##### *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 \_\_\_\_\_[Dr. Jeanne D. Edwards]{.underline}

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

Official School Name \_\_\_\_\_\_\_[Fancy Gap Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[63 Winding Ridge
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_\_\_\_\_\_[Fancy
Gap]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Virginia]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[24328-2822]{.underline}\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Carroll]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_\_[018-1180]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 276 ) 728-7504]{.underline} Fax [( 276 )
728-4619]{.underline}

Web site/URL [http://www.ccpsd.k12.va.us]{.underline} E-mail
\_\_\_\_[jedwards@ccpsd.k12.va.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. Oliver A. McBride]{.underline}

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

District Name [Carroll County Public
Schools\_\_\_\_\_\_]{.underline}Tel. [( 276 ) 728-3191]{.underline}

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

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

Name of School Board

President/Chairperson Mr. Phillip W. Berrier

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[6]{.underline}\_\_
Elementary schools (K-5)

\_\_[2\_\_]{.underline} Middle schools (K-7)(6-7)

\_\_[1\_]{.underline}\_ Junior high schools (8-9)

[\_\_1]{.underline}\_\_ High schools (10-12)

\_\_\_\_\_ Other

\_\_[10]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\_\$8267]{.underline}\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_\_\$9202]{.underline}\_\_\_\_

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

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

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

4\. \_\_\_[7]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       14        5                      **19**       **8**                             

  **1**       13        16                     **29**       **9**                             

  **2**       20        10                     **30**       **10**                            

  **3**       16        12                     **28**       **11**                            

  **4**       8         20                     **28**       **12**                            

  **5**       17        11                     **28**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   162
                                    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 \_\_[98 \_]{.underline} % White

the school: % Black or African American

[1]{.underline} % Hispanic or Latino

[\_\_1]{.underline} % Asian/Pacific Islander

\% 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      11
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    19
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 162
                            the school as of October 1  

  **(5)**                   Total transferred students  .12
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           12
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[.5]{.underline}\_\_\_\_%

\_\_\_[1]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[40]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[65]{.underline}\_\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_[14]{.underline}\_\_\_%

> \_\_\_[23]{.underline}\_\_\_ Total Number of Students Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_[1]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [\_3\_\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [15\_]{.underline} Speech or Language
Impairment

\_\_\_\_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) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_ Classroom
teachers \_\_[12]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_
\_\_\_[6\_\_\_\_]{.underline}

Paraprofessionals \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_ Support
staff [\_\_\_7]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Total number \_\_[25]{.underline}\_\_\_ \_\_\_[6\_\_\_\_]{.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 \_\_[11:1]{.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   96%         96%         96%         97%         96%

  Daily teacher attendance   95%         94%         93%         92%         95%

  Teacher turnover rate      43%         9%          15%         28%         13%

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

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

13\. The higher teacher turnover rate for 2005-06 reflects the number of
teachers lost to retirements, reassignments and relocations. Our
preschool class and their teachers moved to another school within the
division prior to the 2005-06 school year.

**PART III ‑ SUMMARY**

Fancy Gap Elementary School is located on the crest of the Blue Ridge
Mountains in Fancy Gap, Virginia, seven miles south of Hillsville,
Virginia and 15 miles north of Mt. Airy, North Carolina. It is one of
six elementary schools in Carroll County and now serves 162 students in
grades K-5. The school opened in the fall of 1957 after the
consolidation of ten smaller one and two room schools. The school has
always been a community center in the rural area that it serves.
Students, staff and community members often participate in sports
activities, family gatherings, personal improvement classes and
entertainment events at the school.

Extensive renovations began at Fancy Gap Elementary in 1999 as part of a
division-wide plan to improve facilities. The new school was completed
and a dedication ceremony was held in 2001. The construction provided
additional and renovated classrooms and resource rooms, a new office
area, a gymnasium including a music room and stage, a twenty-four
station technology lab and a new media center. The school is currently
organized into twelve classrooms, two each in grades K-5. Students enjoy
weekly classes in music, art, technology, physical education and
library/media. Title I, special education and remedial services are also
provided.

