##### *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]{.underline}\_ Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mrs. Patricia H. Andrews]{.underline}

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

Official School Name [Davis Drive Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_ [2151 Davis Drive
\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_[Cary]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[NC]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[27519-9276]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_[Wake
County]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School Code
Number\*\_\_\_\_\_[920-390]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [(919) 387-2130]{.underline} Fax [(919) 387-2132]{.underline}

Website/URL [davisdrive.wcpss.net]{.underline} E-mail
[davisdriveelem@wcpss.net]{.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\* [Mr. William McNeal]{.underline}

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

District Name [Wake County Public School System]{.underline} Tel. [(
919) 850-1700]{.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 [Mrs. Patti Head]{.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**

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

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

1\. Number of schools in the district: \_\_[84]{.underline}\_ Elementary
schools

\_\_[28]{.underline}\_ Middle schools

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

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

\_\_\_[3]{.underline}\_\_Other

\_[132]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$7,042.00]{.underline} \_\_\_\_

Average State Per Pupil Expenditure:
\_[\$4,350.00]{.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\. [11]{.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**                                                  **7**                             

  **K**       61        74                     **135**      **8**                             

  **1**       77        73                     **150**      **9**                             

  **2**       74        76                     **150**      **10**                            

  **3**       85        72                     **157**      **11**                            

  **4**       74        77                     **151**      **12**                            

  **5**       97        84                     **181**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   924
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [68]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_[11]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      69
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      36
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    105
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 924
                            the school as of October 1  

  **(5)**                   Total transferred students  .1136
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_[70]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[28]{.underline}\_\_\_\_\_\_

Specify languages: Afrikaans, Arabic, Bengali, Bulgarian, Chinese,
Danish, English, Farsi, French, German, Greek, Gujarati, Hindi,
Indonesian, Japanese, Korean, Lithuanian, Malay, Mandarin, Napali,
Russian, Spanish, Swedish, Tagalog, Taiwanese, Tamil, Telugu, Vietnamese

9\. Students eligible for free/reduced-priced meals:
\_\_\_[7]{.underline}\_\_\_\_%

Total number students who qualify: \_\_[65]{.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} \_\_%

\_\_\_[81]{.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.

\_[5]{.underline}\_\_Autism \_[0]{.underline}\_\_Orthopedic Impairment

\_[0]{.underline}\_\_Deafness [25]{.underline}\_\_Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness [27]{.underline}\_\_Specific
Learning Disability

\_[1]{.underline}\_\_Emotional Disturbance [21]{.underline}\_\_Speech or
Language Impairment

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

> \_[3]{.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) \_\_\_[2]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_[40]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[14]{.underline}\_\_\_
\_\_\_[7]{.underline} \_\_

Paraprofessionals \_\_[26]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_[11]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[93]{.underline}\_\_\_\_\_
> \_\_[10]{.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 %        97 %        96 %        97 %        97 %

  Daily teacher attendance  97 %        96 %        97 %        97 %        \%

  Teacher turnover rate     16 %        11 %        4 %         14 %        \%

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

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

**Part III - Summary**

Located in suburban Cary, North Carolina, Davis Drive Elementary opened
its doors in 1995, committed to educating each child to be an effective
member of our global society through a strong emphasis on the basics and
technology. In just a few years, it has become one of the state's
leading technology focused schools with close to 450 computers in daily
use and laptops for every teacher. A strong partnership between the PTA
and the school leadership has created an environment where visions of
what an effective school can be have been realized.

Davis Drive's vision to provide a quality education in a challenging,
nurturing, multicultural environment is a reality. Students are actively
engaged in learning experiences and cooperative groups. Peer tutors and
parent volunteers can be found in all areas of the school. Learning
extends beyond the confines of the classroom. Some students explore pond
life while other students are digging in the fossil pit or tending
garden plots in outdoor classroom. An integrated curriculum provides
seamless learning for students at this school. Potential teachers and
administrators come to Davis Drive to observe and to practice teaching
at one of the state's leading nationally recognized schools.

