##### U.S. Department of Education 

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Dr. Lee Rawl]{.underline}

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

Official School Name [Honea Path Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [806 East Greer St]{.underline} (If address is
P.O. Box, also include street address

[Honea Path South Carolina 29654-1829]{.underline}

City State Zip Code+4 (digits total)

Tel. [( 864) 369-4009]{.underline} Fax [(864) 369-4030]{.underline}

Website/URL [www.anderson2.k12/schools/hpe]{.underline} Email
[Lrawl@anderson2.k12.sc.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Thomas Chapman]{.underline}

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

District Name [Anderson District 2]{.underline} Tel. [(864 )
369-7364]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Brenda Cooley]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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: [4]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[1]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7012]{.underline}

Average State Per Pupil Expenditure: [\$7022]{.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\. [16]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       55        56                     **111**      **7**                             

  **1**       58        59                     **117**      **8**                             

  **2**       48        56                     **104**      **9**                             

  **3**       65        54                     **119**      **10**                            

  **4**       44        50                     **94**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   545 K-4
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [84]{.underline} % White

the students in the school: [15]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[17%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 52
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        85
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    502
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .17
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    17
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1%]{.underline}

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [43%]{.underline}

[232]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [30%]{.underline}

[162]{.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.

[2]{.underline} Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [40]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [130]{.underline} Speech or Language
Impairment

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

\_\_\_\_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 [29]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [14]{.underline} \_\_\_\_\_\_\_\_

> Support staff [8]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [57]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[22/1]{.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.)

  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------
                           2002-2003            2001-2002            2000-2001            1999-2000            1998-1999

  Daily student attendance [95.7]{.underline}   [95.6]{.underline}   [95.6]{.underline}   [96.3]{.underline}   [96]{.underline}

  Daily teacher attendance [95.2]{.underline}   [94.2]{.underline}   [91.9]{.underline}   [94.7]{.underline}   [95.1]{.underline}

  Teacher turnover rate    [10%]{.underline}    [6%]{.underline}     [6%]{.underline}     [4%]{.underline}     [0%]{.underline}

  Student dropout rate     [NA]{.underline}     [NA]{.underline}     [NA]{.underline}     [NA]{.underline}     [NA]{.underline}

  Student drop-off rate    [NA]{.underline}     [NA]{.underline}     [NA]{.underline}     [NA]{.underline}     [NA]{.underline}
  ------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

### PART-III SUMMARY 

Honea Path Elementary (HPE) is located in a small rural community in
upstate South Carolina. From 1965-2002 it was composed of two campuses
several miles apart. In 2002, the campuses were combined in a newly
expanded and renovated facility. The merged campus is located on the
outskirts of Honea Path less than 200 yards from government-subsidized
housing.

The closing of the majority of industrial plants in the Honea Path area
has negatively affected the economy and our students. As a result, over
43% of our students qualify for free or reduced lunch. The impact of a
depressed industrial economy places additional challenges on the school.
The average household income is approximately \$17,300, and the median
home value is approximately \$40,300. The poor socio-economic factor is
compounded by the low employability of area adults who lack adequate
education. Nearly 68% of adults over age 25 hold a high school diploma
or less!

In spite of the bleak economic outlook, HPE has high expectations for
all students. This is evidenced by our mission statement: *All students
can learn the basic skills, regardless of their previous academic
performance, background, socio-economic status, race or gender. We
believe the school's purpose is to educate all students to high levels
of academic performance. We accept the responsibility to teach all
students so they can attain their maximum educational potential.*

The goal is to provide each student with a strong educational foundation
which will allow future academic success. The cornerstones of this
foundation are Curriculum, Commitment and Community.

The curriculum reflects the South Carolina State Standards. The district
implements curriculum pacing guides to ensure all standards are taught
prior to state testing. District benchmark tests are administered each
quarter and the results are used to make instructional adjustments and
to target instruction. Teachers use district curriculum activity
notebooks based on Best Practices as a vital teaching tool. Teachers
developed these instructional strategies/activities for each core area.
Comprehensive staff development opportunities support teachers'
classroom instruction.

