**Revised 03/16/05**

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

*U.S. Department of Education*

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

Name of Principal [Mrs. Sharon Foret Cagle]{.underline}

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

Official School Name [Aiken Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [2050 Pine Log
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Aiken South Carolina 29803-5731]{.underline}

City State Zip Code+4 (9 digits total)

County\_\_\_\_[Aiken]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_[0201016]{.underline}\_\_\_\_\_\_\_

Telephone [( 803 ) 641-2740]{.underline} Fax [( 803 )
641-2526]{.underline}

Web site/URL HREF=\"http://www.aiken.k12.sc.us/schools/aikenel/\" E-mail
HREF=\"mailto:scagle@aiken.k12.sc.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Linda B. Eldridge]{.underline}

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

District Name [Consolidated School District of Aiken County]{.underline}
Tel.[(803) 641-2428]{.underline}

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Dr. John B.
Bradley]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[19]{.underline}\_ Elementary
schools

\_\_[11]{.underline} Middle schools

\_\_\_[0]{.underline}\_ Junior high schools

\_\_ [7]{.underline}\_ High schools

[\_\_ 3\_]{.underline} Other - Freedman Parenting Center

Pinecrest Center -- 4K

Aiken County Career Center

\_\_\_[40]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_[\$6,434]{.underline}\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$6,044]{.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
>
> \[x \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    12        13                     **25**       **7**                             

  **K**       68        45                     **113**      **8**                             

  **1**       72        82                     **154**      **9**                             

  **2**       67        78                     **145**      **10**                            

  **3**       73        69                     **142**      **11**                            

  **4**       85        68                     **153**      **12**                            

  **5**       82        67                     **149**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   881
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [59]{.underline} % White

the students in the school: [37]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

[\<1]{.underline} % American Indian/Alaskan Native

**100% Total**

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

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

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  88
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           85
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   173
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 743
            October 1                                    

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

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

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

\_\_[4]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Chinese, Spanish, Polish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[45]{.underline}\_\_\_\_\_%

Total number students who qualify: \_\_\_[390]{.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:
\_\_\_[12]{.underline}\_\_\_%

\_\_\_\_[108]{.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.

\_[2]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[3]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[20]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_71\_]{.underline}Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[11]{.underline}\_Mental Retardation \_\_[1]{.underline}\_Visual
> Impairment Including Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_\_ 2]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_\_[38]{.underline}\_\_ \_\_\_
[2]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[14]{.underline}\_\_
\_\_\_\_[4]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[12]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_[\_14]{.underline}\_\_
> \_\_\_\_[0\_\_\_\_]{.underline}
>
> Total number \_\_\_[80]{.underline}\_\_
> [\_\_\_\_\_8\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
\_[22:1]{.underline}\_\_\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

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

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

  Teacher turnover rate     13%         17%         20%         17%         17%

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

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

Pa**rt III -- SUMMARY**

Aiken Elementary has a long history of providing the school children of
Aiken, South Carolina (pop. 25,000) with educational excellence. The
school began in 1890 as a private institution, later becoming a public
school serving all grades. In April 1986, the present school building
was completed.

The school serves a diverse population of 881 students in grades K-5.
The racial composition of the school is 59 % Caucasian, 37%
African-American, 2% Hispanic and 1% Asian. With 45% of the students
receiving free or reduced lunches, Aiken Elementary is a
targeted-assisted Title I school. The socioeconomic level ranges from
below poverty (13.8%) to affluent. Under the No Child Left Behind Act,
100 children chose to leave their zoned school to attend Aiken
Elementary. The school was one of only four elementary schools in Aiken
County to meet all standards set forth in NCLB.

Whether privileged or poor, no child is left behind at Aiken Elementary.
Our mission is to provide all students with a challenging, innovative,
standards-based curriculum in a safe environment with the support of our
parents and the community. Student success is promoted through a set of
core beliefs with student learning as the primary focus for all
decisions. We believe that all children have the ability to achieve. We
respect and value each student's worth and diversity. An educational
partnership is formed with the school, community, parents and students.

Academic excellence is achieved through instruction that is based on
state curriculum standards and individualized to meet the needs of each
student. Assessment data reviewed by our staff and parents is used to
create a challenging learning program. Conferences are held with all
parents to share information about student progress toward academic
goals. Students experiencing academic difficulty are referred to the
Student Support Team where strategies are developed to promote success.