The administration, faculty and staff at Fancy Gap Elementary hold high
expectations for student achievement and for themselves. Staff members
work with students, parents and community members to ensure that
**every** student has the opportunity to succeed. Every decision,
activity and event planned at the school is data-driven and focused
toward the goal of improved student achievement. Each year the goal for
student achievement at Fancy Gap is set at 100%. In the spring of 2006,
that goal was met in several areas. All Fancy Gap fifth graders passed
all five Standards of Learning (SOL) assessments in English, Writing,
Mathematics, Science and U.S. History to 1877. All third grade students
passed SOL assessments in Math and Social Studies and 100% of fourth
grade students passed the Virginia Studies SOL.

The school's mission statement, "Together We Learn, Together We
Succeed," is prominently displayed throughout the school to remind
students and staff members that working together leads to success for
all. Fifty-four percent of Fancy Gap teachers hold advanced degrees and
all teachers participate in many professional development activities at
the school, division and state levels each year. Fancy Gap staff members
are highly qualified and confident that all students can be successful
in a collaborative, positive and supportive environment. Staff members
believe that students deserve no less than their personal best and that
nothing less is acceptable. The school has been fully accredited and has
met *No* *Child Left Behind* (NCLB) standards for adequate yearly
progress (AYP) for the past three years. Fancy Gap has been continuously
accredited by the Southern Association of Colleges and Schools since
1982.

In addition to the emphasis on academic success, Fancy Gap staff members
teach students to be responsible, caring citizens who provide service to
the school, community and world. Fifth graders pair with kindergarten
students to work on reading and writing and other classes have worked
together for similar purposes. Fancy Gap students have collected coats
and canned goods for local organizations. They have participated in a
variety of activities to benefit other organizations including "Pennies
for Patients," "Jump Rope for Heart," St. Jude's Math-a-thon and the
"Relay for Life." Nationally and internationally, students have
collected donations for various relief efforts and other causes. Fancy
Gap students understand that not only together we learn, but together we
can make a difference in the lives of others.

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

1.  **Assessment Results:** The Virginia Standards of Learning (SOL)
    were developed with the assistance of parents, teachers, educators
    and business leaders to ensure that all students in Virginia receive
    a quality education. The Standards of Learning describe expectations
    for student learning and achievement in Grades K-5 in English,
    mathematics, science and history/social science. The standards
    detail the specific knowledge and skills that form the core of
    Virginia's educational program and are designed to ensure success in
    school and life beyond for all students.

Virginia SOL criterion-referenced assessments are given each year in May
at Fancy Gap Elementary School. Students in grade 3 are assessed in the
areas of English, mathematics, science and history. SOL tests at grade 3
are cumulative and assess all standards taught in grades K-3. Students
at Fancy Gap in grade four are assessed in English and mathematics
(beginning in 2005-06), and in Virginia Studies. Fifth grade students
are assessed in English, writing, mathematics, science and US History to
1877.

The Virginia SOL assessments are scored on a scale ranging from 0-600.
Students must receive a score of 400 or higher to pass each test. Scores
between 400 and 499 are considered pass proficient, while scores of
500-600 are considered pass advanced. Any student scoring 0-399 is
considered to have failed the test.

Students at Fancy Gap Elementary have made significant progress over the
past five years in SOL achievement. Fifth grade scores improved
dramatically from 2001-02 to 2005-06. English scores improved from 67%
to 100% passing, with writing improving from 40% to 100%. Mathematics
improved from 62% to 100% passing during the same time period. Science
improved from 81% passing to 100% and US History to 1877 improved from
63% to 100% in only two years. In 2005-06, 19 of 27 fifth graders scored
at the pass advanced level in English. In mathematics, 24 of 27 students
scored at the pass advanced level.

Economically disadvantaged students at Fancy Gap have made significant
gains in achievement as well. Forty percent of students qualify for free
and reduced lunches, yet economically disadvantaged fifth graders
improved from 63% to 100% in English and from 63% to 100% in mathematics
from 2001-02 to 2005-06.

