##### *Revised 3/22/2005*

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

*U.S. Department of Education*

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

Name of Principal Mrs. Robin Swaim

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

Official School Name Morrisville Year Round Elementary School

(As it should appear in the official records)

School Mailing Address 1519 Morrisville Parkway

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

Morrisville North Carolina 27560-9376

City State Zip Code+4 (9 digits total)

County Wake School Code Number\* 920504

Telephone ( 919 ) 460-3400 Fax ( 919 ) 460-3410

Website/URL http://morrisvillees.wcpss.net E-mail <rswaim@wcpss.net>

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

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

(Principal's Signature)

Name of Superintendent\* Mr. William R. McNeal

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

District Name Wake County Public School System Tel. ( 919 ) 850-1600

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 Ms. Susan Parry

(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:

  ------------------- ------------------------------------------------------------
  [84]{.underline}    Elementary Schools

  [28]{.underline}    Middle Schools

                      Junior High Schools

  [18]{.underline}    High Schools

  [6]{.underline}     Other (Elementary, Middle, High School's that are Project
                      Enlightenment or special behavior schools.

  [136]{.underline}   TOTAL
  ------------------- ------------------------------------------------------------

2\. District Per Pupil Expenditure: \_[\$6,722 without child nutrition/
\$6,989 with child nutrition]{.underline}

Average State Per Pupil Expenditure[:\$6,741]{.underline}

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

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

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

4\. \< 1 Number of years the principal has been in her/his position at
this school.

4 If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**    0         0                      **0**        **7**                             

  **K**       73        74                     **147**      **8**                             

  **1**       80        60                     **140**      **9**                             

  **2**       77        71                     **148**      **10**                            

  **3**       73        59                     **132**      **11**                            

  **4**       70        59                     **129**      **12**                            

  **5**       80        68                     **148**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **844**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6.  Racial/ethnic composition of

> the students in the school:

  ------------------------ ---------------------------------------------------------
  [63%]{.underline}        White

  [5%]{.underline}         Black or African American

  [8%]{.underline}         Hispanic or Latino

  [24%]{.underline}        Asian/Pacific Islander

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

  **[100%]{.underline}**   **Total**
  ------------------------ ---------------------------------------------------------

[­­]{.underline}

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: 5%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  11
            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 students \[sum   44
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 948
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .0464
            (4)                                          

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

8\. Limited English Proficient students in the school: 8%

69 Total Number Limited English Proficient

Number of languages represented: 29

Specify languages:

Arabic/Egyptian/Lebanese/Syria, Balochi, Bengali/Bangla, Chinese
(Cantonese/Mandarin/ Shanghai/Taiwan/Zhongwen), Dutch, Elamite, French,
German, Gujarati/Gujarathi, Hebrew, Hindi, Japanese, Kannada, Korean,
Malayalam, Marathi, Oriya, Punjabi, Russian, Sanskrit, Singhalese,
Spanish, Tagalog/Filipino, Thai/Tai/Taiklang, Tamil, Telungu, Turkish,
Urdu, & Vietnamese

9\. Students eligible for free/reduced-priced meals: 9 %

Total number students who qualify: 73

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: 9%

76 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

    **Number of Staff**

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

  ------------------------------ ------------------- --------------------
  Administrator(s)               [2]{.underline}     [1]{.underline}

  Classroom teachers             [36]{.underline}    

  Special resource               [17]{.underline}    [3]{.underline}
  teachers/specialists                               

  Paraprofessionals              [3]{.underline}     [2]{.underline}

  Support staff                  [29]{.underline}    [4]{.underline}

  Total Number                   [87]{.underline}    [10]{.underline}
  ------------------------------ ------------------- --------------------

12\. Average school student-"classroom teacher" ratio: 23

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

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

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

  Daily teacher attendance  98%         98%         97%         \* %        \* %

  Teacher turnover rate     17%         11%         33%         31%         28%

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

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

\* Due to changes in the software used by Wake County Public Schools for
payroll & human resources, statistics for these years are not available.

**PART III ‑ SUMMARY**

Nestled on the outskirts of North Carolina's Research Triangle Park,
Morrisville Year Round Elementary School continues to thrive on the
cutting edge with a school community that is rich in the arts, sciences,
and technology integration. Morrisville has a unique, innovative,
educational environment that fosters life long learning. Since our
opening as North Carolina's first multi-track year round school in 1992
we continue to provide an atmosphere that maximizes instruction and
student learning. Morrisville Year Round Elementary School is a
professional learning community committed to diverse, collaborative
teams consisting of teachers, support staff, children, parents and
community partners. Children learn in a safe, child-centered and
nurturing environment where diversity and exemplary character are
celebrated and valued. Teachers and staff are engaged in continuous
improvement and partner with children and parents to collect data and
research to drive student instruction and professional development.
Innovative lessons and hands-on activities engage students and encourage
their love of learning through unique opportunities provided by our
multi-track year round calendar. This enthusiasm is heard through active
student discussion and seen in their work displayed throughout the
school. All learners are challenged to use technology effectively, to
think critically, and to exceed expected growth standards set by the
county and state. Morrisville Year-Round Elementary School educates,
nurtures, and prepares all students to actively and responsibly
participate in the challenges of life. Our mission is to empower all
learners to know and grow.

