##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Carol P. Ray]{.underline}

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

School Mailing Address [241 Merrimon Ave]{.underline}

[Asheville NC 28801-1217]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 828 ) 255-5367]{.underline} Fax [( 828) 255-5239]{.underline}

Website/URL [www.asheville.k12.nc.us E-mail
carol.ray@asheville.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\_\_\_\_\_[2/3/04]{.underline}\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Robert Logan]{.underline}

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

District Name [Asheville City Schools]{.underline} Tel. [(828)
255-5304]{.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\_\_\_[2/4/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Chairperson [Mr. John Legerton]{.underline}

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\_\_\_[2/5/04]{.underline}\_\_\_\_\_\_\_\_\_\_

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

**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 2003-2004 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 1998.

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: [5]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other (Briefly explain) Asheville City School

Preschool (6 months to 4 years)

> [1]{.underline} Other (Briefly explain)Alternative Middle School with
> a KIPP Academy (grades 5-6) & Alternative High School

[9]{.underline} TOTAL

2\. District per Pupil Expenditure: [\$9,273.00]{.underline}

Average State per Pupil Expenditure: [\$ 6,748.00]{.underline}

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

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

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

4\. [2 years]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **K**       33        38                     **71**       **7**                             

  **1**       32        32                     **64**       **8**                             

  **2**       31        27                     **58**       **9**                             

  **3**       34        32                     **66**       **10**                            

  **4**       41        33                     **74**       **11**                            

  **5**       21        26                     **47**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   380
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_[55.8]{.underline} % White

the students in the school: [36.1]{.underline} % Black or African
American

[03.2]{.underline} % Hispanic or Latino

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

[00]{.underline} % American Indian/Alaskan Native

[04.4 %]{.underline} Multi Racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[10.2]{.underline}\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 14
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        39
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    383
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .102
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10.20
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_[.008]{.underline}\_\_%

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

Number of languages represented: 1

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [40%]{.underline}

153. Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_[.092]{.underline}\_\_\_%

[35]{.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.

\_[2]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness [12]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [11]{.underline} Speech or Language
Impairment

[4]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[2]{.underline} Behavior/Emotional [1]{.underline} Developmentally
Delayed

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) [2]{.underline} \_\_\_\_\_\_\_\_

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

Special resource teachers/specialists [10]{.underline} [4]{.underline}

Paraprofessionals [13]{.underline} \_\_\_\_[0.5]{.underline}\_

> Support staff [5]{.underline} [2]{.underline}

(Custodians, secretaries, child nutrition)

> Total number [49]{.underline} [6.5]{.underline}

12\. Average school student-"classroom teacher" ratio:
\_\_[20]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.6%       95.5%       95.4%       95.8%       95.8%

  Daily teacher attendance 96.4%       95.2%       96%         95.9%       95.8%

  Teacher turnover rate    14.8%       13%         13.6%       16.7 %      3.4%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Claxton Elementary School is a public school located in Asheville, NC,
(a mountainous area found within the western part of the state). The
city of Asheville has a population of 65,000 and the Asheville City
School System serves a student population of 4,000. Claxton School was
established in 1922 and is currently the oldest of all schools within
the Asheville City School system. Claxton is located in the downtown
portion of the city and currently serves children from surrounding lower
socio-economic to upper-middle class families. Claxton is an exemplary
model of school/community partnerships. Art, music, drama, and dance are
integrated into the K-5 core curriculum. Partnerships have been forged
with the Drama Department at the University of North Carolina at
Asheville, the Asheville Community Theatre, the Arts Alliance, The Folk
Art Center of Western North Carolina, Mars Hill College, and the
Asheville Art Museum in a cooperative effort to strengthen each
Claxton's student's learning of the K-5 NC Standard Course of Study
through its arts integrated approach. Claxton has welcomed talented
local artists into the classroom through its residency programs and it
regularly brings nationally and internationally known performing artists
to its students through cooperatively funded efforts with various
community arts organizations. Claxton students have performed with the
Symphony, on WCOS public radio, at the North Carolina Center for the
Advancement of Teaching (NCCAT), and for numerous community events. In
addition, the school offers an exciting after school arts program for
all of its K-5 students (which reinforces daily core curriculum
learning). The Asheville City School System has five elementary schools
of choice; for the past several years, Claxton has been the top school
of choice. The schools success can be attributed to excellent
leadership, a highly motivated and creative faculty, tremendous support
from area artists and arts organizations, strong parental involvement,
and a willingness on the part of everyone within the Claxton community
to contribute his/her part to maintain the highest level of quality
education for every Claxton student.

