##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: \[ X \] Elementary \[ \] Middle \[ \] High \[ \] K-12 \[
\] Charter

Name of Principal [Mrs. Lisa Wynn Stewart]{.underline}

Official School Name [Elk Knob Elementary]{.underline}

School Mailing Address [Rt. 2 Box 193]{.underline}

[Pennington Gap]{.underline} [VA]{.underline} [24277-9613]{.underline}

County [Lee]{.underline} State School Code Number\* [0330]{.underline}

Telephone [(276) 546-1837]{.underline} Fax [(276) 546-4161]{.underline}

Web site/URL [http://www.leectysch.com]{.underline} E-mail
<lisa.stewart@leecountyschools.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
[January 31, 2007\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Fred
Marion\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name Lee Tel. [( 276 ) 346-2107]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Donnie
Brooks\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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.**

**Lee County Schools**

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

[2]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[1]{.underline} Other (Career and Technical Center)

[14]{.underline} TOTAL

2\. District per Pupil Expenditure: [\$1335]{.underline}

Average State per Pupil Expenditure: [\$7030]{.underline}

**Elk Knob Elementary**

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       29        24                     **53**       **8**                             

  **1**       28        31                     **59**       **9**                             

  **2**       18        16                     **34**       **10**                            

  **3**       32        22                     **54**       **11**                            

  **4**       20        28                     **48**       **12**                            

  **5**       25        12                     **37**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   285
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[14%]{.underline}

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

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

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

Specify languages: Mandarin

9\. Students eligible for free/reduced-priced meals: [52%]{.underline}

Total number students who qualify: [133]{.underline}

10\. Students receiving special education services: [13 %]{.underline}

[38]{.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. Do not add additional categories.

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

\_\_\_\_Deafness [7]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [13]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [15]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [1]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [16]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [7]{.underline} [4]{.underline}

Paraprofessionals [4]{.underline} \_\_\_\_\_\_\_\_

> Support staff [6]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [34]{.underline} [4]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of students in the school divided by the FTE of classroom teachers:
    [18:1]{.underline}

13\. Attendance patterns of teachers and students as a percentage.

  ----------------------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student           95%         95%         94%         95%         95%
  attendance                                                              

  Daily teacher           95%         94%         95%         94%         94%
  attendance                                                              

  Teacher turnover rate   0%          0%          10%         15%         1%
  ----------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Elk Knob Elementary School is located in Woodway, Virginia. Woodway has
always been a small, agricultural community, but several industries,
which are located in the nearby communities of Hickory Flats and
Duffield, contribute to the economics of the community. A federal prison
in the Hickory Flats community has impacted both the economy and
population of Elk Knob Elementary School. Elk Knob Elementary School
houses Head Start through fifth grade. There is one main building which
houses fourteen classrooms, library, main office, principal's office,
gymnasium, kitchen, and cafeteria. There are six additional buildings
adjacent to the main building which house three additional classrooms,
Head Start facilities, computer lab, and resource center. The school is
located on a spacious 4.5 acre lot. A large fenced in play area
completes the campus. It contains a paved basketball court, playground
equipment, and a nature trail.

School enrollment has been increasing during the past five years in Head
Start through fifth grade. The enrollment as of January 19, 2007 was
321. Class membership is distributed as follows: Head Start-36,
kindergarten-53, first grade-59, second grade-34, third grade-54, fourth
grade-48, and fifth grade-37. The teaching staff includes two full-time
special education teachers, three full-time paraprofessional special
education aides, 1.5 physical education teachers, one media specialist,
one guidance counselor, and a school nurse in addition to kindergarten
through fifth grade and Head Start teachers. Other areas of instruction
provided by itinerant teachers are music, art, occupational therapy,
physical therapy, and speech services.

The student population is more ethnically diverse now than in previous
years. No student requires special adaptation of school facilities to
adequately function on a daily basis. Students completing the academic
program at Elk Knob have a choice of attending either Jonesville Middle
School or Pennington Middle School for completion of academic programs
in grades six through eight. The students will then attend Lee High
School to continue their education in grades nine through twelve. Each
child's learning experience at Elk Knob will be directly related to the
Standards of Learning as set forth by the Virginia Department of
Education.

