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

*U.S. Department of Education*

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

Name of Principal [Mrs. Maudest Rhue-Scott]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [69 Woodland AV]{.underline}

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

[Georgetown SC 29440-7140]{.underline}

City State Zip Code+4 (9 digits total)

County [Georgetown]{.underline} School Code Number\*
[2201023]{.underline}

Telephone [(843) 527-4411]{.underline} Fax [(843) 546-1226]{.underline}

Website/URL [www.gcsd.k12.sc.us]{.underline} E-mail
<mrscott@se.gcsd.k12.sc.us>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. H. Randall Dozier]{.underline}

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

District Name [Georgetown County School District]{.underline} Tel.
[(843) 436-7000]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Joe Crosby]{.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 of Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [9]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[1]{.underline}\_\_\_\_ Other (Optional and Adult Ed Programs)

[\_\_18\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,536.00]{.underline}

Average State Per Pupil Expenditure: [\$7,232.00]{.underline}

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

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

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

4\. [14]{.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**    20        18                     **38**       **7**                             

  **K**       27        27                     **54**       **8**                             

  **1**       40        28                     **68**       **9**                             

  **2**       30        20                     **50**       **10**                            

  **3**       28        26                     **54**       **11**                            

  **4**       27        24                     **51**       **12**                            

  **5**       26        23                     **49**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **364**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [29 %]{.underline} White

the students in the school: [71 %]{.underline} Black or African American

[0]{.underline} % Hispanic or Latino

[0]{.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:
[12%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      16
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      31
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 47
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 381
                            the school as of October 1  
                            (2003-2004)                 

  **(5)**                   Subtotal in row (3) divided .123
                            by total in row (4)         

  **(6)**                   Amount in row (5)           12%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [88 %]{.underline}

Total number students who qualify: [335]{.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: [22]{.underline} %

[82]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [17]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [45]{.underline} Speech or Language
Impairment

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

[15]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

[1]{.underline} Emotional Disturbances

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [25]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [8]{.underline} [2]{.underline}

Paraprofessionals [6]{.underline} \_\_\_\_\_\_\_\_

> Support staff [16]{.underline} [4]{.underline}
>
> Total number [57]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
\_[16:1\_\_]{.underline}

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

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

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

  Daily teacher attendance  95%         95%         95%         96%         96%

  Teacher turnover rate     10%         13%         17%         19%         28%

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

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

**Part III-SUMMARY**

Sampit Elementary School, nestled in a rural community of the
southwestern section of Georgetown County, is proud of its rich heritage
and cultural blending. The school has grown steadily since its inception
in 1954. In June of 2000, the school moved into its current facility on
Woodland Avenue.

Currently, the student population stands at 372 with 68%
African-Americans, 30% Whites, 2% Hispanics, and 87% receiving free or
reduced priced lunches. The mission of the school is to provide
appropriate learning experiences and to develop positive attributes in
our children, enabling them to become productive, responsible citizens
in a partnership with the home, school, and community.

Sampit Elementary seeks to create a culture of learning with a
comprehensive curriculum that encourages students to strive for
excellence at every developmental level, have high expectations, and
become self-motivated. Educational and emotional needs of the students
are met through small class sizes, a comprehensive reading program,
innovative approaches to mathematics education, cross curricular
connections, and scheduling that allows for the continued professional
development of the staff. In addition, parent/community partnership
activities, including mental health services, tie all these components
together.

Based on the knowledge of current and best practices for instruction in
all content areas, a reading program was instituted that involves all
stakeholders in daily dialogue about strategies good readers use.
Students are immersed in rich literature available at the individual
student's developmental level. Through modeling, coaching, and
discussion, students are equipped with a wealth of strategies they can
use to add to their reading fluency. Strong unit planning strategically
integrates both social studies and science with the students' literature
study. Opportunities for students' continued growth and development are
provided through technology, music, art, and physical education. The
mathematics curriculum provides the students with concrete, tactile
learning in math instruction. A hands-on program furnishes the students
with an array of manipulatives and tools with which they solve problems
based on real life situations. The spiraling curriculum uses games for
continued practice so that the children can begin to apply what they
learn during investigations and explorations. The level of instruction
is highly challenging and allows for cooperative learning experiences.
This approach to instruction allows the students to grasp the standards
in a meaningful way.

A weekly half day of planning allows the staff to engage in activities
such as: discussing best practice instruction across the content areas,
analyzing scores from Measures of Academic Progress (M.A.P.) and from
Palmetto Achievement Challenge Test (P.A.C.T.) to implement data driven
decision making, planning for focus groups of instruction, and
developing activities to increase greater home/school connections.
Curriculum calibration, a reflective look at standards and assessment,
allows teachers to make certain that instruction is aligned to the
standards. These are all part of an ongoing effort to ensure that
teaching and learning occurs at a level commensurate with South
Carolina's rigorous educational standards.

Parent and community partnerships are among the most powerful and
beneficial connections to the students' educational success. Teachers
communicate with parents through home visits, news letters, progress
reports, telephone calls, and "Good News Notes". PTO meetings, dynamic
school performances, career day, festivals, and special events that
bring moms, dads, and grandparents to our campus provide additional
contact. Through a "High Performance Partnership" with Santee Cooper, a
major local industry, students are provided with mentors and lunch
buddies. Santee Cooper also assists with programs that bring large
numbers of community members into the school.

