##### *REVISED March 21, 2005*

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

#### U.S. Department of Education

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
[X]{.underline} High \_\_ K-12

Name of Principal [Ms. Karen E. Neal]{.underline}

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

Official School Name [Woodruff High School]{.underline}

(As it should appear in the official records)

School Mailing Address [710 Cross Anchor Hwy]{.underline}

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

[Woodruff South Carolina 29388-2301]{.underline}

City State Zip Code+4 (9 digits total)

[County Spartanburg School Code Number\* 42-04-036]{.underline}

Telephone [( 864 ) 476-7045]{.underline} Fax [( 864 )
476-7224]{.underline}

Website/URL [www.spartanburg4.org/whs]{.underline} E-mail
<kneal@spartanburg4.org>

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. W. Rallie Liston]{.underline}

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

District Name [Spartanburg County School District 4]{.underline} Tel. [(
864 ) 476-3186]{.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. Milton C. Smith

(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)

# 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: \_\_\_[2]{.underline}\_
Elementary schools

\_\_\_[1]{.underline}\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_[1]{.underline} High schools

\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure: \_\_[\$6136]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$7232]{.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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [2.5]{.underline} Number of years the principal has been in her/his
position at this school.

[13.5]{.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**                                                     **8**                             

  **1**                                                     **9**       128       109         237

  **2**                                                     **10**      107       118         225

  **3**                                                     **11**      85        73          158

  **4**                                                     **12**      64        83          147

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   767
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [78]{.underline} % White

the students in the school: [20]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[0]{.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:
\_\_\_[8]{.underline}\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      20
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      41
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 61
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 794
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .077
                            by total in row (4)         

  **(6)**                   Amount in row (5)           7.7 or 8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[6]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[42]{.underline}\_\_\_\_%

Total number students who qualify: \_\_[325]{.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:
\_\_\_[5]{.underline}\_\_\_\_%

\_\_\_[41]{.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 \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[25]{.underline}\_Specific Learning Disability

[4]{.underline} Emotional Disturbance \_\_\_\_Speech or Language
Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

\_[10]{.underline} Mental Retardation \_\_[1]{.underline} 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) \_\_\_[3]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[42]{.underline}\_\_ \_\_\_[5\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_[3]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Paraprofessionals \_\_\_[10]{.underline}\_\_ \_\_\_\_[0]{.underline}\_

> Support staff \_\_\_\_[7]{.underline}\_\_ \_\_\_\_[6]{.underline}\_\_
>
> Total number \_\_\_[65]{.underline}\_\_ \_\_\_[12]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[25:1]{.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.)

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

  Daily student attendance  97%         95%         95%         95%         95%

  Daily teacher attendance  98%         96%         96%         96%         96%

  Teacher turnover rate     13%         11%         14%         13%         13%

  Student dropout rate      1%          1%          1%          1%          1%
  (middle/high)                                                             

  Student drop-off rate     5%          7%          6%          7%          7%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [        |
|                                                         | 131]{.unde |
|                                                         | rline}\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [        |
|                                                         | 37\_\_%]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [        |
|                                                         | 31]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [        |
|                                                         | 19]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > [        |
|                                                         | 10]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | >          |
|                                                         | [3]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | >          |
|                                                         | [0]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         | [0]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Located in Spartanburg County in upstate South Carolina, Woodruff High
School is a focal point of the small town and expansive rural district.
Woodruff High is a place where learning is the paramount objective, a
place where excellence is expected in every facet of school life, a
place where tradition in a rural setting is richly fostered, and a place
where visions of our children's futures are visited in classrooms
through innovative practices, state of the art facilities, and most
importantly through the minds and hearts of all who are a part of the
WHS family. Even though the population of the district has increased in
recent years, a high percentage of Woodruff natives rear families in the
area. Hence, the school and community have a bond steeped in tradition
by the single attendance area.

Traditions include an emphasis on excellence in academic achievement, a
strong and varied athletics program, a state-recognized fine arts
program, and multiple opportunities for career specialization at the
local career center. The unwritten rule of "no locks on lockers," the
annual senior breakfast and mounting of the class picture to the
cafeteria wall, and the gym wallpapered with plaques and pictures
highlighting alumni accomplishments formulate the border of the
unwritten curriculum in educating the whole child.

