##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Johnny Calder p]{.underline}

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

Official School Name [Forestbrook Elementary p]{.underline}

(As it should appear in the official records)

School Mailing Address [4000 Panther Parkway]{.underline} p

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

[Myrtle Beach South Carolina 29588-8402 p]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 843 ) 236-8100]{.underline} Fax [( 843 ) 236-8103 p]{.underline}

Website/URL <http://www.hcs.k12.sc.us/elem/fbe/> Email
<jcalder@fe.hcs.k12.sc.us>

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

Date [March 24, 2003]{.underline} p

(Principal's Signature)

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

Name of Superintendent [Dr. Gerrita Postlewait]{.underline} p

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

District Name [Horry County Schools]{.underline} pTel. [( 843 )
488-6700]{.underline} p

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 [March 24, 2003]{.underline} p (Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Will Garland]{.underline} p

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 [March 24, 2003]{.underline} pp

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [23]{.underline} Elementary
schools

[8]{.underline} Middle schools

[0]{.underline} Junior high schools

[12]{.underline} High schools

[43]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5844.00 p]{.underline}

Average State Per Pupil Expenditure: [\$5375.00]{.underline} p

**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\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       49        43                     92           **7**                             

  **1**       50        48                     98           **8**                             

  **2**       57        42                     99           **9**                             

  **3**       36        54                     90           **10**                            

  **4**       51        43                     94           **11**                            

  **5**       47        58                     105          **12**                            

  **6**                                                     K - 4       9         10          19

                                    **TOTAL                                                   597
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [86]{.underline} % White

the students in the school: [9]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 87
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 75
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        162
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    597
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .271
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    27
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [2]{.underline} p

Specify languages: Spanish

Bulgarian

9\. Students eligible for free/reduced-priced meals: [41]{.underline} %

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

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

10\. Students receiving special education services: [15]{.underline} %

[92]{.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.

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

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [37]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [46]{.underline} Speech or Language
Impairment

[2]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[2]{.underline} Emotionally Handicapped

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

    **Number of Staff**

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

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

Classroom teachers [32]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [11]{.underline} [4]{.underline}

Paraprofessionals [20]{.underline} \_\_\_\_\_\_\_\_

> Support staff [10]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [75]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [19:1 p]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.20%      95.70%      95.99%      95.90%      95.83%

  Daily teacher attendance 96.08%      96.00%      96.15%      96.05%      96.07%

  Teacher turnover rate    6%          5%          9%          4%          4%

  Student dropout rate     \-\--       \-\--       \-\--       \-\--       \-\--

  Student drop-off rate    \-\--       \-\--       \-\--       \-\--       \-\--
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Forestbrook Elementary School, built in 1988 and located in a suburban
community of Myrtle Beach, South Carolina, serves an **economically and
multiculturally diverse** population of **600 students** (grades K-5).
Students' **socioeconomic backgrounds** range from **poverty to middle
class.** Our attendance area includes two large federally-subsidized
apartment complexes, 23 mobile home parks, and modest suburban homes.
**Free or reduced lunch** is received by **41%** of our students. Our
student population is **86% Caucasian** and **14% African-American,
Hispanic, Asian, and Middle Eastern**. The majority of our parents hold
hourly-wage, tourist-related positions. When the tourist season ends,
our students are **highly transient** (27%), as parents move to secure
employment. This challenges school stakeholders to develop programs and
instruction that will reach all children. Our staff passionately
believes and models that we will reach - not just teach! The mission of
Forestbrook Elementary is to ensure that all students are nurtured daily
through **developmentally appropriate learning** in order to provide a
solid foundation for students to become successful, lifelong achievers.
Through a **strategic planning process**, over 150 parents, community
members, business partners, and staff established the mission and
objectives for our school. All stakeholders are involved in updating the
**strategic plan** yearly. The **Increasing Student Learning Team,**
made up of administrators and a team of teachers, sets priorities for
student achievement. Our team discussed implementing brain-compatible
learning to meet our objectives of successfully preparing students for
their next educational endeavor. This resulted in an increased effort to
strengthen our school's climate. We began by establishing an environment
built on trust and respect to nurture our children's emotional needs.
Charted **procedures** provide consistent expectations, while posted
**agendas** provide a visual organizational tool for the day's learning.
**Community circles** allow children the chance to share something about
themselves or set daily goals. **Lifeskills** promoting **responsible
citizenship** are posted, taught, and targeted daily. We hope to reach
children who may only develop resiliency in school by providing a safe
learning environment.

**Academic rigor** is required of all students and is addressed through
the implementation of South Carolina Curriculum Standards. Training in
literacy, guided reading, and Everyday Math has given our school staff
the support to address our students' academic needs. To review overall
program effectiveness and identify needs, **standardized**,
**criterion-referenced,** and other **diagnostic test data** are
disaggregated. **Observations, anecdotal records, portfolios,** and
**computerized reading assessments** also identify needs. Students in
our school have a **Personalized Learning Plan,** which is developed by
teachers in **partnership** with parents and students. Students and
parents attend at least **two conferences per year**. Teachers have
facilitated these conferences by extending the school day and making
home visits. As a result, Forestbrook has had **100% conference**
**participation** for the past five years. These plans, based on
collected data, assist in planning and directing instruction by allowing
the teacher to build on an individual student's strengths and to
remediate any weaknesses. Teachers and parents can access curriculum
standards on the Internet and in the student handbook. Children with
specific academic, social, physical, or behavioral concerns can be
referred to the **Student Study Team,** which is composed of
administrators, a counselor, regular classroom teachers, a special
education teacher, and the student's parents. This team works to develop
**intervention strategies** to be used at school and home. A referral
for a psycho-educational evaluation by our **school psychologist** is
made if warranted. **Other support** is provided by a full-time nurse,
instructional coach, English as a Second Language teacher, Waccamaw
Mental Health counselor, school guidance counselor, occupational
therapist, physical therapist, and district-level consultants for vision
and hearing. Our **teacher of gifted and talented** serves 17% of our
students (grades 3-5). Tutorial programs are offered **before and after
school, and on Saturday mornings**. Our PTA actively recruits
**volunteers** to assist students in our "**Study Buddy"** program**.**
Over **300 multimedia-networked computers** and software are available
in our school for **remediation** and **enrichment**. Our **Parents as
Learners Center** strengthens our parenting program. Support is given to
parents who need to assist their children. We plant the *seeds* for
success with high expectations that all students will *blossom*, as
individual strengths, rates of growth, and needs are addressed.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  **The narrative for Question I of Part IV contains (a) a brief
    explanation of state test, (b) a description of the students
    excluded from the testing program (which students, how many, the
    reasons for the exclusion, and how they are assessed must be
    described), and (c) if data are disaggregated, the reasons for any
    disparities among subgroups.**

