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

*U.S. Department of Education*

**Cover Sheet** Type of School: [x]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Rosemary Sheppard]{.underline}

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

Official School Name [Hawk Ridge Elementary
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_[9201 Bryant Farms
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Charlotte]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[NC]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[28277-1634]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Mecklenburg]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_\_\_\_[600-406]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(980) 343-5927]{.underline} Fax [(980)
343-5933]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL <hawkridgeelem@cms.k12.nc.us> Email
<r.sheppard@cms.k12.nc.us>

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. James L. Pughsley]{.underline}

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

District Name [Charlotte Mecklenburg Schools]{.underline} Tel. [( 980 )
343-6270]{.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. Joe I. White

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [89]{.underline} Elementary
schools

[31]{.underline} Middle schools

[NA]{.underline} Junior high schools

[17]{.underline} High schools

[11]{.underline} Other

[148]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,101.00]{.underline}

Average State Per Pupil Expenditure: [\$6,741.00]{.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
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

  **K**             120               108               **228**

  **1**             109               88                **197**

  **2**             119               89                **208**

  **3**             111               97                **208**

  **4**             105               85                **190**

  **5**             86                87                **173**

  **TOTAL STUDENTS                                      **1204**
  IN THE APPLYING                                       
  SCHOOL**                                              
  ----------------- ----------------- ----------------- -----------------

6\. Racial/ethnic composition of [76]{.underline}% White

the students in the school: [8]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

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

[1]{.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 transferred ***to***  21
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           13
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   34
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 976
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.035
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          3.5
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [4]{.underline} %

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

Number of languages represented: [8]{.underline}

Specify languages: Chinese, French, German, Hmong, Indonesian, Korean,
Spanish, and Vietnamese

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

Total number students who qualify: [77]{.underline}

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

10\. Students receiving special education services: [9%]{.underline}

[116]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

Deafness Other Health Impaired

Deaf-Blindness [41]{.underline} Specific Learning Disability

Emotional Disturbance [63]{.underline} Speech or Language Impairment

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

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

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) [4]{.underline}

Classroom teachers [58]{.underline}

Special resource teachers/specialists [7]{.underline} [1]{.underline}

Paraprofessionals [20]{.underline}

> Support staff [2]{.underline} [1]{.underline}
>
> Total number [91]{.underline} [2]{.underline}

12\. Average school student-"classroom teacher" ratio:
[23:1]{.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.)

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

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

  Daily teacher attendance  96%         96%         97%         96%         98%

  Teacher turnover rate     17%         18%         12%         15%         20%

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

**PART III ‑ SUMMARY**

**School Summary**

Hawk Ridge Elementary is located in a culturally diverse suburb of
Charlotte, North Carolina. The school opened in 1999 with 543 students
and has quickly expanded due to continuous growth to over 1,200
students. When we opened Hawk Ridge Elementary, our vision was to have a
school based on best practices in education. The cornerstone for our
success over the years has been continual focus on intentional, quality
instruction. Our strong commitment to excellence and to meeting the
needs of all students has been the key to our school's success despite
extreme fluctuations in our student population. It is evident from our
test results that teachers at Hawk Ridge are encouraged and supported in
using best practices as they utilize assessment data, a variety of
resources, and varied instructional strategies to teach the state
curriculum standards.

Visitors at our school are quick to see evidence of our school
vision---"To provide a unique and challenging learning environment that
will enable students to become life-long learners and productive
citizens in an ever-changing world." Teachers are considered our first
learners and have enthusiastically participated in staff development
opportunities to sharpen their knowledge and skills in utilizing current
brain-based research, technology, cooperative learning strategies, *The
Paideia Seminar*, higher-order questioning techniques, multiple
intelligences, and product differentiation. Applying new learning to the
classroom has resulted in students becoming active rather than passive
learners. Students are observed working in cooperative learning groups,
completing research on topics of their interest, utilizing technology on
a daily basis, and using hands-on manipulative learning materials. Test
data is routinely used to assess student performance and guide
differentiation of instruction.

Another factor in our school's success has been an emphasis on creating
a warm, caring environment for learning. Our focus on positive
discipline and character education provides opportunities for students
to develop self discipline and community responsibility. Weekly class
meetings encourage students to compliment each other and problem solve
together on classroom concerns. One character trait is studied each
month during the school year. Information about the monthly character
trait is communicated in school newsletters and on the morning news
broadcasts. Our focus on character education is enhanced by our "Citizen
of the Month" program. Students who exemplify the character trait of the
month are nominated by their peers and are recognized as model citizens.
Emphasis on the importance of daily attendance, direct instruction on
organizational skills, and high standards for quality work performance
contributes to an overall positive, productive learning environment for
all students.