Third grade students improved from 70% to 86 % in English and from 89%
to 100% in mathematics over the last five years. Students also improved
in science from 81% to 93% passing and from 74% to 100% passing in
history over the same time period. In 2005-06, 18 of 28 third graders
scored at the pass advanced level in English. In mathematics, 18 of 28
students scored at the pass advanced level. Economically disadvantaged
students improved from 70% in English to 80% and from 80% to 100% in
mathematics.

On the English and mathematics assessments introduced at fourth grade in
2005-06, Fancy Gap students scored 92% in English and 81% in
mathematics, well above division scores of 79% in English and 64% in
mathematics and exceeded state scores of 87% in English and 77% in
mathematics. In English, 9 of 26 students scored at the pass advanced
level. In mathematics 8 of 26 students scored at the pass advanced
level.

Although Fancy Gap Elementary assesses fewer than 10 students each year
in other subgroups and scores are not reported, SOL scores for Students
with Disabilities and LEP students have also improved in reading and
mathematics from 2001-02 to 2005-06.

Fancy Gap Elementary School has been fully accredited and has met NCLB
standards for Adequate Yearly Progress (AYP) for the past three years
from 2004-2007. Additional information may be found at the Virginia
Department of Education's website at <http://www.pen.k12.va.us/>.

2.  **Using Assessment Results:** Students at Fancy Gap Elementary
    participate in a variety of ongoing assessments each year. Staff
    members recognize the importance of analyzing data from formal and
    informal assessments to ensure that curriculum, instruction and
    assessments are aligned and that every student is given the
    opportunity to succeed. Data not only helps to identify individual
    students who need enrichment or remediation, but also is used to
    identify instructional weaknesses that need to be addressed.

Detailed analysis of spring SOL results for grades three, four and five
begins each summer. Data is shared with all staff members, including
specialty and resource teachers across grade levels at the beginning of
each school year. Ongoing discussions in grade level and staff meetings
monitor individual student progress toward goals and instructional
practices throughout the year. SOL Released Tests and the Flanagan Tests
for Higher Standards are also used in all core subject areas to assess
student progress toward SOL goals and improve test-taking skills.

Additional assessment data is gathered using a variety of instruments.
K-3 teachers rely on the Phonological Awareness Literacy Screening
(PALS) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
assessments to provide data on individual students' progress in reading
at the beginning, midpoint and end of each academic year. The Reading
First Stanford 10 assessment is also given to K-2 students each spring.
All teachers use the Standardized Test for the Assessment of Reading
(STAR) and weekly assessments provided by the Open Court Reading program
to monitor progress in reading.

Information from these ongoing assessments identifies students eligible
for Title I remediation services, Summer School, SOL tutoring and other
programs. Teachers continuously use assessment data in the classroom to
plan differentiated instruction, monitor pacing, create flexible groups
and meet the needs of all students.

3.  **Communicating Assessment Results:** Student performance at Fancy
    Gap Elementary is communicated to students, parents and the
    community in many ways. An orientation day is held before school
    begins each year to acquaint students and their parents with the
    school and its expectations for student achievement. An additional
    \"Back to School Night" is held in September for all grade levels,
    K-5. During these meetings, teachers educate parents about the
    standards and encourage parental support for student success during
    the year.

Parents receive report cards each six weeks and have two required
parent/teacher conferences. Additional conferences are scheduled as
needed. Parents are also informed of their child's performance and
progress with phone calls, notes home and by email. All students take
home daily folders or assignment books that provide the opportunity for
ongoing dialog between the school and home. Classroom and specialty
teachers send home regular newsletters with important dates and
activities noted. Accelerated Reader and Accelerated Math reports are
sent home periodically to inform parents of progress. Reports from SOLs,
PALS, Stanford 10 Tests and other assessments are sent home to parents
on a regular basis as well. Teachers frequently provide assistance to
parents who need help understanding and interpreting the information.

Student work is displayed throughout the school. Students are regularly
recognized on the morning intercom announcements and on school bulletin
boards for excellent achievement in many areas. Student performance is
also reported regularly throughout the community. Students who are
placed on the Honor Roll, who are recognized for good citizenship, who
have received other awards or recognition and who have participated in
special projects are often featured in two local newspapers. The Fancy
Gap Parent-Teacher Organization provides an additional venue for sharing
success with the community. The school website is another excellent
source of information for students, parents and the community.

