##### *2005-2006 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 **[Dr. Peggie Grant]{.underline}**

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

Official School Name **[Brown's Ferry Elementary School]{.underline}**

(As it should appear in the official records)

School Mailing Address **[7292 Brown's Ferry Road]{.underline}**

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

**[Georgetown, South Carolina 29440-2063]{.underline}**

City State Zip Code+4 (9 digits total)

County **[Georgetown]{.underline}** School Code Number\*
**[2201009]{.underline}**

Telephone **[(843) 527-1325]{.underline}** Fax **[(843)
546-2138]{.underline}**

Website/URL **[www.bfe.gcsd.k12.sc.us](http://www.bfe.gcsd.k12.sc.us/)**
E-mail **<pgrant@bfe.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) 436-7175]{.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)

**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

**[18]{.underline}** TOTAL

2\. District Per Pupil Expenditure: **[\$8,400]{.underline}**

Average State Per Pupil Expenditure: **[\$7,434]{.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\. **[6]{.underline}** Number of years the principal has been in
her/his position at this school.

[\_\_\_\_\_]{.underline}If fewer than three years, how long was the
previous principal at this school?

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

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

  **PreK**                          **16**        **13**        **29**

  **K**                             **21**        **22**        **43**

  **1**                             **17**        **17**        **34**

  **2**                             **21**        **18**        **39**

  **3**                             **18**        **18**        **36**

  **4**                             **18**        **15**        **33**

  **5**                             **23**        **15**        **38**

  **6**                                                         

  **TOTAL STUDENTS IN THE APPLYING                              **252**
  SCHOOL →**                                                    
  --------------------------------- ------------- ------------- ---------

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

6\. Racial/ethnic composition of **[1]{.underline}** % White

the students in the school: [**99**]{.underline} % Black or African
American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
**[6]{.underline}** %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **6**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **8**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred **14**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **252**
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided **.06**
                            by total in row (4)         

  **(6)**                   Amount in row (5)           **6%**
                            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:
**[87]{.underline}** %

Total number students who qualify: **[230]{.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}**
%

**[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.

**[0]{.underline}** Autism **[0]{.underline}** Orthopedic Impairment

**[0]{.underline}** Deafness **[3]{.underline}** Other Health Impaired

**[0]{.underline}** Deaf-Blindness **[16]{.underline}** Specific
Learning Disability

**[2]{.underline}** Emotional Disturbance **[35]{.underline}** Speech or
Language Impairment

**[0]{.underline}** Hearing Impairment **[0]{.underline}** Traumatic
Brain Injury

**[0]{.underline}** Mental Retardation **[0]{.underline}** Visual
Impairment Including Blindness

**[0]{.underline}** Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers **[14]{.underline}** \_\_\_\_\_\_\_\_

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

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

> Support staff **[13]{.underline}** **[1]{.underline}**
>
> Total number **[41]{.underline}** **[4]{.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.)

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

  Daily student attendance  **96 %**        **99 %**        **96 %**        **98 %**        **97 %**

  Daily teacher attendance  **93 %**        **90 %**        **93 %**        **94 %**        **93 %**

  Teacher turnover rate     **14 %**        **21 %**        **24 %**        **26 %**        **31 %**

  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**

Brown's Ferry Elementary is a small, rural Title I school that serves
five unincorporated communities in the western section of Georgetown
County. The school's enrollment is 252 students in grades Pre-k through
Fifth, 99% of whom are African-American, 1% Caucasian, and 87% receive
free or reduced lunch. Many of the students live in single-parent homes,
in foster homes, or with grandparents which causes many students to
arrive at school with many diverse needs and challenges. These
challenges are met by having a warm and inviting school climate where
each child feels comfortable and welcomed. This climate also enables the
staff and stakeholders to meet the mission of Brown's Ferry Elementary,
which is to challenge and prepare children academically to achieve
success as independent learners in a culturally diverse society. Success
is not an option at Brown's Ferry Elementary; it is an expectation. All
children are expected to meet the "basic" measure on the South Carolina
State Standards; the only question is, "How many children will score
'proficient' or 'advanced'?" Small class size, dedicated teachers who
"believe," tutorial help, technological and "hands-on" experiences
combine to create the active learning environment that facilitates
excellence. The master schedule provides common planning time each day,
as well as, enables itinerant personnel the time to work with small
groups in assigned classrooms. Vertical planning takes place regularly
to reinforce the curriculum goals across all grade levels. The parents
and other caregivers are provided parenting sessions that address many
topics such as: grade level expectations, appropriate student behavior,
and specific strategies designed to help children to succeed at a high
level. Counseling services also provide valued support for the
well-being of all students.