A commitment to growth is evident through our continued willingness to
take risks and our readiness to try new initiatives. Our focus as a
technology leadership school has enabled Wake County Public School
System to use our school as a laboratory for piloting many programs. The
multi-track year-round calendar, standards based grading, web-based
assessments and report cards, and inquiry-based science kits are county
initiatives we have piloted. After piloting a new program we provide
countywide training and support to other schools during their
implementation process. We also support best practices and apply current
educational trends such as the use of student led conferencing and data
notebooks, creating a leveled book room as well as a parent leveled book
library, and creating a star publishing student center. In addition we
use a variety of different technology tools such as video editing,
AlphaSmarts, laptops, Smart Boards, and handhelds with staff and
students. Our unique calendar enables us to provide track out programs
such as the Accelerated Learning Program and the Intercession Magnet
Program for students who need personalized academic support or small
group instruction. These students ride their regular bus to and from
school and attend remedial and/or enrichment classes during track out.
This immediate "catch-up" keeps learning deficiencies from becoming
embedded.

Students are provided with many opportunities to expand their learning
and engage in extracurricular activities to foster their interests and
to develop leadership skills. Community and staff resources are tapped
to create opportunities in diverse areas of interest that children can
be involved. These include the Student Team Leaders, Chess Club, Odyssey
of the Mind, Technology Club, Art Club, Nature Club, Jump Rope Club,
Spanish Club, Jr. Librarians, and Safety Patrol. Actively supporting our
students is a committed PTA. Over 400 parents and community members
actively support students and teachers by tutoring, volunteering in
classrooms, and sponsoring student clubs and activities.

Morrisville offers various support programs to ensure performance and
growth of our multi-cultural population. Our 844 students are from many
countries around the world with over 29 languages spoken. Although only
69 students are supported through our ESL program, over 214 families
speak a primary language other than English in the home. Differentiation
is vital to our school in order to meet the needs of our special
education students while challenging our 230 Academically Gifted
students. Morrisville also extends service to high achieving K-2
students by providing an enrichment teacher for special projects.
Celebrating academic and cultural diversity over the past twelve years
has made Morrisville Year Round Elementary School shine as a school of
excellence.

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

**Assessment Results**

The North Carolina General Assembly passed the ABC's of Public Education
in 1995. This accountability program requires that all students in
grades 3 -- 8 take a standardized End-of-Grade test (EOG) in the areas
of Reading and Mathematics. The tests are scored and students are
awarded an overall score of a I, II, III or IV. If a student receives a
level I this indicates that he or she does not have sufficient mastery
of the knowledge and skills to be successful at the next grade level. A
level II indicates that the student has inconsistent mastery of the
curriculum for that grade level and is therefore minimally prepared for
the next year. A score of level III means that the student has
sufficiently mastered the curriculum and skills on that grade level and
is therefore prepared for promotion. Finally the highest performance
category is level IV and this indicates that the student performed in a
superior manner exceeding grade level requirements. The individual
student scores are then compiled to determine the overall percentage of
students in the entire school that scored at or above grade level. This
percentage score allows the school and its stakeholders to compare its
overall student performance to that of other schools in the state.

The ABC accountability system also monitors test data to make sure that
students are growing academically. If a student's score reflects that he
or she has mastered one full year's worth (100%) of the curriculum and
skills for that school year then they are said to have met "Expected
Growth." Those who demonstrate 110% growth fall into a "High Growth"
category. Schools can earn recognition from the State Department of
Public Instruction if students are performing and growing at a high
level. The highest of level of recognition is to be declared a "School
of Excellence." In order to receive this accolade 90% or more of the
students in a school must score at or above grade level and be making
expected or high growth on the EOGs. Morrisville Year Round Elementary
has earned this honor for seven consecutive years.

When examining our test results through the lens of No Child Left
Behind, Morrisville Elementary School has met all of its AYP goals, just
as it has since the federal legislation first took effect. We are also
evaluating and monitoring the subgroups found within our building that
are not quite large enough to create an AYP goal. These groups include
historically lower achieving subgroups like African American, Hispanic,
Limited English Proficient (LEP), and Free/Reduced Lunch students. This
closer look reveals that 97% of African American 98% of Hispanic
students, 96% of LEP students, and 91% of Free/Reduced Lunch students
are achieving at or above grade level. When this data is compared to the
performance of White students, 99% of students scoring at or above grade
level, we see that little to no achievement gap exists in our school
based upon ethnicity and only a small gap is present based upon
socioeconomic status.

