### U. S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

#### Cover Sheet

  -------------- --------- -------------------------------------------------------
  Name of        Mrs.      
  Principal      Joanne    
                 Robblee   

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

  Official                 Morris Brandon Elementary School
  School Name              

  (As it should            
  appear in the            
  official                 
  records)                 
  -------------- --------- -------------------------------------------------------

  ----------------- -----------------------------------------------------
  School Mailing    2741 Howell Mill Road, NW
  Address           

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

  ----------------------------------- ----------------- -----------------
  Atlanta                             Georgia           30327

  City                                State             Zip Code+4 (9
                                                        digits total)
  ----------------------------------- ----------------- -----------------

  ------ ------------------- ----- ------------------------------------------
  Tel.   \(404\) 350-2153    Fax   \(404\) 350-2826

  ------ ------------------- ----- ------------------------------------------

  ------------- -------------------------- -------- ----------------------------
  Website/URL   www.atlanta.k12.ga.us      E-mail   jrobblee@atlanta.k12.ga.us

  ------------- -------------------------- -------- ----------------------------

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   March 28, 2003

  (Principal's Signature)                
  ------------------------------- ------ ---------------------------------

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

  -----------------------------------------------------------------------

  ----------------- -----------------------------------------------------
  Name of           Dr. Beverly L. Hall
  Superintendent    

  ----------------- -----------------------------------------------------

  ----------- -------------------------- ------ ----------------------------
  District    Atlanta Public Schools     Tel.   \(404\) 827-8000
  Name                                          

  ----------- -------------------------- ------ ----------------------------

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   March 28, 2003

  (Superintendent's Signature)           
  ------------------------------- ------ ---------------------------------

+----------------+-----------------------------------------------------+
| Name of School | Mr. Emmett Johnson                                  |
| Board          |                                                     |
|                |                                                     |
| Preside        |                                                     |
| nt/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   March 28, 2003

  ------------------------------- ------ -----------------------------------

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

### [PART II -- DEMOGRAPHIC DATA]{.underline}

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

  ----- ---------------------------- ------- -------------------------------
  1\.   Number of schools in the     77      Elementary schools
        district                             

                                     16      Middle schools

                                     0       Junior high schools

                                     11      High schools

                                     104     TOTAL
  ----- ---------------------------- ------- -------------------------------

  ------- -------------------------------------------------- ------------
  2\.     District Per Pupil Expenditure:                    \$8816

          Average State Per Pupil Expenditure                \$6484
  ------- -------------------------------------------------- ------------

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

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

        \[X\]       Urban or large central city

        \[ \]       Suburban school with characteristics typical of an urban
                    area

        \[ \]       Suburban

        \[ \]       Small city or town in a rural area

        \[ \]       Rural
  ----- ----------- ----------------------------------------------------------

  ----- -------- ----------------------------------------------------------
  4\.   2.75     Number of years the principal has been in her/his position
                 at this school.

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

5\. Number of students enrolled at each grade level or its equivalent in
applying school \|

+------+------+--------+-------+---+-------+--------+--------+-------+
| ## G | **\# | **\#   | **    |   | ##    | **\#   | **\#   | **    |
| rade | of   | of     | Grade |   | Grade | of     | of     | Grade |
|      | Mal  | Fem    | To    |   |       | M      | Fem    | To    |
|      | es** | ales** | tal** |   |       | ales** | ales** | tal** |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    | 50   | 54     | 104   |   | **7** |        |        |       |
| *K** |      |        |       |   |       |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    | 49   | 42     | 91    |   | **8** |        |        |       |
| *1** |      |        |       |   |       |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    | 54   | 48     | 102   |   | **9** |        |        |       |
| *2** |      |        |       |   |       |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    | 35   | 37     | 71    |   | *     |        |        |       |
| *3** |      |        |       |   | *10** |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    | 52   | 45     | 97    |   | *     |        |        |       |
| *4** |      |        |       |   | *11** |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    | 41   | 33     | 74    |   | *     |        |        |       |
| *5** |      |        |       |   | *12** |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
| *    |      |        |       |   | ##    | 6      | 3      | 9     |
| *6** |      |        |       |   | Other |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+
|      |      | # T    |       |   |       |        |        | 548   |
|      |      | OTAL S |       |   |       |        |        |       |
|      |      | TUDENT |       |   |       |        |        |       |
|      |      | S IN T |       |   |       |        |        |       |
|      |      | HE APP |       |   |       |        |        |       |
|      |      | LYING  |       |   |       |        |        |       |
|      |      | SCHOOL |       |   |       |        |        |       |
+------+------+--------+-------+---+-------+--------+--------+-------+

  ----- -------------------------- --------- ----------------------------------
  6\.   Racial/ethnic composition  91.3      \% White
        of                                   

        the students in the        6.8       \% Black or African American
        school:                              

                                   0.7       \% Hispanic or Latino

                                   0.6       \% Asian/Pacific Islander

                                   0.6       \% American Indian/Alaskan Native

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

  ----- ---------------------------------------- -------- -------------------
  7\.   Student turnover, or mobility rate,      4.12     \%
        during the past year:                             

  ----- ---------------------------------------- -------- -------------------

(This rate includes the total number of students who transferred to or
from different schools between October 1 and the end of the school year,
divided by the total number of students in the school as of October 1,
multiplied by 100.)

