**REVISED -- MARCH 13, 2006**

2005-2006 No Child Left Behind - Blue Ribbon Schools Program

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_X\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Phillip Reavis]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_[515 Godfrey
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Simpsonville]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[South
Carolina]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[29681-4927]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Greenville]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code
Number\*\_\_\_[2301108]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 864 ) 355-7100]{.underline} Fax [( 864 )
355-7115]{.underline}

Website/URL [www.greenville.k12.sc.us/oakview]{.underline} E-mail
[preavis@greenville.k12.sc.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Phinnize J. Fisher]{.underline}

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

District Name [Greenville County Schools]{.underline} Tel. [( 864 )
355-3100]{.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. Charles J. Saylors]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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** -- Greenville County Schools

1\. Number of schools in the district: \_\_[48]{.underline}\_ Elementary
schools

\_\_[17]{.underline}\_ Middle schools

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

\_\_[14]{.underline}\_ High schools

\_\_[16]{.underline}\_ Other to include: 5 child development centers, 4
career centers, 1 center for multiple disabilities, 1 teen parent
center, 1 alternative school, 1 adult education center, 1 fine arts
center, 1 science center, 1 highly gifted center

\_\_[95]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_[\$6,450]{.underline}\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$7,350]{.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\. \_\_\_[5]{.underline} Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**    11        2                      **13**       **7**                             

  **K**       81        94                     **175**      **8**                             

  **1**       110       106                    **216**      **9**                             

  **2**       87        78                     **165**      **10**                            

  **3**       96        79                     **175**      **11**                            

  **4**       79        93                     **172**      **12**                            

  **5**       97        104                    **201**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **1,117**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- -----------

6\. Racial/ethnic composition of \_\_[87]{.underline} % White

the students in the school: \_\_\_[6]{.underline} % Black or African
American

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

\_\_\_[5]{.underline} % Asian/Pacific Islander

\_\_ [0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[10]{.underline}\_\_\_\_%

> \[Mobility rate reflects 2004-2005 end of year data.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      48
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      53
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    101
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1034
                            the school as of October 1  

  **(5)**                   Total transferred students  .098
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_[33]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish, Chinese, Korean, Hindu, Japanese, Arabic,
German, Polish

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[5]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_\_[52]{.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:
\_\_\_\_[10]{.underline}\_\_\_\_%

\_\_\_\_[113]{.underline}\_\_\_\_Total Number of Students Served

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

\_\_[3]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[6]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_[32]{.underline} \_Specific
Learning Disability

\_\_[2]{.underline}\_\_Emotional Disturbance
\_[68]{.underline}\_\_Speech or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment
\_\_[0]{.underline}\_\_Traumatic Brain Injury

> \_\_[2]{.underline}\_\_Mental Retardation
> \_\_[0]{.underline}\_\_Visual Impairment Including Blindness
>
> \_\_[0]{.underline}\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[48]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[19]{.underline}\_\_\_
\_\_\_\_[7]{.underline}\_\_\_\_

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

> Support staff \_\_\_[20]{.underline}\_\_\_
> \_\_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_[103]{.underline}\_\_\_
> \_\_\_\_[8]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97 %        98 %        97 %        97 %        97 %

  Daily teacher attendance   97 %        97 %        99 %        98 %        99 %

  Teacher turnover rate      16 %        12 %        53 %\*      26 %        20 %

  Student dropout rate       NA          NA          NA          NA          NA
  (middle/high)                                                              

  Student drop-off rate      NA          NA          NA          NA          NA
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

\* Over 500 students and approximately one third of the faculty were
reassigned to newly built schools in the area during the 2002-2003
school year. Oakview was downsized to alleviate overcrowding.

**PART III ‑ SUMMARY**

Oakview Elementary School opened its doors in 1995 with 752 students.
Symbolized by a 100+ year old oak tree in the front yard, Oakview
established a deeply rooted mission and vision which continues to
provide a foundation for its current program. The mission of Oakview
Elementary School, in cooperation with our students' home and community,
is to prepare students for responsible citizenship, lifelong learning,
and productive employment by Opening opportunities for all students,
Accepting individual differences, Keeping a smile, Varying teacher
techniques, Identifying and addressing strengths/weaknesses, Engaging
students in learning activities, and Working as a team. This mission is
carried out through vision statements which provide for 1) a positive
learning environment that inspires students to achieve their fullest
potential and become productive citizens, 2) students who are lifelong
learners, who think critically and creatively, solve problems, reason,
interact positively, and cooperate with others, 3) students who are
active participants in comprehensive academic, physical fitness, and
arts programs, 4) students who are provided opportunities to experience
and develop skills for technology, 5) adequate funding to support
curriculum and instructional needs and 6) where collaborative support
and communication between home, school, and community is essential for
an effective educational program.

