##### REVISED 3-23-05

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

*U.S. Department of Education*

**Cover Sheet** Type of School: Elementary \_\_ Middle \_\_ High \_\_
K-12

Name of Principal [Mrs. Rebecca Roach]{.underline}

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

Official School Name [Rutherford College Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [170 Honeycutt Drive; P.O. Box 247]{.underline}

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

[Rutherford College NC 28671-0247]{.underline}

City State Zip Code+4 (9 digits total)

County [Burke]{.underline} School Code Number\* [120372]{.underline}

Telephone [(828) 879-8870]{.underline} Fax [(828) 879-9470]{.underline}

Website/URL [www.burke.k12.nc.us/Ruthcollege/]{.underline} E-mail
[rroach@burke.k12.nc.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\* [Mr. David Burleson]{.underline}

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

District Name [Burke County Public Schools]{.underline} Tel. [(828)
439-4310]{.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. Robert Armour]{.underline}

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

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

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

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

*\*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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [17]{.underline} Elementary
schools

[5]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[3]{.underline} Other (Special Needs, Alternative, Special Program)

[27]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,071.79]{.underline}

Average State Per Pupil Expenditure: [\$6,741.00]{.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
>
> \[ \] Rural

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

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

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

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

  **PreK**                                                  **7**                             

  **K**       25        16                     41           **8**                             

  **1**       21        20                     41           **9**                             

  **2**       21        15                     36           **10**                            

  **3**       16        15                     31           **11**                            

  **4**       20        16                     36           **12**                            

  **5**       21        15                     36           **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   221
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [89]{.underline}% White

the students in the school: [0]{.underline}% Black or African American

[1]{.underline}% Hispanic or Latino

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

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

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      28
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Subtotal of all transferred 59
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 255
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .23
                            by total in row (4)         

  **(6)**                   Amount in row (5)           23%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [10]{.underline}%

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

Number of languages represented: [3]{.underline}

Specify languages: [Spanish, Laotian, and Hmong]{.underline}

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

Total number students who qualify: [116]{.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: [6]{.underline}%

[13]{.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.

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

\_\_\_\_Deafness [2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [7]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment \_\_\_\_Speech or Language Impairment

[2]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

\_\_\_\_Emotional Disturbance [1]{.underline} Developmental Delay

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 [15]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} [7]{.underline}

Paraprofessionals [7]{.underline} \_\_\_\_\_\_\_\_

> Support staff [1]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [29]{.underline} [7]{.underline}

12\. Average school student-"classroom teacher" ratio: [15]{.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.)

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

  Daily student attendance  95%         96%         96%         95%         95%

  Daily teacher attendance  97%         97%         97%         96%         97%

  Teacher turnover rate     13%         28%         25%         NA          NA

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

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

**PART III -- SUMMARY**

Rutherford College Elementary School, situated in rural western North
Carolina, serves a diversified group of learners, pre-kindergarten
through fifth grade. (Rutherford College is one of twenty-six schools in
the Burke County Public School System.) As a schoolwide Title I Program,
the school's poverty level is 53%. English Language Learners constitute
24% of the population and only 5% of the youngsters meet federal and
state guidelines as academically/intellectually gifted students.
Nonetheless, for the past several years, Rutherford College Elementary
has been recognized as a North Carolina School of Excellence with more
than 90% of the pupils performing at or above grade level. Over the last
five years, student achievement at Rutherford College Elementary has
increased significantly as a result of the daily implementation of
scientifically researched best practices in each classroom and an
enhanced focus on closing the achievement gap. The school's overall
proficiency has grown from 89% in 1999 to 98% in 2004. For the 2001-2002
school year, Rutherford College Elementary was honored as one of the
"Top Twenty-Five Most Improved K-8 Schools in North Carolina" by the
North Carolina Department of Public Instruction. In the 2003-2004
academic year, the school distinguished itself as a North Carolina Honor
School of Excellence. Additionally, with no achievement gap and full
compliance to the *No Child Left Behind Legislation* for adequate yearly
progress, Rutherford College Elementary was named the Exemplary Reading
School for the State of North Carolina (via the North Carolina Reading
Association and the International Reading Association, May 2004) and as
a North Carolina Title I Distinguished School (via the North Carolina
Department of Public Instruction - Compensatory Education Section,
January 2005).