  --------- ----------------------------- ---------------------------------
  **(1)**   Number of students who        7
            transferred ***to*** the      
            school after October 1 until  
            the end of the year.          

  **(2)**   Number of students who        14
            transferred ***from*** the    
            school after October 1 until  
            the end of the year.          

  **(3)**   Subtotal of all transferred   21
            students \[sum of rows (1)    
            and (2)\]                     

  **(4)**   Total number of students in   510
            the school as of October 1    

  **(5)**   Subtotal in row (3) divided   0.041176
            by total in row (4)           

  **(6)**   Amount in row (5) multiplied  4.12
            by 100                        
  --------- ----------------------------- ---------------------------------

  -------------------------- --------- ----- -------------------------------
  8\. Limited English                  .7    \%
  Proficient students in the                 
  school:                                    

                                       4     Total Number of Limited English
                                             Proficient

  Number of languages        2               
  represented:                               

  Specify languages:                         
  Spanish; Russian                           

  9\. Students eligible for            4.3   \%
  free/reduced-priced meals:                 

                                       22    Total Number Students Who
                                             Qualify
  -------------------------- --------- ----- -------------------------------

If this method is not a reasonable 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       7.3   \%
  education services:                         

                                        37    Total Number of Students
                                              Served
  ------------------------------------- ----- ----------------------------

Indicate below the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education
Act.

  ------ ---------------------- ------ ----------------------------------
  1      Autism                        Orthopedic Impairment

         Deafness               7      Other Health Impaired

         Deaf-Blindness         5      Specific Learning Disability

         Hearing Impairment     48     Speech or Language Impairment

  9      Mental Retardation            Traumatic Brain Injury

         Multiple Disabilities         Visual Impairment Including
                                       Blindness
  ------ ---------------------- ------ ----------------------------------

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

  -----------------------------------------------------------------------

+---------------------------------------+-----------+------+----------+
|                                       | ## Number |      |          |
|                                       |  of Staff |      |          |
+---------------------------------------+-----------+------+----------+
|                                       | #         | ##   | ###      |
|                                       | #### **Fu | ###  | ## **Par |
|                                       | ll-Time** |      | t-Time** |
+---------------------------------------+-----------+------+----------+
| Administrator(s)                      | 3         |      | 0        |
+---------------------------------------+-----------+------+----------+
| Classroom teachers                    | 29        |      | 0        |
+---------------------------------------+-----------+------+----------+
| Special resource teachers/specialists | 14        |      | 6        |
+---------------------------------------+-----------+------+----------+
| Paraprofessionals                     | 8         |      | 0        |
+---------------------------------------+-----------+------+----------+
| Support staff                         | 6         |      | 9        |
+---------------------------------------+-----------+------+----------+
| Total number                          | 60        |      | 13       |
+---------------------------------------+-----------+------+----------+

  ------------------------------------- --------- -----------------------
  12\. Student-"classroom teacher"      18:1      
  ratio:                                          

  ------------------------------------- --------- -----------------------

13\. Show the attendance patterns of teachers and students. The student
drop-off 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 and drop-off rates.

  ---------------------- ----------- ----------- ----------- ----------- -----------
                         2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student          96.8        96.4        96.9        96.6        96.3
  attendance                                                             

  Daily teacher          94.4        95.2        96.5        96.1        95.9
  attendance                                                             

  Teacher turnover rate  18.0        19.0        25.0                    

  Student dropout rate                                                   

  Student drop-off rate                                                  
  ---------------------- ----------- ----------- ----------- ----------- -----------

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

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Morris Brandon Elementary School, Atlanta, Georgia, is located in the
North Atlanta area and is part of the Atlanta Public School system. It
currently has 540 students, with 34 students on administrative transfer
(5 children of staff members) and 9 students assigned to a
self-contained special education class. There are twenty-nine classroom
teachers, two Early Intervention Program (EIP) teachers, and twenty
specialist teachers on the staff. Because the enrollment is over 500,
the administrative staff consists of a full-time Principal, Assistant
Principal, Instructional Liaison Specialist, and Counselor.

Over its fifty-five year history, the school has experienced times when
neighborhood families chose to send their children to the private
schools in the area, which resulted in an increased level of transfer
students in order to maintain the size of the student body. About
thirteen years ago neighborhood parents decided to enroll their children
at Morris Brandon and invest time, effort, and money into the school to
create a high performing neighborhood school.

Because of this sustained parent support and teacher commitment, Brandon
has steadily improved the quality of its program and level of student
achievement. Last year, the Georgia Public Policy Foundation listed
Brandon as the second highest-ranking public elementary school in the
state, just after a magnet school in a nearby county.

More recently, Brandon has undergone a transition in its surrounding
neighborhoods. As older residents leave the neighborhood, families with
young children buy and renovate those houses. These young parents
identify where they want to live based solely on the neighborhood school
and test scores. They have the financial resources to send their
children to private school but choose this neighborhood because of the
school's performance. Understandably, there is intense pressure for
Brandon to maintain high standards and compete with the private schools
in the area. At this time, parents have decided to send their children
to Brandon, which ironically has caused the school to become
overcrowded. Because of this sudden growth, the system is building an
addition to support the school's increased enrollment.

Even as the pressure for excellence and the enrollment increases, the
parents, teachers, and community create a true partnership to support
this public school. The PTA has fifty-nine standing committees and 100%
membership. Every day parents are in the school volunteering in the
classrooms, chairing committees, coordinating activities, or providing
support for school-wide initiatives.

