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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ x \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Karen Felder]{.underline}

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

Official School Name [Jennie Moore Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1256 Hamlin
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Mt. Pleasant SC 29466-6902]{.underline} City State Zip Code+4 (9 digits
total)

County [Charleston]{.underline} State School Number\*
[1001061]{.underline}

Telephone [(843) 849-2815]{.underline} Fax [(843) 849-2891
\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [http://jenniemoore.ccsdschools.com]{.underline} E-mail
[karen_felder@charleston.k12.sc.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Maria Goodloe-Johnson \_]{.underline}

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

District Name [Charleston County]{.underline} Tel. [(843)
937-6319]{.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 [Ms. Nancy Cook
\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: [44]{.underline} Elementary
schools

[14]{.underline} Middle schools

\_\_ Junior high schools

[11]{.underline} High schools

[11]{.underline} Other

[80]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,446]{.underline}

Average State Per Pupil Expenditure: [\$7,759]{.underline}

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

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

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

4\. [2 1/2]{.underline} Number of years the principal has been in
her/his position at this school.

[9]{.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**    23        16                     **39**       **7**                             

  **K**       43        49                     **92**       **8**                             

  **1**       64        48                     **112**      **9**                             

  **2**       47        49                     **96**       **10**                            

  **3**       54        44                     **98**       **11**                            

  **4**       41        38                     **79**       **12**                            

  **5**       60        47                     **107**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   623
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [64]{.underline} % White

the students in the school: [33]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

[0.4]{.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:
[12%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      31
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      45
                            transferred from the school 
                            after October 1 until the   
                            end of the year.            

  **(3)**                   Total of all transferred    76
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 623
                            the school as of October 1  

  **(5)**                   Total transferred students  0.1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [5]{.underline}

Specify languages: Russian, Swedish, Maltese, Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals: [29%]{.underline}
\*

Total number students who qualify: [186]{.underline}

\*Our school's poverty index as determined by the state of SC is 44%,
with 29% of our students receiving free or reduced lunch. The SC poverty
index is computed as the percent of students on subsidized lunch or
Medicaid.

10\. Students receiving special education services:
[\_\_\_16%\_\_\_\_]{.underline}

\_\_\_[100]{.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.

[\_\_2\_]{.underline}Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_14\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_13\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_70\_]{.underline}Speech or Language
Impairment

[\_\_1\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_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) [\_\_\_2\_\_\_]{.underline} \_\_\_\_\_

Classroom teachers \_\_[30]{.underline}\_\_\_ \_\_\_\_\_

Special resource teachers/specialists \_\_[14]{.underline}\_\_\_
\_\_\_[4]{.underline}\_\_\_\_

Paraprofessionals \_\_ [8]{.underline}\_\_\_
\_\_\_\_[4]{.underline}\_\_\_

> Support staff [\_\_\_5\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_[59\_]{.underline}\_\_\_
> [\_\_\_8\_\_\_\_]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[20:1]{.underline}\_\_\_\_\_

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

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

  Daily student attendance  97%         97%         96.0%       96%         96%

  Daily teacher attendance  94%         95%         94%         94%         96%

  Teacher turnover rate     10%         10%         15%         18%         19%

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

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

**PART III ‑ SUMMARY**

Jennie Moore Elementary is a flourishing school where academic
excellence is our driving force. Founded in 1953, we are located in a
unique social and economic area of Mount Pleasant. Our school's poverty
rate is 44%, with 29% of our students receiving free or reduced lunch.
We also enroll students outside of our attendance lines due to our Arts
Magnet status. Our 4K-5^th^ grade population of 624 students is composed
of 62% Caucasian, 33% African American, 2% Hispanic, 1% American Indian,
1% Asian, and 1% other. The diversity of our learners is a positive
attribute, which strengthens our school's learning community.