The commitment to quality education by HPE staff is evident in their
push towards educational excellence. Teachers work together to submit
grants to fund key instructional initiatives that improve student
achievement. An on-going assessment of student progress is analyzed to
update instructional techniques and approaches to maximize student
success. Teachers are committed to the after school and summer programs
that offer struggling students extra help. Honea Path Elementary has won
8 State Incentive Awards and has been graded as "Excellent" on the State
Report Card for the last three years. Honea Path Elementary met all of
the No Child Left Behind AYP objectives last year.

Community involvement is an integral part of HPE's success. An active
PTO bonds teachers, parents, children, and community in support for the
hometown school. HPE's partnership with Torrington has won 5 prestigious
state awards for outstanding school/business partnerships. Students and
teachers are involved in numerous community service projects. A good
relationship with the town, businesses, youth organizations, and local
churches creates a unique setting where children feel safe and nurtured
and are encouraged to learn. Honea Path Elementary is known as the
school with the 'Big Heart'.

# [PART IV-INDICATORS OF ACADEMIC SUSSESS]{.underline} 

**1. School's Assessment Results in Reading and Mathematics**

All students in grades 3-8 must take the Palmetto Achievement Challenge
Test (PACT) each year in English Language Arts and Mathematics. PACT is
a criterion-referenced test developed by the State Department of
Education. The test is designed to measure mastery of specific grade
level curriculum standards. These state standards are aligned to
national standards and form the basis for all teaching and learning.

Students receive a performance level indicator for each subject area
tested on PACT. The four performance levels are:

> **Below Basic:** The student has not met minimum expectations for
> student performance based upon the South Carolina Curriculum
> Standards. The student is not prepared for work at the next grade
> level.
>
> **Basic:** The student has met minimum expectations for student
> performance based upon the South Carolina Curriculum Standards. The
> student is minimally prepared for work at the next grade level.
>
> **Proficient:** The student has met expectations for student
> performance based on the South Carolina Curriculum Standards and is
> well prepared for work at the next grade level.
>
> **Advanced:** The student has exceeded expectations for student
> performance based on the South Carolina Curriculum Standards and is
> very well prepared for work at the next grade level.

PACT requires the application of knowledge and skills and is considered
to be a rigorous test. Our state's performance levels on PACT (Below
Basic, Basic, Proficient, and Advanced) are tied to NAEP (the National
Assessment of Educational Progress, a federal standardized test). The
American Institution has cited the performance levels as among the
nation's highest for Research. South Carolina's PACT testing system has
been praised by the U.S. Department of Education and the South Carolina
standards are rated third highest in the nation by *The Princeton
Review*.

School test results are significantly above the state averages for
2001-2003 at all grades and in all subjects. An analysis of the scores
reveals equity among demographic groups. HPE has intervention practices
and instructional strategies in place to ensure that children are not
left behind due to demographic factors. School wide from 2001 to 2003
the percent of all students in ELA scoring Below Basic decreased from
8.7% to 6.4%; math decreased from 14.9% to 3.5%. For subsidized meal
students from 2001 to 2003 the percent scoring below basic decreased
from 16.7% to 13.7% in ELA and from 31.5% to 6.8% in math. Even though
more than forty percent of the students are classified as low
socio-economic, the school ranks in the top ten percent in the state for
high test scores and has demonstrated dramatic improvement for students
who are classified as being economically disadvantaged.

**2. School Assessment Data in Understanding Student and School
Performance**

Assessment is a continuous process and is part of the learning triangle
of standards, instruction and assessment. Instructional decisions are
based on the analysis of data and the premise that every child can
learn. Professional development days are scheduled prior to the start of
school to provide time for analysis of PACT assessment data. Utilizing
this information, teachers analyze test data individually and by grade
levels to determine patterns of strengths and weaknesses demonstrated by
their previous students. This analysis also identifies areas that the
teacher needs to target. By the time the students arrive for their first
instructional days, teachers have studied their previous year's test
data and academic plans.