This information is atypical to what one would find in most schools
throughout the United States and this is one of the things that truly
makes our school different and special. Even though our students are
achieving at an extremely high level, we are constantly looking at data
to identify areas that could benefit from further attention or that
might need work in the future. It is this desire for continuous
improvement that has kept us at the top of our class in North Carolina's
ABC accountability program. It also allows us to declare with confidence
that no child is left behind at Morrisville Elementary.

##### Assessment Data to Understand School Performance 

Data is a central structure in developing our school-wide plan to
improve and sustain student performance at Morrisville. Data is
collected from North Carolina End of Grade Tests (Grades 3-5),
countywide assessments in grades K-5, and teacher assessments.
Assessments are on-going at Morrisville to determine if students are
meeting the Wake County benchmarks for each quarter. Success is
determined by their performance on each objective and reported on a
student assessment report. This data is used to determine individual
students or groups of students who may be struggling on objectives in
reading, writing, or math. End-of-Grade tests provide a wealth of
information to the teachers on their students' abilities. Data is first
analyzed as a whole school to create a picture of our performance at
Morrisville. Data is then disaggregated by subgroups to determine groups
of students that are or are not making expected and high growth within
our school, in reading, mathematics, and writing. Analyzing patterns of
each of our seventeen subgroups provide a vast amount of information in
determining the effectiveness of classroom instruction and the success
of academic programs provided at our school.

Data is shared with the entire staff during bi-weekly grade level
meetings as well as staff meetings. Parents are also informed of school
data to ensure that all stakeholders are aware of the progress our
students are making each year. Using assessments empowers our staff and
parents to work together to create the best educational experience for
each child at our school. Students are introduced to the power of data
as they see and understand the standards that guide their instruction
and the assessment information that rubrics provide. During a book talk
with Ken O'Connor, a national consultant for standards-based assessment,
Morrisville 5^th^ grade students were able to verbalize the value of
standards and the assessment data used to determine proficiency.

Based on the data collection we make decisions yearly to determine the
programs that are needed in our school to address our weaknesses. From
our data we are able to determine these specific needs and restructure
our programs yearly to address the needs of our students. The data is
powerful in leading us in developing the most effective programs for our
students at Morrisville.

##### Communicating Student Performance

Morrisville Elementary believes that effective communication is critical
to the continued success of its students and the school as a whole. We
strive to inform students, parents and the community of our
expectations, our collective and individual goals, and our progress in
reaching them. In addition, we use a variety of mediums to deliver this
information, such as technology, the written word, and workshops.

We reach out to the community and keep them updated on student
achievements using several different strategies. Our school has
developed and maintains a very detailed website that highlights events,
testing results, survey results, recognition awards, resources, and
direct links to the activities in the classrooms
([http://morrisvillees.wcpss.net](http://morrisvillees.wcpss.net/)).

Parents are informed about student performance in additional ways. They
receive information through PTA meetings, magnet recruiting events,
school tours, newsletters, and parent workshops. Teachers communicate
with parents about student performance through conferences, workshops,
eMARC assessment reports indicating mastery of specific curriculum
objectives, and report cards. Report cards include detailed comments
about strengths and areas for improvement." Parents, students, and
teachers can also access student progress via Study Island, a web-based
program that tracks student progress on practice assessments specific to
their curriculum and the End-of-Grade test.

At Morrisville we empower students to be responsible for their own
learning. Students have a better understanding of how they are
performing in the classroom through assessment data on report cards,
Accelerated Reader reports, Study Island, Character Education
recognition, and specific feedback on in-class assignments. In order to
track this information, students organize data notebooks about
themselves. This allows students to select areas that they would like to
improve upon academically and personally. Students then develop
measurable goals and begin to chart their progress in meeting them.
Twice each year students will use this notebook and other materials to
conduct a student led conference with their parents and teacher. This
reflective process helps students take more ownership of their own
academic and personal growth and in the end, obtain a greater sense of
accomplishment.

**Sharing Success with Other Schools**

Morrisville Year-Round Elementary School shares its successes with other
schools in a myriad of ways. As a pilot school for standards based
grading, many Morrisville classroom teachers and specialists have become
countywide presenters to support schools across our county as they begin
their journey with this new grading system. Teachers from our school are
able to share their expertise, lessons learned, and suggestions to
encourage success for others. In addition, they share how they use data
notebooks, rubrics, and assessments with the new grading system. We also
invite teachers from across the county to question and answer sessions
at our school to provide additional support throughout the year.