Operating as a "Comer School", working with the School Development
Program (Yale University) for the past three years, Claxton emphasizes
putting child development theory into everyday practice. Using the three
guiding principles of Collaboration, Consensus, and "No-Fault"
attitudes, three teams (the School Planning Management Team, the Parent
Team, and the Student Staff Support Team) meet regularly to discuss
strategies which address student/school strengths and needs. The use of
collaborative decision making, always focused on child centered school
improvement strategies, has proven successful as evidenced by Claxton
showing dramatic and positive changes in multiple areas. Parent
involvement has increased dramatically, with parent and community
representatives serving on school management teams, staff development
sessions, and academic support committees. Student attendance has
increased consistently over the past three years. Shared decision making
has resulted in dramatically increased school climate and staff morale,
as evidenced by the School Development Program's Stakeholder Climate
Surveys (students, staff, and parents) and focus group sessions
conducted by outside evaluators. A student leadership focus proudly
proclaims "Modeling Matters" as the school's theme with an emphasis on
leading by example for all. Students and staff alike place an emphasis
on child development theory by making decisions and choices which
support growth in the six "pathways" of child and adolescent development
(physical, intellectual, emotional, social, language, and ethical).
Claxton students have been recognized as a model student leadership club
("Comer Kids") by the School Development Program, and twenty-three
Claxton students have been invited to represent North Carolina in the
National Comer Kids Academy held in July, 2004, at Yale University. Test
scores have continued to climb over the past three years. Claxton was
recognized by North Carolina in 2001-02 as a "School of Distinction --
High Growth School" and in 2002-03 as a "School of Excellence -- High
Growth School".

The mission statement of the school states, "All children are creative
and capable of learning, and they best do so in an environment that
emphasizes a strong foundation of basis skills while developing
interests, talents, and an appreciation for the arts and humanities."
Claxton School has offered an arts integrated curriculum, since the
implementation of the Arts and Humanities magnet school theme in the
1992-93 school year. This has not only built a bridge of collaboration
with the Asheville community, but it has also opened a gate to a
lifelong appreciation of the arts for its students as they excel
academically.

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

**1. Test Data Results:** The General Assembly of North Carolina passed
the ABC's of Public Education in 1995. All North Carolina students in
grades three through eight participate in a yearly assessment process
for reading comprehension and mathematical understanding. The NC
End-of-Grade (EOG) assessments provide two standards by which students
are evaluated---growth and performance. [Growth standards]{.underline}
are determined by the movement of students on a developmental scale
score. The amount of movement or growth on this scale score shows if
students in a school have learned as much as they are expected to learn
in one year. Three levels of growth standards are determined from a
state-generated formula: High Growth (110% growth in a year), Expected
Growth (100% growth), and Expected Growth Not Achieved (less than 100%
growth). **Claxton has made High Growth for four of the past five
years.**

[Performance standards]{.underline} detail the percent of students at or
above grade level. Achievement levels are determined for each student.
These levels (I, II, III, and IV) compare student and group performance
to standards based on what is expected at each grade level. Level III
represents proficiency and Level IV demonstrates performance beyond the
current grade level. **Claxton** **has shown excellent performance
growth during the past three years (see charts on pages 14-25).** What
is particularly noteworthy is the number of students who have moved to
higher achievement level each year (the number of students scoring Level
I and Level II has been reduced each year).

The North Carolina 3^rd^ grade Pretest and 3^rd^, 4^th^, and 5^th^ grade
End-of-Grade test of Reading Comprehension demonstrate a student's
proficiency as a reader---both decoding and comprehending. Phonics,
meaning and syntax provide support as the child reads and understands
new material in these assessments. Reading skills and vocabulary are
assessed indirectly---through application and understanding of the
passages and questions. The students read authentic passages and answer
questions related to that passage. In 2003, a newly designed Reading
Comprehension EOG assessed all students through four categories of
multiple-choice questions---cognition (development of an initial
understanding), interpretation (digging deeper for inferences,
conclusions, and generalizations), critical stance (evaluating author's
craft), and connections (text to text, text to self, text to world).
This assessment is based on third, fourth, and fifth grade English
Language Arts Goals and Objectives in the NC Standard Course of Study.

Reading scores at Claxton have continually increased at each grade
level, with the gap in proficiency between white and black students
narrowing each year, especially during the past three years. The
performance of black students and economically disadvantaged students
has increased steadily. During the past two years, the gap in reading
proficiency between white and black students for Claxton grades 3-5 has
been narrowed by 22.3% (excluding off-grade level Alternative
Assessments for exceptional children). **The Reading Composite Score for
[all]{.underline} Claxton students (3^rd^-5^th^ grades) for** **2003 was
87.7%proficient (90.5% excluding off-grade level Alternate Assessments
for exceptional children).**

The North Carolina 3^rd^ grade Pretest and 3^rd^, 4^th^, and 5^th^,
grade End-of-Grade Test of Mathematics consists of two
parts---mathematics computation and mathematics application. The
two-part test produces one mathematics score for each student. The
*mathematics application* (calculator active) section assesses a
student's ability to apply mathematical principles, solve problems, and
explain mathematical processes. These problems pose a real life
situation students at a particular grade level might encounter. The
*mathematics computation* section (calculator inactive) is also written
in story-problem format.

Math scores at Claxton have also increased during the past three years.
The performance of black students and economically disadvantaged
students has increased steadily. During the past two years, the gap in
math proficiency between white and black students for Claxton grades 3-5
has been narrowed by 8.6%, with ***91.4%*** of our black students and
***100%*** of our white students scoring at or above grade level
(excluding off-grade level Alternative Assessments for exceptional
children). **In 2003 the Mathematics Composite Score for
[all]{.underline} Claxton students (3^rd^-5^th^ grades) was 93.8%
proficient (96.1% excluding off-grade level Alternate Assessments for
exceptional children).**

**2. Use of Assessment Data to Improve Student/School Performance:**
Three tools are used at Claxton to help teachers use academic and school
climate data to understand and improve student and school performance:
(a) [Assessment data]{.underline}---Each 3^rd^, 4^th^, and 5^th^ grade
teacher is provided assessment data that relates to his/her new
classroom before the school year begins. 1^st^ and 2^nd^ grade teachers
receive student profile boxes that contain academic data from their
students' previous school year. During grade level meetings, the
assessment data and profile boxes are reviewed with administrators.
Third grade meetings are held after the reading and math pretest scores
are received in order to discuss that assessment data.