Thus, Rutherford College Elementary exemplifies its mission statement of
being a school "where all children read and write!" Via the teamwork
demonstrated among staff members, each child's needs are met. (Even the
school's motto, "Shaping the Future, One Child At a Time" echoes the
vision. With a roadrunner as its mascot, the "Rutherford College
Roadrunners Run the Road to Success!") As a team, educators intervene
immediately when a child needs assistance. In the truest sense of the
phrase, "No Child at Rutherford College Elementary is Left Behind,"
because the staff won't allow it; the educators are committed to
"whatever it takes" to meet the curricular/instructional needs of every
child. The amount of professional discussion that occurs about each
child who is not making sufficient growth is phenomenal. Working as a
team, the staff stretches each child to reach his/her full potential.
Staff members strive to develop educated, responsible citizens who have
a positive self-esteem, a respect for others, and a desire for lifelong
learning. In other words, each child's progress is continually monitored
by the staff to guarantee his/her on-going achievement. With the
consistent, reflective practice and dedication of the school's team,
student success will continue and the children will be the benefactors.

**PART IV -- Indicators of Academic Success - 1.**

Third - fifth graders at Rutherford College Elementary are assessed with
the State of North Carolina's End-of-Grade Tests. To be considered
proficient with their grade level skills, students must make at least a
Level III in reading and mathematics. (The scores \[based on a rubric
provided by the State\] can range from a Level I which indicates no
proficiency and significantly below grade level performance to a Level
IV which designates high proficiency and above grade level achievement
on a consistent basis.) The North Carolina State Board of Education
mandates that all children in third-fifth grades participate each year
in the North Carolina End-of-Grade Testing Program. Kindergarteners -
second graders are assessed three to four times a year on the North
Carolina Kindergarten, First, and Second Grade Literacy and Mathematics
Assessments where a child's present level of performance on a continuum
of skills is noted.

When every third - fifth grade at Rutherford College Elementary was
tested in May 2004, 96% were proficient in reading and 100% proficient
in math. Of the students who were not identified as exceptional students
(i.e., children with a learning difficulty) or academically gifted
students, 98% were proficient in reading and 100% were proficient in
math. Of those students who were identified as exceptional learners, 87%
were proficient in reading and 100% were proficient in math.

Rutherford College is composed of three ethnic groups consisting of
Asian, Latino, and White students. The Asian population had a 91%
proficient rate in reading and a 100% proficient status in math. The
Latino population had 100% proficiency in reading and math. The White
group was 97% proficient in reading and 100% proficient in math. The
Asian and Latino students, who are not native English speakers and who
do not demonstrate proficiency on the English Learners' Proficiency
Test, were 91% proficient in reading and 100% proficient in math.

When performance is reviewed at Rutherford College Elementary and gender
and social economic status are considered, the following information is
noteworthy. Ninety-eight and three tenths percent of the females were
proficient in reading with 100% proficiency in math. The males had 96%
proficiency in reading and 100% proficiency in math. Of the students who
received free or reduced lunches, 96% were proficient in reading and
100% were proficient in math.

Thus, there is insignificant difference in the proficiency performance
of all students at Rutherford College Elementary. In other words,
practically every child, (i.e., whether Asian, White, Latino, poor,
middle income, affluent, male, female, native English speaker,
non-native English speaker, special needs, or not needing services from
exceptional children's programs) is successful at meeting grade level
performance as measured by the State of North Carolina. For this reason,
the school is designated by the State as an Honor School of Excellence.

