_]{.underline}
>
> Total number \_\_\_[40\_\_]{.underline} \_\_\_\_[7\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_\_[21:1\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

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

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

  Daily teacher attendance  96%         96%         96%         NA          NA

  Teacher turnover rate     19%         14%         19%         14%         23%

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

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

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

Hendersonville Elementary School is a small, K-5, year-round, magnet
school nestled in the southern mountains of North Carolina. Of the
twelve elementary schools in Henderson County, our Flex Quarter Calendar
and open enrollment are unique. Three classes per grade and a total
student enrollment of 388 have offered our highly qualified staff the
opportunity to work closely with a large volunteer community to provide
a warm, inviting, highly proficient and comprehensive elementary
program. Our school has been designated a School of Excellence for six
consecutive years and an Honor School of Excellence since the
designation was established three years ago. The community is especially
proud of our students' high growth on the North Carolina End-of-Grade
Tests where they consistently exceed the 110 percent level.

A key element to the success of HES is our positive teaching
environment. Two recent statewide teacher opinion surveys recognized HES
to be among the most desirable places to work in North Carolina. Our
system regularly uses data from the NSSE Survey to measure parent,
student and teacher perceptions of our school climate. We are proud of
the uniformly reported belief that our school is a safe and inviting
place to learn.

A valuable component of our flex quarter schedule (9 weeks of
instruction followed by 3 weeks of vacation) is the opportunity for
Bonus Learning Time(BLT), offering students a week of numerous
enrichment activities, as well as remediation classes. BLT classes vary
from seasonal crafts and chess to overnight trips to "swim with the
manatee." Typically, about 40 percent of students attend these
activities and are able to enjoy a 2 week break as well. Upon returning
to school, our children and staff are refreshed and ready to resume an
academic focus.

Our staff and parents work together to create a wide variety of
activities to enhance the daily lives of our children. Water Days for
summer heat relief and Team Spirit Days to celebrate our favorite
college sports teams offer kinesthetic activities to enhance academic
growth. Dramas, talent shows, reading buddy days, egg drop days and even
watermelon seed spitting contests provide active involvement in
learning. Fun lessons help students appreciate that we can Work Hard,
Play Hard and Keep Our Eyes on the Ball.

Volunteer support is the glue to our program. Whether listening to
students read, reviewing math facts, or building gingerbread houses,
community helpers are involved. Over the past several years the PTO has
maintained records of volunteer hours and we have averaged over 1000
hours per quarter and regularly used more than 150 volunteers. Our
parents and friends typically raise over \$18,000 per year to help stock
the library, build play areas and reimburse teachers for classroom
supplies.

While HES is a busy place, we never lose sight of the importance of
caring for each other and remaining true to our mission statement that
"Education for all seasons provides the opportunity and support for
children to learn and succeed in a positive environment by recognizing
and encouraging the potential of all learners."

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

**1. Assessment Results**

The North Carolina General Assembly passed a law in 1996 which
established the School-Based Management and Accountability Program.
Since its establishment, all students in third through twelfth grades
are assessed at the end of each academic year. End-of-Grade tests in
reading and mathematics are aligned with North Carolina's Standard
Course of Study and are used to measure student performance and growth.
Additionally, fourth grade students are administered a writing
assessment.

Performance is measured at four achievement levels. Level I and Level II
denote insufficient or inconsistent mastery of knowledge and skills and
are deemed below grade level. Level III indicates proficiency and Level
IV demonstrates a strong mastery of the knowledge and skills required
for the grade level. The state uses a statistical formula to define
growth expectations for students and schools. The amount of growth is
determined by comparing current scores with previous scores.

Hendersonville Elementary has continued to make improvements over the
years to meet the needs of our students. We are proud of our results in
2005-2006. Our overall EOG performance composite was 91.3% at or above
Level III. Our performance percentile in Reading was 98.5% at or above
grade level. Over 95% of our socio-economically disadvantaged students
were proficient as were 93.8% of our students with disabilities. Our
2006 Math results showed 91.2% of our students were proficient. Of our
socio-economically disadvantaged students, 84.3% were at or above Level
III, and 87.5% of our students with disabilities performed at the
proficient level. While our passing rates for Math are not as high as
Reading, they compare favorably to the state passing rates in Math
(63.4% for all students; 48.2% for socio-economically disadvantaged
students; 36.5% for students with disabilities).