Oakview Elementary has embraced its mission and vision and used them as
a filter in program development and campus enhancement. For example,
"Curriculum Learning Up and Beyond the Schoolday (C.L.U.B.S.) and
Oakview Summer Camp are two programs which represent our efforts to
"open opportunities for all students." In addition, the faculty strives
to "engage students in learning activities" beyond the classroom walls
through the use of our school's apple orchard, butterfly garden, outdoor
classroom/amphitheater, nature trail, South Carolina Garden and
blueberry patch. A final example of Oakview's mission and vision can be
seen in the school's "working as a team" during charitable fundraising
events. During 2004, the Oakview school community raised \$20,000 for
Indonesian tsunami victims and another \$20,612 for Hurricane Katrina
victims in 2005.

As a fully accredited school by the Southern Association of Colleges and
Schools, Oakview serves four-year old through fifth grade students and
currently enrolls 1,125 students. During the 2001-2002 school year,
Oakview crested to 1,500+ students and as a result, three new elementary
schools were built in the surrounding area to reduce overcrowding at the
school. Student enrollment dropped and one third of the faculty was
reassigned to the new schools the following year. This transition,
however, provided an opportunity for Oakview to branch out into new
communities, sharing its vision for quality education.

Throughout its history, Oakview and its teachers, students, and parents
have been recognized by local, state and national organizations for
outstanding performance in a variety of areas. In 1999, Oakview received
the Palmetto's Finest Award for its overall school program and was
selected as a Flagship School of Promise. Since 1996, Oakview has
received School Incentive Rewards and Palmetto Gold Awards from the
state for high test scores. Most notably, the school has been recognized
for three consecutive years by the state of South Carolina Department of
Education (SCDE) as a Showcase School which is Closing the Gap among
historically underachieving students. In addition, the school
successfully meets all objectives to attain "Adequate Yearly Progress."
Faculty and staff members achieve 96% or higher in attendance rates and
continue to meet Highly Qualified status as outlined under NCLB
guidelines. Over 60% of our teachers hold Master degrees or higher with
11 National Board Certified Teachers. The school has received the
coveted Red Carpet School Award from the SCDE for quality customer
service and family friendly environment and was awarded a National Blue
Ribbon School of Excellence in 2001. Oakview has also been recognized by
the South Carolina division of the National School Public Relations
Association for its web-based communication efforts. Oakview PTA has
been named a South Carolina PTA Unit of the Year and was granted a
Phoebe Apperson Hearst-National PTA Excellence in Education Partnership
Award for its innovative programs and support to the school. Oakview
students have also garnered attention as 269 out of 361 4^th^ and 5^th^
grade students qualified for the Duke TIP program in 2005. Students have
been recognized as Champions of the Environment in the state and at the
national level have received the Sea World/Busch Gardens Environmental
Excellence in Education Award for their efforts. In addition, the
school's robotics team won the state championship in 2005.

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

**[1. Meaning of Assessment Results]{.underline}**

The South Carolina Palmetto Achievement Challenge Test, (PACT) a
criterion- referenced test, is used for assessment of English/language
arts, mathematics, social studies and science. PACT, a standards-based
test, was set forth by the South Carolina Education Accountability Act
of 1998 (EAA) and is a rigorous evaluation of students' skills in these
subject areas based on state curriculum standards. Students receive
scores based on their progress toward mastering state standards. There
are four levels of achievement: Advanced, Proficient, Basic, and Below
Basic. A student scores Advanced for very high test scores that indicate
the student has exceeded expectations and is well prepared to work at
the next grade level. A Proficient score indicates the student is well
prepared to work at the next grade level and has met expectations. Under
the requirements of No Child Left Behind, a score of Proficient is the
overall goal for every student. A student scores Basic for having met
the standards. The student is considered to be minimally prepared, but
may still be promoted to the next grade level. A Below Basic score
indicates that the student did not meet the standards and must have an
academic assistance plan to determine progress and interventions for the
next grade level. Further information on the state assessment process
may be found at the Web site www.myscschools.com.