**PART IV -- Indicators of Academic Success - 2.**

Assessment drives instruction and teaching/learning dictates
testing/overall assessment at Rutherford College Elementary on a daily
basis. Informal assessment (i.e., via a student's oral and written work
samples) leads to prescriptive teaching on an individualized basis for
student growth and understanding. For example, informal running records
are completed weekly to "grow literacy skills" in pupils through
guided/flex reading groups. Other examples are seen in the direct
instruction that occurs from student performance on the North Carolina
Literacy and Math Assessments that are given three to four times a year
in kindergarten -- second grade.

In grades three -- five, each pupil's end-of-grade scale/rubric scores
(in reading, writing, and math) from the North Carolina End-of-Grade
Testing Program are analyzed for diagnostic teaching. In other words, a
child's strengths and areas for improvement in the four categories of
reading (i.e., cognition, critical stance, interpretation, and
connections) are ascertained and targeted. Also, in written expression,
grammatical conventions and features of writing (i.e., focus,
organization, support and elaboration, and style) are noted areas for
continued student progress. In mathematics, each of the five strands,
(i.e., geometry, measurement, number and operations, algebra, data
analysis and probability) are assessed and specific objectives are noted
as mastered or yet to be mastered. In addition, teacher made assessments
and daily work samples (i.e., oral and written) make assessment an
integral component in the understanding and improvement of
student/school performance.

**PART IV -- Indicators of Academic Success - 3.**

Rutherford College Elementary communicates student performance,
including assessment data, to parents, students, and the community in
numerous ways on a consistent basis. For example, the North Carolina
State Report Card, available in electronic form at www.ncreportcard.org
and in hard copy, is one of the reporting systems to family and
community members. Also, the school disseminates student

performance (i.e., End-of-Grade test scores, attendance rates,
demographic information, etc.) through the *Burke County Public Schools
Annual Report* and local/regional newspapers and television stations.

In October, January, and March-May, Rutherford College Elementary holds
parent conferences to share student performance/progress with a 100%
participation rate. The school's commitment to individual meetings
between each child's teacher and parent/s is essential for the sharing
of a child's portfolio and other examples of authentic assessment (i.e.,
reading, writing, math, social studies, and science work samples). Also,
the use of agendas allows for daily communication on a pupil's progress
to his parents. PTO meetings address student performance and at least
one session is devoted to the reporting of assessment data from the
North Carolina End-of-Grade Testing Program. Thus, current and
comprehensive reporting of student performance occurs on an on-going,
sustained basis.

**PART IV -- Indicators of Academic Success - 4.**

Rutherford College Elementary is not only rated in the top one percent
for academic performance in the State of North Carolina, the school is
committed to sharing successful teaching practices with other schools in
the system, region, state, and nation. The school's academic success is
reported in the *Burke County Public Schools Annual Report*, *The
Charlotte Observer*, *The News Herald*, *The Hickory Daily Record*,
*Voice of the Foothills*, and the system's/Department of Public
Instruction's website/s. Through this recognition, visitors from across
the state's local education agencies frequent Rutherford College
Elementary to glean and replicate "best practices."

National sharing of success has occurred through Rutherford College
Elementary's reading program. In May of 2004, three educators from the
school traveled to Las Vegas, Nevada, for the International Reading
Association (IRA), to share the school's reading program via a
presentation board/question and answer session. Also, the school has
shared nationally as an original participant in the Burke County Public
Schools' (North Carolina) reduced class size project (1990) via SERVE
(South Eastern Regional Vision for Education). At the state level, the
entire staff at Rutherford College Elementary has shared successes at
the North Carolina Reading Association as the state's exemplary reading
school (March, 2004). Consequently, the school has been featured in the
North Carolina Reading Association Newsletter (May 2004) which has led
to numerous visits/observations from school administrators and teachers.
Also, master teachers from the school and the school's principal (a
former Curriculum Specialist) present scientifically researched/best
practice teaching strategies and their implementation at the system,
regional, state, and southeastern levels.

