##### ***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 [**Mr. Danny Pettry**]{.underline}

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

Official School Name [**Crescent Elementary School**]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_**[205 Crescent Rd.]{.underline}**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[\_\_\_\_\_\_\_\_\_\_\_\_\_**Beckley**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**West
Virginia**\_\_\_\_\_\_\_\_\_\_ **25801-3322** \_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[\_\_\_\_**Raleigh**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School
Code
Number\*\_\_\_\_**[074208]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( **304** ) **256-4576**]{.underline} Fax [( **304** )
**256-4585**]{.underline}

Website/URL [**http://crescent.rale.k12.wv.us**]{.underline} E-mail
[**dpettry@access.k12.wv.us**]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* **[Dr. Charlotte
Hutchens]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [**Raleigh County Schools**]{.underline} Tel. **[( 304 )
256-4500]{.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. Kim
Cooper]{.underline}**[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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)

**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: \_\_[**19**]{.underline}
Elementary schools

\_\_\_[**5**]{.underline} \_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_**[4]{.underline}**\_\_ High schools

\_\_\_**[2]{.underline}**\_\_ Other

\_\_**[30]{.underline}\_**\_\_ TOTAL

2\. District Per Pupil Expenditure:
**\_\_[\$7,347]{.underline}**\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
**\_\_[\$7,300]{.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
>
> \[ **X**\] Small city or town in a rural area
>
> \[ \] Rural

4\. [**15**]{.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**       20        27                     **47**       **8**                             

  **1**       24        20                     **44**       **9**                             

  **2**       21        29                     **50**       **10**                            

  **3**       28        28                     **56**       **11**                            

  **4**       20        19                     **39**       **12**                            

  **5**       29        19                     **48**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **284**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of **[80]{.underline}**% White

the students in the school: **[17]{.underline}**% Black or African
American

[**2**]{.underline} % Hispanic or Latino

[**1**]{.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:
\_\_\_\_**[24]{.underline}**\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **33**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **34**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred **67**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **274**
                            the school as of October 1. 

  **(5)**                   Subtotal in row (3) divided **24**
                            by total in row (4)         

  **(6)**                   Amount in row (5)           **2400**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_**[0]{.underline}**\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_**[0]{.underline}**\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_**[62]{.underline}**\_%

Total number students who qualify: \_\_\_**[176]{.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:
\_\_\_**[20]{.underline}**\_\_\_%

\_\_\_**[56]{.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 \_ **[1]{.underline}** \_ Other Health Impaired

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

\_\_\_\_Hearing Impairment \_**[35]{.underline}**\_ Speech or Language
Impairment

\_**[7]{.underline}**\_\_Mental Retardation \_\_**[1]{.underline}**\_
Emotional Disturbed

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

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) \_\_\_ **[1]{.underline}**\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_**[15]{.underline}**\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_**[6]{.underline}**\_\_
\_\_\_**[3]{.underline}**\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_**[8]{.underline}**\_\_
> \_\_\_\_**[1]{.underline}**\_\_\_
>
> Total number \_\_\_**[31]{.underline}**\_\_
> \_\_\_\_**[2]{.underline}**\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_**[18 :
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   **95** %    **94** %    **95** %    **95** %    **95** %

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

  Teacher turnover rate      **5**%      **10**%     **11**%     **11**%     **11**%

  Student dropout rate       N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.**

Nestled in the Appalachian Mountains, atop the Allegheny Plateau, in
southern West Virginia along the I-64 and I-77 corridors one can find
Beckley, West Virginia, population 18,000, "a city with a mine of its
own." Beckley is home to the Beckley Exhibition Coal Mine, Tamarack --
*a showcase for our state's most* *outstanding artisans*, Mountain State
University, and **Crescent Elementary School**.

Crescent Elementary, built in 1954, is located in a well established,
previously perceived by most, as an affluent neighborhood within the
city of Beckley. A beautiful "environmentally friendly" landscape
surrounds our secluded playground and single-level brick structure.
Crescent's 19 classrooms and multipurpose gymnasium/lunchroom,
accommodates grades K-5. Our educational staff includes 21 teachers with
578 combined years of experience and 8 service personnel employees.
Crescent's 284 students, of which 62% are now of low socioeconomic
backgrounds, receive a superior education. Regular and special education
programs can be found at Crescent. Our demographics continue to evolve;
yet our commitment to quality education remains constant.

Our mission is to prepare our students for the 21^st^ Century by
providing a high quality educational program, which emphasizes
academics, technology, and responsibility in a safe, orderly school
environment. Additionally, Crescent is a traditional school that
stresses discipline, time on task, and "back to the basics." Our vision
is for our students to succeed in the 21^st^ Century using the skills,
knowledge, and technology that we have provided them.

Maintaining our commitment to excellence and our belief in the child,
coupled with a strong code of conduct, have allowed Crescent Elementary
School to garner the respect of the educational community as well as the
community at large. Our test scores are consistently among the highest
in the county. Our students' performances are award winning in county
and state competitions. On two different occasions, Crescent has
received the West Virginia Exemplary School Award, and has the
distinction of being proclaimed a West Virginia School of Excellence in
1997.