At Oakview Elementary, an after school academic assistance program is
offered to students scoring Below Basic. Parents of all students are
provided a copy of their child's assessment results at a fall conference
and are given recommendations for improvement. Tests include
multiple-choice and constructed-response items. The English/language
arts tests (ELA) require a lengthy written response to a given topic or
prompt. Reading/literature, writing, and research are the strands tested
for ELA. Three performance levels are reported for the ELA test --
overall ELA, reading, and writing. The ELA is a two-day test. Number and
operations, algebra, geometry, measurement, data analysis and
probability are the strands tested for mathematics. All Oakview
students, including students with disabilities and students with English
as a Second Language (ESOL), participate in the PACT assessment and are
tested on grade level. Accommodations are made according to Individual
Education Plans (IEPs). Oakview Elementary's PACT scores, for all grades
tested, have exceeded the district and state scores in all subtests for
the last five years. This has resulted in the school meeting 13 of the
13 objectives required to make Adequate Yearly Progress, as outlined in
the No Child Left Behind legislation. In 2005, Oakview students scored
at the top 1% of the SC elementary schools on PACT (based on the
Absolute Index).

Oakview Elementary has received a report card rating of Excellent for
the past four years and earned the state's Palmetto Gold Award for
outstanding academic achievement. Oakview's 2005 PACT scores ranked 6th
out of 617 elementary schools in the state. According to statistical
analysis done by the state of South Carolina, Oakview was recognized as
a school which is closing the gap for African American students. As a
group, the percentage of Oakview's African American students who scored
Proficient and Advanced on ELA PACT was at, or higher than 75% of
students statewide and these students scored in the top 25% of students
statewide in Proficient and Advanced on ELA PACT. The percentage of
Oakview's African American students who scored Proficient and Advanced
on math PACT was at, or higher than 90% of students statewide and these
students scored in the top 10% of students statewide who scored
Proficient and Advanced on math PACT. Even though Oakview's test scores
are among the highest in the state, the school continues to show
improvement. These efforts have been recognized and rewarded by the
state with an excellent improvement rating on the South Carolina School
Report Card. Oakview was 1 of 19 elementary schools in the state that
received an Excellent Absolute Rating and an Excellent Improvement
Rating on the 2005 School Report Card.

**[2. Use of Assessment Data]{.underline}**

The goal of assessment is to focus instruction on the needs of each
student in order to improve student achievement. Assessment data drives
decisions to determine student instructional needs, to plan for
classroom instruction based on those needs, and to determine the
effectiveness of that instruction. Data from multiple sources, both
formal, informal and across all grade levels, helps teachers and
administrators to make decisions and recommendations concerning support
and curriculum.

PACT is administered to grades three through five in English language
Arts, mathematics, science and social studies each year. PACT measures
student performance in meeting the South Carolina Curriculum Standards.
The results are used to identify areas of proficiency and to plan a
course of action for remediation of deficiencies. All teachers in grades
three through five meet to analyze test scores to determine strengths
and weaknesses in each subject area for all of their students using PACT
and ITBS data. After thoroughly reviewing and analyzing each piece of
test data, teachers and administrators identify effective strategies and
interventions that can be shared and implemented. Students are
identified for the after-school tutorial program, enrichment program,
and small-group instruction.

Teachers use other sources to identify student achievement and progress
throughout the year. Benchmark tests are used in writing, reading and
math, in addition to varied teacher made assessments. Kindergarten and
first grade teachers use the South Carolina Readiness Assessment
Portfolio Initiative (SCRAPI) and third, fourth and fifth grade teachers
will begin administering Measures of Academic Progress ( MAP) in
2005-2006 school year to assess academic growth.

Test data analysis is used to plan professional development. If an area
of weakness is noted in a particular grade level or school wide, that
area will become a targeted subject for professional development. As a
part of faculty meetings, teachers share best practices that have worked
in their classrooms. Teachers are encouraged to observe other educators
with successful practices within our school and other schools in our
community. Student progress is analyzed throughout the year to evaluate
the effectiveness of professional development.

**[3. Communication of Student Performance]{.underline}**

Parents and the community receive a copy of the annual school report
card, a document issued by the SCDE that provides parents with the
school's grade. Schools receive an absolute rating, an improvement
rating and an indicator of adequate yearly progress under the NCLB Act.
The report card includes the school's PACT scores by grade and among
subgroups. It also provides a detailed school profile with information
on attendance, retention rates, teacher qualifications and expenditures,
as well as survey results from parents, students, and teachers on
home/school relations and the learning environment. Performance is
reported by grade and school and is compared to district and state
results. PACT scores are communicated to the community through the
newspapers and local media. PACT performance results are communicated by
the principal to the parents at Open House and presented to the School
Improvement Council in the Annual Summary Report to the Community and to
the school board. For the past four years, Oakview Elementary has
received a report card rating of Excellent, the highest rating a school
can receive. For four years, Oakview has met 13 of 13 objectives for
adequate yearly progress (AYP). We believe it is essential to elicit the
support and involvement of parents and the community through a strong
communication system that supports student learning and high academic
achievement.