North Carolina recognizes schools with at least 80 (but less than 90)
percent of students who demonstrate proficiency as **Schools of
Distinction**. Schools with at least 90 percent of students at or above
grade level are designated as **Schools of Excellence**. In 2003-2004 a
third tier was added (**Honor School of** **Excellence**) signifying a
school meets Adequate Yearly Progress, achieves expected growth and has
at least 90 percent of students who demonstrate proficiency.

Hendersonville Elementary School was recognized as a **School of
Distinction** for two years (1998-2000), **School of Excellence** for
three years (2000-2003) and **Honor School of Excellence** for the last
three consecutive years (2003-2006). We are especially pleased with the
high growth our students continue to achieve and were honored in 2005 as
one of 25 **Most Improved** schools in North Carolina that made the
highest gains in student growth.

State assessment data consistently identifies Hendersonville Elementary
as a highly successful school in teaching reading, math and writing.
While those indicators are very important, we are proud of the fact that
this success occurs while we maintain a stimulating and nurturing
environment.

Further information can be found at
<http://disag.ncpublicschools.org/2006/> and
<http://abcs.ncpublicschools.org/abcs/>

**2. Using Assessment Results**

Hendersonville Elementary School uses assessment data to understand and
improve student performance. Data is collected from the North Carolina
End-of-Grade Tests (3-5). In addition, Henderson County mandates
quarterly assessments for K-5 students. Tests are administered to
determine if students are meeting quarterly benchmarks in reading,
writing and math. Teachers also assess students daily in the classroom
setting.

Assessment results are used in a variety of ways. When our school
receives data from the ABC's testing it is immediately disaggregated to
determine potential deficiencies in instructional programming as well as
student needs. Test scores are utilized to identify students for special
services such as AIG and EC programs. Data is also used to determine
avenues of referral for individual support and to target instruction for
at-risk learners. Personalized Education Plans are developed to
establish individualized instructional goals. Once identified, the
targeted student populations are assigned to fluid groups with teachers,
assistants, volunteers and paid tutors. Students receive concentrated
instruction before, during and after school. Due to the nature of our
school schedule, students can attend week-long remediation classes at
the end of every nine week quarter.

The Henderson County assessments for K-2 students are used in many of
the same ways as the End-of-Grade test results. Teachers use assistants,
parents and community volunteers to promptly remediate students and
provide feedback. Our leadership creates schedules that facilitate
collaborative sharing. This allows grade levels to regularly meet to
discuss strengths, weaknesses and needs of students. In addition, test
data is analyzed and used to identify staff development needs.

**3. Communication Assessment Results**

Hendersonville Elementary School assessment results are communicated in
a variety of ways. Students and parents are not only made aware of the
results, but are also informed of our goals and expectations prior to
the assessments. At Hendersonville Elementary, we communicate through
computer technology, newsletters, progress reports and conferences.

"Spring Move Up" is a grade-level workshop offered to all parents. At
these evening events, parents are informed of what will be expected of
their rising students in the next year. During the first quarter,
evening "Open House" events for parents and students allow each grade
level to present their goals and objectives for that year. There are
also monthly PTO meetings throughout the year which provide the school
principal an opportunity to communicate expectations and assessment
reports.

Classroom teachers communicate with parents through a variety of means.
Web pages and weekly newsletters keep parents informed about classroom
events. Teachers also communicate with individual parents through
student behavior logs, phone calls and emails. Midterm reports,
quarterly progress reports and parent-teacher conferences provide
parents with information on their child's progress. A/B Honor Roll
recipients are published quarterly in the local newspaper.

Annually, parents receive copies of their child's test scores on North
Carolina's End-of-Grade assessments in reading, writing, and
mathematics. Data that indicates how the school performs on the federal
AYP and North Carolina's ABC accountability standards is publicized in
the local media as well as made available on the school's website
(<http://www.hes.henderson.k12.nc.us/>). Following formal state
designations, a school-wide assembly is held to celebrate the
certificates and banners (School of Excellence 2000-2001, 2001-2002,
2002-2003 and Honor School of Excellence 2003-2004, 2004-2005,
2005-2006). These banners are then proudly displayed in the school's
multi-purpose room.

