##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_[X]{.underline} High K-12 \_\_Charter

Name of Principal [Mr. B. Creig Tyler]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [2463 Augusta Highway]{.underline}

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

[Lexington SC 29072-2215]{.underline}

City State Zip Code+4 (9 digits total)

County [Lexington]{.underline} State School Code Number\*
[32-01-003]{.underline}

Telephone [(803) 359-5565]{.underline} Fax [(803) 359-8726]{.underline}

Website/URL
[https://www.edline.net/pages/Lexington_High_School]{.underline} E-mail
<ctyler@lexington1.net>

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. Karen Woodward]{.underline}

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

District Name [Lexington County School District One]{.underline} Tel.
[(803) 359-4178]{.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 Mr. Albert J. Dooley, Jr.

President/Chairperson

(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]{.underline}**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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]{.underline}**

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

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

1\. Number of schools in the district:

  ------------------ ----------------------------------------------------
  10                 Elementary schools

  4                  Middle schools

  0                  Junior high schools

  4                  High schools

  3                  Other

  21                 TOTAL
  ------------------ ----------------------------------------------------

2\. District Per Pupil Expenditure: [7,057]{.underline}

Average State Per Pupil Expenditure: [7,217]{.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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3.5]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       0         0           0

  **K**                                                     **8**       0         0           0

  **1**                                                     **9**       349       337         686

  **2**                                                     **10**      278       264         542

  **3**                                                     **11**      270       293         563

  **4**                                                     **12**      256       261         517

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   2,308
                                    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: [6]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[3]{.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:
[9]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      68
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      128
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    196
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 2,161
                            the school as of October 1  

  **(5)**                   Total transferred students  0.09
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           9
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [4]{.underline}

Specify languages: Chinese, French, Japanese, Spanish

9\. Students eligible for free/reduced-priced meals: [14]{.underline} %

Total number students who qualify: [311]{.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: [7]{.underline} %

[154]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

  ------ ----------------------- ------ ----------------------------------
  7      Autism                  6      Orthopedic Impairment

  0      Deafness                14     Other Health Impaired

  0      Deaf-Blindness          95     Specific Learning Disability

  7      Emotional Disturbance   19     Speech or Language Impairment

  3      Hearing Impairment      1      Traumatic Brain Injury

  26     Mental Retardation      2      Visual Impairment Including
                                        Blindness

  \*     Multiple Disabilities          
  ------ ----------------------- ------ ----------------------------------

-   Out of the 154 students in our special education program, 27 have
    more than one disability but do not fall under the "Multiple
    Disabilities" category as defined by IDEA. These numbers reflect an
    accounting of all disabilities served.

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

  ----------------------------------- ----------------- -----------------
                                      **Number of       
                                      Staff**           

                                      **Full-Time**     **Part-Time**

  Administrator(s)                    8                 

  Classroom Teachers                  120               3

  Special resource                    22                3
  teachers/specialists                                  

  Paraprofessionals                   21                1

  Support staff                       60                4

  Total number                        **231**           **11**
  ----------------------------------- ----------------- -----------------

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

students in the school divided by the FTE of classroom teachers:
[18:1]{.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.

  ------------------------- --------------- --------------- --------------- --------------- ---------------
                            **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**   **2000-2001**

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

  Daily teacher attendance  97%             96%             97%             95%             96%

  Teacher turnover rate     8%              8%              9%              8%              7%

  Student dropout rate      1%              2%              3%              2%              1%
  (middle/high)                                                                             

  Student drop-off rate     10%             9%              2%              \*              \*
  (high school)                                                                             
  ------------------------- --------------- --------------- --------------- --------------- ---------------

\*These statistics are taken from the state's graduation rates.
Lexington County School District One is not required to keep data longer
than five years, therefore we are not able to access information this
far in the past.