Lee County Sheriff's Department sponsors the Drugs and Anger Management
Program, which teaches fifth graders the importance of making good
decisions regarding drugs, alcohol, and everyday life. A 4-H program is
provided by the Virginia Cooperative Extension Service to students in
the fourth and fifth grades. Farmers and Miners Bank sponsors a Twig
Bank account for third, fourth, and fifth graders to learn about saving
money. Elk Knob has students in the Enrichment Program. Students are
referred by parents and teachers. Academically gifted students are
tested for admission and continuance in the program. Elk Knob also has a
school-wide enrichment program, Clusters. Students at Elk Knob have the
opportunity to participate in the Kaleidoscope Program for art and
music. There are also other special events during the school year.

We, the faculty and staff of Elk Knob Elementary School, take pride in
providing an environment of acceptance, which helps each child develop a
positive self-concept, enhance individual strengths, build ethnic
awareness, and develop social relationships. Further, we feel that it is
important to maintain an environment in which the students feel safe by
teaching tolerance for others. When students feel secure, we believe
they learn better, accept responsibility, exhibit respect for others,
and demonstrate good citizenship.

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

1.  **Assessment Results:** Elk Knob Elementary is a rural school
    located in Pennington Gap, a small town in Southwest Virginia. We
    are one of fourteen schools within the Lee County Public School
    System. There are 285 students in our school, grades kindergarten
    through five, with thirty-six additional Head Start students for a
    total student count of 325. Of our 285 students, grades kindergarten
    through fifth, only 52 percent qualify for free/reduced meals.
    Thirty-eight of our students receive some level of special education
    services (this includes both learning disorders and speech
    disorders). Elk Knob has thirty-four full-time staff members and
    four part-time staff members. Most funds received for additional
    programs at our school are allocated from the state and are based
    largely on socio-economic status and test results.

Despite the social environment challenges that exist here at Elk Knob,
with our school district's socio-economic status being among the lowest
in the state, our test results are among the highest. This success is
worthy of both recognition and rewards considering that public schools
with such environments are typically seen as ones with lower
expectations academically. This is a mold that we have proudly and
clearly broken. This success has also been noted by the Virginia
Department of Education (VDOE). Recently representatives from the VDOE
visited our school to produce a video segment to showcase changes we
have made to be a successful data driven and student centered school.
This video will be shown to other school districts and offered on-line
for interested viewers.

Elk Knob has consistently met and/or exceeded state standards on the
Standards of Learning Tests (SOLs) administered over the past four
years. During the last school year (2005-06), 100 percent of our fifth
grade students either met or exceeded the state standards in both
reading and math. Our third grade during that same school year achieved
a 97 percent passing and exceeding score in math and a 94 percent
passing and exceeding score in reading. No third grader enrolled at Elk
Knob was tested by alternate means and only eight of our fifth graders
were tested alternatively.

Elk Knob's passing rate for third, fourth, and fifth grade reading and
math is 11 ½ points higher than the state average. The state average
passing rate for third graders in reading is 84, while Elk Knob's
passing rate is 94. The state average passing rate for third graders in
math is 90, while Elk Knob's passing rate is 98. For fourth graders, the
state average in reading is 87, with Elk Knob's average being 94. In
math the state average is 77, with Elk Knob's average at 91. This high
level of success holds true for our fifth grade, with the state average
for reading being 87, and our average at 100. In math the state average
is 83 with our average at 100 as well.

You can find the state, district, and school assessment results at
[www.doe.virginia.gov](http://www.doe.virginia.gov/).

2.  **Using Assessment Results:** It is our school's belief that
    assessment is more than a mere measurement of what our students have
    learned or how well the Virginia standards have been taught. It is
    our belief that assessment is meant to have two primary parts,
    neither of which can exist without the other. Part one being the
    results of the assessment and part two being that of remediation.
    There is no real purpose served in assessment without remediation.