The mission statement of Jennie Moore, in partnership with families and
community, is to actively engage students to become creative, life-long
learners by offering a comprehensive Fine Arts program as an integral
part of our strong academic curriculum. We carry out our mission every
day with the exceptional efforts of our excellent staff and faculty.
Seven of our teachers are National Board Certified, 80% hold Masters
Degrees, and 100% are considered Highly Qualified as mandated by the No
Child Left Behind legislation. Jennie Moore is fortunate to have a full
time Teacher Coach and the expertise of a Reading Recovery Teacher
Leader.

Additionally, we embrace an exceptional PTA, which oversees more than
300 parent and community volunteers. They support education by
addressing individual student needs, maintaining a literacy resource
room, and providing educational resources for both parents and teachers.
They organize over ten social events to strengthen home-school
relations. Our PTA sponsors other events to support our Arts Infused
curriculum, such as funding for artists in residence through the MOSAIC
Project, as well as Reflections, a national arts recognition program.
The PTA provides supplemental funding for educational resources
including computers and copy machines, as well as generous monetary
allotments for classroom spending.

For the past two years, Jennie Moore Elementary has received an absolute
rating of excellent, as well as an improvement rating of excellent. We
are proud of our overall rating and we strive to maintain exemplary
ratings in both areas. Through a data-driven, rigorous curriculum, in
conjunction with integration of fine arts, we focus on improving
reading, writing, mathematics, science, and social studies as mandated
by the South Carolina State Standards. We are able to differentiate
instruction through a variety of programs. Our academically accelerated
program, SAIL, challenges 32% of our 3^rd^ -- 5^th^ student population,
who have been identified by our state as gifted. Using PACT and/or MAP
data, groups of three or fewer academically at-risk students work with a
certified teacher to remediate and foster academic growth. Our balanced
literacy program is supported by Reading Recovery, which serves
approximately twenty at-risk first graders. Our successful third through
fifth grade inclusion program ensures that students receive instruction
with their peers in the least restrictive environment in order to meet
their academic and social needs. For forty minutes a day, four times a
week, students are homogeneously grouped by MAP data for TEAM (Together
Everybody Achieves More) time. This allows each student the opportunity
to further accelerate his/her academic skills based on strengths and
weaknesses. To further reach the needs of students, Jennie Moore offers
parents the option of an innovative Multiage program for K-2 children.
Multiage classes encourage students to work cooperatively with
classmates of mixed ages and abilities.

Further significant interventions for our struggling students are
offered after school through Homework Center, S.O.S. (Support Our
Students), and Tutoring. These supplemental services are provided at no
cost to the student and are supervised by certified teachers.

Jennie Moore's unwavering commitment to excellence fosters academic,
social, and emotional success for all students, regardless of
socio-economic boundaries. We strive to develop literate, creative,
productive life-long learners.

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

**1. Assessment Results:** Due to the No Child Left Behind legislation
and the South Carolina Accountability Act of 1998, our students in
grades 3-8 must take the Palmetto Achievement Challenge Test (PACT)
annually. This rigorous assessment evaluates student progress in the
areas of English/Language Arts (ELA), mathematics, science, and social
studies. The PACT student performance level indicators are:

*Advanced***:** The student has exceeded grade level expectations and is
very well prepared for the next grade level.

*Proficient***:** The student has met grade level expectations for
student performance and is well prepared for the next grade level. As
required by the No Child Left Behind legislation, a minimum score of
proficient is the long-term goal for student performance.

*Basic***:** The student has met minimum expectations for student
performance and can be promoted to the next grade level.

*Below Basic***:** The student has not met minimum grade level
expectations for student performance and is not yet prepared for the
next grade level. For those scoring Below Basic, a Student Academic
Assistance Plan is developed to define the academic steps needed to
ensure students' success at the next grade level.

The percentage of students scoring Below Basic on PACT in all grade
levels in ELA and Math decreased over the past three years. Conversely,
the number of students scoring Proficient or Advanced increased at each
grade level. Our school has also met all required objectives for
Adequate Yearly Progress as designated in the No Child Left Behind
legislation, thus receiving an Excellent Absolute Rating for the past
three years. Likewise, Jennie Moore received an Excellent Improvement
Rating for the past two years.