Sampit Elementary School is a home away from home for its students. The
success of the school is far reaching in both their lives and their
community. With a productive partnership among the home, school, and
community, we are ensuring the brightest and best future for our most
precious resources, our children!

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

**Part IV #1. Assessment Results**

The South Carolina Accountability Act of 1998 (EAA) mandates the
administration of the

Palmetto Achievement Challenge Test (PACT) for all students in grades
three through eight. This rigorous assessment in English language arts
and mathematics documents how well the students can demonstrate mastery
of the South Carolina Curriculum Standards. PACT is a
criterion-referenced test developed by the State Department of
Education. These state standards are aligned to national standards and
form the basis for all teaching and learning. Students receive a
performance level indicator for each subject tested on PACT. The four
performance levels are:

> **Advanced:** The student has exceeded grade level expectations and is
> ready for accelerated work at the next grade level.
>
> **Proficient:** The student has met expectations for the grade level
> and is well prepared for success at the next grade level. A score of
> Proficient is the long-term goal for student performance in South
> Carolina under the requirements of No Child Left Behind (NCLB).
>
> **Basic:** The student has passed the assessment and is minimally
> prepared for work at the next grade level.
>
> **Below Basic:** The student has not met the minimum grade level
> expectations for student performance based on the curriculum standards
> set by the State Board of Education. The student is not prepared for
> work at the next grade level and a student academic assistance plan is
> developed to define the academic steps needed to ensure student
> success at the next grade level.

Students with disabilities also participate in the PACT assessment. The
student's Individual

Education Program (IEP) committee determines if the child will need
accommodations or modifications

to be successful on the assessment. Small group settings, oral
administration, and the use of technology

for extended responses are some options that are considered.

The PACT is administered in May over a two week period. This time frame
allows for a different

subject area test each day and days to administer makeup tests to
students who were absent when the test

was initially administered ensuring that 100% of students in grades
three through five are tested. Score

reports are received over the summer and the data is analyzed by
teachers and administrators to plan

instruction, provide intervention, and schedule professional
development.

Sampit Elementary has more than 88% of its students receiving
free/reduced price lunches and a population of more than 70% minority.
Sampit has overcome odds and made dramatic improvement for student
academic achievement over the past five years. PACT scores for 2000
revealed that 58% of the students scored at or above basic in ELA and
only 47% scored at or above basic in Math. By 2002, PACT scores
indicated that students scoring at or above basic in ELA were 73% and in
math 71%. The PACT scores for 2004 revealed 90% scoring at or above
basic in ELA, 88% scoring at or above basic in math, and increases for
all subgroups. Because of the outstanding improvement, Sampit Elementary
is now scoring at the 80^th^ state percentile in terms of student
academic achievement.

Sampit has received the Palmetto Gold Award from the State Board of
Education for exceptional student academic performance. Sampit was also
recognized by the South Carolina Education Oversight Committee for
making "significant gains and closing the gap" (scoring at the 90^th^
percentile or higher) for African-American students and students
receiving free/reduced priced lunch in mathematics (2003-04). South
Carolina Assessment System, considered one of the best (ranked 8^th^ out
of 50 states) in the United States by the Princeton Review (2001),
represents the high expectations for learning that we have for all of
our students at Sampit Elementary. In addition, Sampit has met the
NCLB-Annual Yearly Progress (AYP) requirement.

Our motto, "Working Together Brings Success," was exhibited as school
personnel, district personnel, parents and community members joined
forces for the success of all students.

The state assessment system may be found on the state's website,
[www.myscschools.com](http://www.myscschools.com/).

**Part IV \# 2. Assessment Data**

At Sampit Elementary, there is an ongoing process for teachers and
administrators to assess teacher performance and student achievement in
order to increase student learning. Teachers are committed to providing
the most effective techniques and maintaining high expectations for the
betterment of the students. Teachers spend countless hours analyzing
data to enhance school improvement. Regular staff development sessions
are provided for continuous analysis of assessment data and
instructional planning. The analysis of data assists teachers in
determining the strengths and weaknesses of students and instructional
performances from the previous year as well as the present year. This
allows teachers to diagnosis students' needs and determines what
instructional methods must be used to warrant success.

PACT results for grades three through five are used as the primary
source to document school improvement. In addition to the PACT
assessment results, teachers rely on other assessments such as benchmark
tests in writing, reading and math, teacher-made assessments, and other
assessments designed for students at a specific level. Pre- Kindergarten
teachers administer the DIAL R assessment to test cognitive and
developmental skills. Kindergarten and first grade teachers use The
South Carolina Readiness Assessment Portfolio Initiative (SRAPI) to
assess academic growth. In first through fifth grades, teachers analyze
results from the STAR (Standardized Testing and Reporting) diagnostic
testing program in reading and math. Second through fifth grades
administer the Measure of Academic Progress (MAP) in reading and math.