Staff development is an integral part of the instructional program at
Brown's Ferry Elementary. Over the past four years, the staff has
participated in training that focuses on reading and writing literacy.
Classroom instruction includes "best practices" that have been
identified and incorporated into the classroom to increase student
achievement. Among them are three daily *read alouds* using books from
the classroom libraries. A literature-rich environment creates numerous
opportunities to extend writing skills. Technology is used to enhance
and to encourage active learning. Teachers use *Promethean Boards* to
stimulate students' imagination through streaming videos to launch
writing activities. Digital cameras provide students with the
opportunity to create pictures to support writing and extend learning in
all areas. Each student is afforded an opportunity to use the 25-station
computer lab and the 12-station lab in the media center to reinforce and
to extend prior learning. Student success is expected at Brown's Ferry
Elementary. Data derived from the Palmetto Achievement Challenge Test
(PACT) in grades 3-5 are used for initial placement in the fall. Teacher
assessments, observations, and quarterly testing using the Measures of
Academic Progress (MAP) provide ongoing documentation to ensure
students' quest for academic success. Additionally, the school conducts
"Early Bird" sessions from 7:00-7:30 a.m. that focus on reading and math
remediation and reinforcement. After-school homework assistance is
provided through the collaborative efforts of the YMCA and local
churches through the 21^st^ Century Community Learning Center Grant.
Area churches play a major role in the support of the school. Each year
a Pastors' Luncheon recognizes students' efforts and encourages families
to take an active role in their child's education. Families are kept
informed about the program at Brown's Ferry Elementary through regular
newsletters from teachers, the principal, curriculum specialist, and
guidance counselor. Learning packets have been created for the students
to complete over holidays so that their learning will not be
interrupted. A new voice-mail system enables parents to keep informed of
current activities at school. The Parent Teacher Organization (PTO) is
very active and supports the school by hosting a number of fundraisers
that provide monies for projects not in the regular budget. Parents
actively support the School Improvement Council (SIC) and all special
student programs. Brown's Ferry Elementary has been designated as a
"Palmetto Gold School" for the past three years, and has met Adequate
Yearly Progress (AYP) for three consecutive years. Additionally, the
school has been nominated as "Palmetto's Finest." The staff firmly
believes that no child at Brown's Ferry Elementary should be left
behind.

**PART IV -- INDICATORS OF SUCCESS\
Part IV #1 Assessment Results**

Students in grades 3-8 in South Carolina, as a result of the South
Carolina Accountability Act of 1998 (EAA), are mandated to take the
Palmetto Achievement Challenge Test annually. This rigorous assessment
provides information about the students' mastery of the South Carolina
Curriculum Standards in language arts, mathematics, science, and social
studies. As a result, standards form the basis for all teaching and
learning. Below are the performance level indicators for each core
subject assessed on PACT:

**[Advanced:]{.underline}** The student has exceeded grade-level
expectations and is ready for accelerated work at the next grade level.

**[Proficient:]{.underline}** 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 and a requirement of No Child Left Behind (NCLB).

**[Basic:]{.underline}** The student has passed the assessment and is
minimally prepared for work at the next grade level.

**[Below Basic:]{.underline}** 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. A Student Academic Assistance
Plan is developed to define the academic steps needed to ensure
students' success at the next grade level.

The PACT is also administered to students with disabilities. The
student's Individual Education Plan (IEP) highlights any accommodations
or modifications necessary for success. Accommodations may include extra
time, oral administration, small group settings, and the use of
technology for extended responses.

State-wide testing is administered in early May and continues for
approximately two weeks. One day is allowed per core subject with
additional time allocated for make-up testing. All students in grades
3-5 are required to participate.

Testing data is sent to the schools during the summer. When teachers
return, the data analysis is conducted by the administrators and
teachers to identify areas of strengths and weaknesses, to plan for
instruction, to differentiate instruction, and to plan professional
development activities.

PACT scores in 2001 revealed 70% of third graders scored at or above
Basic in ELA and 78% in mathematics. Seventy-six percent of fourth
graders scored at or above Basic in ELA and 58% in mathematics.
Fifty-three percent of fifth graders scored at or above Basic in ELA and
26% in mathematics. While ELA test scores increased for all grade
levels, math test scores declined for third and fourth graders in 2002.
The staff revisited and adjusted instructional practices, resources, and
materials. Curriculum calibration (review and alignment of student work
and standards), instructional pacing, additional manipulatives, and
focused staff development resulted in significant test gains in
mathematics in 2003: (third---97% at or above Basic in ELA and 100% in
mathematics; fourth---93% at or above Basic in ELA and 95% in
mathematics; fifth---71% at or above Basic in ELA and 95% in
mathematics). Continued improvement in test scores indicate 95% or
higher of all third, fourth, and fifth graders scored at or above Basic
in ELA and mathematics in 2005.