**4. Sharing Success**

Hendersonville Elementary shares its successes locally, regionally and
nationally. Locally, teachers lead workshops sharing best practices for
teachers at other schools in our county. HES teachers have presented and
hosted several workshops including Building a System of Tens and Geo
Teams. Teachers serve on county Math Tier Teams, meeting monthly to
collaborate and share ideas with peers. The faculty has made regional
presentations at the Western Region Education Service Alliance as well
as at the state level. Faculty members have taught state-wide workshops
to acquaint teachers with the new Math Standard Course of Study. Several
teachers have presented at the North Carolina Council of Teachers of
Mathematics as well as the National Council of Teachers of Mathematics
conferences. Currently a faculty member is developing a monthly math
activity calendar to be disseminated to parents state-wide. Another
faculty member presented her dissertation on *Influences on Learning* to
the North Carolina English Teachers Association. Her articles on
*Inquiry Based Science*, *Cognitive Value of Arts in the Regular
Classroom* and a book chapter about the use of instructional strategies
and materials have been published or are pending publication.

As a result of exceptionally positive data from Hendersonville
Elementary on the North Carolina Teacher Working Conditions Survey, our
principal and a teacher shared with a focus group how HES builds trust
and mutual respect at our school. This information will be shared with
schools around the state by the NC Professional Standards Commission.

In addition to formal presentations, HES regularly shares success
through local media (TV and newspapers). We encourage self-growth and
best practices in education in a variety of ways. We mentor student
teachers and interns. We support each other as NBCT candidates as well
as encourage classified staff members who are pursuing teacher
certification. Our faculty/staff embodies a broad spectrum of knowledge
that we freely share not only outside of our site, but also within our
school. This collaboration allows all of us to grow as we continue to
pursue best practices at HES.

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

**1. Curriculum**

The focus for curriculum and instruction at Hendersonville Elementary
School is on the specific needs of our student population. The North
Carolina Standard Course of Study is used as the basis for instruction
in kindergarten through fifth grade; ensuring students have the basic
skills. Additional programs are used to enrich and expand the
curriculum, provide the opportunity and support for children to learn
and succeed in a positive environment and recognize and encourage the
potential of all learners.

Since Hendersonville Elementary operates on a year-round schedule, we
are able to offer remedial and enrichment classes during one week of our
three-week intersession each quarter. Children who need academic support
in core areas attend small remedial classes taught by certified staff.
In addition, BLT classes such as African drumming, gymnastics, chess,
Spanish, environmental experiences, and cooking are taught by staff and
community members as enrichment to all students. These extracurricular
activities allow us to provide a more complete educational experience
for our students.

Language Arts: A balanced, multifaceted reading and writing program is
provided using a variety of initiatives identified in our school
improvement plan. These include Thinking Maps, Four Blocks, Junior Great
Books, Write from the Beginning, Accelerated Reader, RIF, After School
Book Club and Learning-Focused Strategies. Thinking Maps and Write from
the Beginning allow us to ensure our students a balanced writing program
focusing on teacher modeled lessons for instruction. Students move from
guided writing lessons to independent writing activities. Through
reading instruction students are supported and challenged at their
levels. Basal readers, chapter books, nonfiction materials and Junior
Great Books are used for reading instruction utilizing the Four Blocks
Literacy Model.

Mathematics: Our program focuses on the five basic strands identified in
the North Carolina Standard Course of Study: number and operations,
measurement, geometry, data analysis and probability and algebra. County
benchmark assessments are used quarterly to identify the strengths and
weaknesses of students. Manipulatives, state-adopted math materials,
Investigations, Math Superstars, Marcy Cook materials and Navigations
are used to provide challenging real-world math problems and enhance
critical thinking skills.

Science: Full Option Science System kits and Delta Science Modules are
used to teach science through inquiry. Children use the scientific
method to understand real world phenomena. Our annual Science Fair
allows students to showcase their knowledge.

Social Studies: Using Young Explorer, Weekly Reader, character education
and state adopted materials, students learn about a variety of diverse
communities while becoming active, responsible citizens. They develop
skills needed for problem solving and decision making, as well as learn
to use good judgment.

Health and PE: Students are taught behaviors that lead to healthy
lifestyles. They are engaged in 30 minutes of physical activity each
day. They are learning to make healthy decisions.