Similarly with other programs piloted at Morrisville, we share what we
have learned with other schools to benefit teachers and students across
Wake County. Morrisville offers and hosts a number of workshops for our
staff as well as staff from other schools where teachers are encouraged
to share and collaborate on best practices being used in their
classrooms. A few of the workshops where this collaboration has been
especially beneficial are student led conferencing, science kit
training, eMARC assessment training, Math Trailblazers training, and 3-5
writing training. Teachers at Morrisville also share innovative teaching
ideas at the Continuous Improvement Conference, Magnet Schools of
America Conference, and Technology Institutes offered each year.

Morrisville welcomes visitors from across our county, state, and even
internationally to see first hand how we teach science using inquiry
based kits rather than textbooks, how we integrate technology into the
classroom using handhelds, Smart Boards, and computer software, or to
see our extensive leveled book room to support reading instruction
across the curriculum. Visitors come to gain insight on how we schedule
special education services to students across tracks and grade levels.
Our specialists' schedule was developed from a Team Leaders continuous
improvement initiative and provides compact and continuous programs on a
year-round calendar. In addition, student teachers from local colleges
and universities often request placements at Morrisville, as they want
the "cutting edge" experience that Morrisville offers.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum**

Morrisville Elementary School follows the North Carolina Standard Course
of Study in all content areas including language arts, mathematics,
science, social studies, healthful living, art, music, Spanish, physical
education, technology, and information media. This curriculum comes to
life at our school through integrated instruction, application, and
linking assessments to the standards. Exploration, inquiry, high order
thinking, and connections to the real world drive our instruction.

Learners benefit from a balanced literacy approach that provides them
opportunities to apply reading strategies and construct meaning.
Students are encouraged to make connections though the use of oral and
written language, media, and technology in order to communicate
effectively. Literacy instruction scaffolds students' learning and is
differentiated to match targeted needs and learning styles. Lessons
focus on literacy skills, word recognition, language and vocabulary,
concept development, fluency, and comprehension. Teachers create
opportunities for modeled, shared, guided, collaborative, and
independent reading and writing. Students learn to read and then begin
reading across the curriculum to learn more about the world around them.
They are challenged to read, write, and think critically through the use
of reading responses, journals, guided reading groups, modeled
mini-lessons, vocabulary word study, engaging book talks, and literature
circles.

The mathematics curriculum focuses on numeration, measurement, geometry,
data analysis and probability, as well as algebra. Instruction in all of
these math strands is centered on problem solving. We use a standards
based spiraling math curriculum to build on mathematical skills learned
in each grade. Most importantly students go beyond simple computation
and memorization to construct meaning and then discover why mathematics
works. Students use manipulatives daily and work cooperatively to
experience hands-on problem solving. Students must use higher-level
thinking to reach solutions, solve multi-step problems, and apply
mathematical concepts to real world problems. Through integration,
students experience math through science, technology, and literature.

Hands-on investigation continues throughout the science curriculum.
Science instruction focuses on the nature of science, science as
inquiry, science and technology, and science in personal and social
perspectives. All science instruction fosters investigation through the
use of inquiry based science kits. Students are actively engaged by
participating in activities that promote scientific understanding,
reasoning, and questioning. Students identify their own real questions,
explore concepts using a range of process skills, and engage in ongoing
assessment of their work. Through student reflection they are able to
realize science processes they have used and concepts learned. Students
use integrated resources including reading expository texts, writing in
science notebooks to collect data and reflect on experiences, practicing
speaking skills by working in groups and presenting results to class,
and applying mathematical skills such as measuring, tallying, graphing,
and averaging in science explorations.

Further inquiry and problem solving of real world issues continues
throughout the social studies curriculum. This curriculum introduces
concepts from history, geography, and other social sciences through an
integrated study of children, families, schools, neighborhoods and
communities. All grade levels focus on individual development and
identity, culture and diversity, historical perspectives, geographic
relationships, economics and development, global connections,
technological influences, and government and active citizenship. Instead
of memorizing facts, students engage in in-depth studies of topics
integrating reading and writing, explore a variety of cultures, and
tackle open-ended questions that challenge their thinking. Using
cooperative learning and independent inquiry they are able to build
skills, become decision makers, and form habits needed for life long
responsible citizenship. Students apply these concepts and begin to
share a sense of responsibility for the welfare of their school and
community.

Embedded in our core curriculum lies the integration of the arts,
foreign language, physical education, and information media. All K-5
students participate weekly in music, art, Spanish, technology, and
media classes. These special area teachers collaborate and provide
integrated units of study across the curriculum with all staff. The
school\'s curriculum is enhanced and enriched by providing cultural arts
programs, artists-in-residencies, science programs such as the Science
Go-Round and Science Fair, and off-campus experiences.