For the past three years, Brown's Ferry Elementary has received the
"Palmetto Gold" Award from the State Board of Education for exceptional
student academic performance. Brown's Ferry Elementary also received the
"Closing the Achievement Gap" Award for the past two years. Students
made significant gains and also scored at the 90^th^ percentile or
higher in mathematics on PACT for African-American students and students
receiving free/reduced lunches. It should be noted that the Princeton
Review (2001) ranked the South Carolina assessment system as one of the
best (ranked 8^th^ out of 50 states). Additionally, Brown's Ferry
Elementary has met Adequate Yearly Progress (AYP) for the past three
years. High expectations for learning are set for all students at
Brown's Ferry Elementary. Data can be reviewed on the state's website
which is located at [www.myscschools.com](http://www.myscschools.com/).

**Part IV #2 Using Assessment Results**

At Brown's Ferry Elementary there is continual dialogue and review of
students' progress. In order to obtain a clear "picture" of students'
successes and challenges, test results from multiple sources are used
throughout the year to assess performance and growth. Instructional
planning and delivery are based on current assessment data. Students are
clustered so that small group and whole group activities focus on the
identified needs.

PACT data for students in grades three through five is the main source
used to document school performance, areas of strengths and weaknesses,
and the necessary instructional focus. When teachers return to school
following summer break, grade-level discussions regarding the Palmetto
Achievement Challenge Test (PACT) identify strengths and weaknesses for
the specific grade-level groups. On-going staff development provides
teachers with opportunities to strengthen their understanding and
application of the South Carolina State Standards in all four core
areas. Goal setting for individual students and small groups provides
the focus for instructional planning, resource utilization, and
monitoring. Students in grades K-2 are not directly involved in
statewide testing. Therefore, appropriate on-going informal assessments
are used to identify students' academic needs. DIAL-R assessment is used
to test cognitive and developmental skills in Child Development. The
South Carolina Readiness Assessment Portfolio Initiative (SCRAPI)
assesses academic growth for kindergarten and first grade students,
three times annually. The Dominie Kit provides leveled resources to use
in assessing concepts about print, reading levels, and spelling
development. Students in grades 2-5 are administered the Measures of
Academic Progress (MAP) in reading, language arts, and mathematics.
First graders are tested in reading and mathematics on MAP.

Flexible grouping and differentiated instruction allow for appropriate
interventions that will impact student achievement. Focus groups are
created based on MAP data in ELA and mathematics. Early Bird
remediation/acceleration groups are held prior to the beginning of the
school day. Itinerant teachers, regular classroom teachers,
administrators, and instructional assistants work with small groups to
improve math and reading achievement. Utilization of technology,
*LightSpan* software, games, and small group tutoring address identified
needs in mathematics and reading. Collaboration among staff members and
utilization of multiple resources contribute to academic success. At
Brown's Ferry Elementary, data analysis contributes to a blueprint for
increased student achievement.

**Part IV #3 Communicating Assessment Results**

Educating a child in the 21^st^ Century requires collaborative efforts
to form a successful home-school-community partnership. Since Brown's
Ferry Elementary is the "hub" of five rural communities, efforts to
inform all stakeholders are made. A "Back to School" event is hosted by
a local church. The principal and a key teacher discuss the importance
of the upcoming school year and the mandated grade-level expectations.
Parents receive copies of information regarding grade-level
expectations, activities, and necessary school supplies. Each child in
grades 1-5 receives an Agenda in which to record homework assignments
throughout the year. The Agenda includes important information about the
policies regarding attendance, grades, etc., as well as, a Title I
Parent Involvement Compact. Open House/PTO meetings launch the new
school year. Parents meet with teachers to learn grade-level
expectations, procedures, and curriculum.

The school district publishes an Annual School Report in which all
schools' assessment information, school goals, and demographics are
highlighted. The school district also publishes a parent handbook that
outlines policies related to curricular and procedural information. In
the fall, the South Carolina Department of Education releases an Annual
School Report Card for parents, businesses, and the local newspaper.
District and state websites also highlight this information. The report
card provides the school's absolute and improvement rating, statistical
information about attendance, teacher qualifications, subgroup
performance, and results of parent/teacher surveys. The school report
card reflects whether or not a school has met Adequate Yearly Progress
as defined by No Child Left Behind (NCLB) legislation.

Parents receive pertinent information from many sources. The Parent
Teacher Organization meets four times per year. During those PTO
meetings, updates are provided on curricular issues, fundraising
projects, school performance goals, and the NCLB requirements. Parenting
sessions provide strategies for helping students to meet grade-level
expectations. A bi-monthly newsletter, *The Brown's Ferry Chronicle,*
provides insight into classroom activities and information related to
the safety and emotional well-being of students. Student progress is
reported through interim reports, report cards, and student Academic
Plan conferences. Home visits are made for academic and/or health
concerns. Accountability standards require that the school, students,
parents, and community work together to help each child reach his/her
potential. At Brown's Ferry Elementary, the staff works zealously to
involve all stakeholders to ensure that all students succeed.