**PART V -- CURRICULUM AND INSTRUCTION - 1.**

Rutherford College Elementary's curriculum is directly aligned to the
*North Carolina Standard Course of Study* and integrates arts education,
computer/technology skills, English/language arts, healthful living,
mathematics, science, and social studies. Within arts education, dance,
music, theatre arts, and the visual arts are taught across the
curriculum. For example, as fourth graders study literature from the
Appalachian mountains of North Carolina, each child is taught the songs
and dances of the people as noted in the literary works of Dr. Gloria
Houston.

With computer/technology skills, all students are held to high
standards. The content of this particular curriculum allows the pupils
to collect information in multiple formats and then organize, link, and
discover relationships between events and facts. Learners at Rutherford
College realize that computer/technology skills are critical to being
active, lifelong learners in an ever-changing world. This can be seen in
their simple use of a computer to take an Accelerated Reader Test on the
latest book they've read to preparing a PowerPoint presentation for an
assigned research project.

In English/language arts, the children at Rutherford College Elementary
excel. With the school's mission of a school "where all children read
and write," this core curricular area is vital to student success in all
other areas. After all, reading, writing, speaking, listening, and
viewing are key enabling skills that promote one's thinking processes.
In kindergarten -- fifth grade, each student's common goals are:

-   developing and applying enabling strategies and skills to read/write
    and comprehend text (heard, read, and/or viewed)

-   making connections through the use of oral/written language, and
    media and technology

-   applying strategies/skills to create, oral, and visual texts

-   applying grammar and language conventions to communicate
    effectively.

In healthful living, the students participate actively. With structured
(thirty minute) physical education classes and/or recess daily, the
children exhibit active lifestyles. The competency goals for
kindergarteners -- fifth graders are:

-   directing personal health behaviors in accordance with their own
    health status and susceptibility to health risks

-   applying stress management skills to the prevention of serious risks

-   interpreting health risks for self and others and corresponding
    protection measures

-   applying relationship skills to the promotion of health and the
    prevention of risk

-   applying behavior management skills to nutritional concerns

-   choosing not to participate in substance use

-   achieving an acceptable level of health-related fitness

-   demonstrating respect for differences among people in activity
    settings

-   showing a competent level of physical activity, sport, and fitness
    literacy

-   participating successfully in movement forms and gaining
    competencies towards lifetime physical activities

-   producing responsible personal and social behavior.

With the mathematics curriculum, Rutherford College students are taught
to be problem solvers so they will have the mathematical knowledge,
skills, and confidence for successful, productive citizenry. Beginning
in kindergarten through grade five, pupils learn via the five strands of
math (i.e., measurement, number and operations, data analysis and
probability, geometry, and algebra). The teachers realize that
mathematical instruction should produce learners who proficiently
comprehend and successfully apply the concepts, operations, and
relationships in math.

Rutherford College Elementary acknowledges that an inquiry based
approach to teaching science brings engagement and high standards of
achievement. Kindergarteners learn of the differences in plants and
animals; first graders develop an understanding of properties and the
relationships of objects; second graders explore systems of weather and
sound; third graders build an understanding of the earth/moon/sun
systems; fourth graders explore electricity and magnetism and the
composition/uses of rocks and minerals; and fifth graders discuss
climate, landforms, and energy sources. Reading in the content area of
science and hands-on experimentation with scientific concepts encourages
students to develop critical thinking skills and a desire for further
learning.