The foundation for good parent, teacher, and community relationships is
frequent and open communication. With the advent of new technology
Oakview communicates student performance through the use of internet
protocol telephones, email, electronic newsletters, teacher web pages
and web based grading software which is accessible to all parents
online. More traditional forms of communication used by teachers are
"Meet the Teacher," conferences, phone calls, progress reports, and
weekly folders for each student. Interim reports are sent home midway
through each quarter with a formal report card generated every nine
weeks. During conferences, parents receive a state test score report and
current class grades. Teachers explain curriculum, state standards, and
their long range plans for the year at the beginning of each year at
Open House. A syllabus for each teacher is posted on the school web
site. Parent conferences are held throughout the year to communicate
curriculum assessment data and performance.

**[4. Sharing Successes]{.underline}**

Since its beginning in 1995, Oakview has served as a learning laboratory
for public and private administrators and teachers. Oakview's
administrator has mentored first-year principals and shares best
practices. In addition, he has presented best practices workshops at
regional School Improvement Council conferences. Oakview teachers
facilitate courses and workshops for area educators at reading and
science conferences. As part of the Teacher Cadet Program, local high
school students involve themselves weekly in hands on work in Oakview's
classrooms. On an annual basis, Oakview works cooperatively with area
colleges and universities in training approximately a dozen young
professionals who will become tomorrow's teachers.

As a result of local media coverage, Oakview was asked to share
successful instructional methods through the use of its apple orchard,
butterfly garden, South Carolina garden and nature trail. For example,
the S.C. Wildlife Federation held multiple trainings on the effective
use of schoolyard habitats. In addition, Oakview's science lab teacher
and other classroom teachers "took the show on the road" by presenting
workshops at area elementary schools who sought to create their own
butterfly gardens. Nationally, Oakview students and teachers presented
recycling and environmental education workshops as part of the Sea
World/Busch Gardens Environmental Education Conference in 2004.

As a result of NCLB, Oakview has shared its success with other schools'
parents and students as well. Through school choice opportunities, the
parents of approximately 50 students have selected Oakview for their
children. This has afforded Oakview the ability to expand its
instructional techniques beyond the walls of the building and branch
into communities formerly out of reach. In 2002, Oakview also expanded
its programs in to three new elementary schools opening in the area.
Teachers who were relocated to one of the new schools implemented
Oakview science initiatives in their new classrooms. Former parents
called Oakview to inquire about replicating effective programs they had
experienced while on our campus. In anticipation of this, Oakview PTA
forwarded \$5,000 "seed money" to each of the new PTA's.

Oakview will continue to share with other schools through school visits,
information sharing, collaborative peer interaction, participation in
professional sharing opportunities, and media representation. We believe
in our methods, are proud of our accomplishments, and we will continue
to seek innovative avenues of communication with other schools. We will
continue, as we always have, to keep our hearts, minds, and doors open
to all.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **[Outline of Curriculum]{.underline}**

The Education Accountability Act in 1998 began the development of a
statewide curriculum based on research recommendations of national
professional education groups, including the National Council of
Teachers of English, the National Council of Teachers of Mathematics,
the National Science Foundation, and the National Council of Social
Studies. In 2002 The Princeton Review ranked South Carolina's standards
the third most difficult in the nation. As mandated by South Carolina,
our school's curriculum includes language arts, mathematics, science,
social studies, art, music, health, and physical education. Within this
curriculum, learner standards drive instructional decision-making at the
school level. The combination of effective content and process skills
provides learning that is relevant. The curriculum is modified and
aligned to ensure that children at Oakview receive developmentally
appropriate instruction that is adapted to their needs in all subject
areas.The core of our language arts program is reading. Oakview has a
strong emphasis on literacy. The School District of Greenville County
has implemented the Pat Cunningham 4 Blocks delivery model for all
elementary schools in the district. Oakview uses this model in all grade
levels. The 4 Block model contains 4 major components. These parts
include Guided Reading, Self-Selected Reading, Word Block, and the
Writing Block. The writing process is interwoven throughout the
curriculum from kindergarten through fifth grade.

Oakview's mathematics instructional base is guided by state standards
and focuses on development of mathematical concepts of number sense,
spatial relations, problem solving strategies, and integration of
mathematics with all disciplines. Teachers work diligently, using the
district guides, to pace instruction in teaching all of the standards
and to supplement the math series by using hands-on activities, direct
instruction, cooperative groups, use of visuals, models, and real world
problem solving in a variety of ways to increase higher order thinking
skills.

The science curriculum is defined by state standards with a scope and
sequence based on developmentally appropriate practices. Oakview has had
a full time certified science lab teacher for ten years. The teacher
works weekly with second, third, fourth and fifth grade students and
teachers. Kindergarten and first grade students attend science lab
quarterly. Science instruction includes the use of scientific inquiry,
district science kits, textbooks and web-based research using wireless
laptops. Teachers provide the core curriculum by using trade books,
district science kits, technology, science lab sessions, and field trips
to Roper Mountain Science Center, and Barrier Island.