The total student is the nucleus of the school's mission in preparing
"all students to become confident, competent, respectful, and
responsible individuals by creating a positive, innovative, challenging,
and nurturing school environment in which staff, families, and the
community work together to provide opportunities for all students to
achieve educational success and to reach their maximum potential in an
ever-changing world." With this mission in mind, programs are designed
with the goal of providing what is best for all students at WHS. The
small school size enables the implementation of the mission through
personalization. There is a philosophy on the part of both teachers and
administrators that all students can and will learn and that there
should be no limitations and walls put up to keep students out of a
demanding curriculum. We are not about quotas, but about taking each
student as far as he/she can go.

The academic program seeks to meet the needs of all students whether
they be AP college bound students or self-contained special education
students in need of work-based experiences. Regardless of
classification, high expectations exist for all students. Woodruff High
School leads South Carolina in the percentage of students enrolled in
Advanced Placement courses. The practice of inclusion is in keeping with
College Board recommendations and research on the benefits of the AP
program for college bound students.

However, the academic emphasis of Woodruff High School is not limited to
college bound students. All students are informed of the academic
challenges that lie ahead of them and are confident that they will be
assisted by faculty and staff who care about them in meeting these
challenges. Over 90 percent of sophomores met standard in both ELA and
mathematics on the newest SC Exit exam on the first attempt, thus
insuring eligibility for a high school diploma upon completion of
Carnegie credit.

WHS students have achieved the top 10% ranking of South Carolina high
schools. WHS has earned an excellent absolute rating on the S.C. School
report card since its inception. Consequently, Woodruff High School has
received the Palmetto Gold award for the past four years.

Indeed, Woodruff High School is a unique and special place because of
its stakeholders. One cannot force high school students to learn; one
must instill within them the desire to learn; one must show that he
cares. With this in mind, WHS is able to achieve its mission.

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

## 

## IV-1: Meaning of Assessment Results

Woodruff High School participates in the South Carolina assessment
program consisting of the Basic Skills Assessment Program (BSAP) Exit
exam from 1988---2003 and the High School Assessment Program (HSAP) Exit
exam in 2004. WHS has averaged above ninety percent meeting standard on
the initial attempt of BSAP in each of the subtests of reading, writing,
and mathematics for the past five years. Specifically, on the initial
attempt, WHS has averaged 86% meeting standard in reading, 93% meeting
standard in mathematics, and 93% meeting standard in writing on BSAP in
the past five years. This compares to a state average of 83% meeting
standard in reading, 79% in math, and 85% in writing over the same time
period. In addition, an average of 79% of WHS students have met standard
on the initial attempt on all three subtests as opposed to an average of
67% statewide. Moreover, over 98% of WHS students have met standard on
all subtests of BSAP within two years of the initial administration.

No glaring disparities among subgroups have existed on BSAP even though
a slightly higher percentage of African American students scored below
standard than other ethnic subgroups, as is the case statewide. WHS
averaged 81% of African Americans meeting standard on math, 66% meeting
standard in reading, and 86% meeting standard in writing. This compares
to 73% of African Americans statewide meeting standard in math, 70% in
reading, and 68% in writing.

As a percentage of the tested population, the disabled population has
been very small. However, the disabled students at WHS have had a
slightly higher percentage longitudinal passing rate of 99% as compared
to the 98% rate of non-disabled students.

During the past two years, students have taken the HSAP, an assessment
based on revised curriculum standards integrating both content and
process standards. On the field test in 2003 which established baseline
data, 45% of WHS students scored proficient or above in ELA, and 43%
scored proficient or above in mathematics. This compares to state levels
of 31% in math and 29% in ELA. To receive a proficient rating in ELA, a
student must demonstrate comprehension of complex ideas and connect
those ideas with and across texts, display effective writing skills by
sustaining the reader's interest, clearly develop and organize ideas,
and use supporting details. In order to receive a proficient rating in
math, a student must apply mathematical concepts and procedures, solve
problems using arithmetic, algebraic, and geometric concepts, interpret
data and possess a knowledge of probability concepts, and clearly
communicate mathematical reasoning with work and explanations.