In 1998 the state of South Carolina developed the **Palmetto Achievement
Challenge Test (PACT)** in order to assess mastery of the South Carolina
Curriculum Standards in the areas of English Language Arts and
Mathematics. Since PACT requires the application of knowledge, it is
considered to be a rigorous test which reflects the acquisition of
skills identified in our curriculum standards. For 2003, the PACT will
also include tests in Social Studies and Science. This is a
**criterion-referenced test** with established standards for each grade
level and a standard deviation of 16. The PACT yields scores for English
Language Arts and Mathematics. **Four performance levels** have been
established for PACT -- **below basic, basic, proficient, and
advanced.** These levels indicate how an individual student is
performing based on the curriculum standards assessed by the PACT. A
student who performs at the BELOW BASIC level has not met minimum
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is not prepared
for work at the next grade. Performance at the BASIC level means a
student has passed the PACT. A student who performs at the BASIC level
has met minimum expectations for student performance based on the
curriculum standards. The student is minimally prepared for work at the
next grade. A student who performs at the PROFICIENT level has met
expectations for student performance based on the curriculum standards
and is well prepared for work at the next grade. The PROFICIENT level
represents the long-term goal for student performance in South Carolina.
A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards.
This indicates the student is very well prepared for work at the next
grade.

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the **Palmetto
Achievement Challenge Test -Alt**. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. They may opt for the PACT-Alt, which is a
**portfolio based, year-long assessment** to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes but must meet
the following conditions to take the PACT-Alt: the student demonstrates
cognitive ability and adaptive skills which prevent completion of the
state-approved standards even with accommodations; the student has
current adaptive skills requiring extensive direct instruction in
multiple settings to accomplish the application and transfer of skills
necessary for the functional application in school, work, home, and
community environments; the student is unable to apply or use academic
skills in natural settings when instructed solely or primarily through
school-based instruction; the student's inability to complete the state
standards is not the result of excessive or extended absences or social,
cultural, and economic differences. The only other students who have
been exempted from our testing are our **Limited English Proficient
(LEP)** students who have been in the United States fewer than three
years. This is a small population at Forestbrook Elementary and only
included three students in 2002. Based on new regulations, these
students **will not** be exempted in the future.

An analysis of test scores on the Palmetto Achievement Challenge Test
for all students at Forestbrook Elementary School from 1999 to 2002
reveals that scores for English Language Arts and Mathematics at each
grade level are consistently one half standard deviation to over one
full standard deviation above the state mean scale score. This is true
not only for the mean scale score for all students, but is also true for
those students from our lower socio-economic levels (those that receive
free or reduced lunch). Disaggregation of PACT data also shows that
Forestbrook Elementary students in our African-American and disabled
sub-groups consistently score above the South Carolina mean scale scores
for all students and are continuing their steady test score gains.
Continued improvement in test scores indicates that our multi-faceted
approach to improving student learning has been successful.

2.  **The school shows through examples that teachers and administrators
    monitor and continually use assessment data to understand and to
    improve student and school performance.**

At Forestbrook, the continuous process of assessment involves **high
expectations** that every child will learn. Professional development
days are scheduled prior to the start of school to provide time for the
**analysis of assessment data.** Utilizing this data, teachers meet
individually and by grade levels with the principal and the **Increasing
Student Learning Team** to determine patterns regarding strengths and
weaknesses demonstrated by their previous students. This analysis also
identifies areas that the teacher needs to target for improved
instructional strategies. By the time students arrive for their first
instructional days, teachers have studied their previous year's **test
data** and viewed their student **portfolios.** All professional
development opportunities and the use of funds are driven by data.

Implementation of **common planning** stemmed from Forestbrook's
decision to maximize our resources to increase student learning by
focusing on student achievement and instructional strategies. All
teachers work with the **instructional coach** during common planning to
**systematically** **analyze and interpret** assessment data to
implement the most effective instruction. Teachers share successful
strategies with their peers. Administrators confer with the curriculum
coach and attend common planning sessions to lend support and affirm
**curriculum alignment**. We identify specific South Carolina Curriculum
Standards which are not mastered and **provide assistance** to
strengthen both student and teacher performance in those areas. For
example, assessment showed second-graders were weak in measurement.
Teachers reviewed standards and planned strategies to increase student
proficiency. Teachers collaborated to plan an **immersion day** in which
students would rotate from class to class to participate in activities
related to measurement. The post-test results showed significant
improvement for all students. The assessment and teaching processes are
linked in a dynamic and ever-changing cycle. Based on the analysis of
current assessment data, a decision was made by the Increased Student
Learning Team to implement a **standards-based integrated tutorial
program** both before and after school and on Saturday mornings. An
enrichment program, **Forestbrook Academy,** is also offered on
Saturdays to accelerate high achievers.