\(b\) [Principal's Monitoring Notebook:]{.underline} A notebook is
created for each grade level. The purpose of this notebook is to monitor
the academic and behavioral progress made by each student in the school.
The notebook contains: (1) Personalized Education Plans (PEP) for each
students needing extra academic and/or behavioral support; (2) schedules
for student with PEPs to ensure their day is not fragmented by tutors or
extra help; (3) parent/teacher conference forms; (4) quarterly
assessments in reading and math (analyzed by Standard Course of Study
objectives); (5) tutorial groups to address changing academic needs; (6)
teacher's daily schedules (for effective use of time).

\(c\) [Climate Survey:]{.underline} Academic data is very important, but
the school also analyzes climate surveys from parents, staff, and
students. These climate surveys have been conducted during May for the
past three years by the School Development Program (Comer). Grouped
topics from the survey were divided into scored areas---high score,
median score, and needs attention. The School Planning and Management
Team (SPMT) reviewed the data for each area and developed strategies for
our School Improvement Plan in order for climate within the school to
remain high. During 2002-03 school year major steps were taken to
increase positive school climate. The focus group sessions conducted by
an outside evaluator and School Development Program staff at the end of
the school year revealed a dramatic improvement in the overall climate
within the school. In November 2002, the Southern Association of
Colleges and Schools re-accreditation report stated, "Claxton Elementary
School is a child-centered school and involves all stakeholders in the
planning process. The morale of the faculty, staff, and parents is very
positive. At the beginning of the school year, the leadership team of
the school, with the two new administrators, developed a new action plan
to better fit the needs of the school. Everyone involved seems pleased
with the results and the atmosphere of the school reflected this. ...It
was delightful to visit a school where the parents, teachers, and
administrators work together so well to improve the education of their
children."

**3. Communication of student performance to parents, students, and the
community:** The school year at Claxton begins with a "Meet the Teacher
Day" prior to the first student day of school. Academic information
relating to last year's performance on academic goals is provided to all
parents in the "Annual Report: Asheville City Schools". This booklet
shares all End-of-Grade proficiency scores with the community and
parents. Also, parents, students, teachers, and administrators sign a
contract on this day indicating a commitment by all stakeholders to help
each student meet his/her academic goals.

A mandatory parent/teacher conference day is held at mid-term during the
first quarter. During this conference, teachers share the Parent/Teacher
End-of-Grade report that summarizes last year's assessment results. A
Personalized Education Plan is written by the teacher and the parent for
each student needing extra academic or behavioral support. This plan
details specific, individualized instructional strategies that will
support their child's needs. A second required parent/teacher conference
day is held at mid-term of the third quarter to review individual
student progress. This conference allows teachers and administrators to
share quarterly objective mastery assessment results (EduTest and Test
Magic) with parents. These assessments are analyzed and tutorial
sessions are provided for all students who have not achieved mastery on
the objectives stated in the NC SCS for English Language Arts and
Mathematics.

Report cards (mid-term and each nine weeks) are sent home with all
students. The report cards detail each quarter's work and where the
student is functioning within his/her specific grade. Parent/teacher
conferences are offered after each report card.

A second mandatory parent/teacher conference day is held the first week
in February.

A [state report card]{.underline} is provided in October each year for
all schools in the district. This report card is

mailed to all stakeholders---parents, students, and the community with a
letter from the Superintendent and a copy of Claxton's Official Report.

**4. How the School Will Share Successes With Other Schools:** Claxton
has been recognized as a leader in academic achievement in our school
district for several years. Our teachers have served on committees to
develop the district's Pacing Guide for Math and English Language Arts,
as well as benchmark assessments for each of these curriculum areas.

During the 2002-03 school year, Claxton was recognized by the Comer
School Development Program at Yale University as a model school
implementing the Comer School Development Program with students,
parents, faculty/staff and community members. The staff welcomes
visitors from this system, state, and other schools as far away as New
Haven, Connecticut. Claxton regularly hosts area college and university
Department of Education faculties and students to observe implementation
of our integrated arts curriculum.

The principal, assistant principal and teachers have presented at state
and national workshops to share our implementation of the Comer School
Development model of school reform and how that model has changed the
way children are educated at Claxton. Presentations consist of a step by
step process of how our school has been transformed. Examples of
presentations follow:

-   Principal was keynote speaker for a Dayton, Ohio school district in
    August 2003

-   A team of classroom Claxton teachers, specialists, and the principal
    led a Comer School Development staff development session in New
    Haven, Connecticut in February 2003

-   Claxton has been asked to serve as an implementation model school
    for the "Carolina Comer Coalition"

-   Claxton's Principal was selected as a keynote speaker and national
    faculty member for the National Comer Kids Leadership Academy at
    Yale University (July 2003)

-   Claxton administrators and teachers have addressed education classes
    at University of North Carolina at Asheville (UNCA), Western North
    Carolina University, and Mars Hill College during 2002 and 2003

The Claxton staff welcomes the opportunity to share their story and
successful strategies. We plan to continue sharing with other schools in
our district, North Carolina, and throughout the nation. Information
about the Blue Ribbon School Award Nomination will be spread locally
through newspaper, radio, and television broadcasts in our area. Public
recognition will occur at a Board of Education meeting. The district's
and school's website will also carry information about the award. At the
state level information will be disseminated to all appropriate
professional organizations through press releases and articles for
professional newsletters and journals; invitations for visitations will
accompany all information. The school will also be recognized by the
North Carolina State Board of Education, and information about the award
will be provided for dissemination through the Department of Public
Instruction's website. Our teachers will make presentations at
conferences, and to appropriate groups making such requests.