Our educational commitment at Crescent does not solely rest with
academic success. We believe it is our mandate to provide the tools,
ideas, and ideals vital to the development of our students' success in
the challenges facing them today and tomorrow. Working in conjunction
with a supportive PTO and our business Partners in Education our
students have been provided a variety of cultural experiences and
educational field trips.

We have implemented comprehensive programs to address character
development, citizenship, responsibility, diversity, and volunteerism.
One component of our Character Education program is the "Word of the
Week" which introduces character building on a weekly basis using
concrete examples. The CAPS (Community Awareness of People and Services)
program targets a local non-profit organization each month to benefit
from contributions made by students. Our recycling program and
partnership with WV State Department of Natural Resources have proved
beneficial in providing an awareness of the critical need to be kind to
our environment for the entire staff, students and their families. The
objective to build a better today has come with rewarding results.

Crescent Elementary has earned a reputation that challenges us daily.
Our desire to see every child achieve, and not be left behind, has
become our self-fulfilling prophecy. We are dedicated to the challenge,
and poised to assure that no child is left behind.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them. Explain disparities among subgroups. If the
    school participates in the state assessment system, briefly explain
    the state performance levels and the performance level that
    demonstrates meeting the standard. Provide the website where
    information on the state assessment system may be found**.

For the past six years, Crescent Elementary School assessed our students
using the Stanford Achievement Test, 9th Edition (SAT-9). In mathematics
and reading/language arts more than 75% of our students scored above the
50th percentile and fewer than 10% scored in the first quartile.

Last year, for the first time, Crescent Elementary School participated
in the WESTEST assessment, a newly developed norm-referenced criterion
test. The West Virginia Educational Standards Test (WESTEST) is a
customized test aligned to West Virginia\'s Content Standards and
Objectives. Our students in grades 3, 4, and 5 took this test in the
spring of 2004. Each school was provided a report that analyzed student
performance in content areas, grade levels, mastery data, and mastery of
content standards by sub-groups. The performance levels included
*distinguished, above mastery, mastery, partial* *mastery, and novice*.
The assessment further delineated the school\'s performance by
race/ethnicity, special education students, and economically
disadvantaged students.

In mathematics our overall participation rate was 100 percent. The
percentage of students proficient in the areas of mathematics was 87.70.
The percentage of white students proficient in math was 90.52. The
percentage of black students proficient in math was 79.52. The
percentage of special education students proficient in math was 68.18.
The percentage of low socio-economic students proficient in math was
81.69. Thus, students\' performances in mathematics were *mastery, above
mastery, or distinguished.*

In reading/language arts, our overall participation rate was 100
percent. The percentage of students proficient in the areas of
reading/language arts was 80.32. The percentage of white students
proficient in reading/language arts was 83.15. The percentage of black
students proficient in reading/language arts was 70.83. The percentage
of special education students proficient in reading/language arts was
45.45. The percentage of low socio-economic students proficient in
reading/language arts was 74.84. Thus, students\' performance level in
reading/language arts was high in the subgroups of white, black, and
economically disadvantaged.

Crescent Elementary School met the Adequate Yearly Progress criteria in
the areas of mathematics and reading/language arts for the subgroup
standards. Our black and special education students didn't constitute
classification as subgroups for our school due to the low numbers.

This information may be obtained from the West Virginia Department of
Education website at www.wvde.state.us under the subheading WESTEST.

2.  **Show in one-half page (approximately 300 words) how the school
    uses assessment data to understand** **and improve student and
    school performance**.

The WESTEST assessment data was crucial in assisting our staff in
planning a solid educational foundation for each and every student at
Crescent Elementary School. During our staff development sessions,
particularly at the beginning of the year, our staff looked at each
component of the WESTEST and corresponded it with the correct content
standards. Individual and classroom *right response reports* identified
these standards as either strengths or weaknesses. Particular attention
was given to those scores below the 60^th^ percentile. Currently and
throughout the year, each of those content standards is being stressed
daily in classroom instruction. Our teachers focus instruction to
maximize student learning and initiate instructional strategies for
addressing these weaknesses.

WESTEST serves as a framework for the curriculum. Our textbooks and
supplemental materials are all guided by test results, content standard
objectives, and the academic needs of our students. Other assessment
data is collected through the West Virginia Informal Reading and Math
Assessments in grades kindergarten through second grade, the Compass
Learning Basic Skills programs, the West Virginia Writing Assessment,
Children's Skills Test, and the S.T.A.R.'s Reading Program. Through
these programs, further curricular improvements are determined.
Furthermore, these assessments greatly assist our school in meeting the
needs of at-risk students.

By understanding which individual student or student subgroups are
performing below or above mastery level, teachers can provide needed
enrichment, extension activities, or adjust instruction to address
student needs. Assessment data directs the school in how to best utilize
Title I/NCLB (No Child Left Behind) and special education teachers to
improve student and school performance.