In addition to routine classroom assessment, other varied assessment
techniques are utilized. Benchmark tests are given three times yearly
before PACT and reports are interpreted during grade level meetings in
order to provide the most effective instruction. Phonological
Assessments are administered to the K-5 students by speech pathologists.
The results are used to target those students who may need extra
assistance in first grade. Based on this screening, students may qualify
for a developmentally appropriate, small group intervention component of
Project Read. The STAR reading program assesses each student's
independent reading level several times each year. Teachers use this
assessment information when planning and implementing flexible grouping.
NCSLearn is a computer based curriculum allowing students to progress at
their own pace in the areas of reading and math. NCSLearn reports assess
individual student strengths and weaknesses allowing teachers to adjust
instruction and remediate when necessary. All kindergarten and first
grade students are assessed with a Readiness test developed by the
state. Assessment is an integral part of instruction.

**3. School Communication to Parents, Students and Community**

Honea Path Elementary maintains a comprehensive approach to parent and
community communication through various avenues. A district-wide Annual
Report is mailed to every home and business in the district. The
District Annual Report and School Summary Report contain a breakdown of
all district test scores and compare each school with district and state
results. These are provided to parents and include school, district and
state assessment results on all standardized and criterion-referenced
tests. Each year the Honea Path Elementary School Annual Report Card is
mailed to every household in the district to provide general information
about the school and to display the school's performance using both
absolute and improvement ratings. It provides four-year school
performance trends and details student achievement data by content area
and student demographics. Data is also explained in local newspapers,
the school newsletter, and school, district and state Web sites. Home
reports are sent to parents for standardized and criterion-referenced
and diagnostic tests. Parents review assessment data quarterly through
report cards. However, parents are apprised of their child's progress on
an ongoing basis. To encourage extra assistance, mid-quarter interim
reports are sent to parents. School test results are discussed during
School Improvement Council, PTO and School Board Meetings. Community
business partner provides rewards for student achievement. Student honor
rolls are published in the newspaper.

Academic Plan Conferences provide parents of students experiencing
difficulty with state standards information, current performance levels,
and suggestions for helping their children at home. We promote an
open-door policy and parents are encouraged to conference with teachers
on a regular basis. The Family Learning Coordinator operates our Family
Resource Center. She communicates with parents, conducts parenting
workshops, provides information on available resources, and helps
parents understand the district's early childhood initiatives.

**4**. **Share Success with Other Schools**

Honea Path Elementary believes sharing creates a better education for
the children of today, tomorrow and the future. As educators, we have
the potential to make a difference in children around the world.

We understand how vital it is to share our success with our community,
district and neighboring schools because they are an integral part of
our educational growth. Information about our award will be released to
various media outlets including our local and county newspapers, radio
stations and television stations. Our school web page will highlight our
new distinction of National Blue Ribbon School with a link to the No
Child Left Behind Blue Ribbon Program that allows visitors to read about
the nature of the prestigious award. A Blue Ribbon Open House will allow
us to celebrate our success with our students, families and community.

This award will also be a prime opportunity to establish a network that
will foster sharing information, knowledge, research and resources among
people who have a common purpose and commitment to quality education.
With our welcoming open door policy, an invitation is always extended to
visitors who would like to learn more about our successful educational
strategies. Our staff is willing to make presentations at SCIRA, the
math conference and other meetings where we can showcase our activities
as well as learn from others.

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# [PART V-CURRICULUM AND INSTRUCTION]{.underline} 

**1.** **Honea Path Elementary's Curriculum**

HPE's curriculum is designed to meet the South Carolina (SC) State
Department of Education's Standards. The SC Standards outline the basic
knowledge and skills students are expected to master. The curriculum
sets benchmarks and content standards at all grade levels and is aligned
so students will be prepared for the Palmetto Achievement Challenge
Test. Content Pacing Guides are used to guarantee all SC Standards are
taught before students are tested. The curriculum sets high standards in
all testing areas that include reading, language arts, math, science and
social studies. A variety of teaching methods are utilized in order to
ensure students meet or exceed these standards.