Parents are also actively involved in the success of our school program.
Throughout the day, parents serve as volunteers in the classrooms to
help with tutoring and administrative tasks. An active Parent-Teacher
Association (PTA) and School Leadership Team provide opportunities for
parents to be involved in school events, committee activities, and in
developing school policies. Parents are provided with many opportunities
to strengthen their understanding of the school's curriculum through
participation in parent workshops, seminars, conferences, and general
PTA meetings that are held four times during the school year. PTA
fundraisers are specifically used to support the additional purchase of
instructional materials, playground equipment, and enrichment programs
for students. Our PTA has adopted two other schools in our district
since opening in 1999 to provide financial and leadership support as
needed.

With a tradition of academic success, Hawk Ridge Elementary continues to
be a model school for our community. A combination of high academic
standards, a dedicated and professional staff, and strong parent
involvement makes our school "A Place Where Children Soar."

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

**Assessment Data** **Summary:**

*North Carolina End-of-Grade Tests* in reading and math are administered
each year in May to elementary students in grades 3-5. Results include
both individual scale scores and achievement levels for performance.
There are four achievement levels in North Carolina with each level
consisting of a range of scale scores that vary by subject area and
grade level. Achievement levels are I (Well Below Grade Level), II
(Below Grade Level), III (At Grade Level), and IV (Well Above Grade
Level). Students are expected to make a year's growth for each year of
schooling. North Carolina's accountability model includes a school
performance component based on the percentage of students scoring *"*at
or above grade level*"* (Levels III & IV). All students, regardless of
whether or not they meet enrollment or pre-test criteria, are included
in the performance component.

The assessment information for Hawk Ridge demonstrates continuous
progress towards meeting proficiency standards for all students in
grades 3-5 in both reading and math. In addition, our test results
indicate that we are closing the achievement gap and sustaining
performance among our subgroup populations. Our greatest academic gains
have occurred at the fourth grade level for both reading and math. At
this grade level, our African American students have demonstrated a 15%
growth in "at or above grade level*"* performance for reading over the
last three years. In addition, our African American students have
demonstrated a 10% performance improvement in fourth grade math for the
same time period. Our test data also indicates a 10% performance
improvement for the number of exceptional children scoring *"*at or
above grade level*"* in fourth grade reading over the last three years
and a 29% improvement over the last five years. At the third grade
level, our African American students have increased performance by 15%
over the last three years in math. Results indicate that we have made
significant progress with moving all subgroups into the highest level of
performance (Level IV) in both reading and math. As evidenced by the
data, our strongest growth performance for all subgroups has been in the
area of reading and in particular at the fourth grade level.

Information pertaining to the state assessment program may be found at
the *North Carolina Department of Public Instruction* Web site:
<http://www.ncpublicschools.org/reportstats.html>.

**Use of Assessment Data:**

Assessment data is used on a routine basis by our school to understand
strengths and weaknesses of students in relationship to the state
curriculum standards. As a school and by individual grade levels, we
analyze our end-of-year performance to determine goals and strategies
that will be incorporated into our *School Improvement Plan* based on
our previous year's performance. Student performance on *North Carolina
End-of-Grade Tests* is also used to chart individual growth expectations
for the coming year.

A combination of daily, weekly, and quarterly assessment information is
used at all grade levels for student placement in flexible groups for
both reading and math. Flexible groups are formed early in the school
year and monitored on a continuous basis as additional assessment
information is gathered. Unit pre-tests that are aligned with curriculum
objectives are also consistently used with other assessment data to
align instruction with specific student needs for remediation or
acceleration.

As lessons are delivered within the classrooms, teachers continue to
monitor student understanding of objectives through frequent use of
mini-assessments and teacher-created tests. These assessments guide the
teachers in adjusting the pacing of curriculum objectives and assist in
planning for remediation or enrichment opportunities for students. All
students in grades 3-5 participate in system-wide quarterly assessments
three times per year. These assessments are aligned with the *North
Carolina Standard Course of Study* and use a similar format to the
*North Carolina End-of-Grade Tests*. Teachers analyze the results of the
quarterly assessments according to performance (mastery,
partial-mastery, non-mastery) on specific objectives. This analysis
enables teachers to delineate data to assess the academic strengths and
weaknesses of the entire grade level, specific classrooms, and
individual students. Students who demonstrate academic weaknesses are
provided with additional resources by way of before or after school
tutoring, small group instruction, varied instructional materials, and
increased technology support.