Crescent has very high expectations for our students\' test performance.
Examining the levels of proficiency gives us a good evaluation of
student achievement. It further allows for determining the specific
content areas in need of improvement.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Communication is the key to success for our school. Report cards,
mid-six weeks reports, assignment agendas, study guides, telephone calls
to parents, PTO meetings, parent teacher conferences, newspaper
articles, and \"Back to School Night\" are ways that Crescent Elementary
School communicates with our parents, students, and the community at
large. At Crescent Elementary School, we have an *Open Door* *Policy*
that welcomes parents to visit classrooms, eat lunch, and confer with
the teacher as needed.

Report cards are sent home to our parents every six weeks with specific
grades and comments in all academic subject areas, attendance, and
deportment. Every three weeks, mid-six week's reports are issued to
students in academic difficulty with specific guidelines stressing
improvement strategies.

Agendas or folders are issued to all students at the beginning of the
year. In these agenda/folders students write down their daily
assignments. Nightly, parents review these assignments with their child.
The assignment logs are a wonderful organizational tool for the students
as well as a communication device for all parents.

The WESTEST scores and the West Virginia Writing Assessment scores are
sent to the parents. The school counselor meets with each child
individually and interprets the results. In addition, our counselor
opens her office during parent teacher conferences and \"Back to School
Night\" to assist parents in understanding the specific scores of the
test. Every parent receives a copy of the West Virginia Report Card
issued by the West Virginia Department of Education. This document
compares our school's test scores, attendance, and teacher
qualifications with every other school in the county and state. Results
are printed in the local newspaper.

Crescent Elementary School developed a website which can be viewed by
parents and students concerning upcoming events, classroom assignments,
and special achievements of students and teachers. A school calendar and
weekly newsletter are sent home. Parent teacher conferences are
scheduled for parents to discuss concerns. Parents are invited with
encouragement to participate in the Student Assistance Team meetings.

These methods of communication at Crescent have proven to be effective
tools for our parents, students, and our community.

4.  **Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.**

Both our county and our state recognize Crescent Elementary School's
reputation of academic excellence and high expectations. In 1997, our
school was recognized as the recipient of the \"West Virginia School of
Excellence\" award. Our school has been recognized by the West Virginia
State Department of Education for achieving Exemplary School status and
making Adequate Yearly Progress for the past two years.

Professionals throughout Raleigh County visit our school to learn about
specific programs in practice. They confer with teachers regarding
successful instructional strategies. Students from nearby Concord
College, Bluefield State College, and Marshall University are frequently
placed at our school for field experiences as well as student teaching
assignments.

Our staff's expertise and achievements have been acknowledged through
frequent requests for presentations on the national, state, and local
level. Our School of Excellence application has served as a model and
helped provide assistance to others seeking the honor. Grade level
teachers from our school meet others from throughout the county to share
successes. Specialty trained faculty formulated, designed, and compiled
for distribution grade level standardized test preparation booklets.
Additionally, many articles have been published in the *School-Zone,* a
county school newspaper that is distributed to all other Boards of
Education in the state and with the West Virginia Department of
Education, sharing our successes.

Our \"high expectations\" approach in educating our students is one
concept that the staff of Crescent Elementary School will share with
everyone. Our staff is proud of our school and more than willing to
share the successes of those programs that have truly made an academic
difference in the lives of our students.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).**

The state of West Virginia has developed Content Standards and
Objectives (CSO's) for each curriculum area in every grade level (K-12).
The CSO's are the core of every subject taught. They provide the
framework to work toward the success of each student at Crescent
Elementary School. With each subject and grade level, the CSO's outline
a scope and sequence of learning. Learning is scaffolded with
accelerating levels of difficulty according to Bloom's Taxonomy. Our
curriculum is driven by West Virginia Content Standard Objectives.

The Harcourt Reading Program centers on vital reading strategies bridged
to Bloom\'s Taxonomy theory. Focused Learning strategies engage students
with significant content. The use of graphic organizers, vocabulary in
the context area, and mapping skills are daily extension activities used
by the staff. The heart of Crescent Elementary School's reading program
is phonics aligned with Guided Reading, components of a balanced
literacy program in progress. Readers Theater is utilized to establish
and build fluency. The Saxon Phonics program is a supplemental program
to help the students develop sounding and blending, comprehension, and
spelling processes.

The county adopted math series focuses on problem solving, procedures,
and higher level thinking skills. Confidence is built by providing
strategies for success in mathematics. Used as a supplement, the Excel
Math program allows a daily review of previously taught concepts and the
introduction of a new skill. It helps our students build confidence and
teaches them to think both deductively and abstractly while providing
individualized instruction. In the primary grades, Touch Math uses a
\"system of points\" through a visual-tactile approach. Students learn
basic math skill in addition and subtraction. This program increases the
students\' speed and accuracy.