Teachers use a variety of instructional methods, including cooperative
learning groups, learning centers and technology, to accommodate
individual learning styles and interests. Through advanced technologies
and guided instruction, students create standards-based projects that
allow authentic assessments. Advanced learners in grades 3-5 participate
in the gifted and talented program and Math Olympiad. An after school
tutorial program is provided to children needing additional instruction.

Literacy is promoted at the school through Reading Recovery, Great Leaps
and reading intervention programs. A well-equipped science lab prepares
students to compete in regional and state science fairs. Fine arts are
elevated to a higher level each year as more of our students enter and
place in the state-sponsored "Reflections" program. Musical talents are
shared in the community through performances by the choir. Accelerated
Reader and Math Superstars programs are supported by our PTA. Service
learning activities support character development and citizenship. An
active Student Council promotes leadership skills in upper elementary
students and sponsors a program for at-risk kindergarten students called
Book Buddies. Wee Deliver, an in-school postal service, and Looney Tunes
Bank, an in-school savings account program, teach practical life skills.
Character development is coordinated with the community through the
Citizenship and Children Program. Children learn a monthly character
trait on the student-produced school television program, "Choo Choo
Chat."

Through our teacher/student/parent/community partnership, Aiken
Elementary continues to strive for academic excellence. We seek to meet
the needs of our children, who comprise a diverse student body, to
ensure that each child is prepared academically for the 21^st^ century.

**Part IV -- INDICATORS OF ACADEMIC SUCCESS**

1\. Meaning of Assessment Results

The South Carolina-criterion referenced Palmetto Achievement Challenge
Test (PACT) is used as a basis for assessment of English/language arts,
mathematics, social studies and science. PACT, a standards-based test,
was set forth by the South Carolina Education Accountability Act of 1998
(EAA) and is a rigorous evaluation of students' skills in these subject
areas based on state curriculum standards.

Students receive scores based on their progress toward mastering state
standards. There are four levels of achievement: advanced, proficient,
basic and below basic. A student scores advanced for very high test
scores that indicate the student has exceeded expectations and is well
prepared to work at the next grade level. A proficient score indicates
the student is well prepared to work at the next grade level and has met
expectations. Under the requirements of No Child Left Behind, a score of
proficient is the overall goal for every student. A student scores basic
for having met the standards. The student is considered to be minimally
prepared, but can still be promoted to the next grade level. A below
basic score indicates that the student did not meet the standards and
must have an academic assistance plan determining progress and
interventions for the next grade level. At Aiken Elementary, after
school academic assistance (Jump Club) is offered to those students
scoring below basic. Parents of all students are provided a copy of
their child's assessment results at a fall conference and are given
recommendations for improvement.

All PACT tests include multiple-choice and constructed-response items.
The English/language arts tests (ELA) require a lengthy written response
to a given topic or prompt. Reading/literature, writing and research are
the strands tested for ELA. Three performance levels are reported for
the ELA test -- overall ELA, reading and writing. The ELA is a two-day
test. Number and operations, algebra, geometry, measurement, data
analysis and probability are the strands tested for mathematics.

All students, including students with disabilities and students with
English as a Second Language (ESL), participate in the PACT assessment.
Accommodations/modifications are made according to Individual Education
Plans (IEPs).

Aiken Elementary's PACT scores for all grades tested have exceeded the
district and state scores in all subtests for the last five years. This
has resulted in the school meeting 21 of the 21 objectives required to
make Adequate Yearly Progress, as outlined in the No Child Left Behind
legislation.

Aiken Elementary demonstrates some disparity in scores between racial
and socio-economic subgroups with fewer African-American and subsidized
meal students scoring Proficient and Advanced (see chart). However,
Aiken Elementary did demonstrate adequate yearly progress toward
decreasing the achievement difference and was one of only four
elementary schools in the Aiken County School District to demonstrate
such progress. Aiken Elementary has received a report card rating of
Excellent for the past four years and earned the state's Palmetto Gold
Award for outstanding academic achievement.

Further information on the state assessment process may be found at the
Web site [www.myscschools.com](http://www.myscschools.com/).