4.  **Sharing Success:** The faculty of Fancy Gap Elementary has had
    many opportunities to share success on both the local and state
    levels. Teachers have shared instructional strategies and ideas
    during county-wide grade level meetings. They have been involved in
    summer sessions to revise the county curriculum and develop grade
    level pacing guides. Many teachers, both within and outside the
    division, have visited Fancy Gap to observe effective classroom
    instruction and conference with teachers to gain information that
    will help them improve student achievement.

The faculty is always eager to share innovative methods to achieve
student success. Several teachers have provided workshops on inclusion
strategies, interactive notetaking and differentiating instruction
during division-level professional development meetings. Training in the
implementation of Thinking Maps has also been shared with others. One
staff member has taught several courses on attention deficit disorder
throughout the region and the principal has shared successful practices
in leadership and curriculum with aspiring principals through Virginia
Tech's Regional Program for the Preparation of Principals. Eight staff
members have served as mentors to new educators throughout the division
and some have been involved with internships with high school students
interested in pursuing careers in education.

At the state level, teachers at Fancy Gap have willingly shared their
successful strategies and teaching methods. All teachers in grades K-3
have attended Reading First Teacher Academies across Virginia to learn
with others and share their expertise. One master teacher from Fancy Gap
was invited to present ideas, strategies and activities from her
classroom at one of the academies. Staff members have also attended
state and regional conferences and workshops in reading and other
subject areas and have shared successful instructional techniques and
activities with others.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The curriculum at Fancy Gap Elementary School is
    solidly based on the Virginia Standards of Learning. Fancy Gap's
    classroom teachers devise yearly pacing guides, in all subject
    areas, to ensure that best practices are being implemented and these
    standards are being met. Teachers also rely on the guidance of the
    Carroll County Public Schools curriculum, Virginia SOL Blueprints
    and Enhanced Scope and Sequence guides. The students at Fancy Gap
    receive daily instruction in the four core areas of English, math,
    science, and history/social science as well as weekly instruction in
    the areas of music, art, library/media, physical education, and
    technology.

The English curriculum is supported by the consistent use of Open Court
Reading across grade levels K-5. Various materials and programs are used
to supplement reading and writing instruction including: Earobics,
Accelerated Reader, Interactive Notetaking, Quick Reads, SRA Labs and
Thinking Maps as well as teacher created materials and other resources.
At the end of each year, Fancy Gap students present their work in
writing during Writer's Night, which highlights projects completed
throughout the year. Parents and community members are invited to
attend. Assessment in English is frequent and ongoing and is used to
differentiate instruction to meet the needs of all learners at Fancy Gap
Elementary. Students participate in whole group, small group and
individual learning experiences.

Fancy Gap's math curriculum is based on a sequential development of
skills. A variety of hands-on activities, cooperative learning
experiences and direct instruction is supported through the use of the
following resources and manipulative materials: Saxon Math, Math Their
Way, The Jefferson Lab, Accelerated Math and the Scott-Foresman math
series. Assessment is ongoing and students are continuously challenged
to become higher-level problem solvers.

The science curriculum at Fancy Gap focuses on the knowledge and use of
the scientific method. Students participate in hands-on activities using
an explorative approach that is supported through field trips and
visiting programs such as "Ag in the Classroom" and "Parks as
Classrooms." The McGraw-Hill science series is used as a classroom
resource. The year at Fancy Gap culminates with a school-wide science
fair that showcases student achievement in science, K-5. Parents and
community members are invited to enjoy the displays.

The history/social science curriculum provides instruction in the areas
of history, geography, civics and economics. Students participate in
several activities including field trips, presentations by visiting
speakers and class projects that enhance learning and their
understanding of core knowledge. Community resources, Virginia
Experience materials, Our World publications, Scholastic News, Weekly
Reader, Interactive Notes and other materials are used to supplement
instruction in social studies. A geography bee is held each year to
allow students to demonstrate their knowledge in world geography.