For the last three years, special area teachers have been assigned to
tutor small groups of students in Language Arts and Math during focus
groups. Focus groups are formed based on students' needs in English
language arts and math using MAP and PACT scores. Assessment data is
also the basis for identifying those students who are in need of
additional intervention to achieve success. PACT assessment results
identify students for the Extended Day Program at Sampit. Students are
instructed in a small group setting to help them meet grade level
expectations. During these extended sessions, teachers also integrate
the LightSpan program in which students individually work on skills in
reading and math on a PlayStation monitor with CD Rom Games. In
addition, students are provided tutoring in areas of academic
deficiencies. This collaborative effort from Sampit's staff continues to
create an environment for student success and school improvement. At
Sampit Elementary, the analysis of data allows us to customize
instruction to enhance student achievement school improvement.

**Part IV \# 3. School Communication**

Communication is essential to creating a partnership among home, school,
and the community. We agree with the African proverb, "It takes a
village to raise a child." This belief is shared by our parents and
business and community partners. During the school year, we provide many
opportunities for all stakeholders to be made aware of the successes and
challenges at Sampit Elementary. We begin this process at the beginning
each school year with our Back to School Picnic/0pen House sponsored by
our business partners. This event is used to inform parents about the
upcoming year's grade level and school expectations. Each parent
receives a copy of the grade level curriculum and information outlining
programs. The district provides a parent handbook outlining the
curriculum, policies, and other pertinent information. In addition, the
school district publishes an Annual School Report outlining the school's
assessment information, demographics, and school goals. In the fall, the
South Carolina State Department of Education releases an Annual School
Report Card. The report card information is sent to each parent,
business partner, and local newspaper. This information is also
available on the district's and state's websites. The report card
provides the school's absolute rating and improvement rating,
statistical information about attendance, teacher qualifications,
subgroup performance, and parent and teacher survey results. The report
card also identifies whether a school has met Adequate Yearly Progress
(AYP) as defined by NCLB (No Child Left Behind) legislation.

The Parent Teacher Organization (PTO) meets quarterly so that parents
are informed about the school's performance goals, state assessment, and
the requirements of NCLB. Curriculum workshops are held to provide
parent support for all content areas. Monthly grade level *Panther
Connection* newsletters provide information regarding upcoming
curriculum plans as well as parent tips to promote success. Individual
teachers provide bi-weekly progress reports to communicate academic
growth and deficiencies for students. In addition, parents receive
school interim reports and report cards quarterly. Parents are invited
to parent conferences after report cards are issued to discuss student
performance and assessment results. Students with academic deficiencies
based on classroom grades, PACT results, and other assessments are
provided with Student Academic Plans. These plans document ways that the
school, the parents, and the student will work to promote success. When
necessary, home visits are also made by teachers, administrators, and
guidance counselors to discuss student performance.

In this age of accountability, the school can not solely be responsible
for the success of students. It takes parents, along with community
members, to assure that all students are successful. At Sampit
Elementary, we work diligently to maintain an open two-way relationship
with our parents so that each child receives the benefits of a quality
education.

**Part IV \# 4. Collaboration Efforts**

Sampit Elementary has engaged in many collaborative opportunities with
other professionals

regarding student achievement. In past years, because of similar
demographics, we have collaborated in a "sister school" relationship
with Browns Ferry Elementary school. The two schools collaborated to
improve the curricula, instruction, assessment, and school management.
During that time, Sampit and Brown's Ferry were successful in improving
student achievement. additionally, both schools were awarded grants and
invited to present at the state and regional reading associations, as
well as the Chapter I State Conference. We continue to support Brown's
Ferry Elementary and all schools in their efforts to improve student
achievement.

Our school has been a trailblazer in implementing new programs in the
district. We are the only school in the district who has implemented
school-wide Everyday Math and 100 Book Challenge. We were instrumental
in obtaining consultants to provide support staff development in order
to assure the success of the programs. Because of our efforts, teachers
from other schools have joined our teachers for staff development. Many
of these schools are implementing the programs at the primary levels and
utilizing the resources we used to assist our staff during the programs'
implementation periods.

Currently, teachers are visiting to observe focus groups and the 100
Book Challenge program. In addition, teachers are invited to collaborate
with teachers at district-wide staff developments where they meet and
share best practice methods used in their classrooms. Teachers have had
the opportunity to participate in unit building activities, discussions
about implementing state standards, and developing district pacing
guides. Our principal often collaborates with her peers at district
sponsored Principals Leadership Academies. She has presented at the
Assistant Principals' Convention and the Summer Leadership Conference
for the state administrators.

Our collaboration efforts are not confined to the public school arena.
We have collaborated with local colleges to provide practicum and
student teaching experiences. Teachers and students from local daycare
centers are invited to observe the school's curriculum and teaching
practices. We will continue to forge relationships that promote
collaboration with fellow educators within and outside our district.

**Part V -- CURRICULUM AND INSTRUCTION**

**Part V \# 1 -- School's Curriculum**

Academic success at Sampit Elementary is a top priority for all of our
students. Our school mission is to develop positive attributes in our
children, enabling them to become productive and responsible citizens in
a partnership with the home, school, and community. This level of
success is achieved through our academic course offerings and our
commitment to nurture the talents and address the needs of all students.
To ensure academic success, students are instructed using the South
Carolina State Standards in language arts, math, social studies,
science, and special area programs. Standards-based lessons encompass
exemplary practices and are designed to enhance our culture, our needs,
and our vision for success. High expectations, active engagement,
reflection and sharing, relevant learning, and student accountability
are the conditions set forth for our students.