In science, our students are given instruction in MARS, AIMS, GEMS, and
participate in the County Science Fair. MARS (Mathematics Achievement:
Recognizing Success) is a program to supply higher-level cognitive
skills in math. AIMS (Achievement Integration in Mathematics and
Science) integrates our math and science program by providing
\"hands-on\" activities for our students with innovative activities.
GEMS (Great Explorations in Math and Science) introduces key principles
and concepts by engaging students in cooperation, hands-on science and
math exploration, while introducing key principles and concepts. In
social studies, students participate in various activities that are
utilized to make the subject matter \"come alive\". These
student-centered activities include Writing with the Bill of Rights,
Mock Session of Congress, Passport to the World, Spotlighting our Senior
Citizens' Project, Geography Bee, and the County Social Studies Fair.

Crescent Elementary School provides multicultural instruction and art
enrichment programs throughout the entire year for our students. World
Tourist Day focuses on different countries, their geographic locations,
and their cultures and customs. Additionally, grants such as WV Reads,
WV Math, and WV Science have allowed the school to extend students'
learning through summer programs. The Beckley Area Foundation has
awarded several teacher grants for innovative ideas to be used
throughout our school. Crescent\'s after-school tutoring program
enriches student learning. These programs assist our students in
expanding their knowledge of the world around them and meeting high
expectations to succeed.

**2**. **(Elementary Schools) Describe in one-half page the school's
reading curriculum, including a description of why the school chose this
particular approach to reading.**

The reading curriculum for Crescent Elementary School is based on the
West Virginia Content Standards and Objectives for reading.
Developmentally appropriate CSO's are employed at each grade level. It
is Crescent Elementary School's belief that every student can master
these objectives when given appropriate instruction and support.
Therefore, teachers use research-based program approaches, materials,
and strategies, which are designed to meet students' needs for reading
achievement.

Research shows that early phonemic awareness is an accurate prognostic
indicator of later reading success. A Guided Reading approach has shown
to improve student reading ability. Therefore, the basis of our reading
curriculum is a phonetic approach coupled with Guided Reading.

The county adopted reading series (Harcourt - Collections), supplemental
programs (Saxon Phonics and *LANGUAGE*!), and computer based learning
materials (Accelerated Reading and Compass Learning) are used in grades
K-5. Title I/NCLB and special education teachers assist with traditional
"pull-out" programs and team teaching/inclusion to maximize learning
experiences for remediation and re-teach.

Crescent's staff has received training on Guided Reading, Compass
Learning computer training, and professional development for reading
strategies. This training is incorporated in our teaching on a daily
basis.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

> Crescent Elementary School's mission is to prepare our students to
> function successfully in the 21^st^ Century. To this end we are
> dedicated to developing the curriculum to maximize student achievement
> in all areas. Math is a vital component of daily life in every area of
> society; therefore, it is a curriculum area of high priority with our
> staff. Basic knowledge of numbers and number operations, problem
> solving abilities, computation proficiency, and higher order thinking
> skills are necessary for success now, and in the future.
>
> The county adopted Scott Foresman-Addison Wesley Math Series, along
> with supplemental Excel Math and Compass Learning (computer basic
> skills program), are key components of the math curriculum. Each grade
> provides a step on the ladder to connect math readiness to higher
> order thinking skills. Every class provides enrichment to supplement
> and extend learning opportunities. One such program is Excel Math.
> Excel Math complements the math series, offering daily review of
> concepts, and practice to build proficiency. Also, Compass Learning
> incorporates the use of technology in a skill-based program for all
> grades.
>
> Additionally, each grade level (K-5) uses supplemental research based
> programs. Several programs used by many teachers are Touch Math,
> Mountain Math, and Mad Minute Math. Project Merit, a five-year math
> pilot program, uses manipulatives, graphic organizers, models,
> hands-on and kinesthetic activities, and games. Students participate
> in onsite banking (partnering with BB&T), St. Jude's Math-a-thon, Math
> Field Day, Real Life Math, Consumer Math, and Calculator Math
> activities. All grades employ graphic organizers, hands-on activities,
> math games, and role-playing.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning**.

The staff at Crescent Elementary School appreciates that each child has
his own learning style, along with different strengths and weaknesses.
To ensure academic success, a variety of research-based strategies are
used to develop the curriculum to better meet students' needs. Staff
members are always receptive to innovative research-based strategies to
address multiple intelligences and their learning styles.

Teachers use team-teaching, peer tutoring, cooperative learning groups,
and modeling. The Title I / NCLB and special education teachers work
with students in "pull out programs", which provides a small group
setting to individualize student learning. These support professionals
and specialists reinforce the objectives and provide strategies students
can use across each content area. Focused Learning strategies include
graphic organizers, mind mapping, word walls, technology, and
manipulatives to provide hands-on approaches. Teachers use re-teaching
as a research based tool to help struggling students master the content
standards and objectives.