Social Studies curriculum is driven by the state standards. Teachers
enhance the curriculum with school wide activities such as Veteran's
Day, Red Ribbon Week, Career Week, American Education Week, Culture
Fest, Grandparent's Day, International Festival, schoolwide election,
Geography Bee, and Oakview's Character Education program. Students are
given opportunities to make a difference in the community by
participating in community service learning projects. In addition,
teachers have enriched social studies units through the use of Video
Streaming via the web. Through the use of achieved clips, students have
immediate access to primary source materials.

Oakview's related arts program includes physical education, music, and
art. The physical education program includes dance and other activities
to promote cardiovascular fitness. The music program is rich in song,
dance, instruments, history, and cultural awareness. Oakview's art
program provides a foundation in various mediums, while integrating
history, technology and a focus on skill development.

Technology is integrated throughout the curriculum and is utilized to
enhance other subject areas. Students produce the morning news using
video and sound equipment. Reading and math computer programs allow
students to work on specific skills and advance at their own pace. In
addition to weekly lab visits, teachers use Power Point, word
processing, Reading Counts, Internet research, and other computer
applications. Oakview students are being prepared for the world of
technology and the future.

**2a. [Reading Curriculum ]{.underline}**

Oakview has a strong emphasis on literacy. The School District of
Greenville County has implemented the Pat Cunningham 4 Blocks model for
all elementary schools in the district. Before requiring this delivery
method, extensive research was studied as well as observation of
classrooms in other districts where the 4 Blocks Method was being used.
It was felt that this balanced approach to literacy would provide
instruction for all modalities of learning along with instruction and
strategies for all levels of students. Oakview uses the 4 Block delivery
method in conjunction with the basal reader. Training is provided by the
School District of Greenville County for all teachers in the district.
The 4 Block model contains 4 major components. These parts include
Guided Reading, Self-Selected Reading, Word Block and the Writing Block.
The writing process is interwoven throughout the curriculum from
kindergarten through fifth grade. The writing curriculum is firmly
focused on the writing process and includes a wide variety of writing
opportunities and applications. Writing instruction includes reading
skills that are learned through authentic writing. Teachers model the
writing process daily. The school staff believes the relationship
between reading and writing is important and feels the more children
read, the better writers they become. Project Read phonology has been
added to the Word Block section of our 4 Block language arts program in
an effort to reach all students. The focus on fluency and comprehension
involves reading leveled books through guided reading, books on tape,
shared reading, read-alouds, and family home reading programs. Reading
instruction is provided in a whole group setting as well as in flexible,
leveled groups utilizing differentiated instruction and integration with
other content areas and technology. Phonics instruction and word walls
extend vocabulary and are incorporated in the writing curriculum.
Teachers model lessons, and children actively participate in
constructing their own knowledge. Instructional content that requires
higher-level thinking generates opportunities for our students to become
problem solvers today and in the future.

**3. [Mathematics Curriculum]{.underline}**

The mathematics curriculum at Oakview is rigorous and is driven by South
Carolina standards. A district pacing guide helps teachers in planning
instruction and timing of instruction. Students at Oakview are taught
math using hands-on experiences, models that build conceptual
understanding, direct teacher instruction, repeated practice that
requires problem solving skills, strategies and remediation as needed.
Mathematical content is introduced in kindergarten and expanded
throughout each grade. Manipulatives are used to enhance concepts in all
grade levels. All teachers in all grade levels use instruction that
includes extensive modeling with practice, remediation, reteaching and
application to the real world. Oakview uses several computer based
programs such as Leapfrog Math and Math Steps to enhance and supplement
skills and concepts taught in the classroom. Every Day Counts Calendar
Math is used daily in all classrooms to assure that our students are
engaged in meaningful real world experiences and not merely rote memory
and practice. Teachers also use Every Day Counts Partner Games as a way
of reviewing and enhancing math skills and concepts that were previously
taught. Teachers in fifth grade hold math review days for students who
need extra instruction with current skills or concepts. The Math
Superstars program is offered in grades two through five as a way to
challenge students and move them to a higher level of thinking.

To extend math instruction and offer hands-on opportunities for
students, Oakview sponsors summer camps and before and after school
clubs. For example, Robotics, Lego Club and Hands On Equations have been
popular with the student body. In addition to these opportunities,
Oakview's gifted education teachers develop pre algebra skills with the
implementation of the Hands On Equation program. As with other
curriculum areas technology has been implemented into instruction
through the use of programs such as Graph Club, Neighborhood Map Maker
and Excel.