Although some disparity in scores is apparent between racial and
socio-economic subgroups, significant progress has been made in closing
the performance gap. In the last five years, free and reduced lunch
students showed substantial increases in Math and ELA scores. Third
grade free/reduced lunch students had an impressive increase from 15% at
or above Proficient to 41% at or above Proficient in Math from 2002
through 2006. This subgroup also increased ELA scores from 30% to 59% at
or above Proficient.

Over the past five years, our fourth graders showed continued academic
growth in the free and reduced lunch subgroup. From 2002 to 2006, the
scores at or above proficient grew from 29% to 35% in Math and 21% to
31% in ELA.

Fifth graders of the same subgroup demonstrated phenomenal growth in the
areas of Math and ELA. The number of students scoring at or above the
level of Proficient soared from 22% to 54% in Math and increased from
11% to 36% in ELA. In addition, we applaud the fifth grade free/reduced
students that increased to an Advanced rating by 27% in Math over the
past five years.

Jennie Moore Elementary was named a Palmetto Gold Award Winning School
by the State Department of Education for the second consecutive year.
Jennie Moore also received the honor of being chosen by the South
Carolina State Department of Education as the Elementary Showcase
School. In April 2006, SCETV highlighted many characteristics which
contributed to our school's recognition of excellence. They later
featured Jennie Moore in a documentary that aired in September, 2006.

More information on the state's assessment process may be found on the
website
[http://www.ed.sc.gov/agency/offices/assessment/pact/]{.underline}.

**2.** **Using Assessment Results:** At Jennie Moore Elementary,
assessment is on-going, diagnostic, and used to drive curriculum and
instruction. We combine a variety of formal assessments such as PACT,
MAP, Dominie, Olsat, and the Cogat to get a comprehensive view of each
student's strengths and weaknesses. The results are placed on a "Student
at a Glance" sheet, which assists instructors in compiling each child's
data. Each grade level spends a minimum of 40 minutes a week with our
Teacher Coach analyzing assessments and discussing teaching strategies
to effectively meet the needs of individual students.

We have found a strong correlation between PACT and MAP scores.
Therefore, MAP data is utilized to form small groups for our TEAM time
instruction. The goal of our TEAM instruction is to provide students the
opportunity to work with other children who possess similar strengths
and weaknesses in a more intimate venue than the normal classroom
setting. An analysis of school and grade level data indicates the
specific instructional focus for TEAM. All certified teachers in the
school instruct during TEAM time, ensuring smaller groupings of
children. As a result, all teachers have a vested interest in the
success of every student.

Assessment is also used to determine student eligibility for
remediation, after-school tutoring, and Homework Center. At Jennie
Moore, students who score Below Basic on PACT are given focused,
skill-based instruction by a certified teacher in a group of no more
than three students, three days a week. The remediation teacher
collaborates with classroom teachers to develop meaningful academic
lessons. Our weekly after-school tutoring program is an intense hour of
standards-based, data-driven instruction by a certified teacher. We also
offer a Homework Center for fourth and fifth grade students who would
benefit from a structured environment in which to complete class and/or
homework assignments.

**3. Communicating Assessment Results:** Jennie Moore's success is
fostered by partnerships between the school and the community. Before
the beginning of the school year, parents are invited to *Meet and
Greet*, an informal opportunity for parents to meet their child's
teacher, as well as receive important information concerning the
academic curriculum and student expectations.

Communication of classroom academic performance, assessments, and
behavior is facilitated through student agenda/homework books, which are
signed or initialed daily. Graded papers, school announcements, PTA
notices, and weekly progress reports are sent home in *Wednesday
Folders*. Parents must sign the progress report to indicate that they
have reviewed all items in their child's *Wednesday Folder*. Other
routes used for communication include monthly newsletters, monthly PTA
meetings, individual letters or phone calls, classroom newsletters,
quarterly awards assemblies, our website, and email. Parents attend two
required conferences each school year, along with other conferences
scheduled as needed. In addition, we distribute four midterm reports and
quarterly report cards; after MAP assessments, the results are given to
parents/guardians in both text and graph format.