**Communication on Assessment Information:**

Our school-wide data and student performance are shared with parents,
students, and the community in a variety of ways. Students and parents
receive a copy of the student's individual *North Carolina Assessment
Report* after being tested in May. The report provides a graph to
illustrate how the student is performing in relationship to his/her
peers at the school, system, and state levels for both reading and math.
Individual scale scores and performance levels are shared on the report.
In addition, performance on individual objectives is included on the
report to give parents a more detailed understanding of their child's
scores.

Individual school report cards published by the *North Carolina
Department of Public Instruction* are issued each fall to all parents to
promote understanding of how schools are performing in relationship to
one another. School report cards are linked to the Charlotte-Mecklenburg
Schools' Web site for parent viewing of all schools within the system.
School performance is also shared through our school Web site
([www.cms.k12.nc.us/allschools/hawkridge/index.html](http://www.cms.k12.nc.us/allschools/hawkridge/index.html)),
Principal's newsletters, and PTA newsletters.

Parents receive weekly communication on student performance through
communication folders that are sent home each Monday. Student agendas
are used in grades 2-5. Students record their homework on a daily basis
and parents are required to initial the agendas each evening after
checking homework assignments. Parents receive curriculum updates
through individual teacher Web sites, teacher newsletters, and the
School Messenger system.

Parent conferences are held at the end of the first quarter for all
students and throughout the year for any students on Personalized
Education Plans (PEP). These plans are written collaboratively by the
teacher and the students' parents and include strategies designed to
promote on grade-level performance. The PEP is dynamic in nature as it
is updated regularly to reflect changes in students' growth and
performance. PEP conferences provide teachers with opportunities to
discuss individual student progress and to share additional support
strategies that parents may use at home. Quarterly assessments are
reviewed individually with students through one-on-one conferences.
Students are encouraged to track their quarterly progress and establish
goals for improvement. Mid-quarter progress reports and quarterly report
cards provide specific information to parents concerning student
classroom performance.

**Sharing Success with Others:**

Hawk Ridge Elementary has been recognized by our school system on many
occasions for the outstanding performance of our students. As a result,
we have had teachers, school administrators, and central office
administration to visit our school and see first hand the practices that
have been put in place to support and encourage student learning. Staff
members have shared information at state and regional conferences in
North Carolina. Our teachers, support staff, and administrators have
conducted district-wide professional development training sessions on
developing and implementing sound instructional strategies. Individual
staff members have served as trainers for National Board Certification
and the *North Carolina Teacher Academy*. Fellow educators frequently
visit our teacher Web sites as a means to learn more about our
instructional strategies, curriculum, and student performance. Our
recognition as a Blue Ribbon School will be shared in a variety of ways
with our school community. The local news media will be informed and
involved in publicizing our recognition through local television
stations and newspapers. Our school will also be recognized at a
Charlotte-Mecklenburg School Board meeting and featured on the school
system's public information news station and Web site. At the annual
"Closing the Gap" state conference sponsored by the North Carolina
Department of Public Instruction, Hawk Ridge will be recognized as a
Blue Ribbon School and will share successful strategies with other
schools in the state. Our Blue Ribbon recognition will be a distinction
that will be made on all school communications.

**PART V -- CURRICULUM AND INSTRUCTION**

**Comprehensive School Curriculum:**

Hawk Ridge Elementary follows the *North Carolina Standard Course of
Study* for each grade level. Content areas include literacy,
mathematics, science, social studies, healthful living, music, visual
arts, library/media, computer skills, and physical education.

Our literacy curriculum includes objectives for reading (cognition,
interpretation, critical stance, and connections), writing, and
spelling. Specific comprehension skills include point of view, comparing
and contrasting, author's purpose, sequencing, cause and effect, main
idea and details, classifying and categorizing information, plot
elements, and literary genres. Our writing program utilizes a systematic
process approach to the teaching of writing: prewriting, drafting,
revising, proofreading, and publishing. Students are taught the
necessary skills for writing that include focus, organization,
elaboration/style, and conventions as they prepare for the *North
Carolina Writing Assessment* at fourth grade. Literacy is considered the
foundation for all instruction and is integrated in all content areas
throughout the day.

The five strands incorporated in our state math curriculum are: numbers
and operations, measurement, geometry, data analysis and probability,
and algebra. A special emphasis is placed on problem solving and
critical thinking skills at each level. A spiral curriculum provides
opportunities for students to experience extension and reinforcement of
skills as they move through the K-5 curriculum. Rigorous standards for
performance and outcomes are evident as students are immersed in
higher-order questioning, hands-on learning experiences, and lessons
founded in multiple intelligences.