Honea Path Elementary's Language Arts curriculum centers on reading,
writing and word development and is based on a Balanced Literacy
Framework. It centers around the essential component of effective
reading instruction; phonics, phonemic awareness, fluency, vocabulary,
and comprehension. Teachers provide a comprehensive approach to reading
and writing instruction aligned with the SC State Standards. District
Curriculum Activity notebooks were developed based on Best Practices and
provide teachers with a map that leads to student achievement.

The mathematics curriculum focuses on SC State Standards at each grade
level. The curriculum focuses on the understanding and application of
key mathematical concepts and skills that are appropriate to each
student's ability level based on national and state standards. The
mathematics curriculum notebooks provide teachers with grade appropriate
standard-based activities. Along with their textbooks, classroom
teachers utilize manipulatives, Terrific Six (math strand) activities,
Star math, mental math and Every Day Counts Math Calendar in order to
address the diverse range of learning styles. Students receive extra
instructional assistance due to HPE's Title I school status.

The goal of the science curriculum is to enable all students to
understand scientific concepts, skills and processes. Teachers design
activities and incorporate kit experiences based on the SC State Science
Standards. A fully equipped science lab is utilized weekly. Lab
experiences allow students to investigate concepts using the scientific
method. Our science curriculum gives students a better understanding of
the big ideas of science and the world around them.

The Social Studies Curriculum is correlated to the SC State Standards.
Classroom activities support the connection between past and present,
people, places and events. School murals depict community landmarks and
provide opportunities for students to learn physical geographical
aspects of their community. Classroom environments, learning centers and
community involvement introduce students to the importance of their
civic responsibilities. Our school-wide character development program,
"Super Stingers", is used to develop responsible citizenship. Teachers
capitalize on students' natural curiosity, diverse background and
cultures and prior knowledge.

HPE's Related Arts program includes music, physical education, library,
and art. These teachers use an integrated curriculum approach enhancing
all curricular areas. Students are exposed to an array of additional
experiences such as dance, drama and visual arts funded by a local
foundation.

Technology is an integral part of each core curricular area. The NCS
Learn lab is used daily by all students to accelerate, strengthen,
review and remediate. Students also use technology as they conduct
research, publish original work, and create websites.

**2.** **Honea Path Elementary's Reading Curriculum**

Our reading curriculum is based on national and state standards. Reading
and Language Arts instruction is the driving force in all curriculum
areas in our school. Our Reading program centers around the essential
components of effective Reading instruction; phonics, phonemic
awareness, fluency, vocabulary, and comprehension. Through our balanced
literacy program, we address five areas of study: reading/literature,
listening, speaking, writing and research, at each grade level. Honea
Path Elementary chose this approach because it is research based and
part of national Best Practices. A learning environment rich in print,
research based instruction and leveled reading materials create a
classroom climate for success. Teachers incorporate read alouds, shared
reading, independent reading and guided reading with flexible groupings.
Flexible grouping practices provide opportunities to expand, enrich and
accelerate student learning. We utilize cross-curricular writing
techniques. Word Study is embedded in all curriculum areas and focuses
on word patterns/families, vocabulary development and word walls.
Students' independent reading levels are enhanced through the
Accelerated Reader program. Our primary, special education and speech
teachers utilize a research based language arts program Project Read,
which is a systematic learning approach with direct teaching of concepts
and skills through multi-sensory techniques. We realize that early
intervention is the key. Our early childhood development program
immerses children in developmentally appropriate activities such as Book
Buddy Bags and begins them on the path to become lifelong learners. Our
programs follow the NAEYC guidelines and state standards. We utilize
Early Childhood Environment Rating Scales for program improvement. Our
early childhood curriculum focuses on concepts from High Scope,
Montessori, and Creative Curriculum.