Our hallways and bulletin boards display further evidence of Jennie
Moore's success. A prominently-placed, large bulletin board is dedicated
to newspaper articles about our students and staff members. We celebrate
student achievement through a variety of incentives. Students who
demonstrate outstanding character traits are recognized twice a month as
*Students of the Month*. Photographs of our *Students of the Month* are
proudly displayed in the front of our building. Outstanding student
citizens receive a quarterly *Terrific Kid* award, sponsored by our
local Kiwanis Club. Furthermore, community businesses support and
recognize student success by providing incentive coupons for free items.

The Jennie Moore School Report Card, prepared by the State Department of
Education, is distributed annually to parents. The School Report Card
contains information on PACT data, a school profile, and end of year
survey results. In addition, this document provides the school's
absolute and improvement ratings and Adequate Yearly Progress status
under the No Child Left Behind legislation. At the school level, we use
this information to develop annual goals for the continued growth of our
students, as well as to plan Professional Development for the teachers.

**4. Sharing Success:** Because of the inherent pride at Jennie Moore
Elementary, our administrators, faculty, and staff continuously strive
to share our successes. Every month at district-level Principal and
Assistant Principal meetings, our administrators share the strategies
and programs that have been effective for our students. Our principal
has been invited to discuss our successful TEAM period with other
schools in the district. Twice a year, our principal attends APEX
reviews with the district superintendent. Using the current school data,
she answers specific questions about how we are meeting the individual
needs of all our students. Additionally, many principals, coaches, and
teachers from around our district, the state, and the country observe
our instructional programs. Visitors are always welcome at Jennie Moore!

Practicum students and student teachers from area colleges are an
integral part of teaching and learning at Jennie Moore. Many members of
our staff make presentations at conferences and seminars. Recently
Jennie Moore has been designated as a South Carolina Showcase School and
was featured in an SCETV production. Information about our successful
programs is shared with our parents and the community during
Informational Nights and the monthly PTA newsletter, *The Monarch
Messenger.* Many parents and community members observe first hand the
secure and positive learning atmosphere at Jennie Moore because they are
active volunteers within the school. *The Moore Good News,* a quarterly
publication, showcases our students' work; a [JME in the
News]{.underline} bulletin board at the school's main entrance
spotlights students and activities at the school. Our successful
Homework Center was recently featured in an SCE&G commercial, which was
broadcast to the community. Newspapers in the area often contain
articles about our students, events, and programs at Jennie Moore. We
are always enthusiastic about sharing our successes at Jennie Moore with
other educators, parents, and the community.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** At Jennie Moore Elementary, students, teachers, and
administration work together to cultivate a community of learners. Our
academic curriculum is guided and designed by the academically
challenging and developmentally appropriate SC Standards, as well as the
Charleston County School District Coherent Curriculum with Content
Specifications. These guidelines align with the national standards to
ensure that our students receive the same academic content as other
students within our country.

Our classroom teachers use a variety of methods to assure that authentic
learning occurs. Individual learning styles are addressed as we
differentiate instruction throughout all subject areas. Understanding
the importance of our students' diverse backgrounds, we utilize varied
methods of instruction to foster teamwork and risk-free participation.
Reading partners, cooperative groups, "hands on activities", interactive
studies with video streaming and group projects, and presentations are
all integral parts of our daily instruction.