Cross-curricular projects and strategies such as Interactive Notetaking
are used in all subject areas. Trade books are also used in all areas to
support student learning. The core curriculum is continuously integrated
throughout the specialty areas of art, music, library/media and physical
education. Classroom teachers share pacing guides with specialty
teachers who reinforce classroom instruction on the standards.
Technology is also an integral part of daily instruction. All staff
members work cohesively to create the optimal learning environment and
experience for each individual child.

2.  **Reading:** Fancy Gap Elementary School was awarded a NCLB Reading
    First Grant in 2003. As a Reading First school, Fancy Gap was
    required to select a research-based core program to improve reading
    instruction for all students. The SRA Open Court program was chosen
    to support a balanced literacy approach to teaching reading with
    explicit and systematic instruction in the areas of phonemic
    awareness, phonics, fluency, vocabulary and comprehension. Open
    Court provides lessons in three organized bands that align with the
    Virginia Standards of Learning and incorporate cross curriculum
    instruction.

At Fancy Gap, Reading First funds continue to provide numerous, ongoing
professional development opportunities. Teachers have had continuous
assistance from a school level reading coach, Open Court consultants and
state-level reading specialists. As a result of these professional
development opportunities, teachers have improved their skills in
independent and collaborative learning, self-guided practice, direct
instruction and more.

Students at Fancy Gap participate in the STAR Reading Assessment,
Stanford Reading First Assessment, Phonological Awareness and Literacy
Screening and Dynamic Indicators of Basic Early Literacy Skills. Ongoing
assessments and teacher observations identify and provide feedback
regarding student progress, strengths and individual needs. In grade
level and informal meetings, classroom teachers, the reading coach,
principal and resource teachers collaborate to disaggregate assessment
data and plan reading instruction.

Students who are identified as strategic or intensive learners or who
need enrichment activities receive additional individual instruction in
small groups through differentiated services delivered by the classroom
teacher, resource teachers, Title I personnel and/or tutors. Programs
such as SRA Reading Labs, Earobics and Kaleidoscope assist teachers with
all students who need intervention or enrichment beyond regular
classroom instruction.

Motivational activities are provided throughout the school year to
promote reading for enjoyment and instill a life-long love of reading.

3.  **Additional Curriculum Area: History/Social Science:** The Virginia
    Standards of Learning for history/social science require that
    students receive instruction in the areas of history, geography,
    civics and economics. The staff of Fancy Gap Elementary successfully
    integrates a variety of resources and materials in order to ensure
    all students the opportunity to meet each grade level's standards.

The community is an important instructional resource. Representatives
from the local fire and sheriff's departments and civic groups are
welcomed to support classroom instruction. Content related fieldtrips to
Monticello, the Blue Ridge Parkway, William King Regional Arts Center
and Wolf Creek Indian Village bring history/social science to life.
Yearly visits from the Jamestown-Yorktown Foundation and VanGogh
Outreach Services also support each grade's curriculum.

Various teaching methods and resources are used by teachers to ensure
measurable improvements in history/social science. Interactive
Notetaking supplements the adopted textbook series. Virginia Experience
Resource Books are also used. Fourth grade teachers supplement their
instruction with Virginia Treasures Workbooks published by Smyth County
teacher, Michael Colston. Other resources used to complement the basic
curriculum are Weekly Reader, Scholastic News, Our World publications
from Five Ponds Press and trade books. Reading and language arts are
integrated into the social studies curriculum through the use of the
Social Studies Connections component of the Open Court Reading Series.

The achievement scores of Fancy Gap students are impressive in the area
of history/social science. Third grade students improved from 74% in
2002 to 100% in 2006. Fourth grade students, completing the Virginia
Studies curriculum, improved their scores from 52% in 2002 to 100% in
2006. Students in fifth grade, completing the United States History to
1877 curriculum, scored 100% in 2006 as compared to 63% in 2005, the
first year this test was given. Every Fancy Gap student taking an SOL
Test in history/social science in 2006 passed!

4.  **Instructional Methods:** Fancy Gap Elementary School teachers
    incorporate various research-based instructional strategies in each
    core area. Ongoing assessments are used to plan instructional
    activities to meet the needs of all students and ensure their
    success.