The staff carefully balances daily instruction to meet the diverse needs
of the students. Evaluating student achievement in a five-point rating
scale (*novice, partial mastery, mastery, above mastery,*
*distinguished*) in each curriculum area positively motivates students
toward higher standards of performance.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving learning.**

At the onset of each school year, Crescent teachers attend county
workshops on innovative teaching strategies to improve students
learning. Additionally, site-based meetings with the principal supply
the faculty with vital assessment results to evaluate and determine
student weaknesses.

State and county in-service opportunities, during the summer, provide
our teachers training in programs including **Guided Reading, In-Step,
Phase 9, Reinvent Education, and Vocabulary Development**. Throughout
the school year, our colleagues offer in-services to our staff on the
implementation of these programs.

For the past ten years, the staff at Crescent Elementary School has
conducted a mid-summer site-based meeting titled "Planning for a
Successful School Year." Decisions are made concerning the various
programs and activities for the upcoming school term. Grade level
curriculum meetings are held to discuss special programs and incentives.

Our staff continues to embrace the use of technology for the development
of instructional strategies and motivational activities for our
students. Recent workshops have included **Phase 9**, a technology
integration program. A tutorial for the application of technology into
the curriculum, this program provided teaching strategies, learning
activities and student evaluation techniques. Lesson plans completed by
our teachers were posted on the Phase 9 website. **Reinvent Education**
emphasized creating web pages and homepages, along with providing
helpful instructional websites. Several evening workshops were conducted
on **In-Step**. This program allows teachers to research higher level
thinking skills incorporating various math activities such as
estimation, probability, and graphing. The sessions demonstrated how
these activities could be used to create graphs using Excel programs on
the computers.

On a bi-monthly basis, during our county mandated (ISE) "Instructional
Support and Enhancement Day," the staff has been provided in-services
pertaining to various programs implemented by our staff. Technology
continues to be a number one priority during these trainings. Topics
addressed have included the use of the Internet, home page development,
and power point presentations for teacher and students.

**PART VII - ASSESSMENT RESULTS**

**CRESCENT ELEMENTARY SCHOOL**

**West Virginia State Criterion -- Referenced Tests**

**West Virginia Fourth Grade Writing Assessment**

**The West Virginia Writing Assessment is administered to all fourth
grade students at the elementary level in West Virginia.**

**Grade 4 Basic: 2.0 or higher**

**Scale: 0 -- 4 Proficient: 3.0 or higher**

**Advanced: 4.0**

  ------------------------------------ ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March

  SCHOOL SCORES                                                

  School Mean Score                    **2.27**    **2.31**    **2.24**

  \% At or Above Basic                 **80%**     **84%**     **77%**

  \% At or Above Proficient            **21%**     **19%**     **19%**

  \% At Advanced                       **7%**      **6%**      **2%**

  Number of students tested            44          48          43

  Percent of total students tested     98%         100%        100%

  Number of students excluded          1 \*        0           0

  Percent of students excluded         2%          0%          0%

                                                               

  SUBGROUP SCORES                                              

  1\. **Students eligible for          28          19          20
  free/reduced meals**                                         

  \% At or Above Basic                 **77%**     **74%**     **80%**

  \% At or Above Proficient            **19%**     **16%**     **15%**

  \% At Advanced                       **4%**      **11%**     **0%**

  Number of students tested            27          19          20

  2\. **Students not eligible for      17          29          23
  free/reduced meals**                                         

  \% At or Above Basic                 **88%**     **90%**     **74%**

  \% At or Above Proficient            **24%**     **21%**     **22%**

  \% At Advanced                       **6%**      **3%**      **4%**

  Number of students tested            27          29          23

                                                               

  STATE SCORES                                                 

  State Mean Score                     **2.18**    **2.18**    **2.21**

  \% At or Above Basic                 **81%**     **82%**     **84%**
  ------------------------------------ ----------- ----------- -----------

**\* One child was alternatively assessed.**

**CRESCENT ELEMENTARY SCHOOL**

West Virginia State Criterion -- Referenced Tests

**West Virginia Educational Standards Test (WESTEST)**

The West Virginia Educational Standards Test (WESTEST) was administered
to West Virginia Students for the first time in April 2004. It replaced
the SAT -- 9 which had been used for several years.

Test: [West Virginia Educational]{.underline} [Standards
Test]{.underline} (WESTEST)

Edition/publication Year [N/A 2004]{.underline} Publisher: [CTB McGraw
Hill]{.underline}

Key: Novice, Partial Mastery, Mastery, Above Mastery, Distinguished

The numbers and percentages below refer to those students who scored
mastery and above.