Most recently all second-year high school students took the HSAP Exit
exam in 2004 as a requirement for a diploma. Over 60% of WHS sophomores
were proficient in ELA and in math. Specifically, 63% scored proficient
in ELA, and 70% scored proficient in math. This compares to state scores
of 58% scoring proficient in ELA and 52% scoring proficient in math.
Moreover, 93% of WHS students scored basic or above in ELA and 94%
scored basic or above in math. This compares to state scores of 85%
scoring basic or above in ELA and 80% scoring basic or above in math. As
is the case with BSAP, a slightly higher percentage of African Americans
scored below basic than other ethnic subgroups.

Another state assessment is the end-of-course testing in Algebra I. WHS
had an 88% passing rate on this test as compared to a state-passing rate
of 79%. As far as national tests are concerned, Woodruff High
traditionally ranks above the state average on both the SAT verbal and
math tests in spite of testing over 50 percent of seniors. All
assessment data are available on the website of the South Carolina
Department of Education at www.myscschools.com.

**IV-2: Use of Assessment Data to Improve Student Performance**

Not only does WHS use state assessment data in analyzing student
strengths and weaknesses, but faculty and administration also administer
MAP tests twice a year to freshmen and sophomores to evaluate progress
and adjust curriculum as necessary. All freshmen who score below
proficient in either ELA or math are required to take Freshman Problem
Solving, a course designed specifically to address ELA and math
curriculum strands. Students are involved in individualized computer
assisted instruction for 50 percent of class time. The other 50 percent
of instructional time is devoted to whole class, small group, and
individualized instruction.

As sophomores, students are assigned specialized English and/or math
classes in addition to their regularly scheduled English and/or math
classes if they score below proficient on MAP testing during the spring
of their freshman year. Sophomores are also administered MAP at the end
of first semester. These scores are evaluated for progress or
regression. Students at risk of scoring basic or below on the spring
HSAP are assigned to mandatory weekly after-school sessions that address
specific curriculum strands. Parents are supportive of the proactive
nature of addressing weaknesses before state-mandated assessments.

Assessment is not limited to semi-annual assessment. Mini-tests,
purchased from Tests for Higher Standards and correlated with the
curriculum are administered concurrently with teacher-made tests to
expose students to both multiple choice items and extended response
items. Such exposure increases the comfort level with assessment items.

**IV-3: Communication of Student Performance to Community**

Parents, students, staff, and the community members are informed of
assessment data through local and state publications, including the
South Carolina School Report Card and the annual district publication
entitled Visions. In addition, all stakeholders receive a quarterly
principal's newsletter and have access to the town's weekly newspaper
that highlights education issues. All such data are also available on
the school's website.

Students themselves are informed of school wide performance by the
principal's comments at an opening assembly on the first day of school
as well as through updates during the daily news show. The
administration also conducts class assemblies prior to assessment to
emphasize the importance of the test to each individual. Various
motivational tools are also utilized to reinforce the importance of the
assessment. School wide goals are set and posted throughout the building
to involve and challenge all stakeholders. In addition, special ice
cream sundae days are held to celebrate successes.

Students and parents receive individual scores through distribution of
home reports. However, because of delays in receiving hard copies of
reports, individuals scoring below basic are advised by faculty as soon
as data is available so that remediation efforts may begin promptly.
Such written notifications are given to both students and parents. In
addition, all students are counseled about their below basic scores,
given strategies for improving their skills, and assigned mandatory
after school sessions for assistance. Conferences are held with parents
as requested.

Similarly, printed reports from MAP tests are distributed to students at
designated times even though students receive instant feedback when
participating in diagnostic MAP testing.

**IV-4: Sharing of Successes with Other Schools**

Woodruff High School has shared all its strategies as well as
teacher-made assessments with staff of interested institutions.
Representatives from several local high schools have inquired as to the
reason for success. Faculty and administration have welcomed such visits
and willingly given of time and shared information and resources with
such visitors. Several local schools have implemented some of the
curriculum practices that WHS has utilized as well as some of the
teacher made resources which have been shared with them.