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

  ---------------------------------------------------------- ------------
  Graduating class size                                      459

  Enrolled in a 4-year college or university                 60%

  Enrolled in a community college                            \*31%

  Enrolled in vocational training                            \*%

  Found employment                                           5%

  Military service                                           2%

  Other (travel, staying home, etc.)                         \%

  Unknown                                                    2%

  **Total**                                                  100%
  ---------------------------------------------------------- ------------

> \*Enrolled in a community college and enrolled in vocational training
> combined.

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

Lexington High School, the largest high school in Lexington District
One, is a comprehensive four-year public high school located in a
suburban/rural community, which is rapidly expanding due to a broad
spectrum of industrial and professional business opportunities.
Lexington High School enjoys a high standard of academic excellence that
has been maintained over the years and is a source of pride to the
community. The mission of Lexington High School, where excellence is the
standard, is to develop lifelong learners who meet the demands of a
global society. In partnership with parents, students, educators, and
community members, Lexington High School provides curriculum and
instruction that encourage both diversity and unity, develop integrity
and character, and promote initiative and collegiality among our
students.

**Beliefs for Lexington High School**

1.  Each student is a valued individual with unique physical, social,
    emotional and intellectual needs.

2.  Student learning is the primary focus of all decisions impacting the
    work of the school.

3.  Students will become self-directed, lifelong learners by engaging in
    activities that stimulate critical thinking and require practical
    application of their knowledge.

4.  Curriculum and instructional practices should incorporate a variety
    of learning and assessment activities to accommodate cultural
    differences, varying abilities and learning styles.

5.  The role of a teacher is to facilitate learning by providing
    standards-based instruction that actively engages students and
    encourages the production of quality work.

6.  A safe and physically comfortable environment promotes student
    learning and enhances positive relationships between students and
    staff.

7\. Teachers, administrators, parents, and the community share the
responsibility for

advancing the school\'s mission to enable students to become confident,
self-

directed, lifelong learners.

Lexington High School has received an absolute rating of "Excellent"
every year, beginning with the first State of South Carolina Annual
School Report Card in 2001. As a result, in 2002 Lexington High School
was selected as one of the state's first Palmetto Gold award winners for
outstanding student achievement.

Lexington High School encourages student involvement in a variety of
clubs, organizations, academic teams, and athletic teams which
complement the curriculum. We believe these programs are essential in
the total development of our students. At the same time, extracurricular
activities have a positive effect on academic performance and promote
personal growth. Our athletic teams, fine arts programs, academic teams,
and ROTC program have received region and state recognition. Community
support extends to both academics and extracurricular activities, and is
evidenced by booster organizations created to support the school and its
students. The LHS Athletic Booster Club, the LHS Band Booster Club, the
JROTC Booster Club, the LHS Orchestra Booster Club, and the LHS Choral
Booster Club volunteer their time and give needed monetary support.

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

**1. Assessment Results:**

Lexington High School participates in the South Carolina assessment
program yearly. The tests have consisted of the Basic Skills Assessment
Program (BSAP) Exit Exam from 1988-2003 and the High School Assessment
Program (HSAP) Exit Exam from 2004 to the present. Initial testing
begins in the 10^th^ grade. For HSAP there are two sections: English
Language Arts and Math. The HSAP assesses selected South Carolina
academic standards that all students should have learned in both ELA and
math by the end of the 10th grade. Students can score 1, 2, 3, or 4,
sometimes noted as Below Basic, Basic, Proficient, and Advanced,
respectively. Only those students who score Basic and above meet the
standards on HSAP. Students that score Below Basic can take the part(s)
of the exam that they did not master over the 11^th^ and 12 grades.
Students must pass both parts to receive a South Carolina High School
diploma. Prior to the spring of 2004, the state used the BSAP Exit Exam.
This test was based on the basic skills a student needed to graduate
from high school. It worked the same way as HSAP except there were three
parts: reading, writing, and math. To obtain more information on these
tests and access scores on these tests, you can go to
[www.myscschools.com](http://www.myscschools.com/)

In the three years prior to the administration of HSAP, over 85% of the
Lexington High School tenth graders met the graduation standard on all
three sections of the BSAP Exit Exam the first time they were tested,
compared to a 68% average for the state. The sophomore class of
2003-2004 was the first class required to take the HSAP Exit Exam. Over
94% of the students met the graduation standard on both sections of the
test, compared to 76% for the state. For 2005, over 95% met the
graduation standard compared to 72% for the state.