**3.** **Honea Path Elementary's Science Curriculum**

Our science curriculum is based on the SC State Standards and the
National Standards for Science. The curriculum emphasizes incorporation
of all the senses and is developmentally appropriate. Our science
curriculum centers on our school's mission that students can learn basic
skills regardless of their academic performance, background, race or
gender. We begin our units with assessing and building on students'
prior knowledge of subject matter. Our science curriculum stresses
helping students understand and make connections to the world around
them instead of simply memorizing facts. The curriculum uses an
inquiry-based approach to promote openness to new ideas and application
of science process skills. Students are encouraged to brainstorm,
discuss, question, predict, observe, experiment, interpret, draw
conclusions and communicate findings with the class. Students use Delta
kits, Foss kits, Insights kits and other hands-on experiences. Science
software is used in the classroom and science lab. Teachers use
additional teaching strategies, materials, literature selections and
videos to supplement and reinforce curriculum standards. Our community
sponsored outdoor classroom includes a SC Fence garden and a bog garden
that make wonderful places for students to study science in a natural
setting. Students participate in science fairs at the local, district
and regional levels. Students are able to design and carry out
scientific investigations centered on their particular area of interest
and compete with their peers. Additional activities such as planting
trees on Arbor Day, field studies, guests such as Snakes Alive and our
annual Egg Drop continue to keep our science curriculum lively and
interesting.

**4.** **Instructional Methods to Improve Student Learning**

Honea Path Elementary uses a variety of instructional methods to improve
student learning. The key component is the use of assessment data to
guide instruction. Teachers are skilled diagnosticians who utilize
district test analysis procedures to review assessment data and identify
students' strengths and weaknesses. Instructional plans that assist in
closing the achievement gaps are designed based on these analyses.

Teachers plan for differentiated instruction and flexible groupings to
meet each student where he or she is in order to facilitate learning.
Differentiated instruction and flexible grouping provide students with
activities and materials varied by difficulty, student interests or by
students' preferred learning styles. Teachers use direct instruction,
modeling and demonstrations to provide instruction in small learning
increments that students can follow. Cooperative grouping, small group
instruction and peer tutoring are used to group individuals in teams for
shared educational goals. Student centered approaches,
inquiry/discovery, problem solving and hands-on experiences engage
students in learning as they ask questions, complete investigations,
answer questions and present the results. Teachers also incorporate
individualized instruction as they focus on students' individual
knowledge as a means to prescribe and remediate. Teachers are adept in
observing, listening, leading, facilitating, questioning, and
summarizing in order to use effectively decision making strategies in
assisting students in learning new standards.

**5**. **Professional Development Program and its impact on improving
student achievement.**

Professional development is an on-going process at Honea Path
Elementary. It is designed to provide teachers with the necessary tools
to meet the needs of each child. Teachers identify areas of staff
development needs, and these needs become a blueprint for planning
school level staff development opportunities.

All teachers have received extensive training in the Four Blocks
Balanced Literacy Model which is used school-wide for reading and
language arts instruction. After the initial training, follow-up and
coaching sessions were held to ensure appropriate implementation.

Grade level teachers collaborate on a weekly basis. During these
meetings teachers encourage and contribute to the professional growth of
team members as they share strategies and information obtained through
conferences, workshops and district grade chair meetings. The
collaboration that occurs in the grade level meetings is used to mentor
new teachers and to plan strategies to help struggling students.

Teachers collaborate with other teachers in the district by grade levels
to evaluate materials and to develop activities to implement standards.
Teachers have received grade level inservice training on science kits,
calendar math, writing strategies, test analysis and the use of math
manipulatives.

All teachers have been trained on the NCSLearn software. This training
provides the necessary skills to use the software to improve student
achievement. They learn how to determine the appropriate level for each
student, how to generate and interpret reports, and how to remediate
students' weaknesses. This professional development is job embedded and
ongoing.

**[PART VI-PRIVATE SCHOOL ADDENDUM]{.underline}**

Not Applicable

### PART VII-ASSESSMENT RESULTS 

## GRADE: 3

**Test: Palmetto Achievement Challenge Test -- Mathematics**

**Edition/publication year [1999-2003]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test--Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT--Alt, which
is a portfolio year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. The students are in profoundly mentally
disabled or trainable mentally disabled classes. Honea Path Elementary
School houses a TMH class for the District. The data tables reflect the
numbers and percent of students who were excluded but tested with
PACT--Alt. (4 students in 2001; 1 student in 2002; 0 students in 2003)

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- below basic,
basic, proficient, and advanced. These levels indicate how an individual
student is performing based on the curriculum standards assessed by the
PACT.