Davis Drive Elementary enjoys a strong reputation as a school where high
academic standards prevail for all students. Since 1997, the school has
been honored as a School of Excellence with over 95% of its students
performing at or above grade level. Davis Drive is the only elementary
school in Wake County to have achieved high student growth each year its
students have been tested in the state's accountability testing program.
Last year, the school made Adequately Yearly Progress with 17 out of 17
subgroups at or above grade level. While every subgroup performs
significantly better than district and state averages, it is noteworthy
that economically disadvantaged students performed 19% better than the
state average.

The talented and creative staff adheres to the common mission of
upholding high academic standards while developing the whole child. An
example of this is the school's outstanding physical education program
and the art department both of which have been recognized for
excellence. Teachers sponsor extra-curricular clubs such as the jump
rope team that is one of the largest teams in the area with well over a
hundred students. Other student clubs are photography, chess, newspaper,
computer, art, Student Council, service, science, Odyssey of the Mind,
recorder ensemble, and chorus. Several teachers also operate a large
after school program with a homework component supervised by certified
teachers.

Currently, Davis Drive has slightly over a thousand students and
remains, eleven years after its opening, one of the largest elementary
schools in the county. Yet, the school's leadership has been able to
create a student-centered environment where each child is truly valued.
Students have selected the school's colors, mascot and motto, "Learning
Together, Growing Together." Parents are also welcomed as true partners
in their child's education and as such contribute over 12,000 volunteer
hours annually serving as teacher assistants, tutors, media assistants,
and school activity organizers. Parent volunteers have been instrumental
in the outstanding success of the school. A few parent initiated events
that have become part of the school's traditions, such as the
International Festival, Earth Day, Talent Show, Spring Carnival, Field
Day, Science Fair, Book Fair, and Arts Extravaganza. The International
Festival is unique in that it represents the children from 28 countries
who attend our school. With true collaboration among staff, parents,
students and community, Davis Drive will continue to educate each child
to be an effective member of our global society through a strong
emphasis on the basics and technology.

# Part IV - Indicators of Academic Success

1.  **Assessment Results:** In North Carolina, all elementary schools
    participate in End-of-Grade testing for students in third, fourth
    and fifth grades in reading and math. Academic growth is determined
    through student scores on these assessments and each student is
    expected to make one year's academic growth in a year's time.
    Student performance is evaluated and measured by four levels. Level
    4 is considered excellent performance while a Level 3 is indicative
    of grade level proficiency. Levels 1 and 2 indicate below grade
    level performance. All students are tested on grade level for these
    End-of-Grade assessments. Since the 1995-96 school year, our first
    of operation, our students have consistently performed well on these
    tests and have consistently achieved high growth, the only school in
    our county to do so. For 2005, the state of North Carolina placed
    the target pass rate at 76.7% for reading and at 81% for math. Our
    school had a total school performance of 99.1% of our students
    receiving a level 3 or 4 on the state assessments. In 2004, our
    school had 98.9% of the students passing their assessments; there
    was a slight gain, but a much higher gain than the target pass rate
    set by the state. Even more amazing was the sizable margin in which
    students achieved a level 3 and a level 4 both in the third grade
    (reading and math) and in the fifth grade (math).