Brandon is the realization of its mission statement, which states:

The mission of Morris Brandon Elementary School is

to emphasize academic excellence, responsibility,

and a lifelong love of learning through a challenging

curriculum enriched by family involvement.

As you enter the front lobby, painted on the wall is the motto: "Bee all
you can bee". That is the essence of Brandon. Together parents,
teachers, students, and community partners work everyday to make Morris
Brandon the best school it can be.

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

Essay 1: Assessment results in reading (language arts or English) and
mathematics for the last three years using the criteria determined by
the CSSO for the state accountability system.

In the spring of 2000, the Georgia Criterion Referenced Competency Test
(CRCT) was administered for the first time to all fourth grade students
in public schools. The test specifically assessed mastery of the
standards of the Georgia Quality Core Curriculum in the content areas of
reading, language arts, and mathematics. Scores ranged from 250 up to
450. Students scoring between 250-300 did not meet standards. Students
scoring between 300-350 met standards. Students exceeded standards if
they scored between 350 -450.

That same year (Spring, 2000) the Iowa Test of Basic Skills (ITBS), the
state-mandated norm referenced test was administered to all third and
fifth grade public school students. Students were assessed in reading,
language arts, spelling, math, science, and social studies. The next
year, the Stanford Nine Achievement Test was given to all students in
third and fifth grade. In 2002, a version of the SAT-9 was administered
to the third and fifth grade students. However, after many months of
delay, it was determined that the scores could not be validated due to
correlation issues with the normed group. As a result these scores were
recalled. Due to the inconsistency in the norm referenced testing, there
are no consistent data as to the performance of Brandon students.
Results from the Spring 2000 ITBS testing and the Spring 2001 SAT-9
testing have been included in the appendices to reflect the consistently
high level of student performance.

Over the last three years the CRCT has gradually been phased in across
the state at all grade levels. In the spring of 2002, students in grades
first, second, third, and fifth took the test for the first time. It was
the third year that the fourth grade had taken the test. In order to
show the consistently high level of performance of Brandon's fourth
grade students, the results of the last three years have been included
in the first part of the appendix. Also, included are the results of the
other grade levels, which show how consistently our students meet and
exceed standards, even during the first year of testing. These results
are included later in the appendix.

**Essay 2: Assessment data is used to understand and improve
student/school performance.**

Morris Brandon utilizes test assessment data to understand and improve
student and school performance. As part of the Atlanta Public School
system, the school has had targets (performance goals) for the past
three years. These targets focus on increasing the percent of students
performing in the highest quartile in reading, language arts, and
mathematics on standardized and state-mandated tests as well as
decreasing the percent of students performing in the lowest quartile.
Teachers complete a test analysis each year to determine specific areas
of strength and weakness of each student. They identify instructional
interventions, which address those conceptual areas. Classroom teachers
as well as specialists develop High Expectations Plans that identify
strategies, which will be implemented to strengthen the instructional
program in those particular areas.

In the spring of 2000, the fourth grade students at Brandon took the
Georgia Criterion Referenced Competency Tests (CRCT) for the first time.
They were tested in the content areas of reading, language arts, and
mathematics. Fourth grade students have now taken that state-mandated
test for three years. Last spring was the first time for students in
first, second, third, and fifth grade to be assessed by the CRCT. When
results of the CRCT arrive, an item analysis is performed by grade level
teams. This analysis provides the classroom teachers with specific
information as to exactly what percent of students missed each question,
what responses were selected, and which domain of the Georgia Quality
Core Curriculum was involved. Through this in-depth analysis, teachers
are able to pinpoint specific standards that need to be addressed,
clarified, or reviewed.

Test data are used in the development of the School Achievement Plan
(SAP). The SAP is designed to address the four components:
differentiation, maximizing instructional time, focusing on instruction,
and supporting the classroom teachers. The SAP includes strategies that
will strengthen the instructional program in those specific areas. To
ensure its relevance the SAP is revised and updated to ensure that the
instructional program addresses current areas of weakness.

Over the last three years the Iowa Test of Basic Skills (ITBS) \[2000\]
and Stanford Achievement Test-9 (SAT-9) \[2001\] have been given to
third and fifth grade students. Last year the SAT-9 (2002) results were
recalled due to statistical, validity issues.

**Essay 3: The school communicates student performance, including
assessment data, to parents, students, and the community.**

Morris Brandon communicates student performance, including assessment
data, to parents, students, and the community on an ongoing basis. At
the classroom level teachers provide parents with packets of graded
student work. Teachers hold conferences with parents and students
throughout the year to discuss student performance and send home report
cards every nine weeks. If a student is experiencing academic problems,
deficiency reports are sent home during the last half of the grading
period. Teachers communicate using weekly newsletters, e-mail, phone
calls, and [www.morrisbrandon.com/]{.underline}, the school website.
When the results of standardized and state-mandated tests are received,
the school sends individual student reports home.

The PTA publishes a weekly newsletter called the *Brandon Bee*, which
includes articles about the different tests that are administered, test
results, and school targets. When the school administered the Stanford-9
test for the first time, a parent workshop was conducted to explain
standardized testing, the types of questions, and different areas
assessed. Last fall, the school organized a fourth grade parents'
meeting to discuss student performance, the fourth grade curriculum, and
teacher expectations.