Teachers provide differentiated instruction through hands-on workshop
activities, individual and small-group instruction. Staff members design
study guides, learning contracts and tiered assignments to help all
students master standards. Peer tutoring, review and conferencing
encourages students to take ownership of their learning. Technology is
integrated into all areas of instruction through research and web-based
activities.

Staff members at Fancy Gap have studied and utilize research-based
instructional strategies described in *Classroom Instruction That Works
: Research Based Strategies for Increasing* *Student Achievement* by
Marzano, Pickering and Pollock. Strategies such as summarizing, note
taking and identifying similarities and differences enhance instruction
across all grade levels in all subject areas. Teachers incorporate
strategies from Ruby Payne's research, which is detailed in *A Framework
for Understanding Poverty,* to meet the needs of economically
disadvantaged students. Strategies from Project CRISS (Creating
Independence through Student Owned Strategies) are used to help develop
higher level thinking skills.

Graphic organizers and interactive notes help students organize
information and make connections linking prior knowledge to new
material. All staff members have received training to use Thinking Maps,
task specific organizers that help students transfer thinking processes
and integrate learning. "Write from the Beginning," a program based on
Thinking Maps, will be introduced in 2007 to complement NCS Mentor and
improve writing instruction at all grade levels.

Staff members recognize and work to develop positive relationships that
are as crucial to improved achievement as any instructional strategy or
method. The quality of relationships, student-student, adult-student and
adult-adult, define the culture at Fancy Gap Elementary and are
essential to our continued success. Together we learn, together we
succeed.

5.  **Professional Development:** All Fancy Gap staff members
    participate in a wide variety of professional development activities
    each year at the school, division and state levels. At the school
    level, regular professional development sessions based on school
    needs are scheduled. Topics for professional development are
    identified through a close analysis of student assessment data,
    staff requests and a review of research-based best practices. Staff
    members have studied and applied Marzano's instructional strategies,
    Tomlinson's strategies for differentiating instruction, Payne's
    strategies for working with economically disadvantaged students and
    CRISS (Creating Independence Through Student Owned Strategies)
    strategies. These research-based strategies have empowered teachers
    and improved student achievement across grade levels and subject
    areas making wise use of limited professional development time.
    Regular follow-up sessions keep the strategies relevant, allow
    teachers the opportunity to share successes and prepare new staff
    members to implement the strategies in their own classrooms.

All staff members have participated in numerous professional development
activities at the division level. Six teachers have earned advanced
degrees and have been certified as "Reading Specialists" through a
partnership between Radford University and Carroll County Public Schools
and one teacher is currently working toward an advanced degree in
mathematics. The division has provided training on topics including
Thinking Maps, Earobics, Child Abuse, Working with Parents, Autism,
ADHD, Creating Strategic Readers, Vocabulary, Interactive Notetaking,
SMART Board training, Collaborative Teaching and more.

At the state level, all staff members have participated in Reading First
Academies and many reading related workshops sponsored by Reading First
and the Virginia Department of Education. Ongoing visits by the state
reading specialists, consultants and reading coach keep information
fresh and practical. All new teachers have received training in reading
through the Reading First Academies and Open Court consultants before
entering their classrooms at Fancy Gap, ensuring continuity and fidelity
to the reading program.

**PART VI - ASSESSMENT RESULTS**

**Virginia Standards of Learning Assessments (Criterion-Referenced
Tests)**

# Subject: [Reading]{.underline} Grade: [3]{.underline} Test: [Virginia Standards of Learning -- Grade 3 English: RLR]{.underline}

Edition/Publication Year: [Yearly 2002-06]{.underline} Publisher:
[Virginia Department of Education/Harcourt]{.underline}