Our subgroup scores demonstrate clearly that we expect all our students
to do well. Our SAT scores are further evidence of our high Performance.
Year after year, the College Board reports average SAT scores for
Lexington High School that are well above the national average with a
high percentage of students taking the test. For example, the class of
2005's average score for Lexington High School is 1,059 while the
state's average is 993 and the national average is 1,028. Lexington High
School's report was based on SAT scores for 80% of the 2005 graduating
class.

**2. Using Assessment Results:**

There is a Data Team at Lexington High School. The group is comprised of
the principal, two assistant principals, the English department
chairperson and the math department chairperson. The group meets at the
beginning of each school year to look at all previous test scores:
local, state, and national. They discuss strengths and weaknesses; what
is happening for the good and what can be improved upon. The Data Team
sets goals for improvement and plans of action for the coming school
year. For example, one of the school's data goals for the 2005-06 school
year is to improve our SAT scores. Although our school average is
consistently above the national average, the team feels our students can
do better. One strategy is to have English and math teachers create
problems of the day to use for bellringers. This allows all students to
be exposed to SAT-type questions.

Lexington High School also used MAP to test incoming 9^th^ graders who
scored Below Basic on PACT in the 8^th^ grade. (We use 7th and 8th grade
PACT scores to identify students in 9th and 10th grades for linked
courses as a means of remediation.) Teachers use the MAP scores to
assess student strengths and weaknesses. Teachers can then decide which
skills they need to emphasize so students can improve before taking the
HSAP exit exam in the 10^th^ grade.

We use HSAP scores that are returned in December and July to remediate
those students below standard. Teachers may look at individual score
sheets to assess weaknesses within each area. For example, reading is
weak but writing is average, or this student needs help in geometry but
not in algebra skills.

**3. Communicating Assessment Results:**

Communication of student performance is so important. Lexington High
School does this in a variety of ways. It all begins on a daily basis
within the classroom. Students learn from their teachers through formal
and informal assessments how they are performing. Some assessments used
by teachers include tests, rubrics, and questioning. Grades are
downloaded weekly onto Lex\<\>Connect, the District web page. Students
and parents have access codes that allow them to keep up with their
grades and attendance. Teachers also send emails to parents to praise
really good grades or show concern when grades drop.

Formal grade reports are sent each 4½ weeks to inform students and
parents of strengths and weaknesses. Each nine weeks an A and an A/B
honor roll is posted at the school and sent to the local newspapers. The
top 10% of the senior class is rewarded at the Excellence in Education
banquet sponsored by the Lexington Chamber of Commerce.

Parents and community members can see state and local reports on-line at
myscschools.com and at lexington1.net. The school data can be compared
to other state schools and schools within our district. The state's SC
Report Card is also sent home to parents and it can be accessed on-line.
The State SAT championship team has its picture displayed on the wall
with all the athletic state champions.

On a personal note, student reports on state testing are sent home.
However, when we receive grades over the summer, students who did not
meet standard are called so they can be remediated immediately in the
fall. When students pass after taking a part more than two times, they
are personally called into the office and congratulated.

The principal sends the Annual School Improvement Report home each April
to give parents a summary of how the school is doing academically. The
report also includes a listing of other awards. A quarterly newsletter
produced by the journalism class goes out to parents and the community
members. Pictures and data about students' successes are highlighted.
The school yearly produces and distributes the LHS Profile pamphlet to
anyone that needs information about our school. It includes the most
recent test scores and awards. The principal takes opportunities to tell
of Lexington High School students' successes through the School
Improvement Council, the Rotary Club, and Lexington County Principals'
Association.

**4. Sharing Success:**

Lexington High School is fortunate to have caring students, teachers,
parents, and a supportive community. We are proud of our school and want
to share our successes with others. We welcome teachers and
administrators from other schools to visit our classrooms to observe and
ask questions. We provide them with tours, demonstrations, and handouts
explaining our ways of doing things.