In social studies, Rutherford College students learn to make informed
decisions for the public good as citizens of a democracy who live in a
diverse, interdependent world. In kindergarten -- fifth grade, at the
appropriate level of complexity, pupils build a foundation for the
development of historical knowledge, skills, and values; become aware of
and are affected by events on a global scale; develop the habit of
taking a reasoned approach to decision-making; investigate civic ideals
and practices; and explore their personal identities in the context of
families, peers, schools, and communities. Thus, reading across the
curriculum, classroom discussion, field trips, and work products help
students develop the concepts of: Self and Family/Families Around the
World; Neighborhoods and Communities Around the World; Regional Studies;
Local, State, United States and World; Citizenship; People Who Make a
Difference; North Carolina Geography and History; and United States
History, Canada, Mexico, and Central America.

In other words, the integrated core curriculum at Rutherford College is
based on high expectations that every child will master the necessary
competencies that will lead to a happy, productive life. A well-balanced
contributing member of society must have an education that teaches the
arts, computer/technology skills, English/language arts, healthful
living, mathematics, science, and social studies. Rutherford College
Elementary provides such an education to each student!

**PART V -- CURRICULUM AND INSTRUCTION - 2a.**

The teachers at Rutherford College Elementary recognize that children
learn to read in various ways. Thus, multiple methodologies and
materials are used to meet each child's individual needs. The school's
instructional program is built upon the premise that reading is the
foundation to success in life. The daily schedule provides for two and
one half hours of reading instruction at all grade levels. In addition
to the reduced class size provided by Burke County Public Schools in
grades one -- three, class size has also been reduced in reading classes
for ALL fourth and fifth graders through the use of flexible scheduling
and Title I/Academically Intellectually Gifted funding. During this
uninterrupted block of time with small, flex reading groups, teachers
focus on reading comprehension and meeting the specific needs of each
child. Conferences are conducted daily to facilitate students'
self-selected reading choices. Other components of a child's daily
reading program include time for silent sustained reading, read alouds,
word study, use of the *McGraw Hill Reading* series with accompanying
leveled texts, *Writer's Workshop*, *Science Research Associates* (SRA),
*Wilson Reading* (for the most struggling readers) and individual/small
group guided instruction. Also, all teachers have daily access to a
schoolwide bookroom that houses multiple copies of leveled texts
(according to the works of Fountas and Pinnell), multiple bins of
diverse genres, author series books, sets of additional basal texts,
magazines, and supporting materials/games.

Further, primary teachers acknowledge the critical importance of home
libraries for students. Thus, *Keepsake Books* (Ohio State University)
and leveled readers are sent home for the children to enjoy. "Family
Literacy Nights" and other parent education classes are held several
times during the school year. Faculty members recommend articles and
books to parents that enhance home reading. Also, the school's
*Accelerated Reader Program* (AR) highly motivates students. This year's
AR theme, "Camp Read-A-Lot," was developed by the school's reading
committee. Students set individual goals and participate in a schoolwide
camp jamboree complete with handmade sashes that are filled with buttons
earned through reading. (Also, additional incentives include a trip to
Lone Mountain Day Camp, a campout, cookouts, and hiking.)

With Rutherford College Elementary's multi-faceted approach to
thoughtful literacy, curriculum and instruction are keys to each
individual child's success. With high expectations for all students, a
comprehensive educational program that has reading as its foundation,
and a committed school community, children are the ultimate benefactors
at Rutherford College Elementary.

**PART V -- CURRICULUM AND INSTRUCTION- 3.**

Writing is a critical component of the instructional program at
Rutherford College Elementary. Written expression is an essential
lifelong skill required of every child at the school and even stated in
the mission statement (i.e., "a school where all children read and
write!") At Rutherford College, all children write as a response to
reading and read as an enhancement to writing.

Rutherford College's kindergarten -- fifth grade teachers and students
respond to schoolwide prompts. Then, across grade levels, student
writings are reviewed by teachers who are not directly serving the
child. This gives the writer an opportunity for multiple writing
conferences which lead to meaningful author revisions. No child ever
writes at the school without an individual teacher-student writing
conference and chances for revisions/rewrites. Then, to celebrate the
success of the writer, published pieces are shared over the school's
morning news and posted throughout the campus for peer and adult
enjoyment. Thus, the high expectation of all students as writers is
achieved at Rutherford College Elementary.