Additionally, staff has promoted specialized programs in various
settings, including the graduate classroom and local and state level
conferences. Staff has reviewed available commercial programs and worked
with developers of some sample assessments in an effort to stay abreast
of state curriculum modification. Particularly, staff has collaborated
with the developers of Tests for Higher Standards in reviewing content
standards as they relate to South Carolina. Hence, WHS is not content to
accept successes of the past but seeks to be on the cutting edge of
obtaining the best available data and thus promoting best practices both
locally and statewide.

**V\--CURRICULUM AND INSTRUCTION**

**V-1: Curriculum**

One reason for the success in student achievement is directly related to
the strength of the curriculum and the design of the instructional day.
WHS maintains a traditional six-period day where all students are
enrolled in six periods the school year of 180 days. No students are
allowed daily early dismissals or late arrivals. Hence, seat time is
significant for all students enabling in-depth study and investigation
into not only content but also higher order process skills.

While there are two courses of study, college prep and tech prep,
students are able to blend courses from each track if desired and
supplement each course of study with additional electives. Electives
include physical education classes that focus on lifelong fitness and
include opportunity in strength fitness and cardio fitness as well as
team movement forms.

Students are also challenged in fine arts electives that include vocal
music classes of chorus and girls' ensemble and instrumental music class
of band. The visual arts program includes 2-D and 3-D classes of
painting and drawing and ceramics and sculpture in addition to an AP Art
class allowing students to create portfolios in accordance with the
Advanced Placement curriculum. Academic success has transcended core
curriculum areas to fine arts areas with past all-state winners in
chorus and band, a grand champion band winner in band competitions, and
visual arts students ranked in the top-ten statewide.

Students are provided career exploration through attendance at local
career centers shared with two neighboring districts as well as through
local offerings in a business completer program and through two courses
in industrial technology as a precursor to additional study at the
career center or technical college.

Each of the core academic areas offer Advanced Placement, honors,
college prep, and tech prep courses. AP courses are offered in English
Language and Composition, English Literature and Composition, Calculus
AB, Biology, Chemistry, European History, and U.S. History. Students
begin advanced study in English and math in seventh grade and with rare
exception complete advanced and honors study in English and math,
culminating in completion of two AP English courses and AP Calculus.
Moreover, all students must enroll in English and math each year.

Similarly, honors students take physical science for Carnegie credit in
the eighth grade, thus enabling them to maximize lab science study in
college prep and AP Biology, college prep and AP Chemistry, and college
prep and honors physics. However, tech prep courses in the same areas
are also offered for tech prep students.

Social studies provides similar opportunities in college prep, tech
prep, and AP courses which include world geography and world history for
freshmen, economics and government for sophomores, US History or AP US
History for juniors, and psychology or AP European History for seniors.

Students are able to complete admission requirements for colleges
through foreign language offerings in French and Spanish. Three levels
in each language are offered with the third level meeting standard for
honors classification.

Regardless of student ability, high expectations are set for all
students. For the student dealing with disabilities, additional
resources are provided. Disabled students are assisted through a self
contained program including work based experiences, and an extended
resource program where students are mainstreamed, and a resource program
which assists students one period per day in core subjects and study
skills. Such expectations are met through an equally challenging
curriculum based on high standards.

**V-2b: English Language Curriculum**

The English language curriculum includes four courses in English I, II,
III, and IV in both college prep and tech prep strands. Honors and
advanced levels include an eighth grade course in English I and high
school courses in English II, III, AP English Language, and AP English
Literature. While the AP courses use the AP guidelines, the four English
courses focus on strands of reading, writing, communication, and
research in keeping with the South Carolina Curriculum Standards.

Students reading below grade level are assisted through additional
opportunities. As freshmen, they are enrolled in Freshmen Problem
Solving, a semester devoted to submersion in language arts strands.
Students advance through computer assisted instruction as well as
typical classroom instructional models. This semester of language arts
instruction is in addition to the yearlong English class.

Sophomores reading below proficient level are assigned a yearlong
language arts enrichment class in addition to their regular English
class. A key component of Language Arts Enrichment is Criterion Writing,
a writing software program that enables students to write essays,
examine a score analysis including feedback, and edit essays.

In each freshmen and sophomore English class, students are given sample
assessments from Tests for Highs Standards on a quarterly basis. In
addition, students are administered mini tests addressing various
reading and analysis strategies. Such assessments are created with high
levels of expectations. Sample tests are a key component in measuring
achievement not only in enrichment classes but also in all English
classes including AP Language and AP Literature.