Another way we share is by encouraging our teachers to present at local,
state, and national conferences. They have done many interesting and
informative presentations. Examples from the math department are
"Weapons of Math Instruction, Code Blue" at the SCCTM conference,
"Technology in the LHS Classroom" at Delta Kappa Gamma, and "SAT/ACT
Workshop for Teachers Teaching the Class" & "Using the TI-92 Calculator
in the Geometry Classroom" at the 4^th^ Monday District In-Service. One
of our Strategies teachers is on the Task Force for Career Planning and
did a presentation of the Strategies for Success classes at Lexington
High School. The Fine Arts department have done several: "How to Start
an Outreach Program at Your School" at the SC Theatre Association,
"Developing a Mariachi Group in Your School" at the Music Educators
National Conference, and "Writing with Light\-\--Using Photography in
Your Classroom" for a district in-service. One assistant principal gave
a presentation at the SC Gifted and Talented Conference: "How to Start
an International Baccalaureate Diploma Programme." One of our Technology
Integration Special presented "Using Handheld Computers in the
Classroom" at the Southern Association of Schools Regional Conference.
The English Department has presented locally ("Masterpiece Classroom" at
the SCCTE conference) and regionally ("Advanced Yearbook Design" at the
Southern Interscholastic Press Association).

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

**1. Curriculum:**

Lexington High School offers a relevant, challenging, standards-based
curriculum for its students. The curriculum is taught within the 4x4
block schedule. Each student is required to take four classes each
semester. There are no study halls and no late arrivals or early
dismissals. We do allow seniors to cross-enroll in college classes and
participate in internships.

Students are offered a variety of levels that meet their specifics
needs. The Essential, Concept, Seminar, Theory, Honors, and Advanced
Placement levels all prepare students for their next level of education,
whether it is a two or four-year college. The difference in these
classes is based purely on means of instruction. For instance,
Essentials and Concepts stress what is mandatory to be learned for
college acceptance. Seminar and Theory stress the fact that we want
teachers to use the Socratic approach and emphasize the theory behind
what students are learning. Honors and Advanced Placement allow students
to move at a faster pace and earn college credit (AP) while still in
high school. All courses end with a standards-based, cumulative final
exam.

Our core courses of English, math, social studies, and science offer an
array of classes for every student. Students are encouraged to choose
courses that challenge them. English classes are offered from English 1
to English 5. There are electives in journalism, mythology, public
speaking, and various literary genres. Math classes start at the
Introduction to Algebra course and advance to Advanced Placement
Calculus. Social studies offers the required US History and American
Government/Economics along with many electives, including a class called
The Holocaust and Intolerance Studies. Science classes use inquiry and
experimentation to teach courses including Physical Science, Biology,
Chemistry, and Physics. A variety of electives include Anatomy &
Physiology, Astronomy & Space Science, and Meteorology & Climatology.

We offer four foreign languages: French, German, Latin, and Spanish.
Students that begin a foreign language in elementary school are grouped
together so they can move at a faster pace. Teachers use immersion
techniques to challenge students to use the language continually while
in the classroom.

Our Fine Arts department includes the visual and the performing arts.
Students can choose from art, photography, drama, band, chorus, and
orchestra. Students are encouraged to share their talents in the
community through recitals, concerts, and shows.

Our Physical Education department encourages students to engage in
habits for a healthy lifestyle. We offer a variety of classes that
include PE 1 (Aerobic Fitness/ Line Dancing/ Tennis, Badminton/ Flag
Football, Softball/ Archery, Volleyball/ Tennis), Health, Physical
Fitness and Weight Training, Physical Education 3 & 4 that focus on
particular athletics, and Sports Medicine.

Our Special Education curriculum is customized for each student.
Students can be in a resource class for extra help and support. Other
students are self-contained and are taught skills to make them
self-sufficient to their best level, including a program that trains
some students for job readiness.