Remediation and review of skills being taught based on the results of
reading assessments are imperative for continuing student academic
improvement. Stanford 10 Reading First, informal reading assessments,
and Phonological Awareness Literacy Screening (PALS) clarify strengths
and weaknesses for appropriate and comprehensive instruction to address
student needs in phonemic awareness, phonics, comprehension, fluency,
and vocabulary. Current teaching strategies can be assessed to determine
if they are suitable to provide skills required, or if adjustments are
needed in these areas. Assessments in reading will allow teachers the
ability to plan classroom instruction appropriately for the student's
instructional level. Data disaggregation of student performance results
on Standards of Learning assessments and SOLAR (Standards of Learning
Assessment Resource) nine week testing determines the extent of remedial
instruction for future success on student assessments.

In the elementary grades, assessment results provide the opportunity to
deliver more quality instruction and remediation. The development of
additional instructional and remedial programs can be designed to
improve student and school performance when assessed. Commercial and
teacher-made tests and portfolio assessment strategies can be modified
to better fit student needs as determined by assessment results.

3.  **Communicating Assessment Results:** The purpose for communicating
    student performance on assessment tests to our parents, students,
    and the community is to help our children become stronger and more
    successful students. It is our goal to ensure that our students,
    parents, and community members are aware and comprehend the skills
    and knowledge assessed, how students are graded, what the results of
    the assessment indicate, and how this information will be used for
    student improvement.

While teachers and administrators are expected to communicate with
parents on a regular basis, there are five primary ways in which
assessment results are conveyed to parents. They are: (1) parent/teacher
conferences, (2) classroom teachers sending individual written accounts
of student assessment (3) parent/teacher meetings (PTO), (4) hosting of
Open House events and/or Family Night during each nine week period, and
(5) grade level department and newsletter articles being sent home
providing overall assessment reports. Information provided to parents
assists them in working with their children at home.

The school will initiate parent, student and community involvement
programs and incentives to encourage open communication with all. To
help ensure that parents do work with their children at home to improve
academic achievement, parents of students targeted with weak
assessments, particularly those in reading and math will be contacted
and provided resources and an opportunity to learn how to help their
child achieve in the classroom. Our approach to this is consistent
parent/teacher communication, providing parents with appropriate
parenting information, and making available workshops for families
during the school year on relevant topics such as study skills and test
taking skills.

4.  **Sharing Success:** When our school has success, we want to share
    this with other schools. We do this through principal's meetings,
    newspaper articles, teacher conferences/meetings, and through our
    computer based system of communication.

During monthly principal's meetings each principal is allowed to share
events at his/her school. Prior to testing times, it is important to
discuss what is working within each school in order that others may try
to duplicate the successes.

Our local newspapers are a good source of information in keeping others
updated in the happenings at each school. The newspapers frequently
generate articles regarding school success and thus open a line of
communication with other educators.

Several times during the school year teachers are asked to take part in
professional development. Much of this is centered at the school, but
some events are held in a central location. During these times, teachers
from different schools, grades and subject areas, are able to share
information on what has worked in their own classrooms and what has not.

For the past two school years, our county has used Task Stream, a
computer based system for lesson plans, research and communication. Task
Stream has allowed the educators across the county to keep in touch with
their peers in education and share strategies and successes. Our
approach in regards to this communication is to be inviting, accessible,
and unfailing in our attempts to better serve our students.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Curriculum:** Elk Knob Elementary School's curriculum is data
driven based on the Virginia Standards of Learning, Standards of
Quality, No Child Left Behind, PALS, district requirements, and school
plans. Whole Faculty Study Groups provide a nucleus for excellent
curricular development based on high standards.

Kindergarten through fifth grade use the Harcourt Math Virginia Edition
series, which includes a manipulative kit for each student. Full
inclusion, large group, and small group instruction provide a
differentiated educational environment in which each student is engaged.
The computer lab allows each student to practice and assess math skills
with immediate feedback and instruction.