**V-3: Math Curriculum**

While communication skills are essential, developing problem solvers is
a key portion of the mission of WHS. Such emphasis is promoted in the
math curriculum. A college prep sequence consisting of Algebra I,
Geometry, Algebra II, Pre-calculus, and AP Calculus is complemented with
a tech prep sequence consisting of Math Tec I, Algebra I, Geometry, and
Algebra II/Statistics.

Freshmen who score below proficient on eighth grade spring assessments
are assigned to a semester course focusing on math problem solving
skills in algebra, geometry, and data analysis in addition to their
regular math course. Half of Freshmen Problem Solving is devoted to
computer-assisted instruction with the other half being devoted to
traditional instructional methodologies.

Sophomores who score below proficient on ninth grade spring assessments
are assigned to a yearlong Math Tech II course in addition to their
regular course which is usually Algebra I. For over ten years, the
general track has been eliminated and all students have been required to
take Algebra I in fulfilling the mission of developing competent problem
solvers. Such saturation in math classes for two class periods per day
for approximately half the sophomore class facilitates problem-solving
development for low achievers.

Incorporation of technology is imperative in developing problem solvers.
Classroom sets of graphing calculators are the norm in all beginning
level Algebra classes, and students are issued graphing calculators in
junior and senior level math classes. Coupled with the use of other
hands-on manipulatives, technology in the math classroom enhances the
problem solving process.

**V-4: Instructional Methods to Improve Student Learning**

Curriculum development and assessments are moot points in assisting
student learning without interaction between students and teachers.
Learning takes place when the teacher closes the door and engages
students in meaningful activities. The teachers at WHS provide a variety
of instructional strategies in addressing multiple learning styles of
students.

Visual, auditory, and kinesthetic modalities are addressed during class
presentations. Students are active participants in the learning process
as opposed to being passive spectators. For example, students have been
directed to transform the classroom environment to that of a dock in
modeling [The Old Man and the Sea]{.underline}. Students have
experienced first hand the local color of the North Carolina mountains
through a field trip to Cold Mountain.

Students are provided CBL interfaces to experience first hand data
collection and manipulation via technology. Whether technology in three
business labs, in the Freshman Problem Solving lab, in the foreign
language lab, in the industrial technology lab, in the media center, or
in the traditional classroom through multimedia projectors, students are
active participants in their learning. Also, cooperative learning groups
are the norm in WHS classrooms. Activities are designed to model
projects and situations which students may face in the real world. The
Socratic method has proved useful in addressing the varied needs of
students.

## V-5: Professional Development Program

In order to maintain excellence in student programs, professional
development is imperative. The professional development program is
planned, flexible, and utilizes a variety of resources in assisting
faculty and staff in keeping abreast of the latest best practices and
research. All faculty members are encouraged to engage in graduate
study, and tuition reimbursement is available to reduce limitations to
such endeavors. Hence, advanced study is a key component of the ongoing
professional development plan. Spartanburg District 4 is highly ranked
in South Carolina with the percentage of faculty with advanced degrees.

Annually, faculty members are surveyed regarding professional
development needs and evaluate existing plans. Representatives from each
department are granted release time to attend local and state
conferences. They then return to WHS and present in-service
opportunities prompted by their conference attendance. This enables
teachers to be on the cutting edge of effective instructional
strategies. The conferences that WHS faculty has attended are not
limited to state content conferences but include conferences on
assessment and using assessment to direct instruction.

Moreover, a district instructional roundtable committee meets monthly to
coordinate professional development opportunities. This enables
coordination of the curriculum throughout the district. Learning from
each other has been vital in the achievements of staff and students. In
addition, professional development opportunities occur monthly through
departmental meetings that enable teachers to focus on departmental
issues relating to instruction and assessment. Such meetings allow for
the organized monitoring and review of instructional strategies and
provide welcomed ideas for stimulating teaching strategies and modifying
curriculum.