PART V -- CURRICULUM AND INSTRUCTION

**1. Comprehensive Curriculum:** North Carolina provides a Standard
Course of Study for eighteen curriculum areas. The following description
of Claxton's core curriculum is based on that course of study. With
rigorous expectations, Claxton teachers integrate the arts through
project-based learning. The learning expectations are based on high
standards as evidenced from the state assessment results.

At Claxton, the youngest students (grades K-2) learn the foundation
skills of literacy through direct instruction in decoding and
comprehension strategies. Teachers model the use of specific strategies
for both fluent reading and for reading comprehension. Students also
improve their reading and writing skills through independent work each
day. Our 3^rd^, 4^th^, and 5^th^ grade students continue the process of
learning basic reading and writing skills through strategic teaching.
They develop the use of these literacy skills to learn the content
material in other subject areas such as social studies, science, and the
arts.

The math curriculum reflects the needs of Claxton students to live
productively in an information-driven world. We want our K-5^th^ grade
students to acquire mathematical literacy, apply mathematical skills in
a technological world, be problem solvers, develop mathematical
reasoning, and understand the "big idea" of mathematics. Our math
curriculum is developed around four strands: (1) number sense,
numeration, and numerical operations; (2) spatial sense, measurement,
geometry; (3) patterns, relationships, and functions; and (4) data,
probability, and statistics.

Claxton's Spanish program extends from third grade through fifth grade,
meeting 20 -- 30 minutes, four days weekly. There is a focus on language
acquisition using The Natural Approach. Working in concert with
classroom teachers, appropriate core curriculum, including Math,
Language Arts and Social Studies, are used as vehicles for meaningful
language lessons.

**2. Reading Program:** In 1997 Asheville City Schools' teachers,
administrators, and an experienced consultant developed a comprehensive,
balanced English Language Arts Program for district-wide implementation
for grades K-5. This program was chosen as a vehicle through which the
teachers in this district might implement the research-based strategies
touted in the North Carolina Standard Course of Study for English
Language Arts, the Language Arts Standard provided by the National
Council of Teachers of English (*Standards in Practice, K-12),* and
International Reading Standard Position Statement. These associations
and standards provide school practitioners with proven practices.
Asheville City Schools, including Claxton, chose this reading program
because it is based on all three scholarly works.

A description of Claxton's reading program can best be explained by
asking four questions:

\(1\) What specific components take place in each classroom during the
90-minute literacy block?

-   Teachers [read aloud]{.underline} the best children's literature to
    model reading strategies; selected features of particular tests are
    emphasized;

-   With [shared reading]{.underline} the teacher reads the text to
    students and elicits participation from them at their level of
    comfort; the teacher uses the text to introduce or reinforce skills;

-   [Guided reading]{.underline} allows children a time to try out
    strategies for themselves in small groups while the teacher provides
    support as needed; the emphasis is on reading books of increasing
    difficulty;

-   [Independent reading]{.underline} during the school day allows
    children the time needed to apply the strategies they have learned;
    they read books that are less challenging than those used for guided
    reading.

\(2\) What strategies are taught during each of these components?

-   [Strategies that help readers sustain]{.underline} include phonemic
    awareness, explicit phonics instruction, solving words,
    monitoring/checking, predicting, maintaining fluency, and adjusting
    rate;

-   [Strategies that help readers comprehend]{.underline} include making
    connections (text to self, text to text, and text to world),
    visualizing, inferring, questioning, determining importance,
    synthesizing, and vocabulary development.

\(3\) What texts/printed materials are needed to support this program?
(Taken into consideration is the cultural diversity of Claxton, our
students' interests, and the range of difficulty in the books we
choose.)

-   Children's literature collections for literature study in classroom
    libraries and in a school book room;

-   Leveled texts in classroom libraries and a Guided Reading Room for
    the school;

-   Basal reader anthology;

-   Multiple copies of non-fiction magazines like *My Big Backyard, Time
    for Kids,* and *Click*.

\(4\) What management system is in place so the program works?

-   Flexible small group instruction;

-   Literature response journals;

-   Integration of science and social studies into literature with
    project-based learning;

-   Word Study Centers for phonics and Publishing Center for other
    projects.

**3. Math Curriculum:** Claxton's mathematics curriculum reflects the
National Council of Teachers of Mathematics Professional Standards for
Teaching Mathematics. The stated goal of developing mathematical power
for all students directly promotes Claxton's mission to provide
successful learning experiences which prepare all students to be
productive, responsible citizens and lifelong learners. Claxton's
students engage in learning experiences which focus on problem solving
through teacher-selected [worthwhile tasks]{.underline}, Standard One of
the Professional Standards for Teaching Mathematics.