Our science curriculum utilizes a hands-on, inquiry approach. Students
learn the scientific process of identifying a purpose, formulating a
hypothesis, conducting investigations, collecting data, making
observations, and drawing conclusions. Students explore a variety of
topics at each grade level: Kindergarten- My World; First Grade-
Properties, Position & Motion, Earth Materials, and Animals; Second
Grade- Weather, Sound, Changes, and Plants & Animals; Third Grade-
Objects in the Sky, Heat & Light, and Plants & Soil; Fourth Grade-
Simple Machines, Magnetism & Electricity, Rocks & Minerals, and Animal
Adaptations; and Fifth Grade- Weather, Energy, Landforms, and
Ecosystems. Science days are incorporated into the instructional program
to ensure that students are provided with multiple opportunities to
experience hands-on learning.

Our social studies content frameworks include communities, citizenship,
individual identity, government, historic perspectives, geographic
relationships, economics, global connections, and technological
influences on society. Broad themes include the family, community, local
government, North Carolina, the United States, Canada, and Latin
America. Meaningful field trip experiences to historic locations, local
businesses, plays, and museums supplement and enhance the social studies
content for all students. In addition, cultural arts performances during
the school year help students develop an appreciation for diversity and
the arts. The Junior Achievement program is a component of the K-5
social studies curriculum and is facilitated by community and parent
volunteers. In accordance with *Junior Achievement of the Central
Carolinas*, the purpose of this program is "to educate and inspire young
people to value free enterprise, business, and economics to improve the
quality of their lives."

Instructional goals and objectives for music, visual arts,
library/media, computer skills, and physical education are aligned by
grade level to the *North Carolina Standard Course of Study*. Students
receive forty minutes of direct instruction weekly from a certified
teacher in each of these areas. Curriculum integration and collaboration
in planning is encouraged to further enhance student learning. Students
participate in a variety of activities at our school to support
appreciation of the arts: Young Authors' Contest, PTA Reflections
Contest, Martin Luther King Art and Essay Contest, Fifth Grade Chorus,
Morning News Broadcast, Puppet Club, Story Telling Club, Digital Story
Telling, student grade level performances, *Arts Teach*, Student
Newspaper Club, and productions of student-written operas.

**Reading Curriculum:**

Student growth in overall reading performance at Hawk Ridge Elementary
can be attributed to our systematic, direct instructional strategies for
the teaching of reading. Research-based reading strategies with an
emphasis in the primary grades on phonemic awareness, phonics
instruction, print awareness, and alphabetical principles are taught
through direct instruction. This helps to ensure that students do not
"fall through the cracks" due to a lack of prior knowledge. Our focus on
phonics provides students with a strong foundation and the tools they
need to read fluently. Explicit instruction in comprehension skills, as
well as the use of decodable books and quality literature, provides a
balanced approach to reading. Comprehension strategies including teacher
"think-aloud", making connections, summarizing, drawing conclusions, and
making inferences are consistently incorporated in the delivery of
direct reading instruction beginning at the kindergarten level. Students
benefit from the consistent approaches, horizontally by grade level and
vertically as they progress from one grade level to the next. Vocabulary
development is strengthened through the use of word walls, word studies,
and personal dictionaries. Our reading program is further enhanced by
opportunities for self-selected, independent reading in a literacy rich
learning environment.

A minimum of two hours of reading instruction occurs each day. During
the two-hour block, one hour of direct whole group instruction is
provided in a heterogeneous group setting. Independent Work Time is
built into the second hour of instruction to provide opportunities for
differentiation based on students' individual needs. During the
Independent Work Time block, students are flexibly grouped across the
grade level in grades 3-5 and grouped within the classroom at the K-2
level. The Independent Work Time block provides an additional
opportunity for quality direct instruction on a consistent basis and
allows our talent development and resource teachers to be included in
the groupings. Students performing at higher levels are challenged to
use talent development strategies, computer-assisted instruction,
*Paideia Seminar*, research, novel studies, author studies, literature
circles, and projects. Struggling students are provided opportunities to
further develop fluency and comprehension skills through several direct
instructional programs. Teachers incorporate additional pre-teaching and
re-teaching of skills, as needed.

Literacy skills continue to be enhanced throughout the school day as
students use response journals, participate in daily oral language
activities, and are provided with opportunities to integrate reading and
writing in all content areas. Independent reading is required of all
students for a minimum of 20-30 minutes nightly based on the student's
grade level. Parents are required to document reading each night on a
reading log.

**Integration of Technology:**

One of our greatest sources of pride at Hawk Ridge Elementary is our
focus on technology. With our vision of preparing students for the world
of tomorrow, teachers ensure that technology is integrated throughout
the instructional day. A variety of instructional software is used to
support and enrich students' experiences in all curricular areas.
Specific literacy and math software programs are used to differentiate
instruction through the teacher's selection of skills that address
individual student's needs. Students must demonstrate mastery at the
assigned level before they are allowed to move to the next level of
performance. These programs are aligned with grade-level objectives
based on the *North Carolina Standard Course of Study*.