All content areas are directed by specific standards; however, it is
essential that language arts be integrated throughout all content areas.
Balanced literacy and balanced writing are implemented in each classroom
and are based on the research and theoretical principals of Vygotsky,
Holdaway, Allington, Marzano, and Cambourne. "Best practices" are used
to promote phonemic awareness, phonics, fluency, vocabulary, and text
comprehension. All are taught explicitly and systematically and are
recognized by the National Reading Panel as the five major components of
reading. The following instructional methods are found in all classes:
phonics and word study, read-alouds, shared reading, guided reading,
independent reading, running records, MAP (2nd -- 5th), and STAR
assessment. Reading aloud is instrumental in promoting the reciprocity
of our reading and writing instruction. It not only illustrates the
relationship of print to speech, vocabulary, and comprehension, but it
also allows students the opportunity to become familiar with all genres,
author styles, and new vocabulary. Thus our readers become independent
and literate writers. We recognize that balanced writing is similar to
balanced literacy, in that there are components that tackle the writing
process and align with the PACT writing rubric. The components we
utilize are: model and shared writing, interactive writing, the writing
process, independent writing, and Six Traits of Good Writing. The Six
Traits are both instructional and assessment driven and include ideas,
organization, sentence fluency, word choice, voice, and conventions.

The math curriculum addresses the process skills and content strands:
number operations, geometry, algebra, measurement, and data
analysis/probability. Each day, at least one hour is devoted to math.
Authentic math activities, games, math textbooks, problem solving
activities, and math computer programs serve to challenge or remediate
our students. Video streaming is another resource that is frequently
used for classroom instruction in math.

The South Carolina Science Curriculum Standards guide the science
instruction. The utilization of Foss Kits, integration of reading
through the science curriculum, researched material on video streaming,
and science experiments all challenge and engage our students at Jennie
Moore Elementary. Observing, classifying, communicating, predicting, and
inferring are all processes that promote a better understanding of the
scientific process. Field Studies also encourage observation and
interaction with the environment, which gives children the opportunity
to observe the vital role science, plays in nature and our lives.

The SC Curriculum Standards for Social Studies focuses on citizenship,
government, history, economics, and geography. Our richly diverse
student population provides an opportunity for sharing a wealth of
cultural experiences. Character Education is used to enrich our
students' citizenship. Social studies integrates well with reading
authentic literature and writing.

At Jennie Moore, our goal is to offer a curriculum that is academically
rich and student-centered.  By utilizing educational objectives,
content, instructional strategies, and evaluative techniques for all
subjects, we provide a curriculum that promotes high expectations and
success. Education is the foundation of a successful society and
challenging curriculum is the foundation of education.

**2. Reading:** A comprehensive, balanced literacy program forms the
core of instruction at Jennie Moore Elementary School. Throughout the
day, the oral read-alouds, guided reading, independent reading, and
shared reading are infused into all aspects of instruction in an
integrated manner. Authentic literature, Harcourt [Trophies]{.underline}
Reading Series, leveled texts, Accelerated Reader, tradebooks,
references, and teacher-created materials and resources are used to
foster our students' love of reading, as well as to teach the
fundamental skills of reading. Students are able to work in large
groups, in small groups, individually, and with partners in order to
learn and to practice the complex strategies and processes of reading.
An emphasis is placed on comprehension and the construction of meaning
from printed material. Research-based "best practices" in reading
instruction are consistently used. For example, there is direct
instruction in the areas of word analysis, higher-order thinking skills
using the revised Bloom's Taxonomy, connections (text-self, text-text,
text-world), reading strategies, comprehension, fluency, and reading in
the content areas. Small group instruction and purposeful flexible
groups are formed so students have opportunities to practice and apply
reading skills. Reading Workshops, Reciprocal Teaching, Reading
Recovery, Readers' Theater, and Literature Circles provide additional
opportunities for our students to grow as readers.

Because reading and writing are reciprocal processes, our students are
provided with many opportunities throughout each day to write. Shared
writing, writing mini-lessons, Writers' Workshop, journal writing, and
the Six Traits Writing Program are all used to teach the processes and
craft of writing.