There are other electives such as Consumer and Family Science, Teacher
Cadet, Service Learning, and Internships. Other electives are offered at
the Lexington District One Technology Center. We are proud of the fact
that there are classes available for every interest a student may have.

**2b. (Secondary Schools) English:**

Lexington High School follows the South Carolina English Language Arts
Curriculum in all English classes. We believe the curriculum standards
are best taught and evaluated within a comprehensive literary curriculum
that includes extensive opportunities for students to read, write,
communicate, and inquire about their work. Although standards for each
grade area are outlined, the items are not intended to be taught
discretely in a predetermined order. Instead, they are addressed
frequently in a variety of ways with increasingly difficult texts over
extended periods of time to promote deep understanding. We offer English
1, 2, 3, 4, and 5. Levels range from Essentials to Advanced Placement.

For students that have scored Below Basic on the Palmetto Achievement
Challenge Test (PACT), we offer English 1 Essentials (Part 1 & 2) and
English 2 Essentials (Part 1 & 2). These courses feature classic and
contemporary selections supported by strategic reading instruction. They
are designed to help students understand the underlying structures of
text. The courses include strategy-based reader response activities that
guide students through the reading process, comprehension and analysis
of texts. Students learn to read a variety of texts for different
purposes, use various reading strategies, develop their own reading
capacity, and evaluate and monitor their own understanding and progress.
Students also learn to recognize, demonstrate and analyze the qualities
of effective communication; use listening skills to comprehend and
analyze information in various situations; and comprehend and analyze
information from non-print sources. These courses also emphasize
strategies that are needed to achieve proficiency on standardized tests
and classroom assessments.

For those students who have not mastered the English/language arts
section of the South Carolina High School Assessment Program (HSAP), we
offer HSAP Prep ELA. This course focuses on a variety of instructional
materials and activities. The teachers present skills through direct
teaching, large and small group activities, and computer-assisted
lessons. Also, we offer an ESOL class for students with limited English
proficiency. Emphasis in this class is placed on content-related
vocabularies to promote success in all core areas.

**3. Social Studies**

The mission of Lexington High School, where excellence is the standard,
is to develop lifelong learners who meet the demands of a global
society. Curriculum and instruction encourage both diversity and unity,
develop integrity and character, and promote initiative and collegiality
among our students. Our Social Studies curriculum exemplifies this.

A variety of courses are offered in the Social Studies department in
grades 9-12. Classes offered include US History, American Government,
Economics, Civics, European History, World Geography, World History,
Current Issues, Law Education, Psychology, Sociology, Strategies for
Success, and Holocaust & Intolerance Studies. All of these classes are
based on standards that call for the integration of content standards
(what students are expected to know in each area) and process standards
(what skills students are expected to develop). These classes promote
student-led discussions and inquiry projects. Teachers use research and
community service to relate the past to the present. A civic involvement
project is included in the American government curriculum. Students must
attend a required number of local government meetings and complete 10
hours of community service.

All ninth graders are required to take Strategies for Success. The
course content includes developing & practicing study skills and
selecting & preparing for a fulfilling career. It provides students with
training, practice and experience in the following areas:
decision-making, goal setting, planning, time management, and teamwork.
The course content includes an examination of [The Seven Habits of
Highly Effective Teens]{.underline}. Students use Kuder, a web-based
career site, to find career paths and can set up a continuing portfolio.
This course starts our ninth graders off on the right foot for a
successful high school experience.

**4. Instructional Methods:**

Lexington High School believes curriculum and instructional practices
should incorporate a variety of learning and assessment activities to
accommodate cultural differences, varying abilities, and learning
styles. The role of a teacher is to facilitate learning by providing
standards-based instruction that actively engages students and
encourages the production of quality work.

What goes on in the classroom between teachers and students is the heart
of all learning. Teachers plan instruction for 90-minute blocks using a
variety of methods. They address their subjects orally, visually, and
tactilely to teach all styles of learners. A typical lesson can include
lectures, reading, discussion, writing, computer-assisted presentations,
interactive learning, group work, and projects.