The Arts: These are integrated into the curriculum in addition to being
supported by specialized teachers focusing on the North Carolina
Standard Course of Study objectives for these curriculum areas. Children
are involved in Drama and Music clubs, both of which culminate in
outstanding community performances.

Technology: Children use classroom computers as well as a laptop mobile
lab to develop the essential knowledge needed to be active, lifelong
learners in a technology driven world.

We believe that every child should show more than a year's growth for a
year of attendance at Hendersonville Elementary School. Our staff and
parents are committed to a total program that meets this goal while
assuring that we offer a well rounded elementary school experience
encompassing more than EOG testing and the traditional curriculum. In
doing this we will remain true to our "School for All Seasons" flex
quarter concept.

**2. Reading**

The primary focus of our reading curriculum is to meet individual needs.
We offer a well balanced literacy program that incorporates different
reading strategies and practices to meet the diverse learning styles of
our student population.

Our instructional program is based on the North Carolina Standard Course
of Study. We believe that reading is the basis of all learning and our
goal is to help our students become proficient readers. We emphasize a
reading environment rich in a variety of literature to encourage
life-long readers. Our K-5 teachers differentiate reading instruction to
support student performance. K-2 classrooms support a strong emphasis on
phonics, a vocabulary rich environment, fluency and comprehension. The
3-5 teachers offer a balanced reading approach using basal readers,
chapter books, whole language and a variety of quality literature. We
also emphasize reading across the curriculum in all content areas.
Common threads of our instructional program include *Thinking Maps,
Learning-Focused Strategies,* graphic organizers, grade level planning
and the NC Standard Course of Study.

Our teachers offer a variety of assessment practices to assess our
students' strengths and needs. In the upper grades we use county
benchmark testing and state EOG data to help analyze and target student
needs. In the lower grades, teacher developed assessments and Henderson
County mandated K-2 benchmarks are used. The needs of our academically
gifted students are met through classroom work and the Academically
Gifted Program. Students with learning disabilities have individualized
literacy plans. Children who are struggling in reading are assisted with
a variety of remedial strategies including the development of a
Personalized Education Plan to meet their educational needs.

Parent volunteers provide reinforcement through daily reading as well as
volunteering in the classroom. Staff offers after-school tutoring,
in-school tutoring and a quarterly break remediation class to help at-
risk students who struggle in reading. Our goal is to boost reading
skills and self-esteem in our students.

**3. Mathematics**

Hendersonville Elementary strives to provide a rigorous mathematics
program for all students using a variety of instructional practices and
activities. Our goal is to provide many opportunities for higher-level
thinking skills in mathematics while also addressing the needs of
students working below grade level.

Teachers use the Henderson County Public Schools' "Curriculum Calendar
of Essential Objectives" to guide instruction. This calendar is based on
the state curriculum and we give quarterly benchmark assessments to
determine the individual needs of each student. We incorporate the use
of manipulatives and hands-on activities based on programs such as
*Investigations* and *Navigations* as well as activities shared at the
NCCTM Math Convention. With the support of our local PTO, every grade in
our school uses a weekly program called *Math Superstars* which provides
an array of problems that stress algebraic thinking, reasoning and
analysis in the various math strands. The upper grades change classes to
allow staff specialization in math and language arts. A part-time AIG
teacher coordinates with classroom teachers to provide enrichment in
mathematics to advanced students as well as to provide whole-class
instruction for the benefit of all. Teachers meet in grade-level groups
and in vertical groups to coordinate instruction and to share successes
and struggles.

At-risk students receive a variety of services. Morning "Math Club"
tutoring is offered in several grades as well as after-school tutoring.
As a result of our Flexible Calendar schedule we are able to offer a
week of remediation classes after each quarter. We also have an
extremely supportive parent community which offers assistance through
one-on-one tutoring, help with special activities and administration of
our *Math Superstars* program. An annual Family Math Night allows
parents and children to visit sessions emphasizing one or more math
strands.

**4. Instructional Methods**

Our goal is to develop materials and implement instruction that allow us
to capitalize on student strengths rather than focus on weaknesses. We
help our children make meaningful connections to life and learning by
encouraging them to use their hands, bodies and voices, as well as their
minds. Through the use of inquiry and investigation, we assist our
students in taking responsibility for their own learning as they develop
strategies that will make them successful, life-long learners.