3\. **The school regularly communicates student performance, including
assessment data, to parents, students, and the community.**

Communication begins prior to assessment. Parents can access curriculum
standards through the student handbook and on the district or state Web
pages. A **School Summary Report** is provided to parents and includes
school, district, and state assessment results on all standardized and
criterion-referenced tests. Each fall the **Forestbrook Elementary
School Annual Report Card** is mailed to every parent to provide general
information about the school and display the school's performance using
both absolute and improvement ratings. It also provides trends of the
school's performance over the past four years and details of the
school's student achievement data by content area and by student
demographic groups. This data is also published and explained in local
newspapers, the school newsletter, and school district and state web
sites. **Home reports** are sent to parents for standardized,
criterion-referenced, and diagnostic tests. Students and parents review
assessment data quarterly through **report cards**. However, parents are
apprised of their child's progress on an **ongoing basis.** To encourage
extra assistance and support, mid-quarter **interim reports** are sent
to parents of students experiencing difficulty. Our **Increasing Student
Learning Team** **reviews** student test data with teachers and
**prepares** them to communicate results with parents. This team is also
available to assist in **answering parents' questions** as needed. Test
results are summarized and presented in the **annual school report** for
our School Improvement Council, PTA, Local Advisory Board, and School
Board. **Spring and fall Personalized Learning Plan** **conferences**
are held to provide parents information on their children's current
performance levels and to offer suggestions for helping their children
at home. We have **100% parent attendance!** Teachers, administrators,
and the Family Resource Coordinator make **home visits** to involve all
parents. Additional conferences are held as needed**.** The **Family
Resource Coordinator** operates our **Parent as Learners Center,**
communicates with parents, provides parenting workshops, and hold
seminars to help parents understand the school's initiatives.

4\. **The school has a coherent and reasonable plan for communicating
its success with other schools in the event it wins the award.**

The key to Forestbrook Elementary School's continuous success is the
consistent and frequent interaction and collaboration with other
educators in our district, state, and nation. Success is not a
destination; it is a process. Recent Forestbrook Elementary School
awards and outstanding student achievement data have sparked interest in
our programs from schools across South Carolina and the Southeastern
United States. Our school **welcomes visitors** and has **opened its
doors** in recent years to **over a thousand educators** from South
Carolina, North Carolina, Georgia, Tennessee, Virginia, West Virginia,
Indiana, and New Jersey. When visitors inquire, we **"show and tell"**
programs that have made a difference in our school, but we also ask
questions about successful programs in their school. They observe
teachers in the classroom, eat lunch with our students, talk to our
parents, question our faculty, and conference with our administrators.

Our administrators and staff are often sought and eagerly embrace
opportunities to present at local, state, and national conferences.
Recently we have **presented at National Blue Ribbon Conferences** in
Spartanburg, South Carolina; Biloxi, Mississippi; and Tampa, Florida.
Staff members have also presented at **Model-School Conferences** in San
Antonio, Texas and Orlando, Florida. The school's principal was invited
to participate and present at the Council for Basic Education's **Wing
Spread Conference** in Racine, Wisconsin. Forestbrook teachers have been
invited to present at the **Best of the Best Conference** at Lake Tahoe,
Nevada and Seattle, Washington. In addition, Forestbrook teachers are
regularly invited to present at the local and state level. Forestbrook
Elementary programs have appeared in national publications such as
**Education Weekly, PC Teach It, and Basic Education.**

We have openly shared our successes and will continue to do so. We
currently utilize telephone conferences and correspond via e-mails with
individuals and schools across the nation. We are planning to expand our
web site to include a detailed version of our Blue Ribbon application
and information concerning our programs and practices. We are in the
process of investing in **video conferencing equipment**, which will
allow **video conferencing and virtual tours** when time and cost
prohibit educators from making on-site visits.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language is an eligibility requirement for
    middle, junior high, and high schools), and show how all students
    are engaged with significant content, based on high standards.**

Our Forestbrook community is committed to providing a **comprehensive
educational program** for its students, ensuring they will be
academically and personally prepared as lifelong learners to meet
society's inevitable changes. The primary purpose of education is to
prepare our students to become productive, responsible citizens. All
academic disciplines are vital to our students' growth and development.
Standards are emphasized and taught contextually at an application
level. Our curriculum draws from a wealth of documents, including
**national, state, and district** **standards** that align with those of
the National Assessment of Education Progress (NAEP), the Third
International Mathematics and Science Study, and the National Council
for Teachers of Mathematics. We guide students toward **mastery** of
challenging standards that are taught within a meaningful context. We
continuously monitor student progress. We have **high expectations** and
provide academic support for all students to not only master
**grade-level standards,** but to exceed them. Innovative teaching
strategies, meaningful staff development, and academic assistance
programs ensure quality instruction in every classroom. **Forestbrook's
rigorous** **Language Arts Curriculum** based on state and national
standards helps us challenge every student. Our **balanced literacy
model** is based on the work of Cunningham, Fountas, and Pinnell. It
meets the needs of all students through whole-class instruction, small
flexible groupings based on need, self-selected reading choices, word
work for phonemic awareness/vocabulary, and writing, as well as
speaking, listening, and critical thinking. **Forestbrook's numeracy
model** is built upon state and national standards that embrace the
recommendations of the National Council for Teachers of Mathematics and
utilizes the **University of Chicago's Everyday Math** program which is
organized into six strands that include: numeration systems, numerical
concepts and operations, patterns and relationships, geometry,
measurement, and probability and statistics. Teachers integrate problem
solving through daily math check-ups, teacher-directed lessons, student
exploration and practice, and closure for processing the standards. Our
**science curriculum** is integrated, collaborative, inquiry oriented,
and grounded in the South Carolina Curriculum Standards and the National
Standards in Science. **Science, Technology, and Children Kits** are
used in science, as well as a 36-station science lab. Numerous
opportunities for active involvement and application of higher order
thinking skills are provide in our **social studies program**. Our
teachers use multi-disciplinary units to teach social studies concepts.
Teachers utilize the South Carolina Curriculum Standards, which are
based on national standards and are organized around the concepts of
citizenship, history, economics, and geography. Forestbrook recognizes
the benefit of all students learning a second language at an early age.
Our Spanish teacher provides an exciting Spanish program to all
students. He utilizes the foreign language curriculum, incorporating the
**South Carolina Foreign Language Curriculum Standards**, based on
national standards. Standards for classical language learning are
organized within five goal areas that include: communication, culture,
connections, comparisons, and communities. Forestbrook's related arts
program is integrated and grounded in the **South Carolina Frameworks
for the Arts**, also based on national standards. Our art and music
teachers collaborate with classroom teachers to align thematic studies
with grade appropriate standards. Our school's quality arts program
includes **dance, drama, music, and visual arts**, and consists of a
thorough study of each art form through **four curriculum components**:
aesthetic perception, creative expression, historical and cultural
heritage, and aesthetic valuing. **Technology standards** are
**integrated into instructional units** to create strong learning
connections. Students have many experiences as they research, create
graphs, use e-mail, make spreadsheets, and use desktop publishing
programs. Our technology standards ensure students have the technology
skills to prepare them for the world of work. Personal growth is
enhanced through choice based on the **multiple intelligences**. Mastery
of standards is reflected through writing, role-playing, singing, or
artistic design. Diaries, journals, rubrics, student teacher
conferences, and personal processing questions allow for **student
reflection**. Our school-wide **character development program,
Lifeskills** and **Lifelong Guidelines**, fosters responsible
citizenship. Character development activities are integrated into all
curriculum areas.