2\. Use of Assessment Data

The goals of assessment include meeting the needs and increasing the
learning of each student. Assessing student progress requires a
combination of strategies and assessment results that have important
implications for instruction. Teachers and administrators at Aiken
Elementary identify effective strategies that can be shared and
implemented by other members of the faculty. By the time students arrive
for the first day of school, teachers have met extensively with each
other and administrators to examine PACT and Terra Nova results. Testing
data is used in the decision-making process, which includes assessing
the current/future needs of the students, deciding what to change,
determining if goals are met, identifying root causes of problems,
aligning instruction to standards and targeting appropriate
interventions to promote improvement.

Each teacher, along with the principal, determines areas of strengths
and weaknesses in his/her own teaching practices. Instruction is
adjusted based on assessment results. This test data analysis is used to
help plan professional development and allocation of instructional
funds.

Common planning times within each grade level allow teachers to
collaborate on assessment data and tailor interventions that make a
difference for individual students, small groups and the whole class.
Professional development is provided for the staff each Wednesday,
allowing for the sharing of successful strategies, professional readings
and research on the most effective research-based "Best Practices." The
focus of these sessions centers on school improvement.

Students are identified for the after-school tutorial program,
enrichment program and small-group instruction based on the previous
year's PACT assessment, Terra Nova and current year benchmark tests.
Student progress is analyzed and reviewed continuously throughout the
year. Everyone on the Aiken Elementary School team is positioned to
facilitate the work of the classroom teacher to meet the needs and
increase the learning of every student.

3\. Communication of Student Performance

The foundation for good parent, teacher and community relationships is
frequent and open communication. Before school starts in August,
students and parents come to Aiken Elementary to meet their prospective
teachers. Agendas are given to students to assist them with assignments
and to facilitate communication between parents and teachers. Parents
are advised of upcoming events via a school calendar and PTA newsletter.
Other forms of communication are provided by the school's quarterly
newspaper and the school, district and state Web sites.

Teachers communicate with parents and students on a daily basis through
graded papers, notes in the agenda and weekly progress reports. Interim
reports are sent home midway through each quarter with a formal report
card generated every nine weeks. In the fall, a conference day is
scheduled to meet with each parent. At this conference, parents receive
a state test score report, current class grades and the state/district
curriculum standards. The goal is to meet with 100% of the parents. Home
visits are held on a case-by-case basis.

Parents and the community receive a copy of the annual school report
card, a document issued by the state Department of Education that
provides parents with the school's grade. Schools receive an absolute
rating, an improvement rating and an indicator of adequate yearly
progress under the No Child Left Behind Act. The report card includes
the school's PACT scores by grade and among subgroups. It also provides
a detailed school profile with information on attendance, retention
rates, teacher qualifications and expenditures, as well as survey
results from parents, students and teachers on home/school relations and
the learning environment. Performance is reported by grade and school
and is compared to district and state results. PACT scores are
communicated to the community through the newspapers. PACT performance
results are communicated by the principal to the parents at Open House
in August and presented to the School Improvement Council, in the annual
school summary report and to the school board. The end of the year
progress is highlighted with award ceremonies that parents are invited
to attend. For the past four years, Aiken Elementary has received a
report card rating of Excellent, the highest rating a school can
receive. For two years, Aiken Elementary has met 21 of 21 objectives for
adequate yearly progress (AYP).

We believe it is essential to elicit the support and involvement of
parents and the community through a strong communication system that
supports student learning and high academic achievement.

4\. Sharing Successes

Aiken Elementary is a school that is centered on teamwork and focuses on
continued success for all. Realizing that is takes a cooperative
partnership to educate a child, Aiken Elementary has teachers and staff
that are dedicated and committed to excellence and a district that
supports our mission. Over the past four years our school has been
recognized for outstanding academic achievement and has received the
Palmetto Gold Award from the state Department of Education. Aiken
Elementary has been selected as a recipient of the Palmetto's Finest
Award given by the South Carolina Association of Elementary and Middle
School Principals. Redbook Magazine has named Aiken Elementary as one of
"America's Best Schools" and the state Department of Education
recognized our school as a Red Carpet School for providing a warm,
inviting, positive environment and offering opportunities for parents
and community members to play an integral role in the life of our
school. The state Department of Education also recognized Aiken
Elementary for "Best Practices in the Media Center" and a training film
for South Carolina ETV was filmed on site.