**[4. Instructional Methods]{.underline}**

At Oakview Elementary, teachers provide instruction using a wide variety
of teaching methods and best practices to facilitate student learning
and assure success with goals and objectives. Training received in brain
based strategies, offered by Marcia Tate, are used extensively by
teachers to assure that all students' needs are met and that all
students have the opportunity to experience success. A unique challenge
at Oakview is the need to meet an ever increasing number of gifted
students enrolled in third through fifth grade. Teachers continuously
implement research based instructional methods to help these students
reach their full potential. Large group, small group, cooperative
learning groups, flexible grouping, and paired instruction are all used
throughout the grade levels. The use of graphic organizers, rubrics,
research projects, and essential questions contribute to the high level
of student involvement and achievement. Teachers continuously analyze
and evaluate the needs of each student to provide an instructional
program that will reach all. Pre and post tests are used to determine
growth and readjustments to curriculum and instruction. There is
collaboration in and among grade levels as teachers meet to plan
instruction. Oakview has trained reading tutors for all grade levels and
a part time reading specialist to work with first and second grade
students in need of extra support. Careful attention is given to pacing,
mastering, and reteaching if necessary. Oakview teachers are focused and
committed to supporting students as they become independent, lifelong
learners.

**[5. Professional Development]{.underline}**

Professional development at Oakview Elementary is focused on student
learning and is aligned with the goals of the school and district
improvement plans. Goals are determined each fall using test score data
and the most current research in teaching methods as a guide. Teachers
attend workshops sponsored by the school district and school
administration. In addition, and based on a needs assessment, Oakview
offers a Teacher Summer Institute which targets innovative teaching
strategies and centers on student achievement. State and national
conferences show strong attendance and are financially supported through
school incentive funds and Oakview PTA. To close the loop on teaching
and learning, Oakview educators are required to present a mini workshop
to the faculty upon return to the school.

Not limiting itself to traditional workshop formats, Oakview has
developed alternative professional development opportunities. For
example, the "Mentor/Mentee" program accelerates the transition for
beginning teachers by providing monthly meetings for collaboration on
instructional strategies and effective lesson planning. Similarly,
teachers teach each other during faculty meetings as part of a standing
agenda item entitled, "Best Practices." Teachers also teach each other
through on campus classroom observations.

Student performance serves as the foundation for all professional
development decisions. For example, Oakview's PACT math scores appeared
lower in years past. As a result, goals were set and professional
development offerings were created. Current PACT data for Oakview
validates the effectiveness of these offerings as students outperform
90% of students statewide in math. Oakview's professional development
program is orchestrated by a full time Instructional Coach (IC), who
organizes and communicates current staff development opportunities.
Recent topics focused on brain based strategies, learning styles,
science inquiry, and technology integration.

On an annual basis, Oakview's faculty accrues the equivalent of 15 days
of professional development. This commitment reflects teachers' desire
to be lifelong learners and rejuvenates their enthusiasm for learning.
The end result is continued implementation of best practices and
increased student performance.

.

**PART VII -- ASSESSMENT RESULTS**

.

Subject **English/Language Arts** Grade **3** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2005** Publisher **South Carolina Department
of Education**

  -------------------------------------- ------ ------ ------ ------ ------
  ELA 3^rd^ grade                        2005   2004   2003   2002   2001

  Testing Month                          May    May    May    May    May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                     99     97     99     98     95

  \% Proficient and Advanced             92     87     83     78     75

  \% Advanced                            30     28     26     16     7

  Number of students tested              167    176    160    257    258

  Percent of students tested             100    100    99     100    100

  Number of students alternatively       0      0      0      0      0
  assessed                                                           

  Percent of students alternatively      0      0      0      0      0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                     99     98     99     98     96

  \% Proficient and Advanced             94     88     86     80     77

  \% Advanced                            33     28     26     16     8

  Number of students tested              140    154    141    235    229

                                                                     

  2\. African-American                                               

  \% Basic and Above                     100    I/S    I/S    100    90

  \% Proficient and Advanced             77     I/S    I/S    46     37

  \% Advanced                            15     I/S    I/S    9      0

  Number of students tested              13     I/S    I/S    11     19

                                                                     

  3\. Disabled                                                       

  \% Basic and Above                     91     82     96     92     87

  \% Proficient and Advanced             82     57     71     64     54

  \% Advanced                            36     4      13     11     7

  Number of students tested              11     28     24     36     61

                                                                     

  **STATE SCORES**                                                   

  \% Basic and Above                     87     86     82     80     79

  \% Proficient and Advanced             58     56     45     42     42

  \% Advanced                            9      10     5      4      3
  -------------------------------------- ------ ------ ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 40 students
in 3^rd^, 4^th^, and 5^th^ grade combined

Note - Although the number of African-American students at each grade
level is small, school wide the subgroup contains a sufficient number of
students to be included in the state's assessment reports.