Our school-wide reading incentive program, *Accelerated Reader,*
provides opportunities for students to set individual reading goals.
Students are encouraged to select books from a variety of genres at
their instructional level and to demonstrate at least 80% mastery
answering related comprehension questions. Students frequently utilize
computer graphics programs to design meaningful visual organizers for
project presentations, as study maps, and to effectively plan for
writing. Students are encouraged to use the Internet for completing
research projects and have learned how to use search engines to help
with efficiency in handling the magnitude of information available on
the Internet. When assigning research projects, product differentiation
is encouraged. Students are observed designing *PowerPoint*
presentations, creating videos, developing spreadsheets to display data,
and producing final written reports using a variety of publishing
software. Morning news broadcasts that are student-produced provide
opportunities for students to sharpen their communication skills in
reading, public speaking, and writing as they learn how to operate the
closed-circuit television system. Digital storytelling provides an
additional opportunity for students to strengthen their communication
skills by using a digital camera to design and produce original stories.

Resources, available on the Internet, are continuously used by teachers
to plan for instruction. Through the teachers' Web sites, parents are
kept informed of curriculum objectives and are provided with additional
Web site links to strengthen the home-school connection and further
enhance their ability to assist their children with curriculum concerns.
At home, parents are encouraged to use the online version of student
textbooks to reinforce concepts and skills explored in the classroom.

**Instructional Strategies to Improve Student Learning:**

A variety of instructional strategies are implemented on a daily basis
to address the needs of our Hawk Ridge Elementary students. One of our
primary instructional strategies is flexible grouping of students across
the grade level beginning in second grade. Students are grouped before
each unit of study in math according to results of unit pre-tests.
Pre-tests are aligned with the *North Carolina Standard Course of Study*
and the Charlotte-Mecklenburg Schools' curriculum pacing guides.
Students are also grouped across their grade level for one hour of the
two-hour literacy block in grades 3-5. A variety of assessment
information is used to accurately place students in these flexible
groups based on their instructional needs.

Our flexible grouping strategy for reading and math provides an
opportunity to maximize staff support while meeting the needs of
individual children. During the math and literacy curriculum blocks, the
talent development teachers, the *Exceptional Children's Program*
teachers, and the Instructional Support Team co-teach with the classroom
teacher to provide additional support and effectively decrease the
teacher-student ratio. Our Instructional Support Team consists of one
half-time teacher, two full-time teachers, and six instructional
assistants. Consistent, collaborative planning by classroom teachers and
support staff is ensured through a 90-minute weekly planning block at
each grade level. Planning during this block is limited to discussions
of curriculum and assessment data.

Long-range plans are written at the beginning of each school year and
specify time frames for teaching curriculum objectives. The long-range
plans not only ensure that all curriculum objectives are taught, but
also encourage curriculum integration by all special area (music, art,
physical education, media, and technology) teachers. Efficiency of time
is essential to maximize the instructional day. The master schedule
reflects blocks of time for instruction and minimizes the number of
student transitions during the day. Individual teacher schedules are
designed to meet time requirements established by Charlotte-Mecklenburg
Schools for each curriculum area (reading, writing, math, science, and
social studies).

School-wide initiatives based on problem-solving strategies and
*Marzano\'s Dimensions of Thinking* have been established to enhance
students' critical-thinking skills. With a focus each month on a
different problem-solving strategy and *Marzano's* question stem, our
students and teachers place special emphasis on daily application of
these strategies. Beginning in kindergarten, students are taught how to
frame questions using higher-order question stems. This strategy is
particularly effective when students participate in shared reading.
Parents also receive information about our strategies on the monthly
parent calendar and teacher Web sites.

A variety of instructional delivery models are used on a daily basis at
all grade levels to maximize student engagement and promote success with
mastery of curriculum objectives. These strategies include *The Paideia
Seminar,* hands-on science and math approaches, cooperative learning,
writers' workshop, small group and one-on-one instruction, higher-order
questioning strategies, and before and after school tutorials. Varied
instructional materials that are particularly suited to address the
needs for remediation and enrichment are also used on a routine basis at
all grade levels.

**Staff Development:**

Because we view ourselves as "learners in an ever-changing world,"
professional development has been a cornerstone of our success since
opening Hawk Ridge Elementary. Our staff development plan has varied
each year depending on the needs of our teachers and the analysis of our
*End-of-Grade Test* data. Our focus since opening the school in 1999 has
been on implementing the best practices in education.