**BELOW BASIC**

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

**BASIC**

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

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade level. The PROFICIENT level represents the
long-term goal for student performance in South Carolina.

**ADVANCED**

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

**Palmetto Achievement Challenge Test (PACT)**

***Honea Path Elementary School***

**Grade 3 Mathematics**

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

  Testing Month                        May         May         May

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 96.3        95.5        89.8

  \% At or Above Proficient            62.2        52.3        58

  \% At Advanced                       23.2        36.4        25

  Number of students tested            88          88          88

  Percent of total students tested     100         98.9        95.6

  Number of students excluded          0           1           4

  Percent of students excluded         0           1.1         4.4

                                                               

  **SUBGROUP SCORES**                                          

  1\. Free/Reduced Lunch                                       

  \% At or Above Basic                 92.5        92.3        76.2

  \% At or Above Proficient            50          41          38.1

  \% At Advanced                       10          28.2        0

  Number of students tested            40          39          21

  2\. African American                                         

  \% At or Above Basic                 85.7        84.6        100

  \% At or Above Proficient            35.7        23.1        46.2

  \% At Advanced                       7.1         7.7         7.7

  Number of students tested            14          13          13

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 81.6        73.6        72.1

  State Mean Score                     N/A         N/A         N/A

  \% At or Above Proficient            33.1        31.1        33.3

  State Mean Score                     N/A         N/A         N/A

  \% At Advanced                       11.8        12          16.4

  State Mean Score                     N/A         N/A         N/A
  ------------------------------------ ----------- ----------- -----------

N/A -- Not Available

**GRADE: 3**

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

**Edition/publication year [1999-2003]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test --Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT --Alt, which
is a portfolio year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. The students are in profoundly mentally
disabled or trainable mentally disabled classes. Honea Path Elementary
School houses a TMH class for the District. The data tables reflect the
numbers and percent of students who were excluded but tested with PACT
--Alt. (4 students in 2001; 1 student in 2002; 1 student in 2003)

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- below basic,
basic, proficient, and advanced. These levels indicate how an individual
student is performing based on the curriculum standards assessed by the
PACT.

**BELOW BASIC**

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

**BASIC**

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

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade level. The PROFICIENT level represents the
long-term goal for student performance in South Carolina.

**ADVANCED**

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

**Palmetto Achievement Challenge Test (PACT)**

***Honea Path Elementary School***

**Grade 3 English/Language Arts**

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

  Testing Month                        May         May         May

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 96.3        95.5        93.2

  \% At or Above Proficient            70.4        48.9        63.6

  \% At Advanced                       12.3        8           2.3

  Number of students tested            87          88          88

  Percent of total students tested     98.9        98.9        95.6

  Number of students excluded          1           1           4

  Percent of students excluded         1.1         1.1         4.4

                                                               

  **SUBGROUP SCORES**                                          

  1\. Free/Reduced Lunch                                       

  \% At or Above Basic                 92.9        88.2        75

  \% At or Above Proficient            57.2        41.2        37.5

  \% At Advanced                       3.6         5.9         0

  Number of students tested            28          34          16

  2\. African American                                         

  \% At or Above Basic                 88.9        63.6        95.1

  \% At or Above Proficient            77.8        18.2        77.1

  \% At Advanced                       11.1        0           3.3

  Number of students tested            9           11          13

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 81.2        79.9        78.7

  State Mean Score                     N/A         N/A         N/A

  \% At or Above Proficient            43.8        40.7        41.6

  State Mean Score                     N/A         N/A         N/A

  \% At Advanced                       5.4         4           3.4

  State Mean Score                     N/A         N/A         N/A
  ------------------------------------ ----------- ----------- -----------

N/A -- Not Available

## GRADE: 4

**Test: Palmetto Achievement Challenge Test -- Mathematics**

**Edition/publication year [1999-2003]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test --Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT --Alt, which
is a portfolio year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. The students are in profoundly mentally
disabled or trainable mentally disabled classes. Honea Path Elementary
School houses a TMH class for the District. The data tables reflect the
numbers and percent of students who were excluded but tested with PACT
--Alt. (0 students in 2001; 2 students in 2002; 0 students in 2003)

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- below basic,
basic, proficient, and advanced. These levels indicate how an individual
student is performing based on the curriculum standards assessed by the
PACT.