Outside the front office school testing results are displayed. At
different times they have shown state rankings based on content area
test results and the percentile of students meeting or exceeding
standards in the different subject areas within the system.

The Georgia Department of Education (DOE) publishes an annual report
card on each public school, which is shared with parents. The DOE
website provides parents with test results for all schools specific
school performance across the state as well as school rankings. For the
past two years the Office of Educational Accountability has provided
systems, schools, and parents with disaggregated data indicating how
schools have performed. These reports provide longitudinal data and
allow educators and the public to track the performance of every school
in Georgia.

**Essay 4: Describe how the school will share its successes with other
schools.**

Morris Brandon has and will continue to share its successes with other
schools. There are monthly meetings of the North Atlanta Parents of
Public Schools. At these meetings the six principals share information
about programs, projects, and accomplishments. The PTA publicity
chairperson publicizes activities and successes at Brandon in the local
newspapers. The many different activities going on in the school are
publicized through the school website (morrisbrandon.com) as well as the
weekly newsletter, the Brandon Bee. The Atlanta Public Schools
newsletter, *FOCUS*, recognizes

schools in the system for their accomplishments.

The Brandon chorus, Jump Rope for Heart Program, the Optimist's
Oratorical Contest, and Science Fair, and school chorus are ways that
students display their skills and hard work at other schools and
locations. For three years there has been an outreach program to Blalock
Elementary School, an at risk elementary school in the system. Twice a
year, Brandon students have donated school supplies, mittens/socks/
hats/coats, and 'gently used' books to these students. Brandon students
are volunteering to read at local libraries and childcare centers.
Currently there are classes that have pen pals, both international and
stateside, so that students communicate with other students around the
world about different activities at Brandon.

Teachers at Brandon participate in graduate courses and professional
workshops. These are opportunities when our staff shares the successes
of Brandon. The foreign language teachers have presented workshops at
the Foreign Language Association of Georgia state conference. The
Atlanta Public School system requires school site visits of model lead
teachers, curriculum coordinators, and executive directors. During these
school tours, programs and student projects are highlighted and shared.

With the school's participation in the training for the International
Baccalaureate Organization's (IBO) Primary Years Program (PYP), our
teachers share information about Brandon with teachers from around the
world. As the school seeks the PYP endorsement, staff members are
visiting PYP schools. This has been an effective way to share the
Brandon "experience" and to gather ideas that will improve our
instructional program. Once Brandon officially earns the PYP
endorsement, the school will become a model site for other schools to
visit.

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

Essay 1: Describe the school's curriculum and show how all students are
engaged with significant content, based on high standards.

As stated in our school mission, Brandon "emphasize\[s\] academic
excellence, responsibility, and a lifelong love of learning through a
challenging curriculum enriched by family involvement." Our
instructional program is based on the Georgia Quality Core Curriculum
(QCC). To extend and enrich the instructional program all teachers
utilize the QCC Content Descriptors, which elaborate and extend the
state standards. Quality student work is displayed on bulletin boards
throughout the school with a template describing the activity,
standard(s) addressed, rubric (if applicable), and level of thinking.

The school has worked toward continued growth and improvement of all
student learning. Through the use of test data analysis, needs
assessments, surveys, and professional reflection, the staff has
targeted areas needing improvement. As a result, we have increased
cross-curricular integration and transdisciplinary skills throughout the
school. Our School Achievement Plan (SAP) has four major components:
differentiation, focus on instruction, maximizing instructional time,
and support for classroom teachers. The selection of the Primary Years
Program (PYP) of the International Baccalaureate Organization (IBO) as
our comprehensive school reform model has significantly enhanced and
focused teacher training on developing a challenging program of
instruction at all grade levels. This reform model incorporates
research-based best practices, such as inquiry-based learning,
performance-based assessments, student initiated learning with a global
perspective, higher order/critical thinking skills, teacher and student
reflection, character education, and service learning.

Lesson plans in all curricular areas are designed to address state
standards and higher order/ critical thinking skills. These plans
indicate the standards being taught, teaching strategies, student
activities, and performance assessment. Lesson plans are reviewed on an
ongoing basis by administration using a checklist developed and revised
by staff.

Students are challenged through individual and group activities to take
a more active role in their learning. Increasingly, performance-based
assessments are used to evaluate student learning. Teachers are trained
to utilize rubrics, which explicitly demonstrate how students can exceed
standards in their work. Hands-on learning through the use of math
manipulatives, technology, and science provides students with
multidimensional methods of learning. This learning process increases
metacognition and ensures student accountability for learning. Our
curriculum is designed to meet the needs of the whole child as well as
move all children to the next level of learning.

Our specialists' instructional programs strengthen the core curricular
content areas. French, our selected foreign language program, is taught
to all classes. Other specialists include science, writing, physical
education, music, art, study skills, computer, media, band, orchestra,
the gifted program (Challenge), and the Early Intervention Program
(state-mandated program for accelerated learning). A full-time Computer
Technology Associate (CTA) collaborates with classroom teachers to
integrate technology into daily instruction and provides bi-weekly
lessons to all students in our PTA funded computer lab. The media
specialist plays an integral role in supporting the instructional
program by collaboratively planning units with classroom teachers and
specialists. The Challenge teachers extend the concepts being taught in
the classroom. Another key element is the collaboration between special
education and regular classroom teachers. The inclusion model is used
with both the inter-related students as well as students, who are in a
self-contained special education classroom.