Our language arts program is based on the core components of reading as
defined by the South Carolina State Standards: reading, writing,
communication, and research. At least two and one-half-hours are
provided for language arts instruction on each full instructional day.
In addition, language arts experiences are integrated throughout all
content areas. Students are immersed in a literature rich environment
that includes informational text, leveled text, literature, and the
Harcourt Reading series. Our reading curriculum is based on a balanced
literacy model and emphasizes writing, shared/teacher-guided reading,
small group instruction/guided reading, word study, and independent
reading. Students are provided instruction in appropriate grade level
word study which includes phonemic awareness, phonics, and vocabulary
building. Strategies for comprehension and fluency are addressed through
whole group, small group instruction and independent reading. Writing is
taught following the Writer's Workshop model where students are
encouraged to write independently and are fully immersed in the writing
process. Teachers confer with students to foster individual growth.
Students are provided with the opportunity to engage in research during
language arts and social science classes. Communication skills are
embedded in daily activities in the classroom as well as the school's TV
news program. Students are invited to share their writing experiences
and dramatize a news broadcast. In addition, various school activities
also encourage and develop oral communication skills.

In kindergarten through fifth grade, the math curriculum emphasizes
conceptual understanding while building a mastery of basic skills.
During a one and one-half hour block, teachers provide math instruction
using the Everyday Math Program. Through its spiraling curriculum,
students are engaged daily in a wide range of mathematical experiences
that address the South Carolina State Standards process skills and
content strands: number and operations, geometry, algebra, measurement,
and data analysis and probability. Students are challenged daily by
mental math activities, hands-on activities, problem-solving, direct
instruction, and learning games.

Teachers provide science inquiry through daily classroom instruction and
hands-on experiences. Students are exposed to the scientific method and
the process skills of observing, classifying, communicating, predicting,
and inferring using district science kits in kindergarten through fifth
grade. Units of instruction are used to provide social studies
instruction based on the South Carolina State Standards. Through the use
of literature and field studies, students are given the opportunity to
explore the process standards and major concepts such as citizenship,
history, economics, and geography.

Sampit Elementary's Special Area program includes physical education,
music, and art. Students are engaged in learning that promotes the
mission of the school to create healthy, productive, and responsible
lifelong learners. Students are engaged in activities that foster
cooperation, creativity, and fundamental skills in movement/sports,
music, and art. The music, physical education, and art teachers always
incorporate activities that support the classroom instruction in all
grade levels. The physical education curriculum is based on the South
Carolina Physical Education Curriculum Standards. Art and music are
based on the South Carolina Visual and Performing Arts Curriculum
Standards.

The success of our students is contingent upon the use of the rigorous
curriculum, the demonstration of high expectations, and the creation of
a student-centered environment. This model for success fosters students
who will go on to become productive citizens.

**Part V #2 - The Reading Curriculum**

Sampit Elementary believes reading is an ongoing, higher-order thinking,
and cognitive strategizing process. Our language arts program is based
on the core components of reading as defined by the South Carolina State
Standards: reading, writing, communication, and research. Our balanced
literacy program provides instruction in phonemic awareness, systematic
phonics, fluency, vocabulary, text comprehension, and writing. The
foundation for using the balanced literacy approach is based upon
research which has identified the best practices that consistently
foster reading success.

Sampit Elementary's comprehensive reading program includes time for
appropriate grade level word and vocabulary study, shared/teacher
directed reading, small group guided reading, self-selected reading, and
writing. The students are provided with daily opportunities to choose
their own literature, ask and answer questions, and share their personal
understandings. At least thirty minutes a day is allotted for
self-selected reading using leveled text from the 100 Book Challenge
program. During this time, the students are engaged in books that are
identified as their "just right reading level". Teachers use this time
to conference and coach individual students on reading strategies. In
addition to reading at school, the students also use the leveled texts
to read at home every night. Also, our students are encouraged to read
books from the Accelerated Reader program in the media center. Our
students are acknowledged and rewarded for achieving their reading goals
set through the 100 Book Challenge and Accelerated Reader programs.
During shared/teacher-directed reading, teachers provide instruction to
develop comprehension, fluency, and understand story elements. During
small group/guided reading, teachers remediate and enrich students while
developing reading strategies. Read alouds are provided daily to enhance
comprehension, develop background knowledge, increase vocabulary, and
model fluent reading behaviors. Classroom libraries have been organized
to include trade books, novel sets, magazines, anthologies, and
newspapers that expose students to a variety of genres and promote a
love for reading. Writing instruction is based on the Writer's Workshop
model which incorporates spelling, grammar-usage, mechanics,
handwriting, and the writing process. Teachers model the writing process
so that students are able to observe the skills that good writers use.
Individualization occurs when teachers conference with students and
foster the development of good writing skills. The students are
encouraged to personalize their writing and share their finished pieces.