> When the data is disaggregated, our lowest performing subgroups are
> the economically disadvantaged, the limited English proficient and
> students with disabilities. Our attendance area includes a homeless
> shelter and often the children who stay there have major gaps in their
> education as a result of frequent moves. Even with this obstacle, 87%
> of this group of students passed the End-of-Grade tests compared with
> 68 % who passed in the entire state. Many of our students with
> disabilities are two to three years below grade level; yet, they are
> assessed on grade level. This group had an 88 % passing rate on the
> assessments while the state posted only a 46.6 % passing rate.
> Finally, our limited English proficient students scored an amazing
> 93.8% compared to the state's rate of 49.7%. The limited English
> proficient students must take the test one year after being enrolled
> in our school, so their high pass rate is a testimony to their work
> ethic and to our teachers' skills. For all other subgroups, including
> Hispanics who received a 95% pass rate, students had an average of
> 99.1%, achieving levels 3 and 4 on the End-of-Grade assessments.
> Additional information can be found at
> <http://www.ncpublicschools.org/accountability/testing/>

2.  **Using Assessment Results:** Although "No Child Left Behind"
    targets accountability through state testing such as the
    End-of-Grade assessments in the upper elementary level and above, it
    must be noted that for Davis Drive Elementary the development of
    strong students begins in kindergarten. Our school holds all
    teachers accountable for student success by using print concepts and
    running records to improve teacher and student performance at the
    K-2 levels. In this manner, the entire staff is responsible for
    students learning throughout the academic year. Although seen as an
    important indicator of success, End-of-Grade assessments is seen as
    only one of the powerful tools to gauge student achievement. Davis
    Drive Elementary takes multiple steps to ensure the results of
    assessments are analyzed to increase student learning.

> Within a day of test administration for the End-of- Grade assessments,
> performance data is received indicating who met grade level standards.
> For the small numbers who do not meet standards (typically fewer than
> twenty), parents are personally contacted by the principal in order
> for students to attend a session on effective test taking skills in
> preparation for taking the reassessment. The vast majority of students
> who attend this session pass reassessment. Additionally, during the
> summer, disaggregated data is received for administrative review. Data
> is organized by grade level and by teacher so that teachers can review
> results easily when they return in August. At that time, the entire
> staff receives the performance data, as well as the sub-group data and
> the overall growth index for the school. Each grade level meets with
> the administration to review individual and grade specific data. At
> this meeting, the effectiveness of each teacher, as well as the
> overall effectiveness of the grade level is discussed with the goal of
> continuous improvement for all. For example, if the teacher with the
> highest student success in reading had students use leveled books for
> independent reading (while other teachers permitted free choice but
> had lower scores), then the staff might conclude that having students
> select books on their instructional level had a positive influence on
> learning. The staff would then decide to implement the practice to see
> if this strategy will produce more growth in their students. In
> addition, when teachers receive goal summaries of how their students
> performed on content objectives, a discussion follows on how
> objectives were taught effectively. Students who performed well and
> those who did not perform well are reviewed to determine if extensions
> and interventions were used effectively. In this manner, Davis Drive
> Elementary continues to strive for excellence.

3.  **Communicating Assessment Results:** For the past several years,
    North Carolina announces how the entire state performs on state
    assessments via the newspapers, television, and state website. By
    using statewide media announcements, the entire population of our
    state is well informed of how students are progressing. North
    Carolina also produces a "NC Report Card" for each school that is
    made public. The report card contains a school profile, performance
    in each grade on the ABC's End-of- Grade tests, as well as the
    performance of each student subgroup. Davis Drive Elementary sends a
    copy of this report card to every family. Results from assessments
    also are discussed at a PTA meeting and our annual volunteer
    recruitment meetings. Results are placed on our website and
    distributed via our weekly newsletter. A school wide announcement on
    our in-house television network is made, highlighting our success as
    a school community. Students take great pride in their achievement.
    Davis Drive Elementary also takes pride in contacting students on an
    individual basis regarding test results. Students receive an
    individual printout of their scores. The principal personally
    contacts students at home to inform them of outstanding progress on
    their assessments. Additionally, she calls the parents of students
    who need to re-take the test in order to inform parents and students
    of a required informational session regarding test-taking skills
    that will help improve success on the reassessment. Other measures
    noted at the school level ensure that all publics are aware of
    student performance.