Claxton's teaching staff has developed a very specific description of
the [attributes of worthwhile tasks]{.underline}. A worthwhile task is
challenging, engaging, multi-leveled, set in meaningful context,
addresses a cluster of objectives from the North Carolina Standard
Course of Study, integrates curricula, and is free of bias. This
description allows for planning learning experiences which connect the
arts and mathematics. For example, the Thresholds to Music Program is
extended to spatial visualization and memory tasks during mathematics
lessons.

Claxton's teachers have also put into practice specific mathematical
routines to promote mathematical power for all students. These routines
include a daily focus on problem solving, problem solving journals,
spatial visualization, mental mathematics, and ongoing computational
games like Twenty-four, Krypto, Question of the Day, What's My Rule?,
and Today's Number. The focus on using worthwhile tasks and
incorporating these routines has created a learning environment, where
all students at Claxton are developing positive attitudes toward
learning mathematics and becoming lifelong learners.

**4. Instructional Methods:** A variety of instructional methods are
used by the Claxton faculty and staff in order to maximize student
learning at each grade level. Utilizing teacher assistants, volunteers,
and tutors at each grade level, classroom teachers are able to plan, and
deliver instruction to meet individual student academic needs. Direct
instruction, teacher modeling, guided and independent practice, drill
and practice, project-based learning, and daily homework are used to
improve student learning. Learning centers and technology stations are a
part of every classroom K-5.

In first grade, our class size was reduced by reducing our teacher
assistant positions in order to have an extra classroom teacher. This
has allowed us to concentrate on independent student needs in a
classroom environment with 17 or fewer students. We were able to retain
three teacher assistant positions to share among four classrooms in
grade one. This reduced class size has allowed us to effectively provide
each child with the needed support in reading, writing, and mathematics
while, maintaining assessment profiles documenting benchmarks of
progress, as well as necessary intervention strategies, throughout the
year.

Flexible grouping and small group instruction at all grade levels allows
teachers to use resources to best meet the needs of students. Walking
through the Claxton building, one can observe small groups and
individual students working in the hallways, small office areas, media
center and classroom nooks with tutors and volunteers. Cooperative
learning groups provide peer support for each student, while building
self esteem and academic self confidence. Students at Claxton draw upon
the school motto "Modeling Matters" as they work together to obtain
objective mastery in curriculum content at each grade level. Teachers
utilize higher levels of questioning as they facilitate discussion of
student academic tasks and problem solving. Each student is empowered to
take responsibility for his own growth in each of the six developmental
pathways (physical, social, ethical, emotional, language, and cognitive)
as the teacher supports a thorough student understanding of the
importance of balanced total development.

Teachers develop lesson plans based on a model of "teach, test, and
reteach" for objective mastery. Using assessments which mirror our state
assessments, our teachers provide students with important test taking
strategies. Teachers at each grade level meet weekly to discuss
strategies and goals for mastering grade level curriculum with all
students. Students' project-based learning products provide evidence of
hands on learning of integrated curriculum areas at each grade level.

Students needing additional time and support in mastering goals and
objectives of the North Carolina Standard Course of Study attend
Extended Day classes. These remediation classes are held from 2:30 --
4:00 two days a week. Each day offers tutoring in math and reading by
the classroom teacher. As a part of the planned Extended Day program,
the school's computer lab (math and reading remediation programs) is
used to target specific objective mastery for each student.

Teachers, teacher assistants, parents, volunteers, and tutors at Claxton
work together to help each student succeed academically. By using direct
instruction, small group instruction, teacher modeling, independent
reading, writing, and math, we meet the needs of our students.

**5. Professional Development and its Impact on Improving Student
Achievement:**

Using our testing data and survey results, our School Planning and
Management Team identifies areas needing professional development in
order to address weaknesses. Over the last three years Claxton has
focused its school-wide staff development on the following areas:

-   Comer School Development Program (School Reform Model using child
    development theory and relationship building among stakeholders) An
    emphasis of bringing "Comer into the Classroom" by empowering
    students in their own development, has resulted in higher student
    achievement and a reduction of student discipline referrals.

-   Understanding Poverty (*A Framework For Understanding Poverty* by
    Ruby Payne)

-   Project-Based Learning integrating technology and the arts
    throughout the curriculum

-   Balanced Literacy and Language (Natural Questioning/Guided
    Reading/Writing)

-   Narrative Writing Training for teachers in grades 2-5

Claxton's teaching staff has participated in on-going staff development
sessions for mathematics instruction for the past three years. These
sessions have included reading parts of the National Council of Teachers
of Mathematics Professional Standards for Teaching Mathematics, writing
journal reflections related to this reading and classrooms experiences,
and sharing the reflections during grade level meetings with the
mathematics consultant. The consultant has also provided specific
worthwhile tasks related to the North Carolina Standard Course of Study
(NC SCS), guides aligning the resources used with the NC SCS, and an
extensive resource binder for each teacher. The North Carolina End of
Grade Tests results have evidenced and increase in the percentage of
students scoring at or above grade level over the last three years.

Additionally, four teachers at Claxton have received their National
Board Certification. Five teachers are in the process this year. The
number of National Board Certified Teachers and teachers in the process
of obtaining National Board Certification at Claxton attests to the
commitment these teachers have for lifelong learning.