**MATH**

**Grade 3 Grade 4 Grade 5**

+-------------------------------------+----------+---------+----------+
|                                     | 2003 --  | 2003 -  | 2003 --  |
|                                     | 2004     | 2004    | 2004     |
+-------------------------------------+----------+---------+----------+
| Testing month                       | April    | April   | April    |
+-------------------------------------+----------+---------+----------+
| ###### SCHOOL SCORES                |          |         |          |
+-------------------------------------+----------+---------+----------+
| Total score                         | **89**   | **84**  | **88**   |
+-------------------------------------+----------+---------+----------+
| Number of students tested           | 35       | 45      | 51       |
+-------------------------------------+----------+---------+----------+
| Percent of students tested          | 100%     | 100%    | 100%     |
+-------------------------------------+----------+---------+----------+
| Number of students alternatively    | 0        | 1\*     | 0        |
| assessed                            |          |         |          |
+-------------------------------------+----------+---------+----------+
| Percent of students alternatively   | 0%       | 2%      | 0%       |
| assessed                            |          |         |          |
+-------------------------------------+----------+---------+----------+
| SUBGROUP SCORES                     |          |         |          |
+-------------------------------------+----------+---------+----------+
| 1\. **Economically Disadvantaged    | **81**   | **81**  | **80**   |
| Students**                          |          |         |          |
+-------------------------------------+----------+---------+----------+
| Number of students tested           | 21       | 26      | 25       |
+-------------------------------------+----------+---------+----------+
| ###### STATE SCORES                 |          |         |          |
+-------------------------------------+----------+---------+----------+
| 1\. **All Students**                | **72**   | **69**  | **71**   |
+-------------------------------------+----------+---------+----------+
| 2\. **Economic Disadvantaged        | **64**   | **61**  | **63**   |
| Students**                          |          |         |          |
+-------------------------------------+----------+---------+----------+

**\*** One-fourth grade student took the alternate assessment and scored
at the mastery level.

**CRESCENT ELEMENTARY SCHOOL**

West Virginia State Criterion -- Referenced Tests

**West Virginia Educational Standards Test (WESTEST)**

The West Virginia Educational Standards Test (WESTEST) was administered
to West Virginia Students for the first time in April 2004. It replaced
the SAT -- 9 which had been used for several years.

Test: [West Virginia Educational Standards Test]{.underline} (WESTEST)

Edition/publication Year: [NA / 2004]{.underline} Publisher: [CTB McGraw
Hill]{.underline}

**\`**

Key: Novice, Partial Mastery, Mastery, Above Mastery, Distinguished

The numbers and percentages below refer to those students who scored
mastery and above.

**READING/LANGUAGE ARTS**

**Grade 3 Grade 4 Grade5**

+------------------------------------+---------+---------+------------+
|                                    | 2003 -- | 2003 -- | 2003 -     |
|                                    | 2004    | 2004    | 2004       |
+------------------------------------+---------+---------+------------+
| Testing month                      | April   | April   | April      |
+------------------------------------+---------+---------+------------+
| ####### SCHOOL SCORES              |         |         |            |
+------------------------------------+---------+---------+------------+
| Total Score                        | **77**  | **78**  | **84**     |
+------------------------------------+---------+---------+------------+
| Number of students tested          | 35      | 45      | 51         |
+------------------------------------+---------+---------+------------+
| Percent of students tested         | 100%    | 100%    | 100%       |
+------------------------------------+---------+---------+------------+
| Number of students alternatively   | 0       | 1\*     | 0          |
| assessed                           |         |         |            |
+------------------------------------+---------+---------+------------+
| Percent of students alternatively  | 0%      | 2%      | 0%         |
| assessed                           |         |         |            |
+------------------------------------+---------+---------+------------+
| SUBGROUP SCORES                    |         |         |            |
+------------------------------------+---------+---------+------------+
| 1\. **Economically Disadvantaged   | **71**  | **73**  | **76**     |
| Students**                         |         |         |            |
+------------------------------------+---------+---------+------------+
| Number of students tested          | 21      | 26      | 25         |
+------------------------------------+---------+---------+------------+
| **STATE SCORES**                   |         |         |            |
+------------------------------------+---------+---------+------------+
| 1\. All Students                   | **77**  | **73**  | **76**     |
+------------------------------------+---------+---------+------------+
| 2**. Economically Disadvantaged    | **69**  | **65**  | **67**     |
| Students**                         |         |         |            |
+------------------------------------+---------+---------+------------+
|                                    |         |         |            |
+------------------------------------+---------+---------+------------+

-   One-fourth grade student took the alternate assessment and scored at
    the mastery level.

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**MATH**\_\_\_\_\_\_\_]{.underline} Grade: \_\_
[**6**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+-----------+
|                                | 2001 --   | 2000 -    | 1999 -    |
|                                | 2002      | 2001      | 2000      |
+--------------------------------+-----------+-----------+-----------+
| Testing month                  | April     | April     | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Total Score                    | **94**    | **78**    | **75**    |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 52        | 49        | 40        |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 100%      | 100%      | 97%       |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students             | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Percent of students            | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| SUBGROUP SCORES                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **Economically             | **80**    | **69**    | **66**    |
| Disadvantaged Students**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 25        | 16        | 12        |
+--------------------------------+-----------+-----------+-----------+
| ###### STATE SCORES            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **All Students**           | **70**    | **71**    | **72**    |
+--------------------------------+-----------+-----------+-----------+

NOTE: THE SIXTH GRADE STUDENTS IN RALEIGH COUNTY MOVED TO THE MIDDLE
SCHOOL CONCEPT. THEREFORE, SIXTH GRADE TEST SCORES ARE NOT AVAILABLE FOR
THE MOST RECENT YEARS.