Subject **Mathematics** Grade **3** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2005** Publisher **South Carolina Department
of Education**

  -------------------------------------- ------ ------ ------ ------ ------
  Math 3^rd^ grade                       2005   2004   2003   2002   2001

  Testing Month                          May    May    May    May    May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                     98     98     99     96     93

  \% Proficient and Advanced             71     63     72     64     63

  \% Advanced                            32     19     35     32     36

  Number of students tested              167    176    162    259    260

  Percent of students tested             100    100    100    100    100

  Number of students alternatively       0      0      0      0      0
  assessed                                                           

  Percent of students alternatively      0      0      0      0      0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                     97     98     99     96     95

  \% Proficient and Advanced             76     64     74     65     65

  \% Advanced                            35     20     37     33     39

  Number of students tested              140    154    143    237    230

                                                                     

  2\. African-American                                               

  \% Basic and Above                     100    I/S    I/S    82     70

  \% Proficient and Advanced             31     I/S    I/S    36     35

  \% Advanced                            8      I/S    I/S    9      5

  Number of students tested              13     I/S    I/S    11     20

                                                                     

  3\. Disabled                                                       

  \% Basic and Above                     82     89     96     82     84

  \% Proficient and Advanced             46     25     46     40     45

  \% Advanced                            36     4      17     21     21

  Number of students tested              11     28     24     38     62

                                                                     

  **STATE SCORES**                                                   

  \% Basic and Above                     83     83     82     74     72

  \% Proficient and Advanced             31     30     34     32     33

  \% Advanced                            10     8      12     12     16
  -------------------------------------- ------ ------ ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 40 students
in 3^rd^, 4^th^, and 5^th^ grade combined

Note - Although the number of African-American students at each grade
level is small, school wide the subgroup contains a sufficient number of
students to be included in the state's assessment reports.

Subject **English/Language Arts** Grade **4** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2005** Publisher **South Carolina Department
of Education**

  -------------------------------------- ------ ------ ------ ------ ------
  ELA 4^th^ grade                        2005   2004   2003   2002   2001

  Testing Month                          May    May    May    May    May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                     96     95     96     94     96

  \% Proficient and Advanced             70     68     65     61     68

  \% Advanced                            9      7      10     5      7

  Number of students tested              194    163    166    251    270

  Percent of students tested             100    100    99     100    100

  Number of students alternatively       0      0      0      0      0
  assessed                                                           

  Percent of students alternatively      0      0      0      0      0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                     96     97     96     96     96

  \% Proficient and Advanced             73     71     64     63     71

  \% Advanced                            10     8      10     5      8

  Number of students tested              165    139    153    222    246

                                                                     

  2\. African-American                                               

  \% Basic and Above                     92     I/S    I/S    77     93

  \% Proficient and Advanced             31     I/S    I/S    35     29

  \% Advanced                            0      I/S    I/S    12     0

  Number of students tested              13     I/S    I/S    17     14

                                                                     

  3\. Disabled                                                       

  \% Basic and Above                     85     81     90     77     72

  \% Proficient and Advanced             33     38     21     44     28

  \% Advanced                            0      6      5      3      0

  Number of students tested              27     16     19     34     39

                                                                     

  **STATE SCORES**                                                   

  \% Basic and Above                     80     80     76     80     80

  \% Proficient and Advanced             36     38     33     34     37

  \% Advanced                            3      3      2      2      2
  -------------------------------------- ------ ------ ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 40 students
in 3^rd^, 4^th^, and 5^th^ grade combined

Note - Although the number of African-American students at each grade
level is small, school wide the subgroup contains a sufficient number of
students to be included in the state's assessment reports.

Subject **Mathematics** Grade **4** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2005** Publisher **South Carolina Department
of Education**

  -------------------------------------- ------ ------ ------ ------ ------
  Math 4^th^ grade                       2005   2004   2003   2002   2001

  Testing Month                          May    May    May    May    May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                     97     96     97     96     89

  \% Proficient and Advanced             77     71     77     67     51

  \% Advanced                            39     42     43     32     21

  Number of students tested              194    163    167    251    270

  Percent of students tested             100    100    100    100    100

  Number of students alternatively       0      0      0      0      0
  assessed                                                           

  Percent of students alternatively      0      0      0      0      0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                     99     96     99     97     90

  \% Proficient and Advanced             80     70     79     70     53

  \% Advanced                            39     42     43     34     22

  Number of students tested              165    139    153    222    246

                                                                     