Instructional practices are supported by system-wide staff development
focused on the components of effective instructional planning. As a
result, instruction takes many forms, such as mini-lessons to target
specific skills and concepts, peer collaboration, cooperative group
work, hands-on investigations, as well as independent studies.
Content-area reading and writing strategies are embedded in social
studies and science instruction. Graphic organizers help students
process and represent visually what they are learning. Teachers create
learning situations in which students *experience* concepts before they
are expected to read and write about them, building valuable background
knowledge for further study.

Communication and collaboration are critical to our instructional
methodology. Grade level teams keep in touch daily and cross-grade level
meetings occur periodically to address school-wide goals. Vertical
groups share discipline-specific strategies and materials and plan
school-wide events that are curriculum-based, such as our "Shape up with
Geometry" day in which the entire school participates in games, contests
and peer-teaching opportunities focused on geometry. A *Specialists
Classroom Support Form* was developed so that support staff can develop
lessons which reinforce and expand upon regular classroom instruction.

Formal assessments, as well as informal observation of class work, help
to create a balanced picture of each child's progress. Flexible, small
group instruction, taught by school staff and parent volunteers is
provided on an "as needed" basis to reinforce important concepts in
reading and math. Teachers offer before and after-school tutoring to
preview upcoming material and to reinforce what has recently been
taught. We strive to create a learning environment in which all children
experience some success every single day.

**5. Professional Development**

Hendersonville Elementary uses our School Improvement Plan as well as
Teacher Professional Growth Plans to identify areas in which staff
development would most benefit our teachers and students. Staff and
administrators work in partnership to establish a support team within
our school that serves as a resource. Teachers continually seek
opportunities, with the support of the administration, for professional
growth. Intel and *Kidspiration* training have helped teachers to plan
lessons that encourage the use of technology and provide opportunities
for students to engage in technology while learning. Rapid Web Designer
training guides teachers and staff in creating their own web page so
that parents and the community can be kept abreast of classroom events.
Staff development in *Learning-Focused Strategies*, as well as Character
Education, reinforce classroom instruction.

Our unique calendar provides teachers with many opportunities,
*throughout the year*, to attend staff development workshops offered
through Henderson County and the Western Region Education Service
Alliance (WRESA), which covers all areas in our curriculum. National,
state and local presenters introduce teachers to the most up-to-date
strategies, resources and practices to enrich teaching for greater
student achievement. Recent county staff development opportunities
include *Write from the Beginning*, *Strategies that Work* and Poverty
Training. Additional professional development opportunities arise
through representative attendance at conferences held by the North
Carolina Teachers of Mathematics (NCTM), National Council of Teachers of
English (NCTE) and Treatment and Education of Autistic and related
Communication-handicapped Children (TEACCH). We gain knowledge of
current theories in teaching, methodologies, instructional strategies
along with ideas generated and shared by actual classroom teachers.
Teachers return to their classrooms refreshed and motivated, ready to
integrate new information into their existing practices. The
implementation of staff development contributes to high student
achievement.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**North Carolina Assessment Data**

**Hendersonville Elementary School**

Subject\_\_\_\_[Math\_\_\_\_]{.underline}
Grade\_\_[3\_\_\_\_\_]{.underline} Test\_\_\_\_\_\_\_\_[NC
EOG\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month May                                                                    

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98          97          100         92          91
  Standards                                                                            

  \% "Exceeding" State Standards       52          71          65          60          57

  Number of students tested            64          73          65          63          67

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Male]{.underline}                                                               

  \% "Meeting" plus "Exceeding" State  96          98          100         87          93
  Standards                                                                            

  \% "Exceeding" State Standards       65          68          64          58          54

  Number of students tested            26          41          45          38          41

  2\. [Female]{.underline}                                                             

  \% "Meeting" plus "Exceeding" State  100         97          100         100         88
  Standards                                                                            

  \% "Exceeding" State Standards       42          75          65          64          62

  Number of students tested            38          32          20          25          26

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------------ ------ ------ ------ ------ ------
                                                                   