Teachers are given training through workshops and individual help
sessions to integrate new, cutting-edge ideas into their instruction. We
have a full-time Technology Integration Specialist who trains teachers
on new technology in their classrooms and helps them research to find
lessons that use technology or incorporate technology. All language arts
teachers have been trained to use the Socratic seminar to enhance
classroom discussions. All teachers have been trained on the use of
flatrons and United Streaming. These supplement instruction with visuals
that relate curriculum topics to real-life experiences.

For students that need extra help, we have computer programs on Nova Net
that students can use to work on skills at their own pace. We offer
before and after school district-sponsored, math tutoring sessions.

**5. Professional Development:**

Professional development allows the teachers to gather new information
and stay up-to-date on the newest teaching strategies. It often
validates what a teacher is already doing. Lexington High School uses
every opportunity to let its teachers attend state and national
conferences to stay abreast of the current issues in education. We
encourage them to attend by giving them professional leave.

For Lexington High School's state-mandated, school-based in-service
days, we have chosen to focus on technology in the classroom. Teachers
have learned how to use Lex\<\>Connect (a district, school, and teacher
web page), Groupwise (an email system), matchware software (Mediator and
Openmind), LCD projectors, LG panels/flatrons, Riverdeep (a math
enrichment program), palms, and laptops. With teachers using these
devices in the classroom, students have many different ways they can
learn. From watching the teacher work problems in different color inks
to students using webbing, technology has given learning a new twist.
Teachers can reach visual, auditory, and tactile learners. Also,
teachers can keep in touch with the students and the parents through the
web pages on Lex\<\>Connect and through email. Teachers post lesson
plans, extra exercises for practice, links to other sites, grades,
attendance, and notes from class. All this communication insures that
the school and the home become a team.

Also, Lexington High School's teachers meet the first Wednesday of each
month during their planning periods. These small groups discuss topics
that impact student achievement. Teachers were asked at the beginning of
the school year which topics/information they would like discussed. The
groups are led by assistant principals, guest speakers, and the teachers
themselves. The small group atmosphere allows for dialogue between
various disciplines and for teachers to share what has worked for them
in the classroom. Some topics discussed this year include the new
Bloom's Taxonomy and how to adapt it in the classroom, the International
Baccalaureate Curriculum, the District Curriculum Frameworks, drug &
gang prevention, and new special education regulations.