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

Our **rigorous South Carolina Curriculum Standards**, based on national
standards, help us challenge our students. All grade-level standards are
organized under **five areas of study** - reading/literature, listening,
speaking, writing, and research. Language Arts content serves as the
primary vehicle to introduce concepts and skills across the curriculum.
We have implemented a **balanced literacy program,** based on best
practices, which includes self-selected reading, shared reading, word
work, and writing. Forestbrook added **Guided Reading**, based on
**Reading Recovery theory**, to assist students in developing
self-sustaining reading strategies. **Daily** **teacher**
**read-alouds** promote the love of reading and introduce **different
genres**. During **shared reading,** words are introduced in context
prior to reading, and teachers activate prior knowledge to help children
construct meaning. Students read with the class and discuss **reading
strategies** or **comprehension strategies.** **Graphic organizers**
promote critical thinking. Quality trade books, classroom libraries,
multiple copies of books, media center materials, anthologies,
newspapers, magazines, and content area textbooks provide the students
with both **narrative and expository reading opportunities** that are
**skillfully integrated** into units of study. During **self-selected
time**, students choose a book and read on their independent level.
Teachers challenge students to read **Accelerated Reader** books.
**Student/teacher conferencing** occurs at this time to assess students'
comprehension skills. **Closure** with share time incorporates listening
and speaking standards. **Guided Reading** allows teachers to follow
children and facilitate their use of reading strategies in small
flexible groups. **Quarterly running records** ensure student progress.
**Word work** consists of learning how to spell high frequency words
through word walls and vocabulary development activities. Our teachers
have **two hours of** **uninterrupted time** and **45 minutes of
additional time daily** to help make connections between reading,
writing, and other curricular areas.

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

**[Science]{.underline}:** Our science curriculum is integrated,
collaborative, inquiry-oriented and grounded in the **South Carolina
Curriculum Standards** and the National Standards in Science. It
provides students with developmentally appropriate, meaningful content
experiences in Life, Earth, and Physical Science applied to the world
where the students live and extended to the world beyond. Our **school
murals** reflect an enriched, brain-compatible learning environment set
up to immerse students in the unique physical characteristics of
different wildlife habitats and the diversity of life. Exploration days
are planned and student-initiated projects are facilitated. Students use
scientific tools both in the classroom and in our **science
laboratory**. **Inquiries,** using **discovery methods**, contribute to
the acquisition of the scientific process skills of prediction,
observation, inference, classification, and communication. They are
carried out in classrooms at **learning club stations**, in **school
backyard habitats**, at a **neighboring pond**, and on **study trips**
to places such as Playcard Environmental Center, Huntington Beach State
Park, and Myrtle Beach State Park. Students participate in Beach Sweep,
a community "Solution to Pollution" project. They then classify litter
and record statistical data for the **International Center for Marine
Conservation**. Fifth graders sponsor our **recycling project** and
decide how funds will be spent. In our **Panther Den Café** a chart
updates profits from recycled materials. These profits are used to
benefit our school. Forestbrook was one of three elementary schools in
the United States initially chosen to participate in the **Council for
Basic Education's Schools Around the World Project**. This international
program studies student work in science and math and allows teachers to
communicate via e-mail and the World Wide Web to improve teaching and
learning. Teachers study the standards and plan immersion days to
address the various concepts. Students rotate to each classroom to
participate in hands-on activities based on the multiple intelligences.
Students work independently and cooperatively to research indigenous
plants and animals using the library, field guides, and technology.
Students work in collaboration with Clemson University to identify area
butterflies and log data on the Internet under the **South Carolina
Butterfly Project**. Fourth graders designed a butterfly garden, and
second graders hatch butterflies and frogs for our pond. **Science
Safari**, our science museum, is designed to support the science
curriculum. Students **research, write reports, and conduct tours** of
the museum.