  3\. [Free/Reduced Lunch]{.underline}                             

  \% "Meeting" plus "Exceeding" State  NA     89     100    77     87
  Standards                                                        

  \% "Exceeding" State Standards       NA     63     47     54     47

  Number of students tested            NA     19     15     13     15

  4\. [White]{.underline}                                          

  \% "Meeting" plus "Exceeding" State  100    98     100    100    93
  Standards                                                        

  \% "Exceeding" State Standards       51     74     71     64     63

  Number of students tested            57     65     55     50     57

                                                                   
  ------------------------------------ ------ ------ ------ ------ ------

**North Carolina Assessment Data**

**Hendersonville Elementary School**

Subject\_\_\_\_[Math\_\_\_\_]{.underline}
Grade\_\_[4\_\_\_\_\_]{.underline} Test\_\_\_\_\_\_\_\_[NC
EOG\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month May                                                                    

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  87          98          98          99          97
  Standards                                                                            

  \% "Exceeding" State Standards       49          82          81          81          66

  Number of students tested            70          66          63          67          67

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Male]{.underline}                                                               

  \% "Meeting" plus "Exceeding" State  82          98          97          98          97
  Standards                                                                            

  \% "Exceeding" State Standards       63          82          79          79          58

  Number of students tested            38          44          38          42          36

  2\. [Female]{.underline}                                                             

  \% "Meeting" plus "Exceeding" State  94          100         100         100         97
  Standards                                                                            

  \% "Exceeding" State Standards       31          82          84          84          71

  Number of students tested            32          22          25          25          31

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------------ ------ ------ ------ ------ ------
                                                                   

  3\. [Free/Reduced Lunch]{.underline}                             

  \% "Meeting" plus "Exceeding" State  NA     100    91     94     85
  Standards                                                        

  \% "Exceeding" State Standards       NA     67     55     67     46

  Number of students tested            NA     15     11     18     13

  4\. [White]{.underline}                                          

  \% "Meeting" plus "Exceeding" State  90     98     100    98     100
  Standards                                                        

  \% "Exceeding" State Standards       52     84     88     84     69

  Number of students tested            62     55     50     58     58

                                                                   
  ------------------------------------ ------ ------ ------ ------ ------

**North Carolina Assessment Data**

**Hendersonville Elementary School**

Subject\_\_\_\_[Math\_\_\_\_]{.underline}
Grade\_\_[5\_\_\_\_\_]{.underline} Test\_\_\_\_\_\_\_\_[NC
EOG\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month May                                                                    

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  88          98          100         95          99
  Standards                                                                            

  \% "Exceeding" State Standards       41          88          91          81          78

  Number of students tested            68          65          66          58          73

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Male]{.underline}                                                               

  \% "Meeting" plus "Exceeding" State  88          97          100         97          100
  Standards                                                                            

  \% "Exceeding" State Standards       37          86          90          82          80

  Number of students tested            41          37          39          34          35

  2\. [Female]{.underline}                                                             

  \% "Meeting" plus "Exceeding" State  89          100         100         92          92
  Standards                                                                            

  \% "Exceeding" State Standards       48          89          93          79          71

  Number of students tested            27          28          27          24          38

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------------ ------ ------ ------ ------ ------
                                                                   

  3\. [Free/Reduced Lunch]{.underline}                             

  \% "Meeting" plus "Exceeding" State  NA     100    100    82     90
  Standards                                                        

  \% "Exceeding" State Standards       NA     27     80     55     40

  Number of students tested            NA     15     15     11     10

  4\. [White]{.underline}                                          

  \% "Meeting" plus "Exceeding" State  88     98     100    98     100
  Standards                                                        

  \% "Exceeding" State Standards       48     92     93     84     85

  Number of students tested            56     52     57     49     62

                                                                   
  ------------------------------------ ------ ------ ------ ------ ------

**North Carolina Assessment Data**

**Hendersonville Elementary School**

Subject\_\_\_\_[Reading]{.underline} Grade\_\_[3\_\_\_\_\_]{.underline}
Test\_\_\_\_\_\_\_\_[NC
EOG\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month May                                                                    

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100         97          95          94          88
  Standards                                                                            

  \% "Exceeding" State Standards       80          74          63          63          61

  Number of students tested            64          73          65          63          67

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Male]{.underline}               100         98          96          89          88

  \% "Meeting" plus "Exceeding" State  81          76          62          55          54
  Standards                                                                            