Teachers and administrators have had various opportunities to share
knowledge they have developed through their work. In addition to
receiving state and national recognition, Aiken Elementary has opened
its doors to other teachers and schools in the district and state. The
school has hosted many professional development workshops and
recertification classes with our own teachers and staff presenting and
sharing best practices. Teachers and administrators from all over the
district and state have come to Aiken Elementary to observe quality
standards-based instruction and meet with teachers to discuss ideas and
academic programs. Last year, the school shared its instructional
programs on an international level when a delegation of educators from
Russia visited to learn about educational practices in the United
States.

Aiken Elementary has talented faculty and staff who are outstanding in
their field. Teachers are routinely involved in sharing their knowledge
and skills. In three of the past five years, an Aiken Elementary teacher
has been selected as the Aiken County Distinguished Teacher of Reading
by the Aiken Council of the International Reading Association. Aiken
Elementary's art teacher was one of 20 national finalists in the 2004
Barbie Arts Teacher of the Year Search. A first grade teacher was
nominated for the Disney Teacher Hand Award, which honors creativity in
teaching. In addition to receiving many such honors, Aiken Elementary
staff members participate in a variety of local, district, and
state-wide training programs and conferences. Three teachers have taught
or are currently teaching graduate and undergraduate level courses
through the district and in conjunction with a local college campus.
Many teachers and administrators have made presentations at local,
district and state workshops and conferences on standards-based
instruction, technology integration, Thinking Maps, integrating
manipulatives into mathematics, inclusion in the primary classroom and
modifications for special needs children. Our teachers serve as mentors
for area college students and other teachers on a school, district and
state level. We are very proud of all our accomplishments and look
forward to sharing our success stories with other schools across the
state and nation.

**PART V- CURRICULUM AND INSTRUCTION**

1\. School Curriculum

No Child Left Behind has been a powerful stimulus at Aiken Elementary as
faculty, staff and parents work cooperatively to achieve our school
mission of providing a challenging, innovative, standards-based
curriculum for children with a diverse range of needs. Each student's
worth and diversity are considered and respected in the planning of
instruction. A variety of research-based instructional strategies are
incorporated to accommodate differences in learning styles, interests
and needs. Teachers have high expectations for all students as they
strive for mastery of local, state and national standards.

The language arts program links literature and language together to form
an integrated whole for effective reading and writing. Our language arts
program offers diversity and challenge, stresses critical and creative
thinking, and offers opportunities for students to be actively engaged
in learning. After assessing and targeting goals, teachers design
instruction that includes self-selected reading, guided reading, shared
and teacher directed reading, word study and writing. A variety of
strategies are used to enhance reading such as whole-group, small-group,
paired and individual instruction. Recognizing diversity in learning
styles, teachers form flexible groups to target specific skills and
comprehension strategies. Teachers use writing lessons to focus on
content and development, organization, voice and conventions.

Math instruction provides a balance of computational and procedural
skills, conceptual understanding and problem solving. Various classroom
activities accommodate the different learning styles of students as they
develop their mathematical skills. A variety of strategies are used to
implement the spiraling mathematics program including hands-on
activities, direct instruction, cooperative groups, use of visuals and
models and real-world problem solving.

Based on state and national standards, Science instruction includes the
process of scientific inquiry in every lesson and includes hands-on
investigations. The history and nature of science along with the work of
scientists are featured in the lessons. Teachers provide more depth to
lessons with trade books, technology, field experiences and a weekly
science lab session. Students experience the scientific method through
classroom investigations and participation in the annual science fair.

The school's Social Studies curriculum addresses state standards by
incorporating the concepts of citizenship, history, economics and
geography. Diversity is celebrated through multi-cultural week.
Citizenship is reinforced through our character education program. Other
school-wide activities, such as Geography Day, Veteran's Day Salute, Red
Ribbon Week, Career Week and American Education Week, enhance the Social
Studies curriculum. Students are afforded the opportunity to make a
difference in the community through service learning projects.