+--------------------------------+-------+------+------+------+------+
| Testing Month: May             | 20    | 200  | 200  | 200  | 200  |
|                                | 05-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+--------------------------------+-------+------+------+------+------+
|                                |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| ## SCHOOL SCORES               |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| \% Passing (Proficiency &      | 86%   | 62%  | 80%  | 56%  | 70%  |
| Advanced)                      |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| \% Pass (Advanced)             | 64%   | 4%   | 17%  | 16%  | 7%   |
+--------------------------------+-------+------+------+------+------+
| Number of students tested      | 28    | 25   | 30   | 25   | 27   |
+--------------------------------+-------+------+------+------+------+
| Percent of total students      | 100%  | 100% | 100% | 100% | 100% |
| tested                         |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| Number of students             | 0     | 0    | 0    | 0    | 0    |
| alternatively assessed         |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| Percent of students            | 0%    | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed         |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
|                                |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| ## SUBGROUP SCORES             |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| **1. White**                   |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| \% Passing (Proficiency &      | 85%   | 68%  | 83%  | 61%  | 73%  |
| Advanced)                      |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| \% Pass (Advanced)             | 67%   | 4%   | 17%  | 17%  | 8%   |
+--------------------------------+-------+------+------+------+------+
| Number of students tested      | 27    | 25   | 29   | 23   | 26   |
+--------------------------------+-------+------+------+------+------+
| **2. Economically              |       |      |      |      |      |
| Disadvantaged (POV)**          |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| \% Passing (Proficiency &      | 80%   | 55%  | 67%  | 50%  | 70%  |
| Advanced)                      |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| \% Pass (Advanced)             | 40%   | 0%   | 0%   | 13%  | 0%   |
+--------------------------------+-------+------+------+------+------+
| Number of students tested      | 10    | 11   | 12   | 16   | 10   |
+--------------------------------+-------+------+------+------+------+

**Virginia Standards of Learning Assessments (Criterion-Referenced
Tests)**

# Subject: [Reading]{.underline} Grade: [4]{.underline} Test: [Virginia Standards of Learning -- Grade 4 English: RLR]{.underline} 

Edition/Publication Year: [Yearly]{.underline} Publisher: [Virginia
Department of Education/Harcourt]{.underline}

\*Testing in Grade 4 implemented in 2005-06

+---------------------------------+------+------+------+------+------+
|                                 | \    | 200  | 200  | 200  | 200  |
|                                 | *200 | 4-05 | 3-04 | 2-03 | 1-02 |
|                                 | 5-06 |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Testing Month: May              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ## SCHOOL SCORES                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &       | 92%  |      |      |      |      |
| Advanced )                      |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Pass (Advanced)              | 35%  |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100% |      |      |      |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    |      |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   |      |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
|                                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ## SUBGROUP SCORES              |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **1. White**                    |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &       | 92%  |      |      |      |      |
| Advanced)                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Pass (Advanced)              | 35%  |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **3. Economically Disadvantaged |      |      |      |      |      |
| (POV)**                         |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &       | 90%  |      |      |      |      |
| Advanced)                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| \% Pass (Advanced)              | 30%  |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 10   |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**Virginia Standards of Learning Assessments (Criterion-Referenced
Tests)**

# Subject: [Reading]{.underline} Grade: [5]{.underline} Test: [Virginia Standards of Learning -- Grade 5 English: RLR]{.underline} 

Edition/Publication Year: [Yearly 2002-06]{.underline} Publisher:
[Virginia Department of Education/Harcourt]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 200  | 200  | 200  | 200  | 200  |
|                                  | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+----------------------------------+------+------+------+------+------+
| Testing Month: May               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SCHOOL SCORES                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        | 100% | 95%  | 92%  | 50%  | 67%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               | 70%  | 32%  | 32%  | 10%  | 24%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 27   | 19   | 25   | 30   | 21   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students              | 0%   | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SUBGROUP SCORES               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **1. White**                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        | 100% | 94%  | 92%  | 56%  | 70%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               | 69%  | 35%  | 33%  | 11%  | 25%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 26   | 17   | 24   | 27   | 20   |
+----------------------------------+------+------+------+------+------+
| **2. Economically Disadvantaged  |      |      |      |      |      |
| (POV)**                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        |      | 92%  |      | 35%  |      |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               |      | 23%  |      | 12%  |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        |      | 13   |      | 17   |      |
+----------------------------------+------+------+------+------+------+