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4.  **Sharing Success:** Sharing best practices are an integral
    component of the Davis Drive Elementary vision statement since the
    school's inception in 1995. In part, the school's vision statement
    addresses sharing success when it states, "potential teachers come
    to Davis Drive to observe and to practice teaching at one of the
    state's nationally recognized schools." Indeed, this vision has
    become a reality. Teachers from Calvert County, Maryland, along with
    teachers from many schools in our county and state have visited our
    school to learn from our staff. The North Carolina State Department
    of Public Instruction has sent visitors over the years to observe
    our teachers in action, especially our special education and
    kindergarten departments. Last spring, a member of the Governor's
    Task Force for Effective Teaching interviewed our teachers and
    produced a document highlighting best practices found at our school.
    Another State Department of Public Instruction publication entitled
    "Models for Improving Student Achievement" included our school
    model. The S.D.P.I. sends copies of these publications to every
    school in the state. Throughout the year, teachers from other
    schools visit our staff, as well as prospective teachers from the
    leading universities in the area (UNC-Chapel Hill, UNC-Raleigh,
    UNC-Durham, and Meredith College). Additionally, our school assists
    new schools in the area by working with their administrators to put
    good practices in place from the very beginning. Wake County has
    regional area meetings each month to share best practices with other
    schools and our school participates in these sessions. Davis Drive
    Elementary feels part of the success of the "No Child Left Behind --
    Blue Ribbon Schools" program is sharing best practices; our school
    intends to continue this practice in the future.

## Part V - Curriculum and Instruction

1.  **Curriculum:** In our state, all schools follow The North Carolina
    Standard Course of Study that lists objectives for each grade level
    and content area. In Wake County, all elementary schools use a
    balanced literacy approach for reading that incorporates modeled,
    shared, guided, collaborative and independent reading delivered in
    flexible reading groups. At our school, K-2 teachers use running
    records to determine students' reading levels. Sound phonics
    instruction is presented along with high interest, leveled reading
    materials. In grades 3-5, reading groups are flexible and organized
    on reading level or student interest. Teachers use chapter books,
    non-fiction materials and a commercial leveled reading program.
    Writing follows a "Writer's Workshop" model of a teacher directed
    mini-lesson and balanced writing instruction that includes modeled,
    shared, guided and independent writing experiences. Writing across
    all content areas is expected. Students write during science, math,
    social studies, art, and even music classes.