Each year, we have had the unique challenge of continuing the learning
from previous training while bringing new teachers on board. Our mentor
support program could be a model for all schools. Initially licensed
teachers and their assigned mentors begin meeting during the summer
months and continue to meet on a monthly basis throughout the school
year. These meetings provide opportunities for selected staff members to
facilitate in-service on best practice topics and to continue our
efforts to solidify our instructional program. Beginning teachers are
continuously coached by their mentors through classroom observations and
specific feedback.

Since opening our school, we have provided staff development on
cooperative learning, brain-based research, team-building strategies,
higher-order questioning techniques, centers, *The Paideia Seminar*,
product differentiation, and Positive Discipline. We have been fortunate
to fund full day training sessions with regional and national trainers
at our school. Follow-up sessions with the staff further enhance these
training opportunities and help to ensure that in-service practices are
successfully adopted in the classroom. General staff meetings and
grade-level planning sessions are used as an additional opportunity for
staff development as teachers share new learning and experiences with
their colleagues.

With technology being such a central component of our curriculum and
instruction, in-service in this area is offered continuously throughout
the year. Our technology training sessions are conducted on-site with
teachers selecting workshop sessions that meet their individual needs.
In-service on Web site construction, e-mail, Web-based research,
instructional software programs, lesson plan design, and teacher
management tools have had a direct impact on our school's use of
technology to enhance student learning and improve teacher efficiency.

Focused discussion groups also supplement our in-service program at Hawk
Ridge. This year we are offering two optional book study clubs
([Teaching Matters]{.underline} and [A Mind At a Time]{.underline}) that
meet on a monthly basis. As a staff, we are also reading the book
[Bringing Words to Life]{.underline} by Isabel L. Beck for discussion in
vertical groups. Professional articles are frequently distributed and
discussed on grade level teams.

Teachers are encouraged to participate in conferences and in-service
opportunities outside of the school setting. The expectation is that
teachers bring back the information to share with their teams and that
the selected conference serve to support the School Improvement Plan.
These outside opportunities for training serve to validate instructional
strategies being used in the classroom and regenerate an enthusiasm for
learning--- the key to the continued implementation of best practices.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for Hawk Ridge Elementary [Grade 3
> Mathematics]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 98   | 100  | 98   | 98   | 92   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 82   | 81   | 70   | 70   | 63   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 180  | 243  | 145  | 138  | 137  |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 180  | 243  | 145  | 138  | 137  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 99   | 99   | 99   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 2    | 2    | 1    | 2    | 1    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 1    | 1    | 1    | 1    | 1    |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.Africian-American              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | 86   | 89   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 54   | 43   | 43   | 44   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 13   | 14   | 7    | 8    | \*   |
+----------------------------------+------+------+------+------+------+
| 2.White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 99   | 100  | 98   | 98   | 92   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 85   | 86   | 74   | 74   | 63   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 141  | 189  | 126  | 118  | 128  |
+----------------------------------+------+------+------+------+------+
| 3.Other Students \*\*\*          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 96   | 98   | 100  | 100  | 88   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 81   | 70   | 46   | 58   | 75   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 26   | 40   | 11   | 12   | 8    |
+----------------------------------+------+------+------+------+------+
| 4.Exceptional Students           |      |      |      |      |      |
| (non-gifted[)]{.underline}       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 92   | 98   | 100  | 90   | 78   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 68   | 75   | 63   | 74   | 33   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 40   | 19   | 19   | 18   |
+----------------------------------+------+------+------+------+------+
| 5.Free/Reduced Lunch             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 88   | 94   | \*   | \*   | 83   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 63   | 38   | \*   | \*   | 67   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 8    | 16   | \*   | \*   | 6    |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 89   | 89   | 77   | 74   | 72   |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 253  | 253  | 251  | 251  | 144  |
+----------------------------------+------+------+------+------+------+

\* Data is not reported for subgroups with student counts less than 6.

\*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
represent students who

were excluded from taking the EOG for one of the following reasons: LEP
status, student was

assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and
1999-00 school

years, counts & percents represent students who were exempt from taking
the regular EOG.