**Reading Curriculum**

Our reading goals at Morrisville are for each student to achieve
proficiency and to develop a love for reading so that he/she may become
a lifelong reader. Our curriculum is research based and incorporates
five components as stated in the *Overview of Reading in the Wake County
Public School System*. They are:

[Foundational Literacy Skills]{.underline} (concepts of print, letter
knowledge, phonemic awareness, alphabetic principle)

[Word Recognition]{.underline} (phonics and decoding, sight word
development, appreciation of morphemes)

[Language and Vocabulary/Concept Development]{.underline} (listening
comprehension, oral expression, dictionary use, inferred meanings from
context, proper usage, shades of meaning, general knowledge)

[Fluency]{.underline} (ability to read with accuracy, speed, and
expression)

[Comprehension]{.underline} (understanding narrative and expository
text)

Underlying these five components of reading is a strategy approach based
on research of best practices in reading. Strategies are processes used
by proficient readers to construct meaning. Students must learn
"before", "during", and "after" reading strategies as well as when and
how to apply them. Strategies must be explicitly taught and modeled with
many opportunities for students to practice. The goal is that students
will use these skills automatically in their independent reading.

Teachers at Morrisville instruct students through a Balanced Reading
Program, which includes modeled reading (read aloud), shared reading,
guided reading, and independent reading. This program is a scaffold
approach that gives students the most support with modeled reading and
the least support with independent reading. We also support our belief
that reading is critical by providing two professional reading support
positions. The goal is to have struggling K-2 readers at grade level
before entering 3^rd^ grade and 3-5 students making at least one year of
progress.

At the heart of effective reading instruction is differentiated
instruction. Teachers have access to an extensive collection of fiction
and nonfiction leveled text for grades K-5 in the Leveled Book Room at
Morrisville. This resource helps teachers locate a variety of
appropriate reading materials for students who are reading below, on, or
above grade level.

**Other Curriculum Area**

North Carolina's *No Child Left Behind Act* requires that all students,
regardless of disability, achieve academic success. Morrisville Year
Round Elementary goes a step beyond, as it encourages all students to
accomplish both academic and personal successes as stated in its strong
mission: "Morrisville Elementary empowers learners to know and grow."
One area in which Morrisville has experienced solid improvement is
within our English as a Second Language (ESL) Program. With close to
seventy students, all speaking a language other than English as their
native language, at varying levels of English fluency, the need for
strong collaboration among teachers is vital to Morrisville's success.

Each ESL student has an individual need, and Morrisville's ESL teachers,
classroom teachers, and specialists work together to provide stability
and familiarity for students at their academic level. ESL teachers offer
support for classroom academics mostly in reading and writing. However,
with the new math program, Trailblazers, to match our revised math
curriculum, the need for guidance with mathematical vocabulary has
become an additional area in which ESL assists students. Through
collaboration, teachers are able to develop effective teaching
strategies and tools to guide successful learning.

Further collaboration between teachers is evident in how ESL uses
science and nonfiction texts, based on classroom study, to influence
greater understanding among second through fifth grade ESL students.
Language learners need concrete information to grasp while engraining a
second language. Science offers learners hands-on, real-world
experiences to help make personal connections, in turn, improving
comprehension. Morrisville ESL students tend to make higher marks in
science, providing them with a sense of accomplishment and a desire for
further achievement. Technology has its own 'universal language' and
provides a link for ESL students to extend learning. In addition to
specific language software, the ESL students use ELLIS and Study Island
to work on specific reading and math objectives.

With the support of so many dedicated people, as well as programs that
benefit each child's needs, Morrisville Elementary is a school where
English as a Second Language students can "know and grow."

**Instructional Methods**

In classrooms, students take control of their own learning as teachers
act as facilitators modeling and supporting them in their endeavors.
Integration of all curriculum areas allows for deeper exploration of
units of study and encourages students to make meaningful connections.
Students are highly motivated to take ownership of their own learning
and are provided with many choices and opportunities to apply their
knowledge. You might see groups of 4th graders designing and building
bridges and testing them for structural integrity or 5^th^ graders who
conduct a mock court trial for the Big Bad Wolf. Working collaboratively
in diverse learning groups, children learn to solve problems and are
actively engaged in investigating new ideas. Lessons are innovative and
differentiated to meet the needs and learning styles of every student.
Teachers provide opportunities for students to make literature
connections every day by integrating expository and narrative text in
all subjects.

We create a safe learning environment where students are allowed to ask
questions, research, and experiment with their discoveries. This
environment gives students the ability to extend their thinking and
apply their leaning to real-life experiences. This helps them to develop
confidence and become risk takers. Students use inquiry based science
kits and math manipulatives to guide their hands on learning. The
students are setting goals and charting progress using Data Notebooks
and Science Notebooks, as well as using technology as a problem-solving
tool to enhance their learning. Handhelds are being used to make
connections in reading and to record scientific observations even on
field trips. Students are using Microsoft Excel to chart their progress
and Microsoft PowerPoint to create multimedia book reports. Students are
brainstorming and leading discussions using the Smart Boards and
investigating Web Quests and Internet links to challenge them. Most
importantly, students are thinking more critically and are better
problem solvers, participating in higher-level activities.