A comprehensive reading assessment is administered to every student at
our school a minimum of three times each year. In addition to the MAP
reading data, the following assessments are routinely used: running
records, fluency rubrics, comprehension checks, high-frequency word
recognition and writing, Dominie sentence writing, writing vocabulary,
letter identification, and letter-sound association. Data from these
assessments are used to monitor the reading progress of every student as
well as to direct our instruction.

**3. Additional Curriculum Area -- Art:** The mission statement of
Jennie Moore Elementary, in partnership with families and community, is
to actively engage students to become creative, life-long learners by
offering a comprehensive Fine Arts program as an integral part of our
strong academic curriculum. Our school is an Arts Magnet School,
offering outstanding opportunities for students to excel in content
areas through the arts. For example, if a class is studying folktales,
the drama teacher will work with the classroom teacher and students to
develop a puppet show of an African Folktale.

In addition to attending one class period of Special Area each day
(visual art, Spanish, drama, physical education, music, and computer),
students in grades 2-5 receive an extra period of music or visual art
per week. During this *Arts Infusion* time, half of the class works
intensely on an art or music project with the respective teacher, while
the other half of the class receives small group instruction with their
homeroom teacher. Furthermore, fourth and fifth graders have the
opportunity to attend advanced classes in visual art, chorus, drama,
strings, or chimes.

Artists-in-Residence collaborate with Jennie Moore's teachers to
invigorate the arts curriculum and to provide hands-on experiences
within the arts' framework. For instance, last year's third graders
engineered marionette puppets, integrating the arts into their science
standards covering levers and pulleys. Additionally, our multiage
students and fifth graders delved deeper into language arts standards by
starring in an after-school musical, "The Grinch", co-directed by an
Artist-in-Residence, and our drama and music teachers.

To celebrate, we culminated last year's arts instruction with our
school-wide production, *Jennie Moore's Fine Arts Extravaganza of 2006*.
We welcomed our children's parents to view every students' artistic
successes representing historical masters of art. During this drop-in
event, parents enjoyed listening to a variety of musical performances,
watching a student-written play, and appreciating visual artwork.

**4. Instructional Methods:** The methods, materials, and strategies
employed at Jennie Moore and the supportive learning environment provide
opportunities for all of our students to maximize their learning
potential. Our youngest students in the CD classes and primary grades
actively participate in developmentally-appropriate learning
experiences. Oral read alouds, learning centers, movement, music,
kinesthetic activities, art, and manipulatives are all integral parts of
the school day at this level.

At every grade level, we recognize the importance of developing
background knowledge and schema for students. Multiple oral read alouds
and class discussions support the acquisition of important vocabulary.
Our students are encouraged to make connections and to understand the
relevance of their learning. The teachers at Jennie Moore continuously
model strategies in all content areas and use think aloud techniques so
that students can observe effective learning procedures. The revised
Bloom's taxonomy provides the framework for the infusion of higher order
thinking skills throughout the day; an emphasis on the application of
learning to real life is emphasized.

Our comprehensive assessment program allows teachers to closely observe
our students' strengths and weaknesses and to provide specific
materials, methodologies, pacing, and strategies to meet their
individual needs. Our gifted/talented students receive instruction in
our SAIL program and our successful inclusion program insures all
students' needs are met. Throughout the day, the students at Jennie
Moore may receive instruction in a whole group, a small group,
cooperative learning groups, or flexible groups. Several classes are
piloting the Reciprocal Teaching program this year.

Authentic learning experiences outside the classroom also support our
students. During the year our students participate in field trips,
presentations by visiting artists and performers, Read Across America
projects, career day, and integrated arts performances. At Jennie Moore
Elementary, learning truly comes alive for all students.

**5. Professional Development:** The administration, faculty, and staff
of Jennie Moore Elementary School are committed to the continuous
improvement of student learning and achievement through the
implementation of "best practices" in education. Ongoing professional
development provides the opportunity for all staff members to examine
the most effective instructional methodologies so that they can examine
and/or revise classroom practices and engage students in challenging,
authentic learning experiences. Throughout the school year many teachers
attend conferences and seminars at the local, state, and national level.
Our teachers conduct professional development sessions and workshops for
other teachers in the county. All staff members at Jennie Moore
Elementary have met the Highly Qualified requirements of the No Child
Left Behind legislation.