A variety of resources are offered to promote a culture of reading.
Family Reading Night offers parents suggestions and resources to help
their children with reading strategies and comprehension. The Book Bag
Buddies program promotes early literacy skills in pre-k and
kindergarten. The PlayStation based learning program called LightSpan
helps students in third through fifth grade with remediation and
enrichment in reading strategies and skills. Sampit Elementary provides
our students with the strategies readers use to promote academic
achievement and future success as lifelong readers.

**Part V #3 - The Math Curriculum**

Sampit Elementary's Mathematics Curriculum is based on the South
Carolina Mathematics Standards. Instruction is provided using the
Everyday Mathematics program, developed by the University of Chicago, in
kindergarten through fifth grade. The fast-paced, in-depth spiraling
curriculum enables our students to become abstract thinkers and creative
problem-solvers. The program emphasizes higher order and critical
thinking activities connected to real world experiences. Through the
Everyday Mathematics Program, students are engaged daily in a wide range
of mathematical experiences and ideas incorporating the core
mathematical strands: numbers and operations, algebra, geometry,
measurement and data analysis and probability. One and one-half hours
are devoted to math instruction. During the course of a lesson, students
may be engaged in whole group teacher-directed instruction, cooperative
activities, small group activities, as well as educational games that
reinforce all skills taught. The Everyday Mathematics Curriculum lends
opportunities for teachers to provide numerous hands-on learning
experiences because the program is packed with a multitude of
manipulatives and resources.

Opportunities are also provided for integration throughout all content
areas. Students are regularly required to respond to problems in
writing. Special projects are provided at the end of numerous units.
These projects integrate the South Carolina Standards in all content
areas. In addition, students are given the opportunities to demonstrate
mastery and understanding of major concepts taught.

In accordance with our mission of providing learning in partnership with
the home, the math program provides Home Link letters. These letters
inform parents of concepts that will be studied throughout the upcoming
unit. In the primary grades, Home Links also provide activities to be
completed by the family. In the elementary grades, skills taught in
daily lessons are reinforced with a homework journal called Study Links.
The Everyday Mathematics Program assures that our students are engaged
in meaningful real world experiences and not just mere, rote memory or
drill and practice. For this reason, our school decided to implement
this program. The results have been outstanding. Our students are
experiencing success and are eager to learn mathematics. This is evident
by our students' achievement on the PACT.

**Part V #4 - Instructional Methods**

At Sampit Elementary, we believe that regardless of gender, social or
physical abilities, or ethnic or cultural characteristics, all students
can learn and must have equal opportunities to participate and learn in
the classroom. Because each child learns differently, the teachers at
Sampit Elementary believe in using different instructional methods to
improve student learning. Developmentally appropriate teaching methods
incorporate thoughtful planning, acceptance of the uniqueness of each
student, honesty, trust, sharing, risk-taking, collaboration,
communication, and cooperation. Teachers meet during a common planning
time to discuss instructional needs based on data from benchmark tests,
classroom assessments, and state testing. Instruction is then designed
to meet the needs of each child. Whole group and small group
instruction, peer teaching, cooperative groups, field studies, focus
groups, demonstrations, guest speakers, exploratory and inquiry-based
activities are instructional approaches used to provide content.

Within the classroom, students are challenged through quality activities
and encouraged to answer questions at the analysis, synthesis and
evaluative levels of Bloom's Taxonomy. Students are also given the
opportunity to brainstorm ideas, participate in discussions, and
generate their own questions. We also realize that all students learn
differently. Therefore, teachers plan for the various learning styles
and incorporate instructional methods that meet these needs. Graphic
organizers and charts are used in all content areas to organize student
thought and information. Teachers also use media resources such as
educational videos, educational television programs, CDs and tapes.
Listening centers are provided for all grade levels and are used to
reinforce literature and assist students who need additional practice
with reading. In primary grades, songs and chants are incorporated to
reinforce major concepts. For those students whose styles require more
kinesthetic/tactile association, teachers incorporate games, movement,
manipulatives, and technology.

We utilize several programs that integrate technology and content to
provide remediation in language arts and math. The LightSpan program
uses PlayStation modules and CD games to reinforce content being taught
in class. Students are also enrolled in the schools CAI (Computer
Assisted Instruction) program. Additional remediation opportunities are
provided for students through tutoring and daily focus groups in second
through fifth grades. Students are also invited to attend STEP (Sampit's
Tutorial and Enrichment Program) which is an extended day program. The
BEACH (Broad Educational and Creative Happenings) program is offered for
those students who have been identified as gifted and talented learners.
These students meet weekly to receive accelerated instruction. We will
continue to strive toward providing the best possible education for our
students. Teachers will continue to provide an environment that is
student-centered and encourages students to be risk-takers in learning.