**Professional Development Program**

Our goal in designing staff development has been to create a strong
focused professional learning community. Every professional development
opportunity is designed to support our School Improvement Plan, as well
as to meet the needs of all our learners. Staff development is tailored
to meet individual needs, the needs of small teams or grade levels,
tracks, or the entire staff. By considering all team and individual
needs for consistency and choice, as well as utilizing our unique
calendar, we are effectively able to touch more staff members and have a
stronger impact on our students and school community. We draw on the
expertise, talents, and resources from outside consultants, community
leaders, and our own staff members to implement our plan. This allows us
to provide ongoing guidance and support with follow-up reflections.

Every learner in our professional community brings with them their own
prior learning, interests, and needs to every staff development offered.
One example of our focused staff development is differentiating
instruction and assessment. Therefore, to support our focus of
differentiation we create differentiated staff development. This impacts
our students by providing teachers with a model of how to differentiate
for learners in their own classrooms. In addition, sessions on standards
based grading, integrating technology, quality tools, and data--driven
instruction are essential to the success of our students. After
disaggregating and analyzing our data to identify areas of needs, we
devise staff development that is grounded in best practices. We have a
strong commitment to providing continuous support and staff development
to our beginning teachers, new staff, and teachers pursuing their
National Board Certification. Since the first year of National Board
Certification, Morrisville has supported 12 teachers through the
process. An "each one teach one" philosophy has proven to be effective
professional development as Morrisville currently has five National
Board Certified teachers and seven more completing the certification
process this year.

As students experience success through differentiation they are also
becoming more responsible for their learning, through student-led
conferences, book talks, learning contracts, and Quality Tools. The
students are using technology as a valuable resource in all curriculum
areas as a result of teachers dedicating themselves to learn more about
new software programs, technology peripherals and resources, such as
handhelds, Smart Boards, Weather Net, Internet resources, and ways to
collect and analyze data. By attending staff development with a focus on
differentiation we are able to met the needs of all the students and
challenge them to grow. Students truly see their teachers modeling
"lifelong learning".

Morrisville Year-Round Elementary School

Math EOG Scores Grade 3

+--------------------+---------+---------+---------+---------+---------+
|                    | **2003  | **2002  | **2001  | **2000  | **1999  |
|                    | /2004** | /2003** | /2002** | /2001** | /2000** |
+--------------------+---------+---------+---------+---------+---------+
| **SCHOOL SCORES**  |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | 99%     | 97%     | 96%     | 96%     | 96%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 154     | 170     | 170     | 154     | 160     |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **SUBGROUP         |         |         |         |         |         |
| SCORES**           |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Asian Students** |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 97%     | 100%    | 100%    | 100%    |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 25      | 33      | 22      | 28      | 21      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| # Black Students   |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | 89%     | 100%    | 95%     | 83%     | 76%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 9       | 11      | 20      | 12      | 17      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| #                  |         |         |         |         |         |
|  Hispanic Students |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 100%    | 88%     | \*\*    | 100%    |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 5       | 10      | 8       | 4       | 3       |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| # Multi-Racial     |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 100%    | 100%    | 100%    | 100%    |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 4       | 8       | 8       | 6       | 1       |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| # White Students   |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 99%     | 97%     | 96%     | 97%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 111     | 108     | 112     | 104     | 118     |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Free/Reduced     |         |         |         |         |         |
| Lunch Students**   |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 90%     | 71%     | 60%     | 50%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 6       | 10      | 7       | 5       | 4       |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Limited English  |         |         |         |         |         |
| Proficiency        |         |         |         |         |         |
| Students**         |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 83%     | \-      | \-      | \-      |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 8       | 12      | \-      | \-      | \-      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Students with    |         |         |         |         |         |
| Disabilities**     |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 100%    | 86%     | 66%     | 96%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 26      | 10      | 21      | 15      | 23      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+

> \* Our state has established a policy of not reporting proficiency
> percentages higher than 95% in order to protect student
> confidentiality. Where \>95% is included we did not have more specific
> information.
>
> \*\* Information not available.