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

Teachers first establish an environment built on mutual respect and
trust. Teachers and students **establish and practice classroom
procedures**. **Entry procedures** are posted and students are focused
on learning upon entering the room. **Daily agendas** allow children to
preview and review the day's instructional plan. Once the emotional tone
is set, **collaboration** is commonplace at Forestbrook. Classroom
**learning clubs** include four to six students clustered at tables or
desks. Each learning club is **empowered** to assume the responsibility
of completing a task or setting goals and **evaluating the performance
of their group.** We **immerse** students in **meaningful content** by
providing them opportunities to apply their learning in real-world
situations. **Immersion** in learning is seen in classrooms through
**hands-on learning centers, guest speakers, and study trips.** Our
**International Children's Week** is devoted to cultural diversity.
**Yearlong themes** are developed around a central concept to make
**strong learning connections.** Teachers write **integrated,
standards-based units** and post the **key learning points**.
**Inquiries** are developed based on the **multiple intelligences**. The
discovery method is used, and children can use their learning strengths
to produce portfolio products, such as stories, songs, skits, and poems.
Forestbrook's **literacy program** has resources and strategies to reach
all students. Our **Teacher Resource Center** houses over 30,000
text-level books. These books are checked out and used for
**teacher-directed and guided reading instruction.** **Book**
**baskets** provide choice in independent, **self-selected reading
material**. **Word walls** help children to make word pattern
connections and increase phonemic awareness. **Graphic organizers and
teacher** **demonstrations** are components of reading focus lessons and
the writing workshop. **Revision and editing checklists** and
**student/teacher conferences** help facilitate writing. Our **numeracy
program** provides **daily check ups, teacher-directed lessons,
practice, and reflective closure. Choice** is an integral part of our
school community. Students use **multiple intelligences** to demonstrate
their learning and are taught to internalize them. Teachers use
self-designed and state-developed **rubrics** to ensure that completed
student work is correct, complete, and comprehensive.

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

"Learning for all -- whatever it takes!" This motto shows our sense of
responsibility for student outcomes. Our faculty chose it after
collectively reading Larry Lezotte's book, [Learning for
All]{.underline}. Book talks on current professional readings are
relevant to increasing student learning. Implementing innovative
strategies to improve instruction is supported with training and
resources. In both formal and informal planning sessions, all faculty
members feel they are important stakeholders in the educational process.
Forestbrook teachers have built positive working relationships with each
other through collaboration and mutual respect. The commitment to
support new practices, based on brain research, is a strength of our
school. For example, after receiving a two-day training on our
district-wide literacy model, our school staff was provided an extra
**two weeks of professional training** by literacy consultants during
the summer. Ten of our teachers are dedicating three years to examine
current best practice through the **South Carolina Reading Initiative**,
a state grant facilitated by our **literacy coach**. Our staff has
received training in **Integrated Thematic Instruction**, Susan
Kovalik's brain-compatible learning model. Three of our teachers attend
the invitational **"Best of the Best"** conference yearly to assist
teachers in applying brain research. **Teacher leaders** for literacy
and math serve as liaisons between our school and the district. The
democratic leadership style of the administrators empowers and motivates
staff members to grow professionally. **Shared leadership** is evident
in faculty and grade-level meetings, as well as meetings of the
Strategic Planning Team, Student Study Team, Increasing Student Learning
Team, and School Improvement Council. The cornerstone in building
professional community at Forestbrook is our **common planning time**
for each grade level. Some of the work includes designing kid-friendly
writing rubric, sharing resources and ideas for integrated units,
discussing work samples, and planning Math Madness Days. **Thirteen
additional** **days** are provided to staff members for planning and
training in our district, thus allowing us to provide staff development
after analyzing our needs.

**GRADE: 3**

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

**Edition/publication year [1999 - 2002]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test -Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT-Alt, which is
a portfolio based year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes. Until the
2002-2003 school year, Forestbrook Elementary School served as a
satellite school for our district's profoundly mentally and trainable
mentally disabled students.

The only other students who have been exempted from our testing are our
Limited English Proficient (LEP) students who have been in the United
States fewer than three years. This is a small population at Forestbrook
Elementary and only included three students in 2002. Based on new
regulations, these students will not be exempted in the future.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**
>
> A student who performs at the ADVANCED level on the PACT has exceeded
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is very well
> prepared for work at the next grade.

**[ASSESSMENT DATA -- FORESTBROOK ELEMENTARY]{.underline}**

**[3^RD^ GRADE ENGLISH LANGUAGE ARTS]{.underline}**

**[TEST: PALMETTO ACHIEVEMENT CHALLENGE TEST]{.underline}**

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

  Testing month                      May         May         May         May         

  **SCHOOL MEAN SCORES**             **318.2**   **318.0**   **316.6**   **309.9**   

  Total                                                                              

  At or Above Basic                  98.9        93.4        92.6        85.0        

  At or Above Proficient             83.0        79.2        78.7        55.0        

  At Advanced                        8.5         17.0        11.7        8.0         

  Number of students tested          94          106         94          88          

  Percent of total students tested   98.0        94.6        92.2        95.7        

  Number of students excluded        2           6           8           4           

  Percent of students excluded       2.0         5.4         7.8         4.3         

  SUBGROUP SCORES                                                                    

  **1. Free / Reduced**              **317.0**   **316.0**   **314.0**   **310.0**   

  At or Above Basic                  100.0       90.9        91.2        83.3        

  At or Above Proficient             81.2        70.4        78.2        53.3        

  At Advanced                        3.1         13.6        8.8         3.3         

  **2. No Free / Reduced Lunch**     **319.0**   **320.0**   **318.0**   **310.0**   

  At or Above Basic                  98.4        95.2        93.3        86.2        

  At or Above Proficient             83.9        85.5        80.0        56.9        

  At Advanced                        11.3        19.4        13.3        10.3        

  **3. African American**            **315.0**   **315.0**   **\***      **\***      

  At or Above Basic                  100.0       100.0       **\***      **\***      

  At or Above Proficient             85.2        75.0        **\***      **\***      

  At Advanced                        9.9         0           **\***      **\***      

  **4. Disabled**                    **310.0**   **305.0**   **312.0**   **290.0**   

  At or Above Basic                  90.9        73.3        88.9        45.5        

  At or Above Proficient             63.6        46.7        77.8        9.1         

  At Advanced                        0           0           0           0           

  **STATE SCORES**                                                                   

  **Total mEAN sCORE**               **308.0**   **305.6**   **304.7**   **300.1**   

  At or Above Basic                  79.9        78.7        74.4        65.1        

  State Mean Score                   311.3       311.2       311.6       \-\--       

  At or Above Proficient             41.6        41.1        40.0        28.0        

  State Mean Score                   319.0       318.7       319.4       \-\--       

  At Advanced                        4.0         3.4         4.0         1.9         

  State Mean Score                   335.4       336.5       336.9       \-\--       
  ---------------------------------- ----------- ----------- ----------- ----------- -------