**Part V #5 - Professional Development**

The administrators, teachers, and staff members of Sampit Elementary are
committed to student achievement. Staff development is designed to
investigate pedagogical and effective strategies, strengthen the
teacher's understanding of the state standards, and to guide classroom
practice in such a manner that augments and enhances student learning.
Teachers know that teamwork is essential for school success. For this
reason, teachers share a common planning time which allows them to meet
in order to review academic needs and discuss instructional approaches.
For the past two years, our school has piloted a weekly half-day
planning session for the district. This allows quality time for
intensive staff development. During this time, we have been able to
approach staff development at different levels. Our staff development
supports instructional programs being implemented, such as 100 Book
Challenge, Everyday Math, and Lightspan. In the most recent years, our
school has heavily focused on using data to make instructional decisions
through a process called Data Driven Decision Making. This time is also
utilized to analyze student achievement data and plan effective
instructional approaches to use with the students. Time is also provided
for teachers to engage in professional reading and reflection through
Book RAP (Reading as Professionals) sessions. Study groups have read and
discussed [Through the Cracks]{.underline}, [Best Practices -- New
Standards for Teaching and Learning in America's Schools]{.underline},
[Fish]{.underline}, and [The Results Fieldbook.]{.underline} Teachers
have been involved in many workshops regarding the state standards and
aligning them to assessments. Grade level curriculum sessions have been
devoted to reviewing and discussing state standards. In addition, our
school participated in the Curriculum Calibrations program which was a
state sponsored initiative. Student work was reviewed and aligned to the
state standards. This was followed by a workshop in which teachers were
trained on how to ensure that grade level assessments are aligned to the
standards. This school year, the staff development focus is on school
climate and how it impacts student achievement. We are studying how the
many facets of the school environment can negatively or positively
affect student achievement.

Our staff members have attended many workshops and district sponsored
sessions. Teachers attend the state and local reading, math, social
studies and science conferences. Teacher have also attended district
workshops and returned to share valuable information on topics and
strategies such as guided reading, integrating social studies and
literature, planning standards based units using the Understanding by
Design Model (UBD), South Carolina Reading Initiative, and using science
kits. This staff development opportunity is called GIFT (Great Ideas
from Teachers). In addition, teachers are encouraged to share and model
classroom strategies and activities used in their classrooms. As our
student population grows, our devoted teachers will continue to enhance
their understanding of what will help our children learn. Staff
development will continue to be a tool for optimizing the effectiveness
of the instructional process in the classroom while increasing student
learning and achievement.

**PART VII -- ASSESSMENT RESULTS**

**GRADE 3**

## Test: Palmetto Achievement Challenge Test -- English Language Arts

Edition/Publication Year 2000-2004 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

There were no students exempted from the PACT at Sampit Elementary
School. However, in year 2000, the data will reflect no scores under
sub-group White. Sampit Elementary School student population was 100%
African American until August 2000.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**Sampit Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 -- ENGLISH LANGUAGE ARTS**

  ----------------------------------- ---------- ---------- ---------- ---------- ----------
                                      **2004**   **2003**   **2002**   **2001**   **2000**

  Testing Month                       May        May        May        May        May

  **SCHOOL SCORES**                                                               

  \% At or Above Basic                88         93         73         62.1       48

  \% At or Above Proficient           47         53         31         15         16

  \% At Advanced                      4          3          0          0          2

  \% Number of Students Tested        49         40         55         66         50

  Percent of total students tested    100        100        97         100        100

  Number of Students Excluded         0          0          0          0          0

  Percent of Students Excluded        0          0          0          0          0

  **SUBGROUP SCORES**                                                             

  **1. Free/Reduced Lunch**                                                       

  \% At or Above Basic                87         91         72         58         47

  \% At or Above Proficient           46         53         26         12         16

  \% At Advanced                      4          3          0          0          2

  **2. No Free/Reduced Lunch**                                                    

  \% At or Above Basic                \*\*       100        78         100        \*\*

  \% At or Above Proficient           \*\*       50         0          43         \*\*

  \% At Advanced                      \*\*       0          56         0          \*\*

  **3. African American**                                                         

  \% At or Above Basic                89         90         66         58         48

  \% At or Above Proficient           42         50         30         12         16

  \% At Advanced                      6          3          0          0          2

  **4. White**                                                                    

  \% At or Above Basic                85         100        100        70         0

  \% At or Above Proficient           62         67         36         22         0

  \% At Advanced                      0          0          0          0          0

  **STATE SCORES**                                                                

  \% At or Above Basic                85         81         80         79         75

  \% At or Above Proficient           54         44         42         42         40

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

\*\* **No Free/Reduced Lunch:** The information is not disseminated for
groups of less than 10.

**GRADE 4**

## Test: Palmetto Achievement Challenge Test -- English Language Arts

Edition/Publication Year 2000-2004 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

There were no students exempted from the PACT at Sampit Elementary
School. However, in year 2000, the data will reflect zero under Subgroup
White. Sampit Elementary School student population was 100% African
American until August 2000.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

**ASSESSMENT DATA**

**Sampit Elementary School**

PALMETTO ACHIEVEMENT CHALLENGE TEST

GRADE 4 -- ENGLISH LANGUAGE ARTS

  ------------------------------- ---------- ---------- ---------- ---------- ----------
                                  **2004**   **2003**   **2002**   **2001**   **2000**

  Testing Month                   May        May        May        May        May

  **SCHOOL SCORES**                                                           

  \% At or Above Basic            93         87         81         58         57

  \% At or Above Proficient       51         35         24         14         10

  \% At Advanced                  7          0          0          0          0

  Number of Students Tested       43         54         58         71         48

  Percent of total students       100        100        100        99         98
  tested                                                                      