\*\*\* Other includes American Indian, Asian/Pacific Islander, Hispanic,
and Multi-racial.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for Hawk Ridge Elementary [Grade 3
> Reading]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 97   | 98   | 96   | 94   | 90   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 79   | 74   | 79   | 70   | 66   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 179  | 243  | 144  | 138  | 137  |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 179  | 243  | 144  | 138  | 137  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 98   | 99   | 98   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 3    | 2    | 2    | 2    | 1    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 2    | 1    | 1    | 1    | 1    |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.African-American               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 92   | 93   | 100  | 88   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 54   | 36   | 71   | 50   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 13   | 14   | 7    | 8    | \*   |
+----------------------------------+------+------+------+------+------+
| 2.White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 98   | 100  | 97   | 96   | 89   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 80   | 78   | 82   | 75   | 66   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 141  | 189  | 126  | 118  | 128  |
+----------------------------------+------+------+------+------+------+
| 3.Other Students \*\*\*          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 96   | 95   | 82   | 75   | 100  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 84   | 65   | 46   | 33   | 75   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 40   | 11   | 12   | 8    |
+----------------------------------+------+------+------+------+------+
| 4.Exceptional Students           |      |      |      |      |      |
| (non-gifted[)]{.underline}       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 88   | 95   | 100  | 90   | 67   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 64   | 48   | 78   | 63   | 39   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 40   | 18   | 19   | 18   |
+----------------------------------+------+------+------+------+------+
| 5.Free/Reduced Lunch             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 86   | 81   | \*   | \*   | 100  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 43   | 31   | \*   | \*   | 50   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 7    | 16   | \*   | \*   | 6    |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 83   | 83   | 80   | 76   | 75   |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 248  | 248  | 148  | 147  | 147  |
+----------------------------------+------+------+------+------+------+

\* Data is not reported for subgroups with student counts less than 6.

\*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
represent students who

were excluded from taking the EOG for one of the following reasons: LEP
status, student was

assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and
1999-00 school

years, counts & percents represent students who were exempt from taking
the regular EOG.

\*\*\* Other includes American Indian, Asian/Pacific Islander, Hispanic,
and Multi-racial.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for Hawk Ridge Elementary [Grade 4
> Mathematics]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 99   | 100  | 99   | 100  | 96   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 89   | 88   | 72   | 72   | 50   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 158  | 210  | 166  | 147  | 118  |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 158  | 210  | 166  | 147  | 118  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 100  | 99   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 1    | 1    | 1    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 0    | 1    | 1    | 1    |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.African-American               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 92   | 90   | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 71   | 83   | 40   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 13   | 12   | 10   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| 2.White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 99   | 100  | 99   | 100  | 95   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 89   | 89   | 76   | 71   | 51   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 111  | 176  | 130  | 134  | 104  |
+----------------------------------+------+------+------+------+------+
| 3.Other Students \*\*\*          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | 100  | 100  | 100  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| %At Level IV                     | 94   | 86   | 64   | 100  | 55   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 33   | 22   | 25   | 10   | 11   |
+----------------------------------+------+------+------+------+------+
| 4.Exceptional Students           |      |      |      |      |      |
| (non-gifted)                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 96   | 100  | 100  | 100  | 85   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 79   | 76   | 59   | 52   | 31   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 24   | 25   | 22   | 21   | 13   |
+----------------------------------+------+------+------+------+------+
| 5.Free/Reduced Lunch             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 89   | 86   | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 63   | 56   | 29   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 8    | 9    | 7    | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 95   | 95   | 89   | 87   | 85   |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 259  | 259  | 257  | 256  | 153  |
+----------------------------------+------+------+------+------+------+

\* Data is not reported for subgroups with student counts less than 6.

\*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
represent students who

were excluded from taking the EOG for one of the following reasons: LEP
status, student was

assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and
1999-00 school

years, counts & percents represent students who were exempt from taking
the regular EOG.

\*\*\* Other includes American Indian, Asian/Pacific Islander, Hispanic,
and Multi-racial.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for Hawk Ridge Elementary [Grade 4
> Reading]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 97   | 98   | 94   | 91   | 87   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 69   | 72   | 59   | 52   | 46   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 156  | 210  | 165  | 147  | 117  |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 156  | 210  | 165  | 147  | 117  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 99   | 100  | 99   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 2    | 0    | 2    | 1    | 2    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 1    | 0    | 1    | 1    | 2    |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.African-American               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 85   | 83   | 70   | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 39   | 58   | 20   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 13   | 12   | 10   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| 2.White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 98   | 99   | 96   | 92   | 89   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 72   | 75   | 63   | 52   | 48   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 111  | 176  | 130  | 134  | 104  |
+----------------------------------+------+------+------+------+------+
| 3.Other Students \*\*\*          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | 92   | 100  | 73   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 69   | 59   | 52   | 60   | 18   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 32   | 22   | 25   | 10   | 11   |
+----------------------------------+------+------+------+------+------+
| 4.Exceptional Students           |      |      |      |      |      |
| (non-gifted)                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 96   | 100  | 86   | 91   | 67   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 44   | 44   | 43   | 33   | 25   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 23   | 25   | 21   | 21   | 12   |
+----------------------------------+------+------+------+------+------+
| 5.Free/Reduced Lunch             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 75   | 78   | 57   | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 50   | 22   | 29   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number students tested           | 8    | 9    | 7    | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 84   | 84   | 77   | 75   | 72   |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 252  | 253  | 151  | 150  | 150  |
+----------------------------------+------+------+------+------+------+

\* Data is not reported for subgroups with student counts less than 6.