Kindergarten through fifth grades use the Scott Foresman Reading series
which provides many resources such as Leveled Readers, stories on
compact discs (CD), computer testing for each story, English as a Second
Language, and Intervention resources, to list a few. Many additional
resources, such as Strategies To Achieve Reading Success (STARS),
Comprehensive Assessment of Reading Strategies (CARS), Hot Dots, and
Accelerated Reader, are used to enrich and enhance the reading
curriculum. Elk Knob Elementary is a full inclusion school which
provides differentiated instruction in a variety of ways.

Harcourt Science, the series adopted by the district, includes
textbooks, workbooks, Virginia SOL Support workbooks, videos, websites,
CDs, and other resources. Teachers, paraprofessionals, and students use
teacher-made resources, Science on the Go, Jeopardy, student generated
resources, experiments, hands-on activities, nature walks on our own
Steve Massey Trail, research, field trips, guest speakers and programs,
and many other opportunities for each student to be engaged and
successful in science. Through large group, small group, and individual
full inclusion, differentiated instruction provides active engagement
and success by each student.

Harcourt, the series adopted by the district, includes Virginia SOL
Support workbooks and other valuable resources. Many resources are
accessed and shared through Whole Faculty Study Group (WFSG), Task
Stream, and various websites. Faculty members have taken classes in
which "hands-on" materials are developed to enrich and enhance the
history/social studies curriculum. The computer lab provides interactive
programs and websites for practice and assessment with immediate
feedback for each student. A variety of other resources such as field
trips, guest speakers and programs, books, atlases, maps, learning
games, and manipulatives are used in the differentiated instruction
provided.

The art teacher, physical education/health teachers, computer literacy
teacher, music teacher, librarian, remediation instructor, guidance
counselor, nurse, guest speakers and programs, paraprofessionals,
volunteers, Americorps workers, Clusters program, field trips, and other
valuable instructors and resources provide differentiated learning
experiences based on the Virginia Standards of Learning Enhanced Scope
and Sequence, NCLB, SOQ, and WFSG. Elk Knob Elementary School is a full
inclusion school and each student is provided with a safe, data based,
and engaging learning environment.

2a. **(Elementary Schools)** **Reading:** Elk Knob Elementary School
uses the Scott Foresman reading series. This series was voted on by
teachers across the county based on its correlation to the Virginia
Standards of Learning. This reading series was also selected because of
the high recommendations it received from a school chosen to pilot the
program. This series supports a scientifically researched base approach
that is critical for student success. It also supports six critical
areas: Oral Language, Alphabetic Knowledge, Decodable Text, Listening
Comprehension, Informational Text, and Ongoing Assessment. In the
primary grades, reading consists of ninety minute reading blocks that
incorporate whole group instruction and small group literacy work
stations. Several important resources used to teach reading include the
following: STARS, CARS, Hot Dots, learning games, and computer programs.
Our school also uses educational Websites such as starfall.com to
supplement reading instruction in spelling and phonics. This site also
provides worksheets that correlate to the lessons learned. Resource
teachers and paraprofessionals are also used to help implement inclusion
into the reading program.

3.  **Additional Curriculum Area: Math:** Grades K-5 use the Harcourt
    Math Virginia Edition textbook series and resources. Some additional
    math resources are incorporated into the curriculum, such as
    Flashmasters, Twist N Shouts, Math Sharks, Holey Cards, flash cards,
    various learning games, and a math manipulative kit for each student
    that coordinates with the Harcourt Math series. Students also
    practice essential math skills on programs and Websites in the
    school's computer lab, such as STAR Math, Study Island, Enchanted
    Learning, Fun Brain, SOL practice test sites, and others. Many
    teacher-made materials are created by the math teachers and
    resources are accessed from the school's media center and
    educational Websites, such as Study Island, Enchanted Learning,
    Super Kids, and others. There is a Parent Center located in the
    media center with NCLB resources. Grades 2-5 are departmentalized in
    math. A great variety of resources and resource sharing and a
    variety of instructional methods from teachers, resource teachers,
    paraprofessionals, specialists, and volunteers, along with peer
    tutoring, and overall school-wide inclusion ensure that children are
    provided with an environment of acceptance, safety, and individual
    and group success. These aspects of the math curriculum satisfy the
    school's mission and the Virginia Standards of Learning for each
    student's achievement of essential skills and knowledge.