**Part IV #4 Sharing Success**

Brown's Ferry Elementary has collaborated locally with schools of
similar demographics to identify and share strategies that are effective
with African-American students. The principal has encouraged teachers to
visit schools that utilize advanced technology. As a result, teachers'
interests were ignited and technology use for instructional purposes has
increased. *Promethean Boards* are interactive boards that encourage
student participation. These special tools are now being used in 12
classrooms and the media center. As a result of expanding school
technology (*Promethean Boards* and *Classroom Performance System*s),
teams from other schools within our district, and teams from across the
state visit to observe daily routines and implementation of technology
within instruction.

A team of staff members and the principal has presented at state
conferences on strategies to support student achievement. The principal
is viewed as a strong instructional leader by her peers at the district
level. The administrator collaborated with community members and
successfully secured a 21^st^ Century Community Learning Center Grant to
provide homework assistance and a summer program for third, fourth,
fifth, and identified middle school students. Last summer, the principal
was invited to share strategies that work in a "Closing the Achievement
Gap" session for other state administrators at the South Carolina
Education Oversight Committee. Grade-specific meetings occur at the
district level to promote common understandings of state standards and
curricular implementations. Brown's Ferry Elementary has been at the
forefront in implementing new programs, especially technology, in the
district.

Collaborative efforts between the high school, middle school, and the
three elementary school administrators for our attendance zone are
on-going. Open dialogue about academic weaknesses from MAP results
encouraged the identification of appropriate strategies to address
specific curricular standards. Most recently, the five schools provided
musical presentations for a collaborative "Christmas on the Bay"
program. The overall goal is to help parents to see themselves as part
of a bigger educational community beyond the elementary school.
Collaborative efforts continue with the high school to provide student
"teaching" cadets who tutor students or listen to individuals read.
These efforts help young children to become more fluent in reading. In
addition, the administrators and teachers collaborate with institutions
of higher learning to provide practicum and student teaching
experiences. Brown's Ferry Elementary will continue to pursue
opportunities to collaborate with educators at the local, district,
state, and regional levels.

**PART V -- CURRICULUM AND INSTRUCTION**

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

Success for all students is the major focus at Brown's Ferry Elementary.
The mission of our school is to academically challenge students and to
prepare them for success in a diverse society. Expectations that all
students work at grade level never waiver. However, staff members
realize that our students' lack of background experiences requires more
"hands-on" activities and opportunities to experience real-world
activities in order for students to learn. As a result, field trips,
interactive studies with streaming video resources, visiting authors and
musicians are often an integral part of the learning environment. The
South Carolina State Standards in language arts, math, social studies,
science, and special area programs guide students' learning. Analysis of
formal and informal test data provides information for creating
instructional groups and aligning instructional methodologies.

All curriculum areas are defined by the appropriate state standards
which form the structure for each subject. Language arts address
reading, writing, communication, and research. A minimum of two hours is
devoted to language arts daily. Students hear *three* *read-alouds*
daily that promote understanding and appreciation of different genres.
Classroom libraries, reading comprehension games, writing instruction
using the *6 + 1 Trait Writing Model*, guided reading groups, novel
studies and the Harcourt Reading Series support students' learning of
state standards. Monthly school-wide writing prompts and evaluation
encourage the writing development of all students. "Best practices" in
reading strategies are used to promote phonemic awareness, phonics,
vocabulary, comprehension, and fluency. Whole group, small group and
individual reading sessions occur throughout the day. Teachers realize
the importance of helping students to see relationships between subject
areas, therefore, integration across the curriculum is stressed daily,
especially between math/science and language arts/social studies.
Students practice communication skills through participation in the
morning news announcements, various school programs, and integrated
learning projects.

The social studies curriculum addresses the state standards of history,
government, geography, and economics. Social studies provides a rich
forum for incorporating writing and reading skills within the context of
history and government. Character Education is used to reinforce the
concept of citizenship.

The math curriculum addresses the process skills and content strands:
number and operations, geometry, algebra, measurement, and data
analysis/probability. A minimum of one hour is devoted to math daily.
Real-world applications are provided through mental math activities,
learning games, problem-solving activities, and direct instruction.
Technology is used to both remediate and extend math knowledge in all
students. Students also keep math journals that not only reinforce
"writing across the curriculum" but also strengthen the students'
understanding of the various math functions.

The science curriculum addresses the understanding of the process skills
of observing, classifying, communicating, predicting, and inferring.
Science kits provide "hands-on" experiences to support the content
learning. Guided reading groups, *read-alouds* using science content,
and field trips enhance the science curriculum. Science inquiry, with
appropriate field experiences, allows the students to better understand
the scientific method for investigation. *Alpha Smarts* (wireless
keyboards), *Promethean Boards* and *Classroom Performance Systems* are
technological resources that enhance the learning in science.

Art, music, and physical education are taught by specialists using the
state standards for each area. Students extend their ability to
appreciate and to cooperate with others while recognizing and practicing
fundamental skills in art, music, and movement.

High expectations and standards form the foundation for students' future
successes. Student participation in cooperative activities promotes
acceptance of and appreciation for diverse thinking and project
development.