**PART V -- CURRICULUM AND INSTRUCTION - 4.**

The staff, families, and community of Rutherford College Elementary
demonstrate a strong commitment to continuous student learning through
an array of instructional methods. Research based "best practices"
include reduced class size in grades one through three with a
teacher-student ratio of 15:1 and reduced class size in grades four and
five during literacy instruction. Schoolwide standards for
English/language arts instruction include a protected time of two and
one-half hours daily. Intervention and acceleration strategies are used
across the curriculum during and after school hours via flexible
scheduling (i.e., enrichment activities, "Saturday Academies," and
extended day programs). Recommended readings/book talks by
students/staff members and "Family Literacy Nights" facilitate a
lifelong love of reading and learning.

Regardless of the curricular area, instructional strategies/methods at
Rutherford College move a child from a concrete to an abstract
understanding of the *North Carolina Standard Course of Study*. Prior
knowledge is always activated before a student is expected to learn new
information. For example, concrete manipulatives are used to teach
mathematical concepts. Also, the instructional materials, provided by
the North Carolina Department of Public Instruction (i.e., grade level
profiles, *Classroom Strategies*, *Week by Week Essentials*, *Stars*,
and *SuperStars*) and *Excel Math* comprise the schoolwide mathematics
program. Nonetheless, Rutherford College Elementary is a school that
recognizes that the unique needs of each learner vary greatly and that
numerous methodologies are needed to maximize each student's optimal
potential.

**PART V -- CURRICULUM AND INSTRUCTION - 5.**

The key to implementing an effective instructional program that meets
diverse needs is a strategic plan that consistently enhances teacher
competencies to deliver the *North Carolina Standard Course of Study*.
Thus, Rutherford College's teachers are active in their pursuit of
quality professional development activities. Teachers attend reading and
math conferences to remain abreast of current "best
practice"/scientifically research based methodologies and resources
(i.e., International Reading Association, the North Carolina Reading
Association, the North Carolina Council of Mathematics Teachers, North
Carolina Department of Public Instruction's Elementary Conference and
North Carolina's Raising Achievement and Closing Gaps Conference). Other
inservices that meet specific teacher needs, sponsored by the Northwest
Regional Education Service Alliance/Consortia, are also well attended.
Inservices by the school system's elementary
education/technology/English language learners and Exceptional
Children's departments and teacher sessions (i.e., Initially Licensed
Teachers) are also supported by the school's teachers as they strive to
build/enhance their craft on an on-going, sustained basis.

As research clearly indicates, the best professional growth evolves from
needs as assessed by the teachers who will benefit from it. From a
schoolwide Title I Needs Assessment, a professional development exercise
that has evolved is "book talks." Selections based on scientific
research are purchased for teachers. The school's principal facilitates
the shared learning with small focus groups of staff members. The book
being discussed in 2004-2005 is Drs. Pat Cunningham and Richard
Allington's *[Classrooms that Work]{.underline}, [They Can All Read and
Write]{.underline}*. (Last year, Allington's *[What Really Matters to
Struggling Readers]{.underline}* and Trelease's *[Read Aloud
Handbook]{.underline}* were the focus of study groups.) As lifelong
learners who think and read, teachers are becoming more reflective as
practitioners. Examining the alignment of research to their particular
teaching styles and practices has created some dynamic changes in
teaching and the school environment that will impact student learning
for years to come.

In other words, professional development is a sustained, on-going effort
at Rutherford College Elementary. Teachers model lifelong learning for
their students as evidenced by their own individual growth. (Six of the
twenty full-time certified educators have graduate degrees. One
additional teacher will receive her master's in May 2005. Of the twenty
full-time certified staff members, three have National Board
Certification and two additional teachers will submit their portfolios
in March 2005.) With an emphasis on learning and implementing research
based "best practices," the school community of Rutherford College is
committed to providing students the best education possible.