Morrisville Year-Round Elementary School

Reading EOG Scores Grade 3

+--------------------------+-------+-------+-------+-------+--------+
|                          | **2   | **2   | **2   | **2   | *      |
|                          | 003/2 | 002/2 | 001/2 | 000/2 | *1999/ |
|                          | 004** | 003** | 002** | 001** | 2000** |
+--------------------------+-------+-------+-------+-------+--------+
| **SCHOOL SCORES**        |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 95%   | 97%   | 97%   | 97%   | 98%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 154   | 170   | 170   | 154   | 160    |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **SUBGROUP SCORES**      |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Asian Students**       |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 91%   | 100%  | 100%  | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 25    | 33    | 22    | 28    | 21     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Black Students         |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 91%   | 85%   | 75%   | 94%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 9     | 11    | 20    | 12    | 17     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Hispanic Students      |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 80%   | 88%   | \*\*  | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 5     | 10    | 8     | 4     | 3      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Multi-Racial           |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 100%  | 100%  | 100%  | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 4     | 8     | 8     | 6     | 1      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # White Students         |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 98%   | 98%   | 98%   | 97%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 111   | 108   | 112   | 104   | 118    |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Free/Reduced Lunch     |       |       |       |       |        |
| Students**               |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 83%   | 50%   | 57%   | 60%   | 75%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 6     | 10    | 7     | 5     | 4      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Limited English        |       |       |       |       |        |
| Proficiency Students**   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 88%   | 50%   | \-    | \-    | \-     |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 8     | 12    | \-    | \-    | \-     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Students with          |       |       |       |       |        |
| Disabilities**           |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 81%   | 80%   | 76%   | 80%   | 96%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 26    | 10    | 21    | 15    | 23     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+

> \* Our state has established a policy of not reporting proficiency
> percentages higher than 95% in order to protect student
> confidentiality. Where \>95% is included we did not have more specific
> information.
>
> \*\* Information not available.

Morrisville Year-Round Elementary School

Math EOG Scores Grade 4

+--------------------+---------+---------+---------+---------+---------+
|                    | **2003  | **2002  | **2001  | **2000  | **1999  |
|                    | /2004** | /2003** | /2002** | /2001** | /2000** |
+--------------------+---------+---------+---------+---------+---------+
| **SCHOOL SCORES**  |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | 100%    | 99%     | 99%     | 99%     | 98%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 167     | 173     | 163     | 154     | 163     |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **SUBGROUP         |         |         |         |         |         |
| SCORES**           |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Asian Students** |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 96%     | 100%    | \*\*    | 100%    |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 31      | 24      | 29      | \*\*    | 23      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| # Black Students   |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 94%     | 92%     | 95%     | 94%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 13      | 18      | 12      | 19      | 15      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| #                  |         |         |         |         |         |
|  Hispanic Students |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 78%     | \*\>95% | \*\*    | 100%    |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 11      | 9       | 6       | \*\*    | 3       |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| # Multi-Racial     |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 100%    | 100%    | \*\*    | 100%    |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 8       | 7       | 5       | \*\*    | 3       |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| # White Students   |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 100%    | 97%     | 99%     | 97%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 104     | 115     | 111     | 111     | 118     |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Free/Reduced     |         |         |         |         |         |
| Lunch Students**   |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 77%     | 67%     | 80%     | 40%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 10      | 13      | 6       | 5       | 5       |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Limited English  |         |         |         |         |         |
| Proficiency        |         |         |         |         |         |
| Students**         |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 57%     | \-      | \-      | \-      |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 12      | 7       | \-      | \-      | \-      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
|                    |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| **Students with    |         |         |         |         |         |
| Disabilities**     |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| \% of students     | \*\>95% | 96%     | 92%     | 90%     | 93%     |
| meeting or         |         |         |         |         |         |
| exceeding          |         |         |         |         |         |
| standards          |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+
| Number of students | 15      | 22      | 25      | 21      | 27      |
| tested             |         |         |         |         |         |
+--------------------+---------+---------+---------+---------+---------+

> \* Our state has established a policy of not reporting proficiency
> percentages higher than 95% in order to protect student
> confidentiality. Where \>95% is included we did not have more specific
> information.
>
> \*\* Information not available.

Morrisville Year-Round Elementary School

Reading EOG Scores Grade 4

+--------------------------+-------+-------+-------+-------+--------+
|                          | **2   | **2   | **2   | **2   | *      |
|                          | 003/2 | 002/2 | 001/2 | 000/2 | *1999/ |
|                          | 004** | 003** | 002** | 001** | 2000** |
+--------------------------+-------+-------+-------+-------+--------+
| **SCHOOL SCORES**        |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 99%   | 98%   | 95%   | 96%   | 96%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 167   | 173   | 163   | 154   | 163    |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **SUBGROUP SCORES**      |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Asian Students**       |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 96%   | 100%  | \*\*  | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 31    | 24    | 29    | \*\*  | 23     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Black Students         |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 89%   | 75%   | 84%   | 69%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 13    | 18    | 12    | 19    | 16     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Hispanic Students      |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 91%   | 67%   | 83%   | \-    | 100%   |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 11    | 9     | 6     | \-    | 3      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Multi-Racial           |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 100%  | 100%  | \-    | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 8     | 7     | 5     | \-    | 3      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # White Students         |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 100%  | 99%   | 97%   | 98%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 104   | 115   | 111   | 111   | 118    |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Free/Reduced Lunch     |       |       |       |       |        |
| Students**               |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 80%   | 62%   | 63%   | 60%   | 40%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 10    | 13    | 6     | 5     | 5      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Limited English        |       |       |       |       |        |
| Proficiency Students**   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 92%   | 43%   | \-    | \-    | \-     |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 12    | 7     | \-    | \-    | \-     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Students with          |       |       |       |       |        |
| Disabilities**           |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 93%   | 86%   | 72%   | 76%   | 93%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 15    | 22    | 25    | 21    | 27     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+

> \* Our state has established a policy of not reporting proficiency
> percentages higher than 95% in order to protect student
> confidentiality. Where \>95% is included we did not have more specific
> information.
>
> \*\* Information not available.