**\* No data available for these cells due to small numbers in sample.**

**GRADE: 4**

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

**Edition/publication year [1999 - 2002]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test -Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT-Alt, which is
a portfolio based year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes. Until the
2002-2003 school year, Forestbrook Elementary School served as a
satellite school for our district's profoundly mentally and trainable
mentally disabled students

The only other students who have been exempted from our testing are our
Limited English Proficient (LEP) students who have been in the United
States fewer than three years. This is a small population at Forestbrook
Elementary and only included three students in 2002. Based on new
regulations, these students will not be exempted in the future.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

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

**[ASSESSMENT DATA -- FORESTBROOK ELEMENTARY]{.underline}**

**[4^TH^ GRADE ENGLISH LANGUAGE ARTS]{.underline}**

**[TEST: PALMETTO ACHIEVEMENT CHALLENGE TEST]{.underline}**

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

  Testing month                      May         May         May         May         

  **SCHOOL MEAN SCORES**             **414.1**   **411.6**   **411.6**   **410.8**   

  Total                                                                              

  At or Above Basic                  99.0        93.7        89.8        86.0        

  At or Above Proficient             60.3        58.4        59.1        56.0        

  At Advanced                        6.9         2.1         8.0         6.0         

  Number of students tested          102         96          88          86          

  Percent of total students tested   96.2        96.0        94.6        94.5        

  Number of students excluded        4           4           5           5           

  Percent of students excluded       3.8         4.0         5.4         5.5         

  SUBGROUP SCORES                                                                    

  **1. Free / Reduced**              **410.0**   **412.0**   **407.0**   **407.0**   

  At or Above Basic                  97.0        96.7        80.6        80.0        

  At or Above Proficient             54.5        53.3        51.6        46.7        

  At Advanced                        0           0           3.2         0           

  **2. No Free / Reduced Lunch**     **416.0**   **412.0**   **414.0**   **413.0**   

  At or Above Basic                  100.0       92.4        94.7        89.3        

  At or Above Proficient             72.1        60.6        63.1        60.7        

  At Advanced                        10.3        3.0         10.5        8.9         

  **3. African American**            **407.0**   **\***      **\***      **\***      

  At or Above Basic                  100.0       **\***      **\***      **\***      

  At or Above Proficient             42.9        **\***      **\***      **\***      

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

  **4. Disabled**                    **409.0**   **403.0**   **399.0**   **\***      

  At or Above Basic                  100.0       80.0        80.0        **\***      

  At or Above Proficient             33.3        26.7        0           **\***      

  At Advanced                        0           0           0           **\***      

  **STATE SCORES**                                                                   

  **Total mEAN sCORE**               **405.0**   **404.9**   **403.2**   **395.0**   

  At or Above Basic                  79.6        80.0        72.0        65.4        

  State Mean Score                   408.8       409.4       411.3       \-\--       

  At or Above Proficient             33.5        37.3        36.9        28.5        

  State Mean Score                   417.9       417.6       419.5       \-\--       

  At Advanced                        2.2         2.1         3.9         2.5         

  State Mean Score                   433.7       432.9       435.5       \-\--       
  ---------------------------------- ----------- ----------- ----------- ----------- -------

**\* No data available for these cells due to small numbers in sample.**

**GRADE: 5**

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

**Edition/publication year [1999 - 2002]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test -Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT-Alt, which is
a portfolio based year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes. Until the
2002-2003 school year, Forestbrook Elementary School served as a
satellite school for our district's profoundly mentally and trainable
mentally disabled students

The only other students who have been exempted from our testing are our
Limited English Proficient (LEP) students who have been in the United
States fewer than three years. This is a small population at Forestbrook
Elementary and only included three students in 2002. Based on new
regulations, these students will not be exempted in the future.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