Parents and community support permeates every aspect of our school from
the funding of staff positions to providing student tutoring,
educational resources, cultural arts activities, staff development,
instructional materials, and extensive volunteer involvement. The
parent/school/community partnership creates a school with a climate of
high expectations. Students, teachers, and parents alike have been
formally recognized for a variety of "personal best" accomplishments.
The success of Morris Brandon is a result of the commitment of all its
stakeholders.

**Essay 2: Describe the school's reading curriculum, including a
description of why the school chose this particular approach to
reading.**

The foundation of the reading curriculum at Morris Brandon is the
Scholastic Reading Series, which was selected by the Atlanta Public
Schools system in 1997. The teachers utilize this series to teach the
Quality Core Curriculum, the state mandated standards for instruction.

A balanced literacy-based program is implemented at all grade levels and
integrated into all content areas in order to build a strong language
arts foundation for all students. To better meet the needs of our
students and to increase student achievement, reading instruction is
supplemented by Saxon Phonics (K & 1), the Accelerated Reader Program,
guided reading with trade books, Wordly Wise, Literature Circles, and
the use of content specific non-fiction materials. These programs are
funded using media funds, PTA resources, and the K-3 Statewide Reading
Program.

Additional reading programs addressing specific students' needs include
the Early Intervention Program, the Orton-Gillingham Multisensory
Method, the Program for Exceptional Children, as well as teacher and
parent volunteer tutors. Classes developed by the writing and study
skills specialists support reading across the curriculum. The French
program is considered part of the language arts/reading curriculum.
While students participate in the gifted program, classroom teachers
provide standards-aligned language arts enrichment to the other
students.

To promote independent reading and strengthen reading comprehension,
Brandon participates in an annual reading contest, "Let's Read with
Georgia Tech," which the school has won for the last five years. Brandon
students also participate in the *Read to Feed* Program, sponsored by
Heifer International.

Selected fourth and fifth grade students participate in Literary
Leaders, a *Junior Great Books* program, facilitated by PTA volunteers.
Fifth grade students also publish the *Kid Buzz*, which involves
students in writing, editing, and developing the layout for this
quarterly newspaper.

Other supplementary curriculum activities include Poetry Phonics (K),
Biography Day (1^st^), Poetry Tea (2^nd^), Spelling Club (3^rd^),
Writers' Workshop (4^th^), and the Optimist Oratorical Contest (5^th^).
School and classroom newspapers help to further strengthen our language
arts program.

**Essay 3: Describe one other curriculum area of the school's choice and
show how it relates to essential skills and knowledge based on the
school's mission.**

Our mathematics curriculum is designed to support the school's mission
of "emphasiz\[ing\] academic excellence, responsibility, and a lifelong
love of learning" through diverse teaching models. The math program is
based on the developmental needs of students. Instruction is provided in
self-contained groups in kindergarten and first grade, transitioning to
flexible grouping in grades two through five. Two years ago the staff
selected the Harcourt Brace math series. All grade levels supplement
this series with developmentally appropriate initiatives. To further
strengthen problem-solving and higher order thinking skills across the
curriculum, we have incorporated *Math Their Way* (K), *Calendar Math*
(K-1^st^), *Figure it Out* (1^st^ & 2^nd^) *Mountain* *Math* (2^nd^),
and *Sunshine Math* (K-5^th^).

Beginning in second grade, students are grouped based on strengths and
weaknesses as determined by beginning and mid-year assessments. Third
through fifth grade teachers implement "math compacting," which provides
flexible student grouping. This model recognizes that children vary in
their mathematical strengths, weaknesses, and knowledge base, and allows
students to work at different levels throughout the year. After
pre-testing each of the skill strands, students in each group are taught
the same skills for 6-9 weeks using a differentiated approach.
Post-tests determine student mastery and application of the specific
standards addressed during that unit.

Many additional resources support the math program. The Early
Intervention Program teachers provide remedial support for the students
with individual, small, and whole group instruction through
collaboration with classroom teachers. The Program for Exceptional
Children teachers collaborate with classroom teachers in building
essential skills. The PTA supports our math program by providing tutors
and an extensive math resource center. The math resource center contains
a vast selection of math

manipulatives, which teachers use to provide hands-on learning of
essential concepts.

Technology is incorporated into the mathematics curriculum at all grade
levels. Electronic resources include the Georgia Criterion Referenced
Test Item Bank, the Georgia Learning Connection, the LightSpan website,
and a variety of software accessible in the computer lab, classroom, and
at home.

Essay 4: Different instructional methods the school uses to improve
student learning.

Brandon utilizes a variety of instructional methods to improve student
learning. Calendar Math, Accelerated Reader, First Friday Book Club,
Literature Circles, and Writers' Workshop serve as examples. Also
included are math manipulatives, sets of fiction and nonfiction books
for curriculum-aligned guided reading, science kits, and hands-on
experiments. All these educational methods strengthen Brandon's
instructional program and heighten student learning. Curriculum-aligned
field trips and assemblies enhance experiential learning. The Science
Fair and theme events, such as our "Colonial Banquet", "Poetry Tea",
"Roaring Twenties Day", and Biography Day" are examples of summative
activities, which provide authentic assessment of student learning.
Teachers and the media specialists plan collaborative and
interdisciplinary units. PTA sponsored consultants provide students with
instruction in hands-on science, writing, illustrating, and social
studies, to name a few.