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for [Reading]{.underline}
>
> Grade Level: [3]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 89%  | 98%  | 98%  | 86%  | 92%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 56%  | 62%  | 68%  | 50%  | 53%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 45   | 43   | 44   | 50   | 49   |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 45   | 43   | 44   | 50   | 49   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. Economically Disadvantaged   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 84%  | 91%  | 94%  | 77%  | 92%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 40%  | 62%  | 61%  | 41%  | 33%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 22   | 18   | 22   | 24   |
+----------------------------------+------+------+------+------+------+
| 2\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 88%  | 94%  | 100% | 86%  | 90%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 64%  | 65%  | 72%  | 55%  | 59%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 34   | 35   | 32   | 44   | 41   |
+----------------------------------+------+------+------+------+------+
| 3\. Asian                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 91%  | 100% | 91%  | 83%  | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 36%  | 50%  | 64%  | 17%  | 25%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 11   | 8    | 11   | 6    | 8    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 82%  | 80%  | 80%  | 76%  | 74%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 248  | 248  | 148  | 147  | 147  |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
most recent data to show decreasing disparity among subgroups. Some
subgroup examples are:

a)  Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

b)  Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for [Reading]{.underline}
>
> Grade Level: [4]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 96%  | 77%  | 88%  | 92%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 60%  | 58%  | 42%  | 28%  | 38%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 42   | 47   | 43   | 43   | 50   |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 42   | 47   | 43   | 43   | 50   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. Economically Disadvantaged   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 96%  | 68%  | 94%  | 88%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 58%  | 52%  | 32%  | 6%   | 25%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 24   | 23   | 22   | 16   | 16   |
+----------------------------------+------+------+------+------+------+
| 2\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 97%  | 76%  | 92%  | 95%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 65%  | 69%  | 43%  | 33%  | 44%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 34   | 35   | 37   | 36   | 43   |
+----------------------------------+------+------+------+------+------+
| 3\. Asian                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 91%  | 83%  | 67%  | 71%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 38%  | 27%  | 33%  | 0%   | 0%   |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 8    | 11   | 6    | 6    | 7    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 83%  | 81%  | 77%  | 75%  | 72%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 252  | 252  | 151  | 150  | 150  |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
most recent data to show decreasing disparity among subgroups. Some
subgroup examples are:

c)  Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

d)  Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for [Reading]{.underline}
>
> Grade Level: [5]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 95%  | 95%  | 98%  | 98%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 67%  | 46%  | 43%  | 40%  | 57%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 48   | 41   | 42   | 52   | 56   |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 48   | 41   | 42   | 52   | 56   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. Economically Disadvantaged   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 91%  | 96%  | 94%  | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 46%  | 19%  | 23%  | 25%  | 33%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 26   | 21   | 22   | 16   | 21   |
+----------------------------------+------+------+------+------+------+
| 2\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 94%  | 94%  | 98%  | 98%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 77%  | 54%  | 49%  | 41%  | 63%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 34   | 35   | 35   | 46   | 48   |
+----------------------------------+------+------+------+------+------+
| 3\. Asian                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 100% | 100% | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 43%  | 0%   | 17%  | 33%  | 14%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 14   | 6    | 6    | 6    | 7    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 88%  | 86%  | 85%  | 83%  | 79%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 257  | 257  | 156  | 156  | 155  |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
most recent data to show decreasing disparity among subgroups. Some
subgroup examples are:

e)  Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

f)  Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for [Math]{.underline}
>
> Grade Level: [3]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 98%  | 100% | 94%  | 90%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 69%  | 72%  | 64%  | 44%  | 58%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 45   | 43   | 44   | 50   | 50   |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 45   | 43   | 44   | 50   | 50   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. Economically Disadvantaged   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 96%  | 100% | 91%  | 92%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 56%  | 82%  | 44%  | 33%  | 46%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 25   | 22   | 18   | 21   | 24   |
+----------------------------------+------+------+------+------+------+
| 2\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 97%  | 100% | 96%  | 88%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 70%  | 66%  | 75%  | 50%  | 60%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 34   | 35   | 32   | 44   | 42   |
+----------------------------------+------+------+------+------+------+
| 3\. Asian                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 100% | 83%  | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 73%  | 100% | 36%  | 0%   | 50%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 11   | 8    | 11   | 6    | 8    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 88%  | 87%  | 77%  | 74%  | 72%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 253  | 253  | 251  | 251  | 144  |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
most recent data to show decreasing disparity among subgroups. Some
subgroup examples are:

g)  Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

h)  Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for [Math]{.underline}
>
> Grade Level: [4]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 98%  | 98%  | 98%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 98%  | 81%  | 52%  | 56%  | 62%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 42   | 47   | 44   | 43   | 50   |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 42   | 47   | 44   | 43   | 50   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. Economically Disadvantaged   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 96%  | 100% | 94%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 100% | 78%  | 41%  | 38%  | 63%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 24   | 23   | 22   | 16   | 16   |
+----------------------------------+------+------+------+------+------+
| 2\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 100% | 97%  | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 97%  | 83%  | 55%  | 61%  | 63%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 34   | 35   | 38   | 36   | 43   |
+----------------------------------+------+------+------+------+------+
| 3\. Asian                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 83%  | 100% | 86%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 100% | 73%  | 33%  | 33%  | 57%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 8    | 11   | 6    | 6    | 7    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 93%  | 92%  | 89%  | 87%  | 84%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 259  | 259  | 257  | 256  | 153  |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
most recent data to show decreasing disparity among subgroups. Some
subgroup examples are:

i)  Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

j)  Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

> **NORTH CAROLINA ASSESSMENT DATA**
>
> Data Display Table for [Math]{.underline}
>
> Grade Level: [5]{.underline}

+----------------------------------+------+------+------+------+------+
|                                  | *    | *    | *    | *    | *    |
|                                  | *200 | *200 | *200 | *200 | *199 |
|                                  | 3-20 | 2-20 | 1-20 | 0-20 | 9-20 |
|                                  | 04** | 03** | 02** | 01** | 00** |
+----------------------------------+------+------+------+------+------+
| Testing month                    | May  | May  | May  | May  | May  |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 98%  | 98%  | 98%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 90%  | 73%  | 83%  | 83%  | 84%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 48   | 41   | 42   | 52   | 57   |
+----------------------------------+------+------+------+------+------+
| Number of Valid Scores           | 48   | 41   | 42   | 52   | 57   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. Economically Disadvantaged   |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 100% | 94%  | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 89%  | 57%  | 77%  | 69%  | 73%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 26   | 21   | 22   | 16   | 22   |
+----------------------------------+------+------+------+------+------+
| 2\. White                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 97%  | 98%  | 98%  |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 94%  | 77%  | 83%  | 85%  | 88%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 34   | 35   | 35   | 46   | 48   |
+----------------------------------+------+------+------+------+------+
| 3\. Asian                        |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 100% | 100% | 100% | 100% | 100% |
|                                  |      |      |      |      |      |
| (on grade level)                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At Level IV                   | 79%  | 50%  | 83%  | 67%  | 63%  |
|                                  |      |      |      |      |      |
| (above grade level)              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 14   | 6    | 6    | 6    | 8    |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Level III         | 92%  | 90%  | 88%  | 87%  | 83%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 263  | 262  | 261  | 260  | 160  |
+----------------------------------+------+------+------+------+------+

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
most recent data to show decreasing disparity among subgroups. Some
subgroup examples are:

k)  Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

l)  Ethnicity (e.g., White, Black or African American, Hispanic or
    Latino, Asian/Pacific Islander, American Indian/Alaskan Native)