Aiken Elementary's exemplary related arts program, which includes
physical education, music and art, is also standards-based. In addition
to experiences requiring teamwork such as volleyball, soccer and floor
hockey, the physical education program includes in-line skating and
dance to promote cardiovascular fitness, and gymnastics to promote
muscle strength and flexibility. The music program is rich in song,
dance, keyboarding, instruments, history and cultural awareness. Many
students participate in the Aiken Elementary Choir. The success of the
art program is manifest in students' creations that are displayed in the
school and community. Reflections, a competition in literature, music,
visual arts and photography, is supported by the school's art and music
programs.

Technology is integrated throughout the curriculum. Effective and
strategic use of technology is utilized wherever it offers advantages
over other instructional means. Students design, write and produce a
daily newscast using video and sound equipment, the Internet and the
school weather station. Our Computer-Assisted Instruction Lab allows
students to work on specific skills at their own level and to advance at
their own pace. In addition to technology instruction during a weekly
media class, teachers also use PowerPoint, WebQuests and word processing
in their classrooms. With computers linked to the Internet in every
classroom, as well as in the media center, our students are being
prepared for the world of technology outside of school.

2\. Reading Curriculum

Aiken Elementary teachers believe that reading is the foundation for all
other subject areas and children learn best when they are actively
engaged in reading instruction. Our school's reading curriculum was
chosen based on *Reading First*, a scientifically researched program
that has standards and accountability at its foundation. Expectations
are clear, as are strategies for monitoring student progress. Students
are actively engaged in a variety of reading-based activities which
connect to the five essential components of reading instruction:
phonemic awareness, phonics, fluency, vocabulary and text comprehension.
Leveled resources help every child master grade-level reading skills.
Flexible grouping of students is a technique that responds to individual
needs as new skills are introduced. Teachers support students by
offering explicit instruction planned to improve student performance.

The program addresses the South Carolina ELA Standards, which include
reading/literature, listening, speaking, writing and research through
the use of self-selected reading, teachers reading aloud, word studies,
guided reading and writing. Students learn to love literature and are
exposed to a variety of literature by various authors as their teachers
read aloud to them. Baskets of books outside classroom doors allow
early-arriving students to start their day reading good books. During
Sustained Silent Reading, students choose books to read from extensive
classroom libraries.

Teachers instruct both the whole group and small, leveled groups to
address specific skills and comprehension strategies. Students read with
their teachers, increasing their fluency and understanding. Literature
circles enhance learning by providing opportunities for stimulating
group discussions of story elements. Unit Tests and challenging
teacher-made tests are given, and the progress of each student is
monitored by teachers and administrators targeting areas needing further
instruction or re-teaching. STAR Reading, a computerized assessment
program, provides additional diagnostic data. Students participate in
the Accelerated Reader program. The Great Leaps Program, Reading
Recovery in grade one, and reading intervention in grades 2-4 provide
identified students with additional individual and small group support
for reading improvement. Writing is taught through mini-lessons
integrated throughout our reading program. Two teachers on staff offer
monthly "Best Practices in Reading" in-services presenting valuable
tools for professional development. Books purchased and read staff-wide
include Mem Fox's *Radical Reflections* and *Reading Magic.* Both focus
on improving instructional reading practices. As a faculty we believe
there is no greater legacy we can leave with children than to ensure
their ability to read.

3\. Mathematics Curriculum

At Aiken Elementary, students learn mathematics by direct instruction,
hands-on experiences, step-by-step models that build conceptual
understanding, and ample practice that requires the use of
problem-solving skills and strategies. Through a spiraling curriculum,
mathematical content is introduced in kindergarten and is carried
through each grade, building on previous knowledge. An emphasis is
placed on problem solving and critical thinking. Varied learning styles
and levels are commonplace in any math classroom. As a result, teachers
plan lessons in regular instruction, as well as remediation, and
enrichment. Manipulatives are used in math lessons to enhance the
concepts. Teachers in grades 3-5 use a Math CD Rom Intervention program
allowing students to go to the media center once a week to practice
skills being taught in the classroom. The computer tracks their progress
and allows extra practice for mastery. Reading and writing play an
integral part in day-to-day math lessons. Teachers use literature to
supplement lessons, and students write in response to math questions.
Instructional strategies are chosen from among the best practices
defined by research.