Programs like the Junior Great Books/Literary Leaders, Math and Spelling
Clubs, Model United Nations, Writers' Workshop, Kid Buzz (school
newspaper),the annual school musical, the Atlanta Opera Choral Project,
and the Jump Rope Demonstration Team (sponsored by the American Heart
Association) extend and enrich our instructional day. One-on-one and
small group instruction provided by our Program for Exceptional
Children, Early Intervention Program teachers, volunteer tutors and
classroom teachers, address specific student needs thereby increasing
student learning.

In the classroom teachers utilize flexible groups and differentiation to
better meet students' instructional needs. Specialists provide daily
lessons, which incorporate student-focused activities at all grade
levels. These daily specialists' lessons reinforce the instructional
program in the classroom. The Gifted and Talented program and the
classroom enrichment program extend and deepen learning. Technology
resources that promote student learning include bi-weekly instruction in
the computer lab, teacher technology assistance, a mobile laptop cart,
computer programs such as the Accelerated Reader Literacy Skills tests
and websites, including the Georgia Learning Connection and the Georgia
Criterion Referenced Test Item Bank. Teachers utilize a vast selection
of computer programs in the classroom to improve student learning.

Essay 5: Describe the school's professional development program and its
impact on improving student achievement.

Professional development is structured around a three-pronged approach,
which focuses on enhancing student performance. By providing teacher
training on standards based instruction and release time to develop
year-long programs of instruction, students receive a more consistent
and comprehensive instructional program. As a result of test analysis
training, teachers identify specific areas of student weakness and
adjust their instructional programs accordingly. The selection of the
International Baccalaureate Organization's (IBO) Primary Years Program
(PYP) reform model provides teachers with training to develop inquiry
units that teach the standards, provide student focused learning, and
effectively assess student mastery of the concepts. As teachers are
trained in developing the PYP units of inquiry, they are incorporating
these and other research based "best practices" into their instructional
program.

Professional development at Morris Brandon is multi-tiered, providing
training to the entire staff, specific grade levels, and individual
teachers. Throughout the year the staff receives training on
research-based concepts that are proven to improve instruction. Teachers
receive on-site professional training, attend professional workshops
that address specific areas of weakness, and participate in PYP
training. Thanks to \$12,000 provided by the PTA, teachers participate
in workshops on differentiation, writing, math problem solving, guided
reading, and grade level specific training. For teachers to attend
outside workshops, they must complete a rationale form that explains the
purpose of attending and how they will implement and share what was
learned during the training. These workshops expand teacher skills,
which improves student performance.

Another aspect of professional development involves building learning
communities within the school. Through the use of Teacher Rounds, grade
level teams have been provided with half or full day release time to
analyze test results, design curriculum maps, develop inquiry-based
units for PYP, and focus on student performance. Also, teachers have
daily collaborative planning time during which they plan, share
materials, and discuss pertinent issues. This time is also used to
update teachers on system initiatives and focused training. This year an
early morning book study group meets and reads about differentiation of
instruction.

**ASSESSMENT RESULTS IN READING, ENGLISH/LANGUAGE ARTS, AND
MATHEMATICS**

Results for the Georgia Criterion-Referenced Competency Tests (CRCT) are
shown for grade 4 for the last three years since its implementation.
These results are listed first as they provide the only longitudinal
data available. The next test results included are 2000 ITBS results and
2001 Stanford 9 results. Finally, the state-mandated CRCT for grades
elementary grades 1, 2, 3, and 5 was implemented initially during
academic 2001-2002; thus, there is no prior year trend data. To give the
reader insights regarding student performance across all grade levels,
these additional results have been included.

Georgia Criterion-Referenced Competency Tests (CRCT)

Morris Brandon Elementary School

  ------- ------- ----------------------- ------ -----------------------------
  Grade   4 ^th^                          Test   Reading

  ------- ------- ----------------------- ------ -----------------------------

  --------------------- ------------------ ----------- --------------------------
  Edition/publication   Annual             Publisher   Georgia Department of
  year                                                 Education

  --------------------- ------------------ ----------- --------------------------

  ----------------------------------------------------- -----------------
  What groups were excluded from testing? Why, and how  None were
  were they assessed?                                   excluded;

  ----------------------------------------------------- -----------------

  -----------------------------------------------------------------------
  however, LEP students enrolled in U.S. schools for the first time were
  eligible for a one-year deferment.