> Wake County uses Math Trailblazers to deliver math instruction in K-5.
> This program uses an inquiry or problem based approach to teaching
> math. The teacher acts as a facilitator of learning with students
> actively engaged in solving authentic problems in small interactive
> student groups. The curriculum uses a spiral approach so students have
> many exposures to key concepts. More time is devoted to higher-level
> problem solving, including multiple solutions to singular problems, as
> opposed to the "Drill and Practice" technique of devoting unlimited
> time to isolated computations and math facts. An emphasis is placed on
> analysis and synthesis of information. Extensions for advanced
> students are an integral component of this program.
>
> In our county, schools offer art, music, media, physical education,
> and technology to all K-5 students. Spanish is offered in grades 3 --5
> as well as Drama/Dance in grades 4 and 5. At our school, technology is
> integrated throughout the day with students using the five-networked
> computers available in each classroom. Joint planning between
> specialists and grade level teams often produces opportunities for
> seamless learning experiences for our students. Other area specialists
> strive for curriculum integration in their classes and plan with the
> specific grade level they teach to ensure that concepts introduced in
> class are extended in their specific offerings. Visual art expands
> both aesthetic and intellectual awareness through reading, writing,
> listening, researching, discussing, critiquing and reflective
> thinking. In Spanish**,** students are introduced to four basic
> language skills: listening, speaking, reading and writing. The content
> of Spanish class integrates with the general elementary curriculum of
> social studies, science and math. Concurrently throughout the year,
> the program explores Spanish-speaking cultures through songs, dances
> and hands on activities.
>
> The core science curriculum is based on state/county goals and
> objectives for each grade level. Science classes are primarily
> hands-on, inquiry-based lessons with activities that permit students
> to learn the process skills of science through experimentation.
> Science is integrated with reading, writing and math activities with
> students maintaining science logs of their findings.
>
> 2a. **Reading:** The staff of Davis Drive believes reading is the
> foundation of all learning and directs a majority of its resources to
> producing proficient readers. In all grades, a comprehensive balanced
> reading program is in use that reflects the major factors influencing
> proficiency in reading such as phonics instruction at the lower grades
> along with leveled high interest reading materials. Balanced literacy,
> including the grade level specific goals and objectives of the
> NCStandard Course of Study, scaffolds students' learning and fosters
> their success through modeled, shared, guided, collaborative and
> independent reading. Our model of balanced literacy includes the five
> essential components of effective reading instruction, which are
> foundational literacy skills, word recognition, language and
> vocabulary/concept development, fluency and comprehension. Our school
> selected balanced literacy because of its strong support by research
> conducted on effective reading instruction and abilities of proficient
> readers. All teachers have Receptive and Expressive Literacy
> Assessment folders to document progress. In the lower grades, print
> concepts, running records and retelling levels determine the most
> appropriate instructional reading level for students. Once the level
> is determined, students are placed in flexible reading groups for
> instruction. Our school maintains a large, well-stocked leveled
> bookroom that includes many types of literature from poetry to chapter
> books to non-fiction books. In addition to the bookroom, commercial
> products also are used and each classroom contains kits of leveled
> readers. The leveled materials correlate directly with the assessment
> instruments used by the county. Students respond to text through the
> use of response logs, literature circles, small and whole group
> discussions, projects, reports, and letter writing and computer
> activities. All teachers are required to maintain a media collection
> in their room for independent reading that students utilize each day.
> These collections are arranged by genre, author or reading levels. Our
> youngest students have a 100% participation rate in the Books and
> Beyond program that is used as enrichment reading as is the
> Accelerated Reading Program for grades 2 through 5. The media center
> uses flexible scheduling and boasts of circulating over 40,000 books
> for the 2004-2005 school year. Our self-contained special education
> classes use the research Reading Mastery and the Corrective Reading
> Program.