**Part V #2 The Reading Curriculum**

Brown's Ferry Elementary realizes that reading is a very complex process
that must be taught through a myriad of strategies. Comprehension is the
ultimate learning goal for our students. "Best practices" indicate that
students must see a connection to what is read either through a personal
experience, another book, or a world experience. Reading requires
higher-order thinking skills. In an effort to teach all components of
the reading curriculum (reading, writing, communication, and research),
"best practice" strategies are utilized daily. A minimum of two hours is
devoted to appropriate grade-level activities. The *Formula Three
Reading Model* is used each morning for thirty minutes. During this time
students learn, practice, and apply skills to help them with reading,
spelling, and learning applications. Inviting classrooms provide cozy
reading nooks for students to read quietly. Trade books, novels,
magazines, newspapers, and noted author materials invite students to
broaden their experiences through books. A well-stocked *Literacy
Resource Room* with leveled books exposes students to a variety of
genres and fuels students' interest in reading.

> Brown's Ferry Elementary realizes that many of the families do not
> have reading materials at home. Therefore, library books and classroom
> materials are sent home to be read nightly. Reading logs are to be
> completed and signed by the parent each night. Parenting sessions
> provide suggested resources and strategies for helping a child to
> learn to read. Guided reading groups, individual, partner, and whole
> group reading are strategies utilized for reading development.
> *Accelerated Reader* books and tests encourage students' reading
> development. Teacher directed and shared reading time provides
> strategies to help students to break the comprehension code. Guided
> reading groups allow students with similar needs to be addressed
> through common reading materials. Teachers model fluency, increase
> vocabulary, develop background knowledge, and support comprehension by
> providing *three read-alouds* each day. Writing is taught through mini
> lessons, opportunities to write, and the use of rubrics to guide the
> improvement of writing. The *Harcourt Brace website* reinforces
> students' learning at home and school.
>
> Research is an important component of language arts. The media
> specialist, in cooperation with the classroom teachers, assists
> students in learning the *Big6 Research Model*. This model requires
> students to systematically analyze necessary tasks and to utilize
> specific steps in the completion of a project. Brown's Ferry
> Elementary provides students with strategies to promote academic
> achievement and to set the tone for success as lifelong readers and
> learner**Part V #3 The Math Curriculum**

The math curriculum for Brown's Ferry Elementary is based on the South
Carolina Mathematics Standards. Using real-world experiences and
problems, students apply skills focused on the five core strands:
numbers and operations, algebra, geometry, measurement, data analysis
and probability. Daily opportunities to apply problem-solving skills
with real-world experiences are provided. Reduction of rote "skill and
drill" activities encourage successful mathematical achievement. The
Harcourt Brace materials and website are basic resources for teachers.
However, a variety of additional resources/materials are used to help
students meet South Carolina State Standards: *Fantastic Five*;
*Activities to Integrate Math and Science* (AIMS); technology, such as,
*Promethean Boards* and *Classroom Performance Systems*; calculators;
specific manipulatives; math dictionaries; problem solving booklets and
math journals. Tuesdays are set aside for specific vocabulary
development and PACT practice-taking skills. Resources such as
*Challenge the PACT*, *Achieve Now*, and *PACT Coach* are used to
provide help for identified weaknesses. Math instruction occurs within a
one-hour session. The teacher may introduce the concept by providing
model lessons with the whole group. Small group activities, games, and
software may follow so that students can practice a skill.

Staff development for teachers is ongoing. *AIMS* sessions, *Project
M.I.N.D.* (*Math Is Not Difficult),* *Understanding by Design* (*UBD*),
and linking literature across the curriculum are example of training for
teachers. *Project M.I.N.D*. is a program developed to meet the
challenge of a need for accelerated mathematics content for students.
Teachers learn to incorporate unprecedented curriculum using innovative
teaching strategies. As a result, teachers use strategies to eliminate
fear of mathematics, spark interest, stimulate creativity, and enhance
students' abilities to become effective problem solvers. Students gain
self-confidence, enjoy mathematics through teamwork and competitions,
and improve math scores. Grade-level planning with the curriculum
specialist identifies pacing issues and resources available for support.

Parents are encouraged to visit and observe in the math classes.
Homework activities are ways to assist parents in monitoring and
understanding what is being taught. Newsletters are sent home by the
classroom teacher to identify the math curricular focus. Family Learning
Nights provide strategies parents can use to help with math. PACT data
validates the strong emphasis placed on mathematics for the past four
years.

**Part V #4 Instructional Methods**

Each student who enters Brown's Ferry Elementary deserves an opportunity
to learn through strategies that best meet individual needs.
Characteristically, the very young child is a kinesthetic learner who
requires movement in the learning process. Therefore, teachers use
music, games, manipulatives, movement, and technology to "hook" the
learner. Child Development and kindergarten classrooms create an
environment in which learning stations are established. Student choice
and utilization of varied learning materials such as CD's/audio tapes,
computer software, painting supplies, games, and puzzles support the
young child's learning.