All of these Professional Development focuses have had a positive impact
on Student Achievement as evidenced by our school's State End of Grade
Tests results and Local Option Testing data.

PART VI -- ASSESSMENT DATA

> The assessment data that follows details third, fourth and fifth grade
> reading and mathematics composite scores from May 2001 to May 2003 for
> Claxton Elementary School. Claxton was nominated for this Blue Ribbon
> Award from North Carolina because our reading and math composite
> scores have consistently risen during the past three years. The
> following charts demonstrate that progress:
>
> Reading Composite Scores for Claxton -Percent of Proficient Students
> (Levels III & IV)

  ---------------- ------------------ ------------------ ------------------
                   2002-03            2001-02            2000-01

  All Students     87.7%              84.8%              73.4%
  ---------------- ------------------ ------------------ ------------------

> Mathematics Composite Scores for Claxton-Percent of Proficient
> Students (Levels III & IV)

  --------------- ------------------ ------------------ ------------------
                  2002-03            2001-02            2000-01

  All Students    93.8%              83.5%              83.7%
  --------------- ------------------ ------------------ ------------------

The teachers, parents, students and administrators proudly present the
following statistical information for your review.

  ------------------------- ----------- ----------- ----------- ------------ -----------
  **5.**                                                                     
  Criterion-Referenced                                                       
  Tests                                                                      

                                                                             

  Test: [North Carolina End                                     Grade: 5th   
  of Grade                                                      Grade        
  Assessment]{.underline}                                       Reading      

  Edition/publication year:                                     Publisher:   
  Updated Annually                                              NCDPI        

                                                                             

                                                                             

                            2002-2003   2001-2002   2000-2001   1999-2000    1998-1999

  Testing Month             May         May         May         May          May

                                                                              

  **SCHOOL SCORES**                                                           

  Total (Fifth Grade) At or 89.4%       91.3%       82.1%       78.9%        82.1%
  Above Proficient                                                           

  Number of Students Tested 47          80          67          76           56

  Percent of Total Students 100%        98.7%       100%        93.8%        98.2%
  Tested                                                                     

  Number of Students        0           1           0           5            1
  Excluded                                                                   

  Percent of Students       0.0%        1.3%        0.0%        6.2%         1.8%
  Excluded                                                                   

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. White - At or Above   100%        100%        100%        93.2%        93.8%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  100%        100%        100%        not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   82.1%       79.5%       78.4%       not\         not\
  (above grade level)**                                         available    available

  2\. Black - At or Above   68.8%       83.3%       57.7%       55.2%        63.6%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  76.9%       83.3%       57.7%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   30.8%       25.0%       15.4%       not\         not\
  (above grade level)**                                         available    available

  3\. Free/Reduced Lunch -\ 66.7%       75.9%       61.5%       57.5%        not\
  At or Above Proficient\                                                    available
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  76.9%       75.9%       61.5%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   38.5%       13.8%       19.2%       not\         not\
  (above grade level)**                                         available    available

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

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

  **5^th^ grade scores                                                      
  Reading** (continued)                                                    

  **STATE SCORES**                                                          

                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  1\. White At or Above    92.2%       90.0%       89.7%       87.0%       83.9%
  Proficient                                                               

  2\. Black At or Above    77.2%       70.7%       69.2%       63.7%       59.5%
  Proficient                                                               

  3\. Free/Reduced Lunch   77.1%       71.8%       70.7%       NA          NA
  At or Above Proficient                                                   
  ------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------- ----------- ----------- ----------- ------------ -----------
  **5.**                                                                     
  Criterion-Referenced                                                       
  Tests                                                                      

                                                                             

  Test: [North Carolina End                                     Grade: 5th   
  of Grade                                                      Grade Math   
  Assessment]{.underline}                                                    

  Edition/publication year:                                     Publisher:   
  Updated Annually                                              NCDPI        

                                                                             

                                                                             

                            2002-2003   2001-2002   2000-2001   1999-2000    1998-1999

  Testing Month             May         May         May         May          May

                                                                              

  **SCHOOL SCORES**                                                           

  Total (Fifth Grade) At or 93.6%       93.8%       91.0%       81.6%        83.9%
  Above Proficient                                                           

  Number of Students Tested 47          80          67          76           56

  Percent of Total Students 100%        98.7%       100%        93.8%        98.2%
  Tested                                                                     

  Number of Students        0           1           0           5            1
  Excluded                                                                   

  Percent of Students       0.0%        1.3%        0.0%        6.2%         1.8%
  Excluded                                                                   

                                                                             

                                                                             

  **SUBGROUP SCORES**                                                        

  1\. White - At or Above   100%        100%        97.2%       95.5%        93.8%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  100%        100%        100%        not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   96.4%       84.6%       83.8%       not\         not\
  (above grade level)**                                         available    available

  2\. Black - At or Above   81.3%       86.1%       84.6%       62.1%        68.2%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  92.3%       86.1%       96.2%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   53.8%       36.1%       42.3%       not\         not\
  (above grade level)**                                         available    available

  3\. Free/Reduced Lunch -\ 80.0%       82.8%       84.6%       58.8%        not\
  At or Above Proficient\                                                    available
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  92.3%       82.8%       84.6%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   61.5%       31.0%       23.1%       not\         not\
  (above grade level)**                                         available    available
  ------------------------- ----------- ----------- ----------- ------------ -----------