**[PART VII -- ASSESSMENT RESULTS]{.underline}**

**STATE CRITERION-REFERENCED TESTS**

**Grade:** 10 **Tests:** Basic Skills Assessment Program (BSAP) and High
School Assessment

Program (HSAP) Publisher: South Carolina Department of Education

+---------------------------------+-----+-----+-------+-------+-------+
|                                 | 200 | 200 | 2002  | 2001  | 2000  |
|                                 | 4-2 | 3-2 | -2003 | -2002 | -2001 |
|                                 | 005 | 004 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| **English/Language Arts**       | H   | H   | BSAP  | BSAP  | BSAP  |
|                                 | SAP | SAP |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Testing month                   | Ap  | Ap  | April | April | April |
|                                 | ril | ril |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| **SCHOOL SCORES\***             |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 9   | 9   |       |       |       |
|                                 | 7.9 | 6.4 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 8   | 8   |       |       |       |
|                                 | 4.6 | 1.2 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% meeting standard (sum of the |     |     | 94.3  | 92.6  | 94    |
| %s at                           |     |     | Rea   |       |       |
|                                 |     |     | ding/ | Rea   | Rea   |
| Basic, Proficient, and          |     |     |       | ding/ | ding/ |
| Advanced)                       |     |     | 95.5  |       |       |
|                                 |     |     | Wr    | 93    | 95.3  |
|                                 |     |     | iting |       |       |
|                                 |     |     |       | Wr    | Wr    |
|                                 |     |     |       | iting | iting |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 591 | 570 | 546   | 528   | 498   |
+---------------------------------+-----+-----+-------+-------+-------+
| Percent of total students       | 9   | 9   | 99.3  | 94.8  | 93.9  |
| tested                          | 9.3 | 9.1 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students              | \   | \*\ | NA    | NA    | NA    |
| alternatively assessed          | *\* | *\* |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Percent of students             | NA  | 100 | NA    | NA    | NA    |
| alternatively assessed          |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
|                                 |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| SUBGROUP SCORES                 |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| 1\. White                       |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 9   | 9   |       |       |       |
|                                 | 8.7 | 7.7 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 86  | 8   |       |       |       |
|                                 |     | 3.6 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 540 | 505 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| 2\. African-American            |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 9   | 7   |       |       |       |
|                                 | 1.7 | 8.8 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 6   | 4   |       |       |       |
|                                 | 2.5 | 5.5 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 31  | 38  |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| 3\. Disabled                    |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 8   | 7   |       |       |       |
|                                 | 8.9 | 6.3 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 4   | 4   |       |       |       |
|                                 | 7.2 | 2.1 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 40  | 41  |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| 4\. Not Disabled                |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 9   | 9   |       |       |       |
|                                 | 8.5 | 7.9 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 8   | 8   |       |       |       |
|                                 | 7.1 | 4.1 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 551 | 529 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| 5\. Subsidized Meals            |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 8   | 8   |       |       |       |
|                                 | 8.5 | 4.8 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 5   | 5   |       |       |       |
|                                 | 9.7 | 7.5 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 57  | 76  |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| 6\. Full-Pay Meals              |     |     |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at or Above Basic            | 9   | 9   |       |       |       |
|                                 | 8.8 | 7.9 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| \% at Proficient and Advanced   | 8   | 8   |       |       |       |
|                                 | 7.1 | 4.4 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+
| Number of students enrolled     | 534 | 494 |       |       |       |
+---------------------------------+-----+-----+-------+-------+-------+

\*Data taken from the AYP site (2002-2003) and Exit Exam scores site
(2000-2003) at

[www.myscschools.com](http://www.myscschools.com/)

\*\*no age appropriate students qualified for the test this year

\*\*\*\<10 students tested

**STATE CRITERION-REFERENCED TESTS**

**Grade:** 10 **Tests:** Basic Skills Assessment Program (BSAP) and High
School Assessment

Program (HSAP) Publisher: South Carolina Department of Education

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| **Math**                          | HSAP | HASP | BSAP | BSAP | BSAP |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | A    | A    | A    | A    | A    |
|                                   | pril | pril | pril | pril | pril |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES\***               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 95.1 | 94.7 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 83.2 | 77.1 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% meeting standard (sum of the   |      |      | 94.7 | 95   | 95.7 |
| %s at                             |      |      |      |      |      |
|                                   |      |      |      |      |      |
| Basic, Proficient, and Advanced)  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 591  | 569  | 546  | 528  | 498  |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 98.8 | 99.3 | 99.3 | 94.8 | 93.9 |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | \*\* | \*   | NA   | NA   | NA   |
| assessed                          |      | \*\* |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | NA   | 100  | NA   | NA   | NA   |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. White                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 96.4 | 96.5 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 84.6 | 80.9 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 540  | 504  |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 2\. African-American              |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 79.2 | 72.7 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 62.5 | 30.3 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 31   | 38   |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 3\. Disabled                      |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 71.5 | 75.6 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 48.6 | 40.5 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 40   | 40   |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 4\. Not Disabled                  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 96.8 | 96   |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 85.6 | 79.7 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 551  | 529  |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 5\. Subsidized Meals              |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 77   | 84.9 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 55.8 | 37.9 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 57   | 76   |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 6\. Full-Pay Meals                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at or Above Basic              | 97.1 | 96   |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% at Proficient and Advanced     | 86.1 | 82.5 |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students enrolled       | 534  | 493  |      |      |      |
+-----------------------------------+------+------+------+------+------+

\*Data taken from the AYP site (2002-2003) and Exit Exam scores site
(2000-2003) at

[www.myscschools.com](http://www.myscschools.com/)

\*\*no age appropriate students qualified for the test this year

\*\*\*\<10 students tested