Instructional planning and discussions by grade levels direct the
development of upcoming lessons. Teachers must know the interest and
academic levels of the students in order to best meet their needs. By
using appropriate testing and observation results, the teachers provide
specific strategies to meet the various learning challenges. Some
instructional methodologies include: whole and small group instruction,
cooperative groups, field trips, modeling/demonstrations, exploratory
and inquiry-based learning, interactive learning using computers,
*Classroom Performance Systems*, and *Promethean Boards* utilization.

Higher order thinking skills are integrated throughout the core subject
areas. Teachers model using different types of graphic organizers to
assist the students in assembling information. Graphic organizers are
important in the process of teaching across the curriculum.

Real-world experiences are incorporated through field trips, authentic
models, and visiting artists in storytelling, music, and drama. Learning
extends beyond the classroom when storytellers, musical presentations,
authors, and a NASA educational specialist bring artifacts reflective of
diverse careers into the school setting.

Technology is integrated throughout the curriculum. Three times per
week, students participate in the *Computer-Assisted Instruction* (CAI)
Lab for math and reading reinforcement. Identified Gifted/Talented
students participate in the *Broad Educational and Creative Happenings
(BEACH) Program* each week. Accelerated instruction promotes critical
thinking skills and advanced learning. Identified resource students
receive instruction in the regular classroom setting with the assistance
of the resource teacher. Collaboration occurs so that all students'
learning needs are addressed and met. No child is to be left behind at
Brown's Ferry Elementary.

**Part V #5 Professional Development**

Student achievement is the top priority at Brown's Ferry Elementary.
Staff development opportunities are designed to let teachers take an
in-depth look at effective instructional strategies and "best
practices." Critical to students' success is a teacher who understands
and instructs the state standards in the four core areas using "best
practices." Teamwork is essential in fostering school success. Teachers
engage in grade level and vertical planning to discuss instructional
approaches to better meet the needs of the students and to review
academic concerns. The staff utilizes a bi-weekly planning session to
share and further develop strategies successful in increasing student
achievement. Staff development supports instruction. Currently, there is
ongoing dialogue and implementation of data received from Measures of
Academic Progress (MAP) testing. Teachers practice flexible grouping and
differentiation of instruction based on data. Grade-level sessions
devoted to discussions about state standards, monitoring and pacing of
the curriculum, and curriculum calibration provide the uniform focus for
instruction. Decisions based on data are made through a process called
Data Driven Decision Making. As a South Carolina Reading Excellence Act
Demonstration Site (SC READS) school for four (4) years, teachers have
been involved in year-long study groups focused on literacy development.
As a group, teachers and administrators have read, studied, and
implemented "best practices" from books such as: [On Solid
Ground]{.underline}, [Interactive Writing]{.underline}, [Reading
Comprehension: Strategies that Work,]{.underline} and [Literature
Circles -Voice and Choice in Book Clubs and Reading Groups]{.underline}.
This year, the focus is on writing development throughout the grades.
Monthly writing prompts, scored with rubrics, are utilized as an
instructional tool to document students' growth in writing. On-going
training and dialogue about the effective use of *Promethean Boards*
help teachers in their efforts to integrate technology into the
classroom.

Staff members attend conferences and district-sponsored sessions.
District-sponsored workshops address strategies to positively impact
student achievement: science kit utilization; *AIMS; Understanding by
Design (UBD); Climbing the Data Ladder; Extending the Second Grade
Curriculum; and Social Studies Standards* and the *Revised Bloom's
Taxonomy*. Teachers and administrators attend sessions and share ideas
with the entire staff. An over-arching staff development this year is
Ruby Payne's *Understanding the Framework of Poverty.* Common knowledge
about the "culture" of poverty needs to be understood and acknowledged
by professionals. Families living in poverty often respond to events
differently due to circumstances. Working in a school of over 87%
free/reduced lunch students, teachers can use this knowledge while
planning for and responding to students, and ultimately create more
positive connections between the students and learning. Staff
development will continue to be the catalyst for optimizing
instructional strategies that increase student learning and achievement
at Brown's Ferry Elementary.

**Part VII---Assessment Results**

**Grade 3, 4 and 5**

**Test:** **Palmetto Achievement Challenge Test-English Language Arts
and Mathematics**

Edition/Publication Year 2001-2005 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 Brown's Ferry
Elementary School.

However, in year 2002, the data will reflect there was a score in the
subgroup White. That year, we tested one White student. Brown's Ferry
Elementary School's population was 100% African-American in 2001, 2003,
and 2004. In 2005*,* the student population is 99% African-American,
without any White students in the grades for PACT.

**Performance Levels**

Four performance levels are identified on PACT: Advanced, Proficient,
Basic and Below Basic. Each level identifies the students' understanding
and level of performance based on the curriculum standards assessed by
the PACT.