Charleston County School District provides a myriad of professional
development opportunities for teachers and staff; our faculty members
are encouraged to attend sessions that interest them. Additionally, all
teachers participate in formal school-based professional development
sessions at least once every month. To date, topics of these sessions
have been: speech and language strategies in the classroom, the CORE
Team referral process, responses to intervention, sensitivity to
disabilities, rigor, analysis of MAP data, science notebooks, and
differentiation. Recently the focus of our training has been the
administration and analysis of Dominie Assessments. Technology training
at Jennie Moore has included e-chalk, online report cards, and the use
of digital cameras.

All grade-level Teacher Curriculum Teams meet once every week with our
Instructional Teacher Coach. The central core of these meeting is
analysis of all data, examination of student work, review of student
academic achievement, sharing of ideas among colleagues, and discussion
of instructional practices in order to better meet the needs of our
students.

**PART VII - ASSESSMENT RESULTS**

**Jennie Moore Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 -- MATHEMATICS**

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

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 96         96         94         84         87

  \% At or Above Proficient            62         56         60         44         49

  \% Advanced                          25         26         36         15         22

  Number of students tested            73         99         88         75         112

  Percent of total students tested     100        100        100        100        100

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. African-American                                                             

  \% At or Above Basic                 90         92         93         74         73

  \% At or Above Proficient            35         27         37         16         17

  \% Advanced                          10         8          7          0          3

  Number of students tested            20         26         27         31         30

  2\. White                                                                        

  \% At or Above Basic                 98         99         98         91         92

  \% At or Above Proficient            70         65         72         63         60

  \% Advanced                          30         33         50         23         27

  Number of students tested            44         69         54         43         73

  3\. Free/Reduced Lunch                                                           

  \% At or Above Basic                 91         88         96         68         70

  \% At or Above Proficient            41         35         41         12         15

  \% Advanced                          18         8          19         4          3

  Number of students tested            22         26         27         25         33
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

**Assessment Data**

**Jennie Moore Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 -- ENGLISH LANGUAGE ARTS**

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

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 96         98         93         87         85

  \% At or Above Proficient            79         77         78         59         62

  \% Advanced                          26         21         25         8          8

  Number of students tested            73         98         88         75         112

  Percent of total students tested     100        100        100        100        100

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. African-American                                                             

  \% At or Above Basic                 90         92         85         74         67

  \% At or Above Proficient            55         54         59         42         23

  \% Advanced                          0          8          4          7          0

  Number of students tested            20         26         27         31         30

  2\. White                                                                        

  \% At or Above Basic                 98         100        100        95         92

  \% At or Above Proficient            86         85         89         70         75

  \% Advanced                          30         27         33         7          10

  Number of students tested            44         68         54         43         73

  3\. Free/Reduced Lunch                                                           

  \% At or Above Basic                 91         92         89         76         64

  \% At or Above Proficient            59         48         67         40         30

  \% Advanced                          0          4          0          4          3

  Number of students tested            22         25         27         25         33
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

**Assessment Data**

**Jennie Moore Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 4 -- MATHEMATICS**

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

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 96         91         94         87         81

  \% At or Above Proficient            72         68         58         50         55

  \% Advanced                          40         37         39         27         31

  Number of students tested            104        84         83         112        104

  Percent of total students tested     100        100        100        100        100

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. African-American                                                             

  \% At or Above Basic                 87         81         93         68         62

  \% At or Above Proficient            42         33         45         15         24

  \% Advanced                          8          15         31         3          5

  Number of students tested            24         27         29         34         42

  2\. White                                                                        

  \% At or Above Basic                 100        96         94         95         93

  \% At or Above Proficient            83         84         66         64         75

  \% Advanced                          51         45         43         38         49