  Special education students not receiving instruction based on the state
  curriculum were assessed using the

  Georgia Alternate Assessment.
  -----------------------------------------------------------------------

  --------------------------------- --- ----------- ------- ------------- ---
  Scores are reported here as           Scaled              Percentiles   
  (check one): NCEs                     scores                            

                                                    x       Performance   
                                                            level         
  --------------------------------- --- ----------- ------- ------------- ---

  ------------------------- ----------- ------------------------ ---------
  Number excluded                       Percent excluded         

  ------------------------- ----------- ------------------------ ---------

+-------------------------+--------+--------+--------+--------+-------+
|                         | 200    | 200    | 199    | 1998-  | 1     |
|                         | 1-2002 | 0-2001 | 9-2000 | 1999\* | 997-1 |
|                         |        |        |        |        | 998\* |
+=========================+========+========+========+========+=======+
| Testing month           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| TOTAL                   |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 1      | 0      | 5      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 6      | 14     | 27     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 92     | 86     | 67     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 79     | 73     | 91     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Percent of total        | 100    |        |        |        |       |
| students tested         |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of student       | 0      |        |        |        |       |
| excluded                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Percent of students     | 0      |        |        |        |       |
| excluded                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES         |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 1\. FEMALE              |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 0      | 0      | 2      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 6      | 13     | 25     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 94     | 87     | 73     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 34     | 31     | 52     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 2\. MALE                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 2      | 0      | 10     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 7      | 15     | 31     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 91     | 85     | 59     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 43     | 41     | 39     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 3\. ASIAN/PACIFIC       | \*\*   | \*\*   | \*\*   |        |       |
| ISLANDER                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 4\. AFRICAN AMERICAN    |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 0      | 0      | 25     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 40     | 60     | 38     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 60     | 40     | 38     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 5      | 10     | 16     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 5\. HISPANIC            | \*\*   |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 6\. NATIVE AMERICAN/    | \*\*   | \*\*   | \*\*   |        |       |
|                         |        |        |        |        |       |
| ALASKAN NATIVE          |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 7\. WHITE/NON-HISPANIC  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 1      | 0      | 1      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 3      | 7      | 24     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 96     | 93     | 75     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 70     | 61     | 72     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 8\. MULTIRACIAL         | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 9\. SPECIAL EDUCATION   | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 10\. SECTION 504        | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standard  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 11\. LIMITED ENGLISH    | \*\*   | \*\*   | \*\*   |        |       |
|                         |        |        |        |        |       |
| PROFICICIENT            |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+

  -------------------------- ----------- ------------- ------------- ------------- -------------
                             2001-2002   2000-2001\*   1999-2000\*   1998-1999\*   1997-1998\*

  12\. STATE SCORES                                                                

  Does Not Meet Standards    20          26            35                          

  Met Standards              41          42            37                          

  Exceeded Standards         38          32            28                          

  Number of students tested  105,958     105,472       104,003                     
  -------------------------- ----------- ------------- ------------- ------------- -------------

*Note.* Does Not Meet Standards, Scale Score below 300; Met Standards,
Scale Score from 300-349; Exceeded Standards, Scale Score 350 or higher.

\* Test not given.

\*\*None or too few to report.

Georgia Criterion-Referenced Competency Tests (CRCT)

Morris Brandon Elementary School

  ------- ------- ----------------------- ------ -----------------------------
  Grade   4 ^th^                          Test   English/Language Arts

  ------- ------- ----------------------- ------ -----------------------------

  --------------------- ------------------ ----------- --------------------------
  Edition/publication   Annual             Publisher   Georgia Department of
  year                                                 Education

  --------------------- ------------------ ----------- --------------------------

  ----------------------------------------------------- -----------------
  What groups were excluded from testing? Why, and how  None were
  were they assessed?                                   excluded;

  ----------------------------------------------------- -----------------

  -----------------------------------------------------------------------
  however, LEP students enrolled in U.S. schools for the first time were
  eligible for a one-year deferment.

  Special education students not receiving instruction based on the state
  curriculum were assessed using the

  Georgia Alternate Assessment.
  -----------------------------------------------------------------------

  --------------------------------- --- ----------- ------- ------------- ---
  Scores are reported here as           Scaled              Percentiles   
  (check one): NCEs                     scores                            

                                                    x       Performance   
                                                            level         
  --------------------------------- --- ----------- ------- ------------- ---

  ------------------------- ----------- ------------------------ ---------
  Number excluded                       Percent excluded         

  ------------------------- ----------- ------------------------ ---------

+-------------------------+--------+--------+--------+--------+-------+
|                         | 200    | 200    | 199    | 1998-  | 1     |
|                         | 1-2002 | 0-2001 | 9-2000 | 1999\* | 997-1 |
|                         |        |        |        |        | 998\* |
+=========================+========+========+========+========+=======+
| Testing month           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| TOTAL                   |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 0      | 0      | 2      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 34     | 33     | 34     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 66     | 67     | 64     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 79     |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Percent of total        | 100    | 73     | 91     |        |       |
| students tested         |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of student       | 0      |        |        |        |       |
| excluded                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Percent of students     | 0      |        |        |        |       |
| excluded                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES         |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 1\. FEMALE              |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 0      | 0      | 2      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 44     | 32     | 27     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 56     | 68     | 71     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 34     | 31     | 52     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 2\. MALE                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 2      | 0      | 3      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 23     | 32     | 44     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 74     | 68     | 54     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 43     | 41     | 39     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 3\. ASIAN/PACIFIC       | \*\*   | \*\*   | \*\*   |        |       |
| ISLANDER                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 4\. AFRICAN AMERICAN    |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 0      | 0      | 0      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 40     | 80     | 56     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 60     | 20     | 44     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 5      | 10     | 16     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 5\. HISPANIC            |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 6\. NATIVE AMERICAN/    | \*\*   | \*\*   | \*\*   |        |       |
|                         |        |        |        |        |       |
| ALASKAN NATIVE          |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 7\. WHITE/NON-HISPANIC  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 1      | 0      | 1      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 30     | 25     | 28     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 69     | 75     | 71     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 70     | 61     | 72     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 8\. MULTIRACIAL         | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 9\. SPECIAL EDUCATION   | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 10\. SECTION 504        | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standard  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 11\. LIMITED ENGLISH    | \*\*   | \*\*   | \*\*   |        |       |
|                         |        |        |        |        |       |
| PROFICICIENT            |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+