**BELOW BASIC**

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

**BASIC**

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

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade level. The PROFICIENT level represents the
long-term goal for student performance in South Carolina.

**ADVANCED**

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

**Palmetto Achievement Challenge Test (PACT)**

***Honea Path Elementary School***

**Grade 4 Mathematics**

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

  Testing Month                        May         May         May

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 96.7        97.7        80.6

  \% At or Above Proficient            45.1        46          36.1

  \% At Advanced                       19.8        23          9.7

  Number of students tested            92          87          72

  Percent of total students tested     100         97.8        100

  Number of students excluded          0           2           0

  Percent of students excluded         0           2.2         0

                                                               

  **SUBGROUP SCORES**                                          

  1\. Free/Reduced Lunch                                       

  \% At or Above Basic                 92.1        95.8        68.2

  \% At or Above Proficient            34.2        20.8        13.6

  \% At Advanced                       10.5        8.3         0

  Number of students tested            38          24          22

  2\. African American                                         

  \% At or Above Basic                 100         93.8        75

  \% At or Above Proficient            21.4        37.5        12.5

  \% At Advanced                       7.1         12.5        12.5

  Number of students tested            14          16          8

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 80.1        74.3        67.1

  State Mean Score                     N/A         N/A         N/A

  \% At or Above Proficient            33.7        35.6        26

  State Mean Score                     N/A         N/A         N/A

  \% At Advanced                       13.8        15.3        9.6

  State Mean Score                     N/A         N/A         N/A
  ------------------------------------ ----------- ----------- -----------

N/A -- Not Available

## 

## GRADE: 4

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

**Edition/publication year [1999-2003]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test --Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT --Alt, which
is a portfolio year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. The students are in profoundly mentally
disabled or trainable mentally disabled classes. Honea Path Elementary
School houses a TMH class for the District. The data tables reflect the
numbers and percent of students who were excluded but tested with PACT
--Alt. (0 students in 2001; 2 students in 2002; 0 students in 2003)

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- below basic,
basic, proficient, and advanced. These levels indicate how an individual
student is performing based on the curriculum standards assessed by the
PACT.

**BELOW BASIC**

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

**BASIC**

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

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade level. The PROFICIENT level represents the
long-term goal for student performance in South Carolina.

**ADVANCED**

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

**Palmetto Achievement Challenge Test (PACT)**

***Honea Path Elementary School***

**Grade 4 English/Language Arts**

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

  Testing Month                        May         May         May

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 91.2        94.3        90.3

  \% At or Above Proficient            34.1        48.3        33.3

  \% At Advanced                       0           0           1.4

  Number of students tested            92          87          72

  Percent of total students tested     100         97.8        100

  Number of students excluded          0           2           0

  Percent of students excluded         0           2.2         0

                                                               

  **SUBGROUP SCORES**                                          

  1\. Free/Reduced Lunch                                       

  \% At or Above Basic                 80.6        78.6        90

  \% At or Above Proficient            35.5        21.4        20

  \% At Advanced                       0           0           0

  Number of students tested            31          14          20

  2\. African American                                         

  \% At or Above Basic                 81.8        78.6        87.5

  \% At or Above Proficient            27.3        28.6        25

  \% At Advanced                       0           0           0

  Number of students tested            11          14          8

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 75.4        79.6        80

  State Mean Score                     N/A         N/A         N/A

  \% At or Above Proficient            31.4        32.5        37.3

  State Mean Score                     N/A         N/A         N/A

  \% At Advanced                       2.2         2.2         2.1

  State Mean Score                     N/A         N/A         N/A
  ------------------------------------ ----------- ----------- -----------

N/A -- Not Available