\*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
represent students who

were excluded from taking the EOG for one of the following reasons: LEP
status, student was

assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and
1999-00 school

years, counts & percents represent students who were exempt from taking
the regular EOG.

\*\*\* Other includes American Indian, Asian/Pacific Islander, Hispanic,
and Multi-racial.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for Hawk Ridge Elementary [Grade 5
> Mathematics]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 99   | 100  | 100  | 100  | 96   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 96   | 95   | 92   | 97   | 72   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 133  | 195  | 156  | 152  | 109  |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 133  | 195  | 156  | 152  | 109  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 98   | 99   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 3    | 2    | 1    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 2    | 1    | 1    | 0    |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.African-American               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 86   | 100  | 100  | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 86   | 87   | 86   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 7    | 15   | 7    | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| 2.White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | 100  | 100  | 96   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 97   | 97   | 92   | 97   | 74   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 108  | 153  | 136  | 129  | 96   |
+----------------------------------+------+------+------+------+------+
| 3.Other Students \*\*\*          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | 100  | 100  | 100  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 94   | 93   | 100  | 100  | 56   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 18   | 27   | 12   | 18   | 9    |
+----------------------------------+------+------+------+------+------+
| 4.Exceptional Students           |      |      |      |      |      |
| (non-gifted[)]{.underline}       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | 100  | 100  | 67   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 73   | 65   | 79   | 100  | 17   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 15   | 20   | 14   | 12   | 6    |
+----------------------------------+------+------+------+------+------+
| 5.Free/Reduced Lunch             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 100  | \*   | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 88   | 75   | \*   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 8    | 16   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 93   | 93   | 89   | 87   | 83   |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 263  | 262  | 261  | 260  | 160  |
+----------------------------------+------+------+------+------+------+

\* Data is not reported for subgroups with student counts less than 6.

\*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
represent students who

were excluded from taking the EOG for one of the following reasons: LEP
status, student was

assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and
1999-00 school

years, counts & percents represent students who were exempt from taking
the regular EOG.

\*\*\* Other includes American Indian, Asian/Pacific Islander, Hispanic,
and Multi-racial.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for Hawk Ridge Elementary [Grade 5
> Reading]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 99   | 99   | 99   | 99   | 95   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 80   | 80   | 72   | 72   | 60   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 133  | 195  | 155  | 152  | 109  |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 133  | 195  | 155  | 152  | 109  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100  | 98   | 98   | 99   | 99   |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 3    | 3    | 1    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0    | 2    | 2    | 1    | 0    |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.African-American               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 86   | 93   | 100  | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 57   | 53   | 14   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 7    | 15   | 7    | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| 2.White                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 99   | 99   | 98   | 96   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 82   | 86   | 74   | 71   | 60   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 108  | 153  | 136  | 129  | 96   |
+----------------------------------+------+------+------+------+------+
| 3.Other Students \*\*\*          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 96   | 100  | 100  | 100  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 78   | 63   | 92   | 72   | 67   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 18   | 27   | 12   | 18   | 9    |
+----------------------------------+------+------+------+------+------+
| 4.Exceptional Students           |      |      |      |      |      |
| (non-gifted[)]{.underline}       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 95   | 100  | 92   | 67   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 60   | 45   | 46   | 58   | 0    |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 15   | 20   | 13   | 12   | 6    |
+----------------------------------+------+------+------+------+------+
| 5.Free/Reduced Lunch             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100  | 94   | \*   | \*   | \*   |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 63   | 44   | \*   | \*   | \*   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 8    | 16   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 90   | 89   | 85   | 83   | 79   |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 257  | 257  | 156  | 156  | 155  |
+----------------------------------+------+------+------+------+------+

\* Data is not reported for subgroups with student counts less than 6.

\*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
represent students who

were excluded from taking the EOG for one of the following reasons: LEP
status, student was

assessed on the NCAAAI, NCAAP, or NCCATS (2001-02 only). For 2000-01 and
1999-00 school

years, counts & percents represent students who were exempt from taking
the regular EOG.

\*\*\* Other includes American Indian, Asian/Pacific Islander, Hispanic,
and Multi-racial.