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

**[ASSESSMENT DATA -- FORESTBROOK ELEMENTARY]{.underline}**

**[5^TH^ GRADE ENGLISH LANGUAGE ARTS]{.underline}**

**[TEST: PALMETTO ACHIEVEMENT CHALLENGE TEST]{.underline}**

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

  Testing month                      May         May         May         May         

  **SCHOOL MEAN SCORES**             **510.0**   **509.7**   **512.5**   **505.8**   

  Total                                                                              

  At or Above Basic                  91.8        96.6        96.4        84.0        

  At or Above Proficient             50.0        48.3        58.4        50.0        

  At Advanced                        4.1         4.5         3.6         8.0         

  Number of students tested          98          89          86          9.7         

  Percent of total students tested   98.2        95.6        92.5        93.3        

  Number of students excluded        2           4           7           7           

  Percent of students excluded1      1.8         5.4         7.5         6.7         

  SUBGROUP SCORES                                                                    

  **1. Free / Reduced**              **508.0**   **507.0**   **509.0**   **501.0**   

  At or Above Basic                  89.5        97.3        92.0        78.0        

  At or Above Proficient             42.1        40.5        40.0        14.6        

  At Advanced                        0           0           4.0         0           

  **2. No Free / Reduced Lunch**     **511.0**   **511.0**   **514.0**   **509.0**   

  At or Above Basic                  93.3        96.2        98.3        92.9        

  At or Above Proficient             55.0        53.9        66.1        42.9        

  At Advanced                        6.7         7.7         3.4         5.4         

  **3. African American**            **\***      **\***      **510.0**   **501.0**   

  At or Above Basic                  **\***      **\***      100.0       62.5        

  At or Above Proficient             **\***      **\***      50.0        25.0        

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

  **4. Disabled**                    **\***      **501.0**   **506.0**   **498.0**   

  At or Above Basic                  **\***      92.3        83.3        57.9        

  At or Above Proficient             **\***      7.7         41.7        10.6        

  At Advanced                        **\***      0           0           5.3         

  **STATE SCORES**                                                                   

  **Total mEAN sCORE**               **502.0**   **502.5**   **501.7**   **500.1**   

  At or Above Basic                  74.2        73.2        71.1        65.0        

  State Mean Score                   507.2       5508.6      508.7       \-\--       

  At or Above Proficient             24.9        27.4        27.2        26.1        

  State Mean Score                   517.6       519.1       519.0       \-\--       

  At Advanced                        1.4         2.0         2.2         2.5         

  State Mean Score                   535.6       538.2       536.2       \-\--       
  ---------------------------------- ----------- ----------- ----------- ----------- -------

**\* No data available for these cells due to small numbers in sample.**

**GRADE: 3**

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

**Edition/publication year [1999 - 2002]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test -Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT-Alt, which is
a portfolio based year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes. Until the
2002-2003 school year, Forestbrook Elementary School served as a
satellite school for our district's profoundly mentally and trainable
mentally disabled students

The only other students who have been exempted from our testing are our
Limited English Proficient (LEP) students who have been in the United
States fewer than three years. This is a small population at Forestbrook
Elementary and only included three students in 2002. Based on new
regulations, these students will not be exempted in the future.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

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

**[ASSESSMENT DATA -- FORESTBROOK ELEMENTARY]{.underline}**

**[3^RD^ GRADE MATHEMATICS]{.underline}**

**[TEST: PALMETTO ACHIEVEMENT CHALLENGE TEST]{.underline}**

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

  Testing month                      May         May         May         May         

  **SCHOOL MEAN SCORES**             **326.8**   **321.5**   **317.9**   **311.3**   

  Total                                                                              

  At or Above Basic                  98.0        89.6        92.7        84.0        

  At or Above Proficient             86.3        73.9        63.6        49.0        

  At Advanced                        58.8        48.7        31.3        15.0        

  Number of students tested          98.0        110         96.0        88.0        

  Percent of total students tested   98.0        95.7        94.1        95.7        

  Number of students excluded        2           5           11          6           

  Percent of students excluded       2.0         5.3         5.9         4.3         

  SUBGROUP SCORES                                                                    

  **1. Free / Reduced**              **324.0**   **319.0**   **315.0**   **312.0**   

  At or Above Basic                  94.4        85.7        91.2        86.7        

  At or Above Proficient             80.6        67.3        53.0        40.0        

  At Advanced                        55.6        46.9        26.5        13.3        

  **2. No Free / Reduced Lunch**     **328.0**   **324.0**   **319.0**   **311.0**   

  At or Above Basic                  100.0       92.4        93.5        82.8        

  At or Above Proficient             89.4        78.8        69.4        37.9        

  At Advanced                        60.6        50.0        33.9        15.5        

  **3. African American**            **329.0**   **318.0**   **\***      **\***      

  At or Above Basic                  100.0       87.5        **\***      **\***      

  At or Above Proficient             100.0       75.0        **\***      **\***      

  At Advanced                        75.0        50.0        **\***      **\***      

  **4. Disabled**                    **321.0**   **305.0**   **309.0**   **298.0**   

  At or Above Basic                  89.5        59.1        72.7        54.5        

  At or Above Proficient             68.5        29.8        36.4        0           

  At Advanced                        47.4        22.7        9.1         0           

  **STATE SCORES**                                                                   

  **Total mEAN sCORE**               **308.0**   **307.1**   **304.7**   **300.1**   

  At or Above Basic                  73.6        72.1        69.0        56.0        

  State Mean Score                   314.7       315.1       312.9                   

  At or Above Proficient             31.5        33.3        25.5        17.9        

  State Mean Score                   325.2       325.9       323.9       \-\--       

  At Advanced                        12.0        16.4        9.4         5.3         

  State Mean Score                   332.6       331.2       331.0       \-\--       
  ---------------------------------- ----------- ----------- ----------- ----------- -------

**\* No data available for these cells due to small numbers in sample.**

**GRADE: 4**

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

**Edition/publication year [1999 - 2002]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test -Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT-Alt, which is
a portfolio based year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes. Until the
2002-2003 school year, Forestbrook Elementary School served as a
satellite school for our district's profoundly mentally and trainable
mentally disabled students

The only other students who have been exempted from our testing are our
Limited English Proficient (LEP) students who have been in the United
States fewer than three years. This is a small population at Forestbrook
Elementary and only included three students in 2002. Based on new
regulations, these students will not be exempted in the future.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