3.  **Technology:** The mission of Davis Drive Elementary calls for a
    strong emphasis on the basics and technology. Each classroom has at
    least five networked desktop systems that are used everyday and
    students have access to a networked printer. Students have a variety
    of networked and stand-alone applications, as well as access to
    Internet applications. Second graders learn computer keyboarding and
    use different applications to improve writing. An Internet based
    program for math and reading is available for all third and fifth
    grades that students can access at school, home or anywhere there is
    access to the Internet. Students use word processing and power point
    for their reports and class work. The building of knowledge and
    essential skills in technology require students to use programs that
    emphasize immediate feedback, using "real-time" data and statistics
    on the Internet. This idea supports learning in our global society.
    An example of this is when some fourth grade classes linked into a
    live NASA broadcast where schools around the country asked questions
    about writing and space exploration of NASA representatives and the
    author of the book [Zathura]{.underline}. The pervasive use of
    technology creates an atmosphere in which every teacher and student
    is comfortable and adept at using technology as a tool to further
    learning. At Davis Drive the mission is to "educate each student to
    be a member of our global society." This cannot be accomplished
    without teaching children to find, read, comprehend, and then
    utilize information quickly and technology is the key to achieving
    these lifelong skills.

```{=html}
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```
4.  **Instructional Methods:** Davis Drive Elementary is a community of
    learners with a diverse student population representing many
    different countries. Our school atmosphere facilitates fast skill
    acquisition so that benchmarks for each grade can be achieved.
    Students are expected to self-monitor and pace their learning in
    order to achieve the county benchmarks. Flexible instructional
    groups are used as well as curriculum compacting in order to meet
    individual student needs. Student contracts are common in our school
    as away to differentiate instruction as well as to involve students
    in the decision making process. Writer's Workshop is a method of
    instruction that also includes peer coaching in the review of
    student writing. Some students require one on one instruction in
    order to grasp concepts. Small group as well as whole group direct
    instruction is used. Teachers use mini lessons prior to writing and
    centers are utilized in all classrooms but most heavily in the K-3
    grades. Inquiry based methods are the foundation for our science and
    math programs at Davis Drive as all students are involved in
    experimentation with materials to gain knowledge. Technology is also
    used to enhance learning and to provide students with research
    opportunities to direct their own learning.

> Teachers are adept in differentiation and leveling of activities to
> reach all learners. Our sizeable and diverse English Second Language
> learners receive small group language enrichment classes for forty
> minutes a day but are immersed in regular classrooms for the remainder
> of their instructional day. Our staff is dedicated to using whatever
> it takes to have all of our students succeed.

5.  **Professional Development:** North Carolina requires schools to
    consider frameworks for staff development in The School Improvement
    Plan. Since the plan's purpose is to improve student achievement, a
    staff development plan must be submitted with the annual update of
    the plan. Student achievement and improvement relies on strong staff
    development. In addition to state funding for professional
    development, our parents at Davis Drive Elementary have created a
    fund that enables teachers to attend professional conferences and
    workshops. In order to best optimize the current funding given for
    teacher training, Davis Drive Elementary uses a "Training of
    Trainers" model to accomplish much of our staff development
    offerings. Our school requires that teachers who are chosen for
    staff development communicate their learning to all the staff upon
    their return from the training program. This way all staff benefits
    from all training available. For the current school year, teachers
    as well as support staff are attending sessions on best practices in
    guided reading and writing. For new teachers, staff development for
    Math Trailblazers (the current math program for our county) is on
    going. Two staff members (one for the lower elementary grades and
    one for the upper elementary grades) provide the training.
    Additionally, our teacher for gifted education is offering a
    workshop on differentiation. With new requirements for writing in
    place, many teachers have attended workshops to improve their
    writing instruction. When teachers return from their professional
    development activities, they are expected to share information with
    their co-workers so that all teachers and students can benefit. Last
    year, our students had the highest writing scores for the fourth
    grade in our county. Also, our students performed extremely well on
    the EOG tests for reading and math with over ninety-five percent
    mastery at the third, fourth and fifth grade levels. Considering the
    high scores, parents are receiving a high return on their
    investment. Most importantly, our students' learning continues to
    thrive as our teachers effectively use the strategies taught to them
    in these professional development programs.

**Part VII -- Assessment Results**

NOTE: A very small number of students classified as "Multiracial" each
year and are not reported as an ethnicity subgroup as they do not
correspond to the official categories used in the other parts of the
application. They are, however, included in the totals at the top of the
table and the Free/Reduced Lunch and Students with Disabilities
subgroups.

##### Reading Grade 3

+----------------------------------+------+------+------+------+------+
|                                  | 200  | 200  | 200  | 200  | 200  |
|                                  | 4-05 | 3-04 | 2-03 | 1-02 | 0-01 |
+----------------------------------+------+------+------+------+------+
| Testing Month                    | Sp   | Sp   | Sp   | Sp   | Sp   |
|                                  | ring | ring | ring | ring | ring |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 98%  | 98%  | 98%  | 98%  | 97%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 165  | 156  | 181  | 159  | 200  |
+----------------------------------+------+------+------+------+------+