Morrisville Year-Round Elementary School

Math EOG Scores Grade 5

+---------------------+--------+--------+--------+--------+--------+
|                     | *      | *      | *      | *      | *      |
|                     | *2003/ | *2002/ | *2001/ | *2000/ | *1999/ |
|                     | 2004** | 2003** | 2002** | 2001** | 2000** |
+---------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES**   |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 98%    | 97%    | 100%   | 97%    |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 166    | 162    | 152    | 156    | 144    |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES** |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **Asian Students**  |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 100%   | 100%   | 100%   | 100%   |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 22     | 26     | 22     | 23     | 10     |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| # Black Students    |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 100%   | 93%    | 100%   | 67%    |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 14     | 12     | 15     | 14     | 12     |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| # Hispanic Students |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 64%    | \*\*   | \*\*   | 100%   |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 5      | 11     | \*\*   | \*\*   | 1      |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| # Multi-Racial      |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 100%   | \*\*   | \*\*   | 100%   |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 7      | 5      | \*\*   | \*\*   | 1      |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| # White Students    |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 100%   | 99%    | 100%   | 99%    |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 118    | 108    | 111    | 113    | 120    |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **Free/Reduced      |        |        |        |        |        |
| Lunch Students**    |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 64%    | 75%    | 100%   | 0%     |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 6      | 11     | 8      | 6      | 2      |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **Limited English   |        |        |        |        |        |
| Proficiency         |        |        |        |        |        |
| Students**          |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 20%    | \*\*   | \-     | \-     |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 4      | 5      | 2      | \-     | \-     |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
|                     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **Students with     |        |        |        |        |        |
| Disabilities**      |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| \% of students      | \      | 100%   | 90%    | 100%   | 89%    |
| meeting or          | *\>95% |        |        |        |        |
| exceeding standards |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 23     | 23     | 19     | 21     | 35     |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+

> \* Our state has established a policy of not reporting proficiency
> percentages higher than 95% in order to protect student
> confidentiality. Where \>95% is included we did not have more specific
> information.
>
> \*\* Information not available.

Morrisville Year-Round Elementary School

Reading EOG Scores Grade 5

+--------------------------+-------+-------+-------+-------+--------+
|                          | **2   | **2   | **2   | **2   | *      |
|                          | 003/2 | 002/2 | 001/2 | 000/2 | *1999/ |
|                          | 004** | 003** | 002** | 001** | 2000** |
+--------------------------+-------+-------+-------+-------+--------+
| **SCHOOL SCORES**        |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 96%   | 94%   | 99%   | 97%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 166   | 162   | 153   | 156   | 144    |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **SUBGROUP SCORES**      |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Asian Students**       |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 100%  | 100%  | 100%  | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 22    | 26    | 22    | 23    | 10     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Black Students         |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 93%   | 83%   | 80%   | 92%   | 83%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 14    | 12    | 15    | 14    | 12     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Hispanic Students      |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 64%   | \*\*  | \*\*  | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 5     | 11    | 4     | 6     | 1      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # Multi-Racial           |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 100%  | \-    | \-    | 100%   |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 7     | 5     | \-    | \-    | 1      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| # White Students         |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 100%  | 95%   | 100%  | 98%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 118   | 108   | 112   | 113   | 120    |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Free/Reduced Lunch     |       |       |       |       |        |
| Students**               |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | 83%   | 46%   | 63%   | 83%   | 50%    |
| or exceeding standards   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 6     | 11    | 8     | 6     | 2      |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Limited English        |       |       |       |       |        |
| Proficiency Students**   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 20%   | \-    | \-    | \-     |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 4     | 5     | \-    | \-    | \-     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
|                          |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| **Students with          |       |       |       |       |        |
| Disabilities**           |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| \% of students meeting   | \*    | 91%   | 70%   | 95%   | 91%    |
| or exceeding standards   | \>95% |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+
| Number of students       | 23    | 23    | 20    | 21    | 35     |
| tested                   |       |       |       |       |        |
+--------------------------+-------+-------+-------+-------+--------+

> \* Our state has established a policy of not reporting proficiency
> percentages higher than 95% in order to protect student
> confidentiality. Where \>95% is included we did not have more specific
> information.
>
> \*\* Information not available.