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**READING**\_\_\_\_\_]{.underline} Grade: \_\_
[**6**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+-----------+
|                                | 2001 --   | 2000 -    | 1999 -    |
|                                | 2002      | 2001      | 2000      |
+--------------------------------+-----------+-----------+-----------+
| Testing month                  | April     | April     | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Total Score                    | **80**    | **73**    | **68**    |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 52        | 49        | 41        |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 100%      | 100%      | 100%      |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students             | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Percent of students            | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| SUBGROUP SCORES                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **Economically             | **85**    | **69**    | **50**    |
| Disadvantaged Students**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 13        | 16        | 12        |
+--------------------------------+-----------+-----------+-----------+
| ###### STATE SCORES            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **All Students**           | **61**    | **61**    | **62**    |
+--------------------------------+-----------+-----------+-----------+

**NOTE: THE SIXTH GRADE STUDENTS IN RALEIGH COUNTY MOVED TO THE MIDDLE
SCHOOL CONCEPT. THEREFORE, TEST SCORES ARE NOT AVAILABLE FOR THE MOST
RECENT YEARS.**

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**MATH**\_\_\_\_\_\_\_]{.underline} Grade: \_\_
[**5**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+-----------+
|                                | 2002 --   | 2001 -    | 2000 -    |
|                                | 2003      | 2002      | 2001      |
+--------------------------------+-----------+-----------+-----------+
| Testing month                  | April     | April     | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Total Score                    | **75**    | **77**    | **88**    |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 48        | 46        | 49        |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 100%      | 100%      | 100%      |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students             | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Percent of students            | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| SUBGROUP SCORES                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **Economically             | **71**    | **71**    | **67**    |
| Disadvantaged Students**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 24        | 24        | 12        |
+--------------------------------+-----------+-----------+-----------+
| ###### STATE SCORES            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **All Students**           | **62**    | **68**    | **67**    |
+--------------------------------+-----------+-----------+-----------+

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**READING**\_\_\_\_\_\_\_]{.underline} Grade: \_\_
[**5**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+-----------+
|                                | 2002 --   | 2001 -    | 2000 --   |
|                                | 2003      | 2002      | 2001      |
+--------------------------------+-----------+-----------+-----------+
| Testing month                  | April     | April     | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Total Score                    | **65**    | **64**    | **84**    |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 48        | 44        | 49        |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 100%      | 100%      | 100%      |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students             | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Percent of students            | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| SUBGROUP SCORES                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **Economically             | **58**    | **50**    | **83**    |
| Disadvantaged Students**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 24        | 22        | 12        |
+--------------------------------+-----------+-----------+-----------+
| ###### STATE SCORES            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **All Students**           | **56**    | **61**    | **59**    |
+--------------------------------+-----------+-----------+-----------+

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**MATH**\_\_\_\_\_\_\_]{.underline} Grade: \_\_
[**4**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+-----------+
|                                | 2002 --   | 2001 -    | 2000 -    |
|                                | 2003      | 2002      | 2001      |
+--------------------------------+-----------+-----------+-----------+
| Testing month                  | April     | April     | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Total Score                    | **82**    | **72**    | **75**    |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 49        | 44        | 44        |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 100%      | 100%      | 100%      |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students             | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Percent of students            | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| SUBGROUP SCORES                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **Economically             | **67**    | **75**    | **64**    |
| Disadvantaged Students**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 24        | 20        | 25        |
+--------------------------------+-----------+-----------+-----------+
| ###### STATE SCORES            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **All Students**           | **64**    | **68**    | **68**    |
+--------------------------------+-----------+-----------+-----------+

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**READING**\_\_\_\_]{.underline} Grade: \_\_
[**4**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

  --------------------------------- ------------ ------------ ------------
                                    2002 -- 2003 2001 - 2002  2000 - 2001

  Testing month                     April        April        April

  **SCHOOL SCORES**                                           

  Total Score                       **65**       **58**       **64**

  Number of students tested         49           43           44

  Percent of total students tested  100%         100%         100%

  Number of students alternatively  0            0            0
  assessed                                                    

  Percent of students alternatively 0            0            0
  assessed                                                    

  SUBGROUP SCORES                                             

  1\. **Economically Disadvantaged  **54**       **42**       **52**
  Students**                                                  

  Number of students tested         24           19           25

  STATE SCORES                                                

  1\. **All students**              **58**       **61**       **61**
  --------------------------------- ------------ ------------ ------------