  \% "Exceeding" State Standards       26          45          45          38          41

  Number of students tested                                                            

  2\. [Female]{.underline}                                                             

  \% "Meeting" plus "Exceeding" State  100         97          95          100         88
  Standards                                                                            

  \% "Exceeding" State Standards       80          72          65          76          73

  Number of students tested            38          32          20          25          26

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------------ ------ ------ ------ ------ ------
                                                                   

  3\. [Free/Reduced Lunch]{.underline}                             

  \% "Meeting" plus "Exceeding" State  NA     95     93     77     80
  Standards                                                        

  \% "Exceeding" State Standards       NA     63     50     38     47

  Number of students tested            NA     19     15     13     15

  4\. [White]{.underline}                                          

  \% "Meeting" plus "Exceeding" State  100    97     96     98     88
  Standards                                                        

  \% "Exceeding" State Standards       81     78     69     70     63

  Number of students tested            57     65     55     50     57

                                                                   
  ------------------------------------ ------ ------ ------ ------ ------

**North Carolina Assessment Data**

**Hendersonville Elementary School**

Subject\_\_\_\_[Reading]{.underline} Grade\_\_[4\_\_\_\_\_]{.underline}
Test\_\_\_\_\_\_\_\_[NC
EOG\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month May                                                                    

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  99          92          95          88          76
  Standards                                                                            

  \% "Exceeding" State Standards       67          62          63          73          45

  Number of students tested            70          66          63          67          67

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Male]{.underline}               97          93          92          93          75

  \% "Meeting" plus "Exceeding" State  61          61          61          69          36
  Standards                                                                            

  \% "Exceeding" State Standards       38          44          38          42          36

  Number of students tested                                                            

  2\. [Female]{.underline}                                                             

  \% "Meeting" plus "Exceeding" State  100         91          100         80          77
  Standards                                                                            

  \% "Exceeding" State Standards       75          64          68          20          55

  Number of students tested            32          22          25          25          31

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------------ ------ ------ ------ ------ ------
                                                                   

  3\. [Free/Reduced Lunch]{.underline}                             

  \% "Meeting" plus "Exceeding" State  NA     87     82     83     38
  Standards                                                        

  \% "Exceeding" State Standards       NA     33     27     61     15

  Number of students tested            NA     15     11     18     13

  4\. [White]{.underline}                                          

  \% "Meeting" plus "Exceeding" State  98     95     96     97     81
  Standards                                                        

  \% "Exceeding" State Standards       74     69     76     74     48

  Number of students tested            62     55     50     58     47

                                                                   
  ------------------------------------ ------ ------ ------ ------ ------

**North Carolina Assessment Data**

**Hendersonville Elementary School**

Subject\_\_\_\_[Reading]{.underline} Grade\_\_[5\_\_\_\_\_]{.underline}
Test\_\_\_\_\_\_\_\_[NC
EOG\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month May                                                                    

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  96          98          97          91          93
  Standards                                                                            

  \% "Exceeding" State Standards       70          65          74          53          52

  Number of students tested            67          65          66          58          73

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. [Male]{.underline}                                                               

  \% "Meeting" plus "Exceeding" State  95          97          97          88          94
  Standards                                                                            

  \% "Exceeding" State Standards       70          62          74          47          57

  Number of students tested            40          37          39          34          35

  2\. [Female]{.underline}                                                             

  \% "Meeting" plus "Exceeding" State  96          100         96          96          92
  Standards                                                                            

  \% "Exceeding" State Standards       70          68          74          63          47

  Number of students tested            27          28          27          24          38

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------------------ ------ ------ ------ ------ ------
                                                                   

  3\. [Free/Reduced Lunch]{.underline}                             

  \% "Meeting" plus "Exceeding" State  NA     93     93     73     100
  Standards                                                        

  \% "Exceeding" State Standards       NA     47     60     27     30

  Number of students tested            NA     15     15     11     10

  4\. [White]{.underline}                                          

  \% "Meeting" plus "Exceeding" State  95     100    98     94     95
  Standards                                                        

  \% "Exceeding" State Standards       75     71     77     57     56

  Number of students tested            56     52     57     49     62

                                                                   
  ------------------------------------ ------ ------ ------ ------ ------