  Number of Students Excluded     0          0          0          0          0

  Percent of Students Excluded    0          0          0          0          0

  **SUBGROUP SCORES**                                                         

  **1. Free/Reduced Lunch**                                                   

  \% At or Above Basic            92         89         79         54         61

  \% At or Above Proficient       51         34         17         10         12

  \% At Advanced                  7          0          0          0          0

  **2. No Free/Reduced Lunch**                                                

  \% At or Above Basic            \*\*       80         91         80         \*\*

  \% At or Above Proficient       \*\*       40         55         40         \*\*

  \% At Advanced                  \*\*       0          0          0          \*\*

  **3. African American**                                                     

  \% At or Above Basic            91         85         76         57         56

  \% At or Above Proficient       50         28         16         15         10

  \% At Advanced                  3          0          0          0          0

  **4. White**                                                                

  \% At or Above Basic            100        100        91         61         0

  \% At or Above Proficient       50         57         38         11         0

  \% At Advanced                  10         0          0          0          0

  ** **                                                                       

  **STATE SCORES**                                                            

  \% At or Above Basic            80         76         80         80         72

  \% At or Above Proficient       36         31         34         37         37

  \% At Advanced                  3          2          2          2          4
  ------------------------------- ---------- ---------- ---------- ---------- ----------

\*\* **No Free/Reduced Lunch:** The information is not disseminated for
groups of less than 10.

**GRADE 5**

## Test: Palmetto Achievement Challenge Test -- English Language Arts

Edition/Publication Year 2000-2004 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

There were no students exempted from the PACT at Sampit Elementary
School. However, in year 2000, the data will reflect zero under Subgroup
White. Sampit Elementary School student population was 100% African
American until August 2000.

There were no students exempted from the PACT at Sampit Elementary
School.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**Sampit Elementary School**

**PALMETTO CHALLENGE ACHIEVEMENT TEST**

**GRADE 5 -- ENGLISH LANGUAGE ARTS**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **2004**   **2003**   **2002**   **2001**   **2000**

  Testing Month                  May        May        May        May        May

  **SCHOOL SCORES**                                                          

  \% At or Above Basic           90         70         64         57         71

  \% At or Above Proficient      35         17         12         3          8

  \% At Advanced                 0          0          0          0          0

  Number of Students Tested      49         54         67         70         49

  Percent of total students      100        100        96         96         96
  tested                                                                     

  Number of Students Excluded    0          0          0          0          0

  Percent of Students Excluded   0          0          0          0          0

  **SUBGROUP SCORES**                                                        

  **1. Free/Reduced Lunch**                                                  

  \% At or Above Basic           90         64         61         58         70

  \% At or Above Proficient      31         14         9          2          7

  \% At Advanced                 0          0          0          0          

  **2. No Free/Reduced Lunch**                                               

  \% At or Above Basic           90         92         82         50         \*\*

  \% At or Above Proficient      50         25         27         0          \*\*

  \% At Advanced                 0          0          0          13         \*\*

  **3. African American**                                                    

  \% At or Above Basic           94         57         60         51         71

  \% At or Above Proficient      32         11         11         0          8

  \% At Advanced                 0          0          0          0          0

  **4. White**                                                               

  \% At or Above Basic           86         94         83         77         0

  \% At or Above Proficient      43         28         17         12         0

  \% At Advanced                 0          0          0          0          0

  ** **                                                                      

  **STATE SCORES**                                                           

  \% At or Above Basic           76         67         74         73         71

  \% At or Above Proficient      25         20         25         27         27

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

\*\* **No Free/Reduced Lunch:** The information is not disseminated for
groups of less than 10.

**GRADE 3**

## Test: Palmetto Achievement Challenge Test -- Mathematics

Edition/Publication Year 2000-2004 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

There were no students exempted from the PACT at Sampit Elementary
School. However, in year 2000, the data will reflect zero under Subgroup
White. Sampit Elementary School student population was 100% African
American until August 2000.

There were no students exempted from the PACT at Sampit Elementary
School.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**Sampit Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 - MATHEMATICS**

  ------------------------------ ---------- ---------- ---------- ---------- ----------
                                 **2004**   **2003**   **2002**   **2001**   **2000**

  Testing Month                  May        May        May        May        May

  **SCHOOL SCORES**                                                          

  \% At or Above Basic           86         95         67         85         40

  \% At or Above Proficient      35         35         26         33         8

  \% At Advanced                 4          18         12         12         0

  Number of Students Tested      51         40         57         66         50

  Percent of total students      100        100        100        100        100
  tested                                                                     

  Number of Students Excluded    0          0          0          0          0

  Percent of Students Excluded   0          0          0          0          0

  **SUBGROUP SCORES**                                                        

  **1. Free/Reduced Lunch**                                                  

  \% At or Above Basic           85         97         64         51         36

  \% At or Above Proficient      32         35         13         31         7

  \% At Advanced                 4          15         6          14         0

  **2. No Free/Reduced Lunch**                                               

  \% At or Above Basic           \*\*       83         80         86         \*\*

  \% At or Above Proficient      \*\*       0          50         57         \*\*

  \% At Advanced                 \*\*       33         30         0          \*\*

  **3. African American**                                                    

  \% At or Above Basic           86         97         61         49         40

  \% At or Above Proficient      31         27         21         28         8

  \% At Advanced                 4          13         9          5          0

  **4. White**                                                               

  \% At or Above Basic           87         90         83         65         0

  \% At or Above Proficient      47         67         58         44         0

  \% At Advanced                 0          33         25         26         0

  ** **                                                                      

  **STATE SCORES**                                                           

  \% At or Above Basic           82         70         74         72         69

  \% At or Above Proficient      29         29         32         33         26

  \% At Advanced                 2          11         12         16         9
  ------------------------------ ---------- ---------- ---------- ---------- ----------

\*\* **No Free/Reduced Lunch:** The information is not disseminated for
groups of less than 10.