**[Advanced]{.underline}**

Advanced scores are very high. A student who performs at the Advanced
Level has exceeded grade-level expectations and is very well prepared to
work at the next grade level.

**[Proficient]{.underline}**

Proficient scores are meeting expectations. A student who performs at
the Proficient Level has met grade-level expectations and is well
prepared to work at the next grade.

**[Basic]{.underline}**

Basic scores indicate minimum expectations are met. A student who
performs at the Basic Level has met standards, is minimally prepared,
and can go to the next grade level.

**[Below Basic]{.underline}**

Below Basic scores indicate minimum standards are not met. A student who
performs at the Below Basic level is not prepared for work at the next
grade. Below Basic students must also have an academic assistance plan.

**Assessment Data**

**Brown's Ferry Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 -- ENGLISH LANGUAGE ARTS**

  ------------------------------------ ---------- ---------- ---------- ---------- ----------
                                       **2005**   **2004**   **2003**   **2002**   **2001**

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 **100**    **95**     **97**     72         70

  \% At or Above Proficient            83         80         60         34         26

  \% At Advanced                       24         31         17         0          0

  Number of students tested            44         39         35         32         46

  Percent of total students tested     **100**    **100**    **100**    **100**    **100**

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. Free / Reduced Lunch                                                         

  \% At or Above Basic                 **100**    **94**     **97**     72         68

  \% At or Above Proficient            83         78         57         36         24

  \% At Advanced                       21         25         15         0          0

  2\. No Free / Reduced Lunch                                                      

  \% At or Above Basic                 \*\*       **100**    \*\*       71         0

  \% At or Above Proficient            \*\*       86         \*\*       29         0

  \% At Advanced                       \*\*       57         \*\*       0          0

  3\. African American                                                             

  \% At or Above Basic                 **100**    **95**     **97**     72         68

  \% At or Above Proficient            **100**    **80**     60         34         27

  \% At Advanced                       48         31         17         0          0

  4\. White                                                                        

  \% At or Above Basic                 0          0          0          0          0

  \% At or Above Proficient            0          0          0          0          0

  \% At Advanced                       0          0          0          0          0

  STATE SCORES                                                                     

  \% At or Above Basic                 87         85         81         80         78

  \% At or Above Proficient            57         54         44         42         41

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

-   **No Free/Reduced Lunch:** This information not disseminated for
    groups less than 6.

**Assessment Data**

**Brown's Ferry Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

GRADE 3\--MATHEMATICS

  ------------------------------------ ---------- ---------- ---------- ---------- ----------
                                       **2005**   **2004**   **2003**   **2002**   **2001**

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 **95**     **95**     **100**    39         78

  \% At or Above Proficient            38         45         38         7          24

  \% At Advanced                       7          7          11         0          4

  Number of students tested            42         42         37         31         46

  Percent of total students tested     **100**    **100**    **100**    **100**    **100**

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. Free / Reduced Lunch                                                         

  \% At or Above Basic                 85         **94**     **100**    50         78

  \% At or Above Proficient            32         40         34         8          18

  \% At Advanced                       4          3          11         0          4

  2\. No Free / Reduced Lunch                                                      

  \% At or Above Basic                 \*\*       **100**    \*\*       0          0

  \% At or Above Proficient            \*\*       72         \*\*       0          0

  \% At Advanced                       \*\*       29         \*\*       0          0

  3\. African American                                                             

  \% At or Above Basic                 86         **95**     **100**    39         80

  \% At or Above Proficient            31         45         38         7          23

  \% At Advanced                       4          7          11         0          5

  4\. White                                                                        

  \% At or Above Basic                 87         0          0          0          0

  \% At or Above Proficient            47         0          0          0          0

  \% At Advanced                       0          0          0          0          0

  STATE SCORES                                                                     

  \% At or Above Basic                 83         82         70         74         72

  \% At or Above Proficient            31         29         29         32         33

  \% At Advanced                       10         2          11         12         16
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

-   **No Free/Reduced Lunch:** This information not disseminated for
    groups less than 6.

**Assessment Data**

**Brown's Ferry Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 4---ENGLISH LANGUAGE ARTS**

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

  Testing month                        MAY       MAY       MAY       MAY       MAY

  SCHOOL SCORES                                                                

  \% At or Above Basic                 **100**   **100**   **93**    81        76

  \% At or Above Proficient            70        39        57        12        10

  \% At Advanced                       3         0         0         0         0

  Number of students tested            36        28        28        41        61

  Percent of total students tested     **100**   **100**   **100**   **100**   **100**

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES                                                              

  1\. Free / Reduced Lunch                                                     

  \% At or Above Basic                 **100**   **100**   **91**    82        74

  \% At or Above Proficient            69        33        57        13        7

  \% At Advanced                       0         0         0         0         0

  2\. No Free / Reduced Lunch                                                  

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

  \% At or Above Proficient            70        \*\*      \*\*      \*\*      \*\*

  \% At Advanced                       10        \*\*      \*\*      \*\*      \*\*

  3\. African American                                                         

  \% At or Above Basic                 **100**   **100**   **93**    82        76

  \% At or Above Proficient            70        39        57        13        10

  \% At Advanced                       3         0         0         0         0

  4\. White                                                                    

  \% At or Above Basic                 0         0         0         \*\*      0

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

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

  STATE SCORES                                                                 

  \% At or Above Basic                 80        80        76        80        80

  \% At or Above Proficient            36        36        31        34        37

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

-   **No Free/Reduced Lunch:** This information is not provided for
    categories with fewer than 6.