  Number of students tested            74         51         53         72         61

  3\. Free/Reduced Lunch                                                           

  \% At or Above Basic                 85         78         88         67         65

  \% At or Above Proficient            35         44         34         6          29

  \% Advanced                          8          19         25         0          9

  Number of students tested            26         27         32         33         34
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

**Assessment Data**

**Jennie Moore Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 4 -- ENGLISH LANGUAGE ARTS**

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

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 98         92         89         82         91

  \% At or Above Proficient            68         58         51         53         46

  \% Advanced                          19         7          4          4          5

  Number of students tested            104        84         82         110        103

  Percent of total students tested     100        100        100        100        100

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. African-American                                                             

  \% At or Above Basic                 96         81         86         62         86

  \% At or Above Proficient            33         41         38         18         19

  \% Advanced                          0          0          0          0          0

  Number of students tested            24         27         29         34         42

  2\. White                                                                        

  \% At or Above Basic                 100        98         92         91         95

  \% At or Above Proficient            80         65         60         67         65

  \% Advanced                          26         8          6          6          8

  Number of students tested            74         51         52         70         60

  3\. Free/Reduced Lunch                                                           

  \% At or Above Basic                 92         78         75         56         85

  \% At or Above Proficient            31         41         25         16         21

  \% Advanced                          0          0          0          0          0

  Number of students tested            26         27         32         32         34
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

**Assessment Data**

**Jennie Moore Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 5 -- MATHEMATICS**

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

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 98         89         90         84         79

  \% At or Above Proficient            62         53         51         35         42

  \% Advanced                          46         25         26         18         20

  Number of students tested            87         88         105        110        79

  Percent of total students tested     100        100        100        100        100

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. African-American                                                             

  \% At or Above Basic                 92         83         72         64         70

  \% At or Above Proficient            46         37         18         9          16

  \% Advanced                          23         10         0          2          5

  Number of students tested            26         30         28         44         37

  2\. White                                                                        

  \% At or Above Basic                 100        93         97         97         85

  \% At or Above Proficient            67         63         64         51         67

  \% Advanced                          53         34         34         29         36

  Number of students tested            57         56         67         65         39

  3\. Free/Reduced Lunch                                                           

  \% At or Above Basic                 96         72         76         66         70

  \% At or Above Proficient            54         34         18         11         22

  \% Advanced                          32         6          0          3          5

  Number of students tested            28         32         33         38         37
  ------------------------------------ ---------- ---------- ---------- ---------- ----------

**Assessment Data**

**Jennie Moore Elementary School**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 5 -- ENGLISH LANGUAGE ARTS**

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

  Testing month                        MAY        MAY        MAY        MAY        MAY

  SCHOOL SCORES                                                                    

  \% At or Above Basic                 95         90         84         79         79

  \% At or Above Proficient            59         50         43         24         30

  \% Advanced                          10         8          6          2          1

  Number of students tested            87         88         103        109        79

  Percent of total students tested     100        100        100        100        100

  Number of students alternatively     0          0          0          0          0
  assessed                                                                         

  Percent of students alternatively    0          0          0          0          0
  assessed                                                                         

  SUBGROUP SCORES                                                                  

  1\. African-American                                                             

  \% At or Above Basic                 92         80         68         63         68

  \% At or Above Proficient            35         33         7          7          3

  \% Advanced                          0          0          0          0          0

  Number of students tested            26         30         28         43         37

  2\. White                                                                        

  \% At or Above Basic                 97         96         89         89         87

  \% At or Above Proficient            67         61         55         35         54

  \% Advanced                          16         13         8          3          0

  Number of students tested            57         56         65         65         39

  3\. Free/Reduced Lunch                                                           

  \% At or Above Basic                 96         78         69         65         65

  \% At or Above Proficient            36         25         9          8          11

  \% Advanced                          0          0          0          0          3

  Number of students tested            28         32         32         37         37
  ------------------------------------ ---------- ---------- ---------- ---------- ----------