  -------------------------- ----------- ------------- ------------- ------------- -------------
                             2001-2002   2000-2001\*   1999-2000\*   1998-1999\*   1997-1998\*

  12\. STATE SCORES                                                                

  Does Not Meet Standards    23          26            29                          

  Met Standards              62          58            55                          

  Exceeded Standards         15          16            16                          

  Number of students tested  105,966     105,339       104,003                     
  -------------------------- ----------- ------------- ------------- ------------- -------------

*Note.* Does Not Meet Standards, Scale Score below 300; Met Standards,
Scale Score from 300-349; Exceeded Standards, Scale Score 350 or higher.

\* Test not given.

\*\*None or too few to report.

Georgia Criterion-Referenced Competency Tests (CRCT)

Morris Brandon Elementary School

  ------- ------- ----------------------- ------ -----------------------------
  Grade   4^th^                           Test   Mathematics

  ------- ------- ----------------------- ------ -----------------------------

  --------------------- ------------------ ----------- --------------------------
  Edition/publication   Annual             Publisher   Georgia Department of
  year                                                 Education

  --------------------- ------------------ ----------- --------------------------

  ----------------------------------------------------- -----------------
  What groups were excluded from testing? Why, and how  None were
  were they assessed?                                   excluded;

  ----------------------------------------------------- -----------------

  -----------------------------------------------------------------------
  however, LEP students enrolled in U.S. schools for the first time were
  eligible for a one-year deferment.

  Special education students not receiving instruction based on the state
  curriculum were assessed using the

  Georgia Alternate Assessment.
  -----------------------------------------------------------------------

  --------------------------------- --- ----------- ------- ------------- ---
  Scores are reported here as           Scaled              Percentiles   
  (check one): NCEs                     scores                            

                                                    x       Performance   
                                                            level         
  --------------------------------- --- ----------- ------- ------------- ---

  ------------------------- ----------- ------------------------ ---------
  Number excluded                       Percent excluded         

  ------------------------- ----------- ------------------------ ---------

+-------------------------+--------+--------+--------+--------+-------+
|                         | 200    | 200    | 199    | 1998-  | 1     |
|                         | 1-2002 | 0-2001 | 9-2000 | 1999\* | 997-1 |
|                         |        |        |        |        | 998\* |
+=========================+========+========+========+========+=======+
| Testing month           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| SCHOOL SCORES           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| TOTAL                   |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 3      | 0      | 7      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 44     | 47     | 58     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 53     | 53     | 35     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 79     | 73     | 91     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Percent of total        | 100    |        |        |        |       |
| students tested         |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of student       | 0      |        |        |        |       |
| excluded                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Percent of students     | 0      |        |        |        |       |
| excluded                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| SUBGROUP SCORES         |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 1\. FEMALE              |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 3      | 0      | 4      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 62     | 52     | 60     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 35     | 48     | 37     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 34     | 31     | 52     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 2\. MALE                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 2      | 0      | 10     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 33     | 41     | 56     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 65     | 59     | 33     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 43     | 41     | 39     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 3\. ASIAN/PACIFIC       | \*\*   | \*\*   | \*\*   |        |       |
| ISLANDER                |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 4\. AFRICAN AMERICAN    |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 0      | 0      | 0      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 100    | 80     | 56     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 0      | 20     | 44     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 5      | 10     | 16     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 5\. HISPANIC            | \*\*   | \*     | \*     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 6\. NATIVE AMERICAN/    | \*\*   | \*     | \*     |        |       |
|                         |        |        |        |        |       |
| ALASKAN NATIVE          |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 7\. WHITE/NON-HISPANIC  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards | 3      | 0      | 3      |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           | 41     | 39     | 58     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      | 56     | 61     | 39     |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      | 70     | 61     | 72     |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 8\. MULTIRACIAL         | \*\*   |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 9\. SPECIAL EDUCATION   | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 10\. SECTION 504        | \*\*   | \*\*   | \*\*   |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standard  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| 11\. LIMITED ENGLISH    | \*\*   | \*\*   | \*\*   |        |       |
|                         |        |        |        |        |       |
| PROFICICIENT            |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Does Not Meet Standards |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Met Standards           |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Exceeded Standards      |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+
| Number of students      |        |        |        |        |       |
| tested                  |        |        |        |        |       |
+-------------------------+--------+--------+--------+--------+-------+

  -------------------------- ----------- ------------- ------------- ------------- -------------
                             2001-2002   2000-2001\*   1999-2000\*   1998-1999\*   1997-1998\*

  12\. STATE SCORES                                                                

  Does Not Meet Standards    34          38            38                          

  Met Standards              53          51            51                          

  Exceeded Standards         13          12            11                          

  Number of students tested  105,979     104,984       103,730                     
  -------------------------- ----------- ------------- ------------- ------------- -------------

*Note.* Does Not Meet Standards, Scale Score below 300; Met Standards,
Scale Score from 300-349; Exceeded Standards, Scale Score 350 or higher.

\* Test not given.

\*\*None or too few to report.