**Assessment Data**

**Brown's Ferry Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 4\--MATHEMATICS**

  ------------------------------------ ---------- ---------- ---------- ---------- ----------
                                       **2005**   **2004**   **2003**   **2002**   **2001**

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 **97**     **94**     **93**     49         58

  \% At or Above Proficient            39         66         74         16         13

  \% At Advanced                       6          38         37         7          2

  Number of students tested            36         32         27         45         62

  Percent of total students tested     **100**    **100**    **100**    **100**    **100**

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. Free / Reduced Lunch                                                         

  \% At or Above Basic                 **96**     **93**     **91**     49         58

  \% At or Above Proficient            39         64         68         14         15

  \% At Advanced                       8          32         36         5          2

  2\. No Free / Reduced Lunch                                                      

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

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

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

  3\. African American                                                             

  \% At or Above Basic                 **97**     **94**     **93**     48         58

  \% At or Above Proficient            39         66         74         14         13

  \% At Advanced                       6          38         37         7          2

  4\. White                                                                        

  \% At or Above Basic                 0          0          0          \*\*       0

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

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

  STATE SCORES                                                                     

  \% At or Above Basic                 79         79         74         74         67

  \% At or Above Proficient            41         35         36         36         26

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

-   **No Free/Reduced Lunch:** This information is not provided for
    categories with fewer than 6.

**Assessment Data**

**Brown's Ferry Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 5---ELEMENTARY LANGUAGE ARTS**

  ------------------------------------ ---------- ---------- ---------- ---------- ----------
                                       **2005**   **2004**   **2003**   **2002**   **2001**

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 **97**     89         77         65         53

  \% At or Above Proficient            59         36         12         9          8

  \% At Advanced                       7          0          0          0          0

  Number of students tested            29         28         34         57         51

  Percent of total students tested     **100**    **100**    **100**    **100**    **100**

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. Free / Reduced Lunch                                                         

  \% At or Above Basic                 **96**     88         76         65         51

  \% At or Above Proficient            56         42         9          10         7

  \% At Advanced                       4          0          0          0          0

  2\. No Free / Reduced Lunch                                                      

  \% At or Above Basic                 \*\*       \*\*       \*\*       67         \*\*

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

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

  3\. African American                                                             

  \% At or Above Basic                 **97**     89         77         65         53

  \% At or Above Proficient            59         36         12         10         8

  \% At Advanced                       7          0          0          0          0

  4\. White                                                                        

  \% At or Above Basic                 0          0          0          0          0

  \% At or Above Proficient            0          0          0          0          0

  \% At Advanced                       0          0          0          0          0

  STATE SCORES                                                                     

  \% At or Above Basic                 77         76         67         74         74

  \% At or Above Proficient            30         25         20         25         28

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

-   **No Free/Reduced Lunch:** This information is not provided for
    categories with fewer than 6.

**Assessment Data**

**Brown's Ferry Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 5\--MATHEMATICS**

  ------------------------------------ ---------- ---------- ---------- ---------- ----------
                                       **2005**   **2004**   **2003**   **2002**   **2001**

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 **100**    **93**     **94**     48         26

  \% At or Above Proficient            70         59         17         6          2

  \% At Advanced                       27         14         6          2          2

  Number of students tested            30         29         38         57         51

  Percent of total students tested     **100**    **100**    **100**    **100**    **100**

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. Free / Reduced Lunch                                                         

  \% At or Above Basic                 **100**    **92**     **94**     48         26

  \% At or Above Proficient            63         56         15         6          4

  \% At Advanced                       24         8          3          2          2

  2\. No Free / Reduced Lunch                                                      

  \% At or Above Basic                 \*\*       \*\*       \*\*       56         \*\*

  \% At or Above Proficient            \*\*       \*\*       \*\*       11         \*\*

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

  3\. African American                                                             

  \% At or Above Basic                 **100**    **93**     **94**     49         26

  \% At or Above Proficient            70         59         17         5          4

  \% At Advanced                       27         14         6          2          2

  4\. White                                                                        

  \% At or Above Basic                 0          0          \*\*       0          0

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

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

  STATE SCORES                                                                     

  \% At or Above Basic                 77         75         74         70         63

  \% At or Above Proficient            32         25         31         29         28

  \% At Advanced                       15         2          12         11         11
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

-   **No Free/Reduced Lunch:** This information is not provided for
    categories with fewer than 6.