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: [**MATH**\_\_\_\_\_\_\_]{.underline} Grade: \_\_
[**3**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+-----------+
|                                | 2002 --   | 2001 -    | 2000 -    |
|                                | 2003      | 2002      | 2001      |
+--------------------------------+-----------+-----------+-----------+
| Testing month                  | April     | April     | April     |
+--------------------------------+-----------+-----------+-----------+
| **SCHOOL SCORES**              |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Total Score                    | **78**    | **83**    | **82**    |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 36        | 49        | 45        |
+--------------------------------+-----------+-----------+-----------+
| Percent of total students      | 100%      | 100%      | 100%      |
| tested                         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students             | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Percent of students            | 0         | 0         | 0         |
| alternatively assessed         |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| SUBGROUP SCORES                |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **Economically             | **79**    | **72**    | **89**    |
| Disadvantaged Students**       |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| Number of students tested      | 19        | 21        | 19        |
+--------------------------------+-----------+-----------+-----------+
| ###### STATE SCORES            |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| 1\. **All students**           | **69**    | **72**    | **71**    |
+--------------------------------+-----------+-----------+-----------+

CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject[: **READING**]{.underline}\_\_\_\_ Grade: \_\_
[**3**\_]{.underline} Test: [Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996\_\_\_\_\_]{.underline}
Publisher: [Harcourt Brace and Company\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_ Scaled scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline} \_

+--------------------------------+-----------+-----------+------------+
|                                | 2002 --   | 2001 -    | 2000 -     |
|                                | 2003      | 2002      | 2001       |
+--------------------------------+-----------+-----------+------------+
| Testing month                  | April     | April     | April      |
+--------------------------------+-----------+-----------+------------+
| **SCHOOL SCORES**              |           |           |            |
+--------------------------------+-----------+-----------+------------+
| Total Score                    | **78**    | **72**    | **80**     |
+--------------------------------+-----------+-----------+------------+
| Number of students tested      | 36        | 49        | 45         |
+--------------------------------+-----------+-----------+------------+
| Percent of total students      | 100%      | 100%      | 100%       |
| tested                         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| Number of students             | 0         | 0         | 0          |
| alternatively assessed         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| Percent of students            | 0         | 0         | 0          |
| alternatively assessed         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| SUBGROUP SCORES                |           |           |            |
+--------------------------------+-----------+-----------+------------+
| 1\. **Economically             | **79**    | **52**    | **79**     |
| Disadvantaged Students**       |           |           |            |
+--------------------------------+-----------+-----------+------------+
| Number of students tested      | 19        | 21        | 19         |
+--------------------------------+-----------+-----------+------------+
| ###### STATE SCORES            |           |           |            |
+--------------------------------+-----------+-----------+------------+
| 1\. **All Students**           | **58**    | **60**    | **59**     |
+--------------------------------+-----------+-----------+------------+

######## CRESCENT ELEMENTARY SCHOOL

West Virginia State Criterion -- Referenced Test

Subject: \_\_\_**[English]{.underline}**\_\_\_\_\_\_ Grades: \_\_[3,4,5,
& 6\_\_\_]{.underline} Test: \_\_\_[Stanford Achievement
Test\_\_]{.underline}

Edition/Publication Year: \_[Ninth Edition 1996]{.underline}\_\_
Publisher: \_\_[Harcourt Brace and Company\_\_\_\_]{.underline}

Scores are reported as (check one): NCE's \_\_\_\_\_\_\_ Scaled Scores
\_\_\_\_\_\_\_ Percentiles \_\_[X\_]{.underline}

**Note:** English scores are not disaggregated in West Virginia or
Raleigh County on the SAT 9.

**Grade 3** 2002 -- 2003 2001 -- 2002 2000 - 2001

+-------------------------------+-------------+------------+-----------+
| ######### School Score        | **79**      | **76**     | **80**    |
+-------------------------------+-------------+------------+-----------+
| State Score                   | **63**      | **65**     | 64        |
+-------------------------------+-------------+------------+-----------+

Grade 4

+-------------------------------+-------------+------------+-----------+
| ######### School Score        | **74**      | 71         | 64        |
+-------------------------------+-------------+------------+-----------+
| ######### State Score         | **63**      | **66**     | **65**    |
+-------------------------------+-------------+------------+-----------+

Grade 5

+-------------------------------+-------------+------------+-----------+
| ######### School Score        | **72**      | **66**     | **74**    |
+-------------------------------+-------------+------------+-----------+
| ######### State Score         | **59**      | **64**     | **63**    |
+-------------------------------+-------------+------------+-----------+

Grade 6

+-------------------------------+-------------+------------+-----------+
| ######### School Score        | **71**      | **85**     | **84**    |
+-------------------------------+-------------+------------+-----------+
| ######### State Score         | **59**      | **66**     | **66**    |
+-------------------------------+-------------+------------+-----------+

######## STATE CONTACT

Mr. Tony Smedley

Executive Director, Office of Human Resources

West Virginia Department of Education

1900 Kanawha Boulevard East,

Building 6, Room 264

Charleston, WV 25395

Ph: (304) 558-2702

Fax: (304) 558-0882

tsmedley@access.k12.wv.us