**GRADE 4**

## Test: Palmetto Achievement Challenge Test -- Mathematics

Edition/Publication Year 2000-2004 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

There were no students exempted from the PACT at Sampit Elementary
School. However, in year 2000, the data will reflect zero under Subgroup
White. Sampit Elementary School student population was 100% African
American until August 2000.

There were no students exempted from the PACT at Sampit Elementary
School.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

**ASSESSMENT DATA**

**Sampit Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 4 - MATHEMATICS**

  ------------------------------- ---------- ---------- ---------- ---------- ----------
                                  **2004**   **2003**   **2002**   **2001**   **2000**

  Testing Month                   May        May        May        May        May

  **SCHOOL SCORES**                                                           

  \% At or Above Basic            93         93         71         61         40

  \% At or Above Proficient       51         33         20         17         10

  \% At Advanced                  16         11         12         11         2

  Number of Students Tested       43         54         59         71         48

  Percent of total students       100        100        97         99         98
  tested                                                                      

  Number of Students Excluded     0          0          0          0          0

  Percent of Students Excluded    0          0          0          0          0

  **SUBGROUP SCORES**                                                         

  **1. Free/Reduced Lunch**                                                   

  \% At or Above Basic            92         95         67         59         42

  \% At or Above Proficient       54         28         19         13         12

  \% At Advanced                  15         7          8          8          2

  **2. No Free/Reduced Lunch**                                                

  \% At or Above Basic            \*\*       82         91         70         \*\*

  \% At or Above Proficient       \*\*       55         0          40         \*\*

  \% At Advanced                  \*\*       27         27         30         \*\*

  **3. African American**                                                     

  \% At or Above Basic            94         92         58         60         40

  \% At or Above Proficient       44         29         13         15         10

  \% At Advanced                  9          8          8          9          2

  **4. White**                                                                

  \% At or Above Basic            90         100        95         61         0

  \% At or Above Proficient       70         50         33         22         0

  \% At Advanced                  30         21         19         17         0

  ** **                                                                       

  **STATE SCORES**                                                            

  \% At or Above Basic            79         74         74         67         62

  \% At or Above Proficient       35         36         36         26         24

  \% At Advanced                  14         15         15         10         8
  ------------------------------- ---------- ---------- ---------- ---------- ----------

\*\* **No Free/Reduced Lunch:** The information is not disseminated for
groups of less than 10.

**GRADE 5**

## Test: Palmetto Achievement Challenge Test -- Mathematics

Edition/Publication Year 2000-2004 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

There were no students exempted from the PACT at Sampit Elementary
School. However, in year 2000, the data will reflect zero under Subgroup
White. Sampit Elementary School student population was 100% African
American until August 2000.

There were no students exempted from the PACT at Sampit Elementary
School.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**Sampit Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 5 - MATHEMATICS**

  ------------------------------- ---------- ---------- ---------- ---------- ----------
                                  **2004**   **2003**   **2002**   **2001**   **2000**

  Testing Month                   May        May        May        May        May

  **SCHOOL SCORES**                                                            

  \% At or Above Basic            84         70         74         52         62

  \% At or Above Proficient       38         17         23         12         4

  \% At Advanced                  12         0          7          4          0

  Number of Students Tested       50         54         70         69         50

  Percent of total students       100        100        96         96         98
  tested                                                                      

  Number of Students Excluded     0          0          0          0          0

  Percent of Students Excluded    0          0          0          0          0

  **SUBGROUP SCORES**                                                         

  **1. Free/Reduced**                                                         

  \% At or Above Basic            85         64         70         53         60

  \% At or Above Proficient       33         14         17         12         4

  \% At Advanced                  10         0          3          3          0

  **2. No Free/Reduced Lunch**                                                

  \% At or Above Basic            82         92         100        50         **\*\***

  \% At or Above Proficient       55         25         55         0          **\*\***

  \% At Advanced                  18         0          27         13         **\*\***

  **3. African American**                                                     

  \% At or Above Basic            88         57         73         45         62

  \% At or Above Proficient       27         11         18         8          4

  \% At Advanced                  6          0          5          2          0

  **4. White**                                                                

  \% At or Above Basic            80         94         79         75         0

  \% At or Above Proficient       67         28         43         25         0

  \% At Advanced                  27         0          14         13         0

  ** **                                                                       

  **STATE SCORES**                                                            

  \% At or Above Basic            75         74         70         62         59

  \% At or Above Proficient       25         31         29         27         20

  \% At Advanced                  2          12         11         11         8
  ------------------------------- ---------- ---------- ---------- ---------- ----------

\*\* **No Free/Reduced Lunch:** The information is not disseminated for
groups of less than 10.