**SOUTH CAROLINA CRITERION REFERENCED TEST:**

**BSAP AND HSAP: EXIT EXAM MATHEMATICS GRADE 10 FIRST ATTEMPT**

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

  **Testing month: APRIL**                                           **HSAP**    **BSAP**    **BSAP**    **BSAP**    **BSAP**

  **SCHOOL SCORES**                                                                                                  

  \% At or Above Basic                                               94          88          91          95          96

  \% At or Above Proficient                                          70                                              

  \% At Advanced                                                     27                                              

  Number of students tested                                          192         167         166         173         155

  Percent of total students tested                                   100                                             

  Number of students alternatively assessed                          0           0           0           0           0

  Percent of students alternatively assessed                         0           0           0           0           0

                                                                                                                     

  **SUBGROUP SCORES**                                                                                                

  1.\_**[Male]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                         
  (specify subgroup)                                                                                                 

  \% At or Above Basic                                               95          91          92          93          94

  \% At or Above Proficient                                          73                                              

  \% At Advanced                                                     31                                              

  Number of students tested                                          104         80          91          91          63

  2.\_**[Female]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                          

  \% At or Above Basic                                               93          85          89          96          97

  \% At or Above Proficient                                          66                                              

  \% At Advanced                                                     23                                              

  Number of students tested                                          88          87          75          82          92

  3.\_**[White]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                 
  subgroup)                                                                                                          

  \% At or Above Basic                                               95          92          93          96          98

  \% At or Above Proficient                                          72                                              

  \% At Advanced                                                     30                                              

  Number of students tested                                          161         132         133         139         127

  4.\_**[African American]{.underline}**\_\_\_\_(specify subgroup)                                                   

  \% At or Above Basic                                               89          70          80          88          85

  \% At or Above Proficient                                          56                                              

  \% At Advanced                                                     19                                              

  Number of students tested                                          27          33          30          32          26

  5.\_**[Hispanic/Asian Pacific]{.underline}** (specify subgroup)                                                    

  \% At or Above Basic                                               NA          100         100         100         100

  \% At or Above Proficient                                          NA                                              

  \% At Advanced                                                     NA                                              

  Number of students tested                                          4           1           3           2           2

  6.\_\_**[Subsidized Lunch]{.underline}**\_\_\_(specify subgroup)                                                   

  \% At or Above Basic                                               91          86          77          94          90

  \% At or Above Proficient                                          66                                              

  \% At Advanced                                                     10                                              

  Number of students tested                                          58          57          35          31          31

  7.\_\_**[Disabled]{.underline}**\_\_\_\_\_\_\_\_\_\_\_ (specify                                                    
  subgroup)                                                                                                          

  \% At or Above Basic                                               55          80          60                      

  \% At or Above Proficient                                          9                                               

  \% At Advanced                                                     0                                               

  Number of students tested                                          11          5           5           0           0

                                                                                                                     

  **STATE SCORES**                                                                                                   

  \% At or Above Basic                                               80          81          81          81          77

  \% At or Above Proficient                                          52                                              

  \% At Advanced                                                     22                                              
  ------------------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

NA=NOT AVAILABLE; BSAP was replaced by HSAP in 2003-2004.

**SOUTH CAROLINA CRITERION REFERENCED TEST:**

**BSAP EXIT EXAM READING AND HSAP EXIT ENGLISH LANGUAGE ARTS GRADE 10**

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

  **Testing month\--APRIL**                                        **HSAP**    **BSAP**    **BSAP**    **BSAP**    **BSAP**

  **SCHOOL SCORES**                                                                                                

  \% At or Above Basic                                             93          81          86          90          87

  \% At or Above Proficient                                        63                                              

  \% At Advanced                                                   28                                              

  Number of students tested                                        192         167         166         173         156

  Percent of total students tested                                 100                                             

  Number of students alternatively assessed                        0           0           0           0           0

  Percent of students alternatively assessed                       0           0           0           0           0

                                                                                                                   

  **SUBGROUP SCORES**                                                                                              

  1.\_**[Male]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                       
  (specify subgroup)                                                                                               

  \% At or Above Basic                                             91          86          82          86          89

  \% At or Above Proficient                                        67                                              

  \% At Advanced                                                   24                                              

  Number of students tested                                        104         80          91          91          63

  2.\_**[Female]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                        

  \% At or Above Basic                                             95          77          91          95          86

  \% At or Above Proficient                                        58                                              

  \% At Advanced                                                   24                                              

  Number of students tested                                        88          87          75          82          93