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

**[ASSESSMENT DATA -- FORESTBROOK ELEMENTARY]{.underline}**

**[4^TH^ GRADE MATHEMATICS]{.underline}**

**[TEST: PALMETTO ACHIEVEMENT CHALLENGE TEST]{.underline}**

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

  Testing month                      May         May         May         May         

  **SCHOOL MEAN SCORES**             **427.7**   **421.7**   **412.7**   **409.2**   

  Total                                                                              

  At or Above Basic                  98.1        96.9        87.5        84.0        

  At or Above Proficient             83.5        58.3        38.6        33.0        

  At Advanced                        56.3        44.8        6.8         5.0         

  Number of students tested          103         96          88          85          

  Percent of total students tested   98.0        96.0        96.0        94.0        

  Number of students excluded        2           4           4           6           

  Percent of students excluded       2.0         4.0         4.0         6.0         

  SUBGROUP SCORES                                                                    

  **1. Free / Reduced**              **425.0**   **418.0**   **409.0**   **410.0**   

  At or Above Basic                  94.1        93.3        80.8        85.7        

  At or Above Proficient             79.4        53.3        32.3        37.5        

  At Advanced                        50.0        33.3        0           1.8         

  **2. No Free / Reduced Lunch**     **429.0**   **423.0**   **415.0**   **410.0**   

  At or Above Basic                  100.0       98.5        91.2        85.7        

  At or Above Proficient             85.5        60.6        42.1        37.5        

  At Advanced                        59.4        50.0        10.5        1.8         

  **3. African American**            **420.0**   **\***      **\***      **400.0**   

  At or Above Basic                  85.7        **\***      **\***      44.4        

  At or Above Proficient             71.5        **\***      **\***      11.1        

  At Advanced                        28.6        **\***      **\***      11.1        

  **4. Disabled**                    **419.0**   **412.0**   **407.0**   **403.0**   

  At or Above Basic                  100.0       85.7        70.0        71.4        

  At or Above Proficient             63.7        35.7        10.0        7.1         

  At Advanced                        27.3        21.4        0           0           

  **STATE SCORES**                                                                   

  **Total mEAN sCORE**               **409.0**   **405.9**   **403.6**   **400.1**   

  At or Above Basic                  74.3        67.1        61.6        55.0        

  State Mean Score                   416.2       414.6       413.9       \-\--       

  At or Above Proficient             36.0        26.0        23.6        17.2        

  State Mean Score                   426.2       426.1       425.2       \-\--       

  At Advanced                        15.3        9.6         8.0         4.6         

  State Mean Score                   434.1       434.2       433.5       \-\--       
  ---------------------------------- ----------- ----------- ----------- ----------- -------

**\* No data available for these cells due to small numbers in sample.**

**GRADE: 5**

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

**Edition/publication year [1999 - 2002]{.underline} Publisher [South
Carolina Department of Education]{.underline}**

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

Students with significant disabilities must participate in the Palmetto
Achievement Challenge Test or in an alternate assessment, the Palmetto
Achievement Challenge Test -Alt. An Individual Education Program (IEP)
committee may determine that the PACT is not the most appropriate
assessment instrument. This committee may opt for the PACT-Alt, which is
a portfolio based year-long assessment to ensure that students with
significant disabilities have the opportunity to participate in a
challenging standards-based curriculum that will result in high
expectations for all students. These students are usually in profoundly
mentally disabled or trainable mentally disabled classes. Until the
2002-2003 school year, Forestbrook Elementary School served as a
satellite school for our district's profoundly mentally and trainable
mentally disabled students

The only other students who have been exempted from our testing are our
Limited English Proficient (LEP) students who have been in the United
States fewer than three years. This is a small population at Forestbrook
Elementary and only included three students in 2002. Based on new
regulations, these students will not be exempted in the future.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

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

**[ASSESSMENT DATA -- FORESTBROOK ELEMENTARY]{.underline}**

**[5^TH^ GRADE MATHEMATICS]{.underline}**

**[TEST: PALMETTO ACHIEVEMENT CHALLENGE TEST]{.underline}**

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

  Testing month                       May         May         May         May         

  **SCHOOL MEAN SCORES**              **522.0**   **511.5**   **512.9**   **504.7**   

  Total                                                                               

  At or Above Basic                   97.1        76.4        85.4        70.0        

  At or Above Proficient              63.7        38.2        39.0        19.0        

  At Advanced                         33.3        19.1        13.4        4.0         

  Number of students tested           102         81          86          97          

  Percent of total students tested    96.2        95.2        92.5        93.3        

  Number of students excluded         4           4           7           7           

  Percent of students excluded        3.8         4.8         7.5         6.7         

  SUBGROUP SCORES                                                                     

  **1. Free / Reduced**               **520.0**   **508.0**   **509.0**   **498.0**   

  At or Above Basic                   100.0       75.7        70.8        48.8        

  At or Above Proficient              56.4        24.3        29.2        4.8         

  At Advanced                         28.2        10.8        4.2         2.4         

  **2. No Free / Reduced Lunch**      **523.0**   **514.0**   **515.0**   **510.0**   

  At or Above Basic                   95.2        76.9        91.4        85.7        

  At or Above Proficient              68.2        48.1        43.1        30.4        

  At Advanced                         36.5        25.0        17.2        5.4         

  **3. African American**             **509.0**   **\***      **509.0**   **488.0**   

  At or Above Basic                   83.3        **\***      50.0        12.5        

  At or Above Proficient              16.7        **\***      16.7        0           

  At Advanced                         0           **\***      16.7        0           

  **4. Disabled**                     **512.0**   **500.0**   **508.0**   **498.0**   

  At or Above Basic                   77.8        53.8        80.0        52.6        

  At or Above Proficient              55.5        15.4        20.0        15.8        

  At Advanced                         11.1        0           0           0           

  **STATE SCORES**                                                                    

  **Total mEAN sCORE**                **508.0**   **504.8**   **502.2**   **500.1**   

  At or Above Basic                   70.0        62.1        58.7        53.3        

  State Mean Score                    515.6       515.6       513.8       \-\--       

  At or Above Proficient              28.7        27.1        19.9        16.3        

  State Mean Score                    526.8       526.6       526.9       \-\--       

  At Advanced                         11.1        10.9        7.7         4.4         

  State Mean Score                    534.1       534.6       534.5       \-\--       
  ----------------------------------- ----------- ----------- ----------- ----------- ------

**\* No data available for these cells due to small numbers in sample.**