4.  **Instructional Methods:** Elk Knob Elementary School uses a variety
    of instructional methods to improve student learning. Grades
    kindergarten and first have implemented the use of literacy and math
    work stations to encourage student learning. Resources available to
    students include whole group instruction, small group instruction,
    one-on-one instruction, cooperative learning groups, peer tutoring,
    and various technology devices. Within each grade level, leveled
    readers are available to help meet individual learning needs. Elk
    Knob Elementary uses inclusion based instruction with the assistance
    of resource teachers and paraprofessionals. Assistance is also
    available through the PALS and SOL remediation teacher for students
    showing difficulty in the classroom. Americorp workers assist with
    small group instruction. Music, art, and physical education teachers
    further assist in SOL retention by including activities into their
    specialized areas. Elk Knob Elementary School utilizes educational
    field trips that correlate to the Standards of Learning. The Media
    Center is a resource that provides No Child Left Behind materials
    and technology devices such as Smartboards to all teachers.

5.  **Professional Development:** Elk Knob Elementary School's
    professional development program has a very positive impact on
    improving student achievement across the curriculum and throughout
    the school. Whole Faculty Study Group (WFSG) is an all encompassing
    program implemented for professional development, school
    improvement, and school reform. WFSG means that every faculty member
    is a member of a study group focusing on data based student
    instructional needs. The collective synergy of all the study groups
    advances the whole school. The essential question that guides the
    WFSG system is, "What are our students learning and achieving as a
    result of what we are learning and doing in our study groups?" Our
    goal is to focus on creating, implementing, and integrating
    effective teaching and learning practices into school programs to
    improve student achievement and overall school improvement. As a
    result we see an increase in student learning, achievement, and
    positive behavior. Faculty and staff work together collaboratively
    to incorporate research based strategies that reinforce skills from
    kindergarten through fifth grades. WFSG promotes a student centered
    teacher collaboration school climate.

The SOLAR System is a professional development web based program used
for accessing district wide, school-wide, individual classroom, and
individual student test results.

Task Stream is a web based professional development program which is
used for developing and sharing standards based on lesson plans and
units, communication, and accessing a variety of pertinent resources.
This provides for sharing across the school and district to enhance the
methodology of the faculty for the improvement of student achievement.

**PART VII - ASSESSMENT RESULTS**

**Standard of Learning Test**

Subject [Reading]{.underline} Grade [3]{.underline} Test [Standard of
Learning]{.underline}

Edition/Publication Year\_[2002-2005]{.underline}\_\_\_\_\_ Publisher
[Harcourt Brace]{.underline}

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                            May         May         May         May

  **SCHOOL SCORES\***                                                          

  \% "Meeting" plus "Exceeding" State      94          73          76          76
  Standards                                                                    

  \% "Exceeding" State Standards           38          9           5           21

  Number of students tested                50          54          53          42

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1 Economically Disadvantages                                                 

  \% "Meeting" plus "Exceeding" State      83          58          53          60
  Standards                                                                    

  \% "Exceeding" State Standards           25          0           5           0

  Number of students tested                24          31          19          20
  ---------------------------------------- ----------- ----------- ----------- -----------

**Standard of Learning Test**

> Subject [Math]{.underline} Grade [3]{.underline} Test [Standard of
> Learning]{.underline}

Edition/Publication Year\_[2002-2005\_\_\_]{.underline} Publisher
[Harcourt Brace]{.underline}

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                                                                

  **SCHOOL SCORES\***                                                          

  \% "Meeting" plus "Exceeding" State      97          73          76          93
  Standards                                                                    

  \% "Exceeding" State Standards           30          47          40          50

  Number of students tested                43          45          40          40

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1 Economically Disadvantages                                                 

  \% "Meeting" plus "Exceeding" State      95          70          88          100
  Standards                                                                    

  \% "Exceeding" State Standards           60          0           35          0

  Number of students tested                20          23          17          20

                                                                               
  ---------------------------------------- ----------- ----------- ----------- -----------