  3.\_**[White]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                 
  subgroup)                                                                                                        

  \% At or Above Basic                                             95          87          91          94          91

  \% At or Above Proficient                                        67                                              

  \% At Advanced                                                   35                                              

  Number of students tested                                        161         132         133         139         128

  4.**[African American]{.underline}**\_\_\_\_(specify subgroup)                                                   

  \% At or Above Basic                                             85          58          67          72          73

  \% At or Above Proficient                                        45                                              

  \% At Advanced                                                   37                                              

  Number of students tested                                        27          33          30          32          26

  5.\_**[Hispanic/Asian Pacific]{.underline}** (specify subgroup)                                                  

  \% At or Above Basic                                             NA          100         67          100         50

  \% At or Above Proficient                                        NA                                              

  \% At Advanced                                                   NA                                              

  Number of students tested                                        4           1           3           2           2

  6.**[Subsidized Lunch]{.underline}**\_\_\_\_\_(specify subgroup)                                                 

  \% At or Above Basic                                             88          70          74          74          74

  \% At or Above Proficient                                        52                                              

  \% At Advanced                                                   12                                              

  Number of students tested                                        58          57          35          31          31

  7.\_**[Disabled]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                                        

  \% At or Above Basic                                             64          60          40                      

  \% At or Above Proficient                                        18                                              

  \% At Advanced                                                   9                                               

  Number of students tested                                        11          5           5           0           0

                                                                                                                   

  **STATE SCORES**                                                                                                 

  \% At or Above Basic                                             85          84          82          85          83

  \% At or Above Proficient                                        58                                              

  \% At Advanced                                                   27                                              
  ---------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

NA= NOT AVAILABLE; BSAP was replaced by HSAP in 2003-2004.

**SOUTH CAROLINA CRITERION REFERENCED TEST:**

**BASIC SKILLS ASSESSMENT PROGRAM: EXIT EXAM WRITING GRADE 10**

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 1    |
|                                   | 003- | 002- | 001- | 000- | 999- |
|                                   | 2004 | 2003 | 2002 | 2001 | 2000 |
+-----------------------------------+------+------+------+------+------+
| ### Testing month\--APRIL         | **   | **BS | **BS | **BS | **BS |
|                                   | \*** | AP** | AP** | AP** | AP** |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                 |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 92   | 90   | 93   | 96   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 168  | 165  | 173  | 156  |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  |      | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively |      | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1.\_**[Male]{.underline}*         |      |      |      |      |      |
| *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 89   | 86   | 90   | 97   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 80   | 91   | 91   | 63   |
+-----------------------------------+------+------+------+------+------+
| 2.\_**[Female]{.underline}**\_\   |      |      |      |      |      |
| _\_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 94   | 95   | 96   | 95   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 88   | 74   | 82   | 93   |
+-----------------------------------+------+------+------+------+------+
| 3.\_**[White]{.underli            |      |      |      |      |      |
| ne}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 94   | 92   | 94   | 96   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 132  | 132  | 139  | 128  |
+-----------------------------------+------+------+------+------+------+
| 4.\_**[African                    |      |      |      |      |      |
| Americ                            |      |      |      |      |      |
| an]{.underline}**\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 82   | 83   | 88   | 92   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 34   | 30   | 32   | 26   |
+-----------------------------------+------+------+------+------+------+
| 5.\_**[Hispanic/Asian             |      |      |      |      |      |
| Pacific]{.underline}** (specify   |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 100  | 33   | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 1    | 3    | 2    | 2    |
+-----------------------------------+------+------+------+------+------+
| 6.\_**[Subsidized                 |      |      |      |      |      |
| Meals]{.underline}**(specify      |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 91   | 91   | 84   | 97   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 58   | 35   | 31   | 31   |
+-----------------------------------+------+------+------+------+------+
| 7.\_**[Disabled]{.u               |      |      |      |      |      |
| nderline}**\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 100  | 80   |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      | 5    | 5    | 0    | 0    |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **STATE SCORES**                  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              |      | 83   | 84   | 86   | 87   |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient---Not   |      |      |      |      |      |
| applicable                        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Advanced---Not applicable   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+

\*Writing was combined with English Language Arts on HSAP testing in
2003-2004.