| \% of Students Tested            | 100% | 100% | 100% | 100% | 96%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Taking        |      |      |      |      |      |
| Alternate Assessments            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% of Students Taking Alternate  |      |      |      |      |      |
| Assessments                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| AM INDIAN                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ASIAN                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 97%  | 100% | 94%  | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 33   | 25   | 35   | 23   | 22   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| BLACK                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      | 91%  |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      | 11   |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| HISPANIC/LATINO                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| WHITE                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 99%  | 97%  | 99%  | 98%  | 98%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 114  | 114  | 129  | 116  | 166  |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| FREE/REDUCED LUNCH               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 83%  |      | 100% |      | 80%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 12   |      | 14   |      | 10   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| STUDENTS WITH DISABILITIES       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 91%  | 92%  | 94%  | 87%  | 83%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 22   | 24   | 16   | 15   | 23   |
+----------------------------------+------+------+------+------+------+
| ### Reading Grade 4              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  | 200  | 200  | 200  | 200  | 200  |
|                                  | 4-05 | 3-04 | 2-03 | 1-02 | 0-01 |
+----------------------------------+------+------+------+------+------+
| Testing Month                    | Sp   | Sp   | Sp   | Sp   | Sp   |
|                                  | ring | ring | ring | ring | ring |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| #### SCHOOL SCORES               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 99%  | 99%  | 96%  | 97%  | 98%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 152  | 176  | 165  | 178  | 177  |
+----------------------------------+------+------+------+------+------+
| \% of Students Tested            | 100% | 100% | 100% | 100% | 98%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Taking        |      |      |      |      |      |
| Alternate Assessments            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% of Students Taking Alternate  |      |      |      |      |      |
| Assessments                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| #### SUBGROUP SCORES             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| AM INDIAN                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ASIAN                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 100% | 100% | 93%  | 100% | 95%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 26   | 30   | 27   | 25   | 19   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| BLACK                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| HISPANIC/LATINO                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| WHITE                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 99%  | 98%  | 98%  | 98%  | 99%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 106  | 130  | 117  | 138  | 145  |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| FREE/REDUCED LUNCH               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    |      |      |      | 82%  |      |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        |      |      |      | 11   |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| STUDENTS WITH DISABILITIES       |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Proficient                    | 95%  | 88%  | 94%  | 85%  | 92%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 21   | 16   | 17   | 20   | 13   |
+----------------------------------+------+------+------+------+------+

+---------------------------------+------+------+------+------+------+
| ### Reading Grade 5             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 4-05 | 3-04 | 2-03 | 1-02 | 0-01 |
+---------------------------------+------+------+------+------+------+
| Testing Month                   | Sp   | Sp   | Sp   | Sp   | Sp   |
|                                 | ring | ring | ring | ring | ring |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SCHOOL SCORES              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 98%  | 98%  | 98%  | 99%  | 99%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 183  | 175  | 187  | 187  | 168  |
+---------------------------------+------+------+------+------+------+
| \% of Students Tested           | 100% | 100% | 100% | 100% | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Taking       |      |      |      |      |      |
| Alternate Assessments           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% of Students Taking Alternate |      |      |      |      |      |
| Assessments                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SUBGROUP SCORES            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| AM INDIAN                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ASIAN                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 100% | 97%  | 100% | 96%  | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 31   | 34   | 30   | 26   | 23   |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| BLACK                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| HISPANIC/LATINO                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| WHITE                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 98%  | 97%  | 99%  | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 133  | 121  | 143  | 148  | 130  |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| FREE/REDUCED LUNCH              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 90%  | 70%  | 91%  |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 10   | 10   | 11   |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| STUDENTS WITH DISABILITIES      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 83%  | 83%  | 86%  | 100% | 91%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 24   | 18   | 22   | 15   | 11   |
+---------------------------------+------+------+------+------+------+
| ### Mathematics Grade 3         |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 4-05 | 3-04 | 2-03 | 1-02 | 0-01 |
+---------------------------------+------+------+------+------+------+
| Testing Month                   | Sp   | Sp   | Sp   | Sp   | Sp   |