**Standard of Learning Test**

Subject [Reading]{.underline} Grade [4]{.underline} Test [Standard of
Learning]{.underline}

Edition/Publication Year\_\_[2002-2005\_]{.underline} Publisher
[Harcourt Brace]{.underline}

  ---------------------------------------- ----------- ------- ------- -------
                                           2005-2006                   

  Testing month                                                        

  **SCHOOL SCORES\***                                                  

  \% "Meeting" plus "Exceeding" State      94                          
  Standards                                                            

  \% "Exceeding" State Standards           57                          

  Number of students tested                35                          

  Percent of total students tested         100                         

  Number of students alternatively         0                           
  assessed                                                             

  Percent of students alternatively        0                           
  assessed                                                             

                                                                       

  SUBGROUP SCORES                                                      

  1 Economically Disadvantages                                         

  \% "Meeting" plus "Exceeding" State      94                          
  Standards                                                            

  \% "Exceeding" State Standards           31                          

  Number of students tested                16                          

                                                                       
  ---------------------------------------- ----------- ------- ------- -------

**Standard of Learning Test**

Subject [Math]{.underline} Grade [4]{.underline} Test [Standard of
Learning]{.underline}

Edition/Publication Year\_\_[2002-2005\_]{.underline} Publisher
[Harcourt Brace]{.underline}

  ---------------------------------------- ----------- ------- ------- -------
                                           2005-2006                   

  Testing month                                                        

  **SCHOOL SCORES\***                                                  

  \% "Meeting" plus "Exceeding" State      91                          
  Standards                                                            

  \% "Exceeding" State Standards           38                          

  Number of students tested                35                          

  Percent of total students tested         100                         

  Number of students alternatively         0                           
  assessed                                                             

  Percent of students alternatively        0                           
  assessed                                                             

                                                                       

  SUBGROUP SCORES                                                      

  1 Economically Disadvantages                                         

  \% "Meeting" plus "Exceeding" State      81                          
  Standards                                                            

  \% "Exceeding" State Standards           31                          

  Number of students tested                16                          

                                                                       
  ---------------------------------------- ----------- ------- ------- -------

**Standard of Learning Test**

Subject [Reading]{.underline} Grade [5]{.underline} Test [Standard of
Learning]{.underline}

Edition/Publication Year[\_\_2002-2005\_\_]{.underline} Publisher
[Harcourt Brace]{.underline}

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                                                                

  **SCHOOL SCORES\***                                                          

  \% "Meeting" plus "Exceeding" State      100         85          88          92
  Standards                                                                    

  \% "Exceeding" State Standards           97          19          6           17

  Number of students tested                31          26          17          12

  Percent of total students tested         100         100         100         100

  Number of students alternatively         8           0           0           0
  assessed                                                                     

  Percent of students alternatively        22          0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1 Economically Disadvantages                                                 

  \% "Meeting" plus "Exceeding" State      100         83                      
  Standards                                                                    

  \% "Exceeding" State Standards           91          0                       

  Number of students tested                11          18          2           6

                                                                               
  ---------------------------------------- ----------- ----------- ----------- -----------

**Standard of Learning Test**

Subject [Math]{.underline} Grade [5]{.underline} Test [Standard of
Learning]{.underline}

Edition/Publication Year\_\_[2002-2005\_]{.underline} Publisher
[Harcourt Brace]{.underline}

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004   2002-2003

  Testing month                                                                

  **SCHOOL SCORES\***                                                          

  \% "Meeting" plus "Exceeding" State      100         92          82          75
  Standards                                                                    

  \% "Exceeding" State Standards           93          15          24          8

  Number of students tested                27          26          17          12

  Percent of total students tested         100         100         100         100

  Number of students alternatively         8           0           0           0
  assessed                                                                     

  Percent of students alternatively        22          0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1 Economically Disadvantages                                                 

  \% "Meeting" plus "Exceeding" State                  89                      
  Standards                                                                    

  \% "Exceeding" State Standards                       0                       

  Number of students tested                8           18          0           6

                                                                               
  ---------------------------------------- ----------- ----------- ----------- -----------