  ------------------------ ----------- ----------- ----------- ----------- -----------
   **5^th^ grade Math**                                                    
  (continued)                                                              

  **STATE SCORES**                                                         

                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  1\. White At or Above    94.8%       92.7%       92.5%       89.5%       89.3%
  Proficient                                                               

  2\. Black At or Above    83.1%       76.6%       75.0%       69.5%       68.3%
  Proficient                                                               

  3\. Free/Reduced Lunch   83.6        78.6        77.2        NA          NA
  At or Above Proficient                                                   
  ------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------- ----------- ----------- ----------- ------------ -----------
  **5.**                                                                     
  Criterion-Referenced                                                       
  Tests                                                                      

                                                                             

  Test: [North Carolina End                                     Grade: 4th   
  of Grade                                                      Grade        
  Assessment]{.underline}                                       Reading      

  Edition/publication year:                                     Publisher:   
  Updated Annually                                              NCDPI        

                                                                             

                                                                             

                            2002-2003   2001-2002   2000-2001   1999-2000    1998-1999

  Testing Month             May         May         May         May          May

                                                                              

  **SCHOOL SCORES**                                                           

  Total (Fourth Grade) At   89.2%       75.5%       71.4%       82.8%        73.6%
  or Above Proficient                                                        

  Number of Students Tested 74          53          84          64           87

  Percent of Total Students 100%        98.1%       100%        98.4%        95.6%
  Tested                                                                     

  Number of Students        0           1           0           1            4
  Excluded                                                                   

  Percent of Students       0.0%        1.9%        0.0%        1.6%         4.4%
  Excluded                                                                   

                                                                              

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. White - At or Above   97.6%       93.1%       90.0%       100%         91.5%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  97.6%       93.1%       90.0%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   82.9%       34.5%       60.0%       not\         not\
  (above grade level)**                                         available    available

  2\. Black - At or Above   77.8%       50.0%       51.4%       56.5%        47.2%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  83.3%       50.0%       51.4%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   12.5%       5.0%        13.5%       not\         not\
  (above grade level)**                                         available    available

  3\. Free/Reduced Lunch -\ 78.6%       50.0%       43.3%       54.1%        not\
  At or Above Proficient\                                                    available
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  84.0%       52.9%       43.3%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   20.0%       0.0%        3.3%        not\         not\
  (above grade level)**                                         available    available
  ------------------------- ----------- ----------- ----------- ------------ -----------

  ------------------------ ----------- ----------- ----------- ----------- -----------
  **4^th^ Grade Reading**                                                   
  (continued)                                                              

  **STATE SCORES**                                                          

                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  1\. White At or Above    88.5%       84.6%       83.8%       81.6%       80.8%
  Proficient                                                               

  2\. Black At or Above    70.6%       59.7%       57.4%       53.6%       53.0%
  Proficient                                                               

  3\. Free/Reduced Lunch   70.3%       62.3%       60.0%       not\        not\
  At or Above Proficient                                       available   available
  ------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------- ----------- ----------- ----------- ------------ -----------
  **5.**                                                                     
  Criterion-Referenced                                                       
  Tests                                                                      

                                                                             

  Test: [North Carolina End                                     Grade: 4th   
  of Grade                                                      Grade Math   
  Assessment]{.underline}                                                    

  Edition/publication year:                                     Publisher:   
  Updated Annually                                              NCDPI        

                                                                             

                                                                             

                            2002-2003   2001-2002   2000-2001   1999-2000    1998-1999

  Testing Month             May         May         May         May          May

                                                                              

  **SCHOOL SCORES**                                                           

  Total (Fourth Grade) At   97.3%       88.7%       83.3%       92.2%        78.2%
  or Above Proficient                                                        

  Number of Students Tested 74          53          84          64           87

  Percent of Total Students 100%        98.1%       100%        98.4%        95.6%
  Tested                                                                     

  Number of Students        0           1           0           1            4
  Excluded                                                                   

  Percent of Students       0.0%        1.9%        0.0%        1.6%         4.4%
  Excluded                                                                   

                                                                              

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. White - At or Above   100%        100%        97.5%       94.6%        95.7%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  100%        100%        97.5%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   82.9%       75.9%       75.0%       not\         not\
  (above grade level)**                                         available    available

  2\. Black - At or Above   96.2%       75.0%       91.9%       86.9%        52.8%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  96.2%       75.0%       91.9%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   19.2%       10.0%       18.9%       not\         not\
  (above grade level)**                                         available    available

  3\. Free/Reduced Lunch -\ 96.4%       72.2%       63.3%       83.3%        not\
  At or Above Proficient\                                                    available
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  100.0%      76.5%       63.3%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   33.3%       17.6%       6.7%        not\         not\
  (above grade level)**                                         available    available
  ------------------------- ----------- ----------- ----------- ------------ -----------

  ------------------------ ----------- ----------- ----------- ----------- -----------
   **4^th^ Grade Math**                                                     
  (continued)                                                              

  **STATE SCORES**                                                          

                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  1\. White At or Above    95% ++      93.1%       93.0%       91.1%       89.6%
  Proficient                                                               

  2\. Black At or Above    86.9%       77.1%       74.8%       70.7%       68.2%
  Proficient                                                               