  2\. African-American                                               

  \% Basic and Above                     84     I/S    I/S    71     71

  \% Proficient and Advanced             23     I/S    I/S    35     14

  \% Advanced                            8      I/S    I/S    0      0

  Number of students tested              13     I/S    I/S    17     14

                                                                     

  3\. Disabled                                                       

  \% Basic and Above                     93     81     95     82     62

  \% Proficient and Advanced             56     28     63     56     28

  \% Advanced                            19     25     16     21     15

  Number of students tested              27     16     19     34     39

                                                                     

  **STATE SCORES**                                                   

  \% Basic and Above                     79     80     81     74     67

  \% Proficient and Advanced             41     36     34     36     26

  \% Advanced                            14     14     14     15     10
  -------------------------------------- ------ ------ ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 40 students
in 3^rd^, 4^th^, and 5^th^ grade combined

Note - Although the number of African-American students at each grade
level is small, school wide the subgroup contains a sufficient number of
students to be included in the state's assessment reports.

Subject **English/Language Arts** Grade **5** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2005** Publisher **South Carolina Department
of Education**

  -------------------------------------- ------ ------ ------ ------ ------
  ELA 5th grade                          2005   2004   2003   2002   2001

  Testing Month                          May    May    May    May    May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                     94     97     94     94     96

  \% Proficient and Advanced             61     56     39     58     65

  \% Advanced                            4      11     1      3      9

  Number of students tested              163    174    196    261    254

  Percent of students tested             100    100    99     100    99

  Number of students alternatively       0      0      0      0      0
  assessed                                                           

  Percent of students alternatively      0      0      0      0      0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                     96     97     96     95     97

  \% Proficient and Advanced             64     58     41     60     66

  \% Advanced                            4      11     1      3      9

  Number of students tested              137    156    171    237    235

                                                                     

  2\. African-American                                               

  \% Basic and Above                     80     I/S    I/S    92     85

  \% Proficient and Advanced             27     I/S    I/S    33     39

  \% Advanced                            7      I/S    I/S    8      0

  Number of students tested              15     I/S    I/S    12     13

                                                                     

  3\. Disabled                                                       

  \% Basic and Above                     55     83     82     56     81

  \% Proficient and Advanced             9      17     9      20     23

  \% Advanced                            0      0      0      0      4

  Number of students tested              11     12     22     25     26

                                                                     

  **STATE SCORES**                                                   

  \% Basic and Above                     77     77     68     74     73

  \% Proficient and Advanced             30     27     21     25     27

  \% Advanced                            2      2      1      1      2
  -------------------------------------- ------ ------ ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 40 students
in 3^rd^, 4^th^, and 5^th^ grade combined

Note - Although the number of African-American students at each grade
level is small, school wide the subgroup contains a sufficient number of
students to be included in the state's assessment reports.

Subject **Mathematics** Grade **5** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2005** Publisher **South Carolina Department
of Education**

  -------------------------------------- ------ ------ ------ ------ ------
  Math 5th grade                         2005   2004   2003   2002   2001

  Testing Month                          May    May    May    May    May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                     98     98     99     95     90

  \% Proficient and Advanced             73     74     64     65     60

  \% Advanced                            42     51     27     32     31

  Number of students tested              163    174    196    260    254

  Percent of students tested             100    100    100    100    99

  Number of students alternatively       0      0      0      0      0
  assessed                                                           

  Percent of students alternatively      0      0      0      0      0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                     99     100    99     95     91

  \% Proficient and Advanced             77     77     67     67     62

  \% Advanced                            44     53     29     33     31

  Number of students tested              137    156    171    236    235

                                                                     

  2\. African-American                                               

  \% Basic and Above                     87     I/S    I/S    83     85

  \% Proficient and Advanced             40     I/S    I/S    25     39

  \% Advanced                            13     I/S    I/S    0      23

  Number of students tested              15     I/S    I/S    12     13

                                                                     

  3\. Disabled                                                       

  \% Basic and Above                     82     92     96     75     62

  \% Proficient and Advanced             18     42     27     42     12

  \% Advanced                            9      8      9      21     4

  Number of students tested              11     12     22     24     26

                                                                     

  **STATE SCORES**                                                   

  \% Basic and Above                     77     76     75     70     62

  \% Proficient and Advanced             32     32     28     29     27

  \% Advanced                            15     14     8      11     11
  -------------------------------------- ------ ------ ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 40 students
in 3^rd^, 4^th^, and 5^th^ grade combined

Note - Although the number of African-American students at each grade
level is small, school wide the subgroup contains a sufficient number of
students to be included in the state's assessment reports.