**Virginia Standards of Learning Assessments (Criterion-Referenced
Tests)**

# Subject: [Math]{.underline} Grade: [3]{.underline} Test: [Virginia Standards of Learning -- Grade 3 Math]{.underline}

Edition/Publication Year: [Yearly 2002-06]{.underline} Publisher:
[Virginia Department of Education/Harcourt]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 200  | 200  | 200  | 200  | 200  |
|                                  | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+----------------------------------+------+------+------+------+------+
| Testing Month: May               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SCHOOL SCORES                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        | 100% | 84%  | 93%  | 80%  | 89%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               | 64%  | 44%  | 57%  | 32%  | 41%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 28   | 26   | 30   | 25   | 27   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students              | 0%   | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SUBGROUP SCORES               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **1. White**                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        | 100% | 83%  | 93%  | 78%  | 92%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               | 67%  | 46%  | 55%  | 35%  | 42%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 25   | 29   | 23   | 26   |
+----------------------------------+------+------+------+------+------+
| **2. Economically Disadvantaged  |      |      |      |      |      |
| (POV)**                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        |      | 75%  | 92%  | 75%  | 80%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               |      | 25%  | 58%  | 31%  | 30%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        |      | 12   | 12   | 16   | 10   |
+----------------------------------+------+------+------+------+------+

**Virginia Standards of Learning Assessments (Criterion-Referenced
Tests)**

# Subject: [Math]{.underline} Grade: [4]{.underline} Test: [Virginia Standards of Learning -- Grade 4 Math]{.underline}

Edition/Publication Year: [Yearly]{.underline} Publisher: [Virginia
Department of Education/Harcourt]{.underline}

*\*Testing in Grade 4 implemented in 2005-06*

+--------------------------------+-------+------+------+------+-------+
|                                | \*20  | 200  | 200  | 200  | 20    |
|                                | 05-06 | 4-05 | 3-04 | 2-03 | 01-02 |
+--------------------------------+-------+------+------+------+-------+
| Testing Month: May             |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
|                                |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| ## SCHOOL SCORES               |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| \% Passing (Proficiency &      | 81%   |      |      |      |       |
| Advanced)                      |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| \% Pass (Advanced)             | 31%   |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| Number of students tested      | 26    |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| Percent of total students      | 100%  |      |      |      |       |
| tested                         |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| Number of students             | 0     |      |      |      |       |
| alternatively assessed         |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| Percent of students            | 0%    |      |      |      |       |
| alternatively assessed         |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
|                                |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| ## SUBGROUP SCORES             |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| **1. White**                   |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| \% Passing (Proficiency &      | 81%   |      |      |      |       |
| Advanced)                      |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| \% Pass (Advanced)             | 31%   |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| Number of students tested      | 26    |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| **3. Economically              |       |      |      |      |       |
| Disadvantaged (POV)**          |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| \% Passing (Proficiency &      | 80%   |      |      |      |       |
| Advanced)                      |       |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| \% Pass (Advanced)             | 20%   |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+
| Number of students tested      | 10    |      |      |      |       |
+--------------------------------+-------+------+------+------+-------+

**Virginia Standards of Learning Assessments (Criterion-Referenced
Tests)**

# Subject: [Math]{.underline} Grade: 5 Test: [Virginia Standards of Learning -- Grade 5 Math]{.underline}

Edition/Publication Year: [Yearly 2002-06]{.underline} Publisher:
[Virginia Department of Education/Harcourt]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | 200  | 200  | 200  | 200  | 200  |
|                                  | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+----------------------------------+------+------+------+------+------+
| Testing Month: May               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SCHOOL SCORES                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        | 100% | 95%  | 100% | 40%  | 62%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               | 89%  | 26%  | 36%  | 10%  | 10%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 27   | 19   | 25   | 30   | 21   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students              | 0%   | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SUBGROUP SCORES               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **1. White**                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        | 100% | 94%  | 100% | 41%  | 65%  |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               | 88%  | 24%  | 33%  | 11%  | 10%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 26   | 17   | 24   | 27   | 20   |
+----------------------------------+------+------+------+------+------+
| **2. Economically Disadvantaged  |      |      |      |      |      |
| (POV)**                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Passing (Proficiency &        |      | 92%  |      | 41%  |      |
| Advanced)                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Pass (Advanced)               |      | 23%  |      | 12%  |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        |      | 13   |      | 17   |      |
+----------------------------------+------+------+------+------+------+