  3\. Free/Reduced Lunch   86.8%       79.7%       77.9%       NA          NA
  At or Above Proficient                                                   
  ------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------- ----------- ----------- ----------- ------------ -----------
  **5.**                                                                     
  Criterion-Referenced                                                       
  Tests                                                                      

                                                                             

  Test: [North Carolina End                                     Grade: 3rd   
  of Grade                                                      Grade        
  Assessment]{.underline}                                       Reading      

  Edition/publication year:                                     Publisher:   
  Updated Annually                                              NCDPI        

                                                                             

                                                                             

                            2002-2003   2001-2002   2000-2001   199-2000     1998-1999

  Testing Month             May         May         May         May          May

                                                                              

  **SCHOOL SCORES**                                                           

  Total (Third Grade) At or 84.8%       84.5%       66.7%       82.9%        85.9%
  Above Proficient                                                           

  Number of Students Tested 66          71          63          82           71

  Percent of Total Students 100%        100%        95.4%       100%         98.6%
  Tested                                                                     

  Number of Students        0           0           3           0            1
  Excluded                                                                   

  Percent of Students       0           0           0.05%       0            0.01%
  Excluded                                                                   

                                                                              

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. White - At or Above   97.4%       97.4%       84.8%       94.1%        100.0%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  100.0%      97.4%       84.8%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   78.9%       84.2%       66.7%       not\         not\
  (above grade level)**                                         available    available

  2\. Black - At or Above   65.0%       64.3%       44.8%       70.0%        74.1%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  68.4%       66.7%       44.8%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   26.3%       11.1%       3.4%        not\         not\
  (above grade level)**                                         available    available

  3\. Free/Reduced Lunch -\ 63.6%       68.4%       55.5%       77.7%        not\
  At or Above Proficient\                                                    available
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  65.0%       72.2%       55.6%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   30.0%       11.1%       14.8%       not\         not\
  (above grade level)**                                         available    available
  ------------------------- ----------- ----------- ----------- ------------ -----------

  ------------------------ ----------- ----------- ----------- ----------- -----------
   **3^rd^ Grade Reading**                                                  
  (continued)                                                              

  **STATE SCORES**                                                          

                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  1\. White At or Above    87.9%       86.2%       84.9%       83.1%       82.1%
  Proficient                                                               

  2\. Black At or Above    68.8%       64.9%       61.5%       58.5%       57.6%
  Proficient                                                               

  3\. Free/Reduced Lunch   69.4%       66.2%       63.6%       not\        not\
  At or Above Proficient                                       available   available
  ------------------------ ----------- ----------- ----------- ----------- -----------

  ------------------------- ----------- ----------- ----------- ------------ -----------
  **5.**                                                                     
  Criterion-Referenced                                                       
  Tests                                                                      

                                                                             

  Test: [North Carolina End                                     Grade: 3rd   
  of Grade                                                      Grade Math   
  Assessment]{.underline}                                                    

  Edition/publication year:                                     Publisher:   
  Updated Annually                                              NCDPI        

                                                                             

                                                                             

                            2002-2003   2001-2002   2000-2001   1999-2000    1998-1999

  Testing Month             May         May         May         May          May

                                                                              

  **SCHOOL SCORES**                                                           

  Total (Third Grade) At or 89.4%       76.1%       76.6%       70.7%        74.6%
  Above Proficient                                                           

  Number of Students Tested 66          71          64          82           71

  Percent of Total Students 100%        100%        96.9%       100%         98.6%
  Tested                                                                     

  Number of Students        0           0           2           0            1
  Excluded                                                                   

  Percent of Students       0.0%        0.0%        3.1%        0.0%         1.3%
  Excluded                                                                   

                                                                              

                                                                              

  **SUBGROUP SCORES**                                                         

  1\. White - At or Above   97.4%       97.4%       93.9%       94.1%        87.2%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  100.0%      97.4%       97.0%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   73.7%       73.7%       69.7%       not\         not\
  (above grade level)**                                         available    available

  2\. Black - At or Above   80.0%       42.9%       56.6%       52.5%        59.3%
  Proficient\                                                                
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  84.2%       44.4%       73.3%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   15.8%       11.1%       15.0%       not\         not\
  (above grade level)**                                         available    available

  3\. Free/Reduced Lunch -\ 72.7%       31.6%       64.3%       not\         not\
  At or Above Proficient\                                       available    available
  (includes AAAI                                                             
  assessments)                                                               

  **At or Above Level III\  75.0%       33.3%       64.3%       not\         not\
  (on grade level)**                                            available    available

  **At or Above Level IV\   15.0%       0.0%        10.7%       not\         not\
  (above grade level)**                                         available    available
  ------------------------- ----------- ----------- ----------- ------------ -----------

  ------------------------ ----------- ----------- ----------- ----------- -----------
   **3^rd^ Grade Math**                                                     
  (continued)                                                              

  **STATE SCORES**                                                          

                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  1\. White At or Above    92.6%       85.9%       84.0%       76.2%       80.1%
  Proficient                                                               

  2\. Black At or Above    76.3%       58.1%       54.2%       43.7%       49.9%
  Proficient                                                               

  3\. Free/Reduced Lunch   78.6%       62.9%       59.4%       NA          NA
  At or Above Proficient                                                   
  ------------------------ ----------- ----------- ----------- ----------- -----------