|                                 | ring | ring | ring | ring | ring |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SCHOOL SCORES              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 99%  | 99%  | 98%  | 97%  | 97%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 165  | 156  | 181  | 159  | 202  |
+---------------------------------+------+------+------+------+------+
| \% of Students Tested           | 100% | 100% | 100% | 100% | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Taking       |      |      |      |      |      |
| Alternate Assessments           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% of Students Taking Alternate |      |      |      |      |      |
| Assessments                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SUBGROUP SCORES            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| AM INDIAN                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ASIAN                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 100% | 100% | 94%  | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 33   | 25   | 35   | 23   | 22   |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| BLACK                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      | 91%  |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      | 11   |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| HISPANIC/LATINO                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| WHITE                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 99%  | 99%  | 99%  | 97%  | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 114  | 114  | 129  | 116  | 168  |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| FREE/REDUCED LUNCH              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 92%  |      | 100% |      | 91%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 12   |      | 14   |      | 11   |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| STUDENTS WITH DISABILITIES      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 95%  | 100% | 88%  | 73%  | 76%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 22   | 24   | 16   | 15   | 25   |
+---------------------------------+------+------+------+------+------+
| ### Mathematics Grade 4         |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 4-05 | 3-04 | 2-03 | 1-02 | 0-01 |
+---------------------------------+------+------+------+------+------+
| Testing Month                   | Sp   | Sp   | Sp   | Sp   | Sp   |
|                                 | ring | ring | ring | ring | ring |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SCHOOL SCORES              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 99%  | 99%  | 97%  | 99%  | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 154  | 176  | 165  | 178  | 178  |
+---------------------------------+------+------+------+------+------+
| \% of Students Tested           | 100% | 100% | 100% | 100% | 98%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Taking       |      |      |      |      |      |
| Alternate Assessments           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% of Students Taking Alternate |      |      |      |      |      |
| Assessments                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SUBGROUP SCORES            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| AM INDIAN                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ASIAN                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 96%  | 100% | 93%  | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 28   | 30   | 27   | 25   | 19   |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| BLACK                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| HISPANIC/LATINO                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| WHITE                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 100% | 99%  | 98%  | 99%  | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 106  | 130  | 117  | 138  | 146  |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| FREE/REDUCED LUNCH              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      | 91%  |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      | 11   |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| STUDENTS WITH DISABILITIES      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 100% | 94%  | 88%  | 95%  | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 21   | 16   | 17   | 20   | 14   |
+---------------------------------+------+------+------+------+------+
| ### Mathematics Grade 5         |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 4-05 | 3-04 | 2-03 | 1-02 | 0-01 |
+---------------------------------+------+------+------+------+------+
| Testing Month                   | Sp   | Sp   | Sp   | Sp   | Sp   |
|                                 | ring | ring | ring | ring | ring |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SCHOOL SCORES              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 99%  | 98%  | 99%  | 100% | 99%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 184  | 175  | 187  | 187  | 169  |
+---------------------------------+------+------+------+------+------+
| \% of Students Tested           | 100% | 100% | 100% | 100% | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Taking       |      |      |      |      |      |
| Alternate Assessments           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% of Students Taking Alternate |      |      |      |      |      |
| Assessments                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| #### SUBGROUP SCORES            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| AM INDIAN                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ASIAN                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 100% | 97%  | 100% | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 32   | 34   | 30   | 26   | 23   |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| BLACK                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| HISPANIC/LATINO                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| WHITE                           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 99%  | 98%  | 99%  | 100% | 99%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 133  | 121  | 143  | 148  | 131  |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| FREE/REDUCED LUNCH              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 90%  | 100% | 100% |      |      |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 10   | 10   | 11   |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| STUDENTS WITH DISABILITIES      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Proficient                   | 92%  | 94%  | 91%  | 100% | 83%  |
+---------------------------------+------+------+------+------+------+
| Number of Students Tested       | 24   | 18   | 22   | 15   | 12   |
+---------------------------------+------+------+------+------+------+