The Math Superstar program, sponsored by the PTA, is offered school-wide
as a way to challenge students and move them to a higher level of
thinking. The Math Olympiad Team is another way students are enriched
and challenged. Students in this activity compete in periodic national
quizzes. The math curriculum encourages a strong partnership between
home and school with family involvement activities. Family letters
including tips to assist students, as well as family games, supplement
the math program. Families are given information about a Web site to
accompany the math textbook. In addition to this, many teachers share
other math Web sites for use at home. A family math night is held
annually, when parents and children attend and play math games, read
math literature and participate in a variety of math-related activities.
Math night is always well attended. We believe our math program prepares
students for an ever-changing and advancing society, enabling them to be
successful worldwide.

4\. Instructional Methodologies

At Aiken Elementary teachers continuously analyze and evaluate the needs
of every student in order to design and provide an instructional program
that will reach each student. Learning styles and test data (pre- and
post-, standardized and teacher-made) are used to tailor instruction to
the strengths and weaknesses of each student. There is administrative
support for innovative approaches and strategies. Classroom environment,
which is specifically designed to enhance learning, includes multi-level
materials, flexible grouping, acceptance and celebration of diversity,
print-rich materials, nurturing of risk-taking, and high expectations.
Students are engaged in learning through a variety of approaches that
include whole-group, small-group, paired learning, individual
instruction, modeling, guiding, role-playing, hands-on, demonstration,
inquiry, guest speakers, field experiences and media/technology
resources. There is a strong focus on standards-based teaching with
particular emphasis on Bloom's Taxonomy and the higher order skills of
analysis, synthesis and evaluation. Students organize their thoughts
using Thinking Maps, eight graphic organizers proven through current
brain research to enable students to link a visual pattern with a
thought process. Developed by Dr. David Hyerle, Thinking Maps are used
for content-specific and interdisciplinary learning, thus giving
teachers a common set of tools for integrating teaching, learning and
assessment. A variety of assessments are used, including standard and
authentic measures. Students are encouraged to take responsibility for
their learning through maintaining a daily agenda and self evaluation.
Students and parents are provided constant feedback via student agendas,
interim reports, quarterly reports, newsletters, notes, phone calls,
e-mails and individual conferences. Careful regard is given to pacing,
mastering and re-teaching when necessary. Test data is analyzed to
identify gaps in learning and to target appropriate interventions that
promote improvement. There is collaboration in and among grade levels as
teachers meet weekly to plan instruction. In pursuit of the best
possible learning experience for the students, teachers continuously
take advantage of professional development opportunities to keep abreast
of the newest, research-based educational strategies. Teachers at Aiken
Elementary are focused and committed as they support students in
becoming independent, reflective, lifelong problem-solvers and learners.

5\. Professional Development Program

Professional development activities at Aiken Elementary are designed to
address the school's primary focus, student learning. Professional
development is ongoing with all teachers actively participating.
Teachers voluntarily use their personal time to attend the Instructional
Fair in Mathematics, Science, Reading/Language Arts, and Technology at
University of South Carolina Aiken and science workshops and
demonstrations held at the Ruth Patrick Science Center and the Fort
Discovery Science Center. Our teachers belong to numerous professional
teaching organizations. They attend and make presentations at state
conferences sponsored by these affiliations. Aiken Elementary is proud
to have 100% participation in the Aiken Council of the International
Reading Association.

Grade levels share common planning time and meet weekly to analyze test
data, plan curricula and discuss professional literature. Monthly issues
of "Better Teaching: Tips and Techniques to Improve Student Learning,"
the entire *Fish!* Series, and *Reading Magic* and *Radical Reflections*
by Mem Fox are read by the entire staff. Other professional literature
is available on a check-out basis. Weekly faculty meetings provide
opportunities for professional development in the areas of reading,
math, writing, technology and social issues that affect our students.
All teachers attending seminars must share their knowledge learned with
the faculty and staff at these meetings. "Best Practices in Reading"
in-services are held monthly. Peer workshops are given to the faculty by
other faculty members who have been trained in "Math Intervention" and
"Step Up to Writing." The media specialist motivates teachers to
continually keep abreast of computer technology with the "Techie Ten," a
weekly 10-minute technology demonstration. Grade-level chairpersons
attended seminars on poverty issues and then conducted workshops to
enlighten our teachers on the home lives of some of our students. All
teachers received training in the administration of Great Leaps, a
supplementary one-on-one reading program designed to focus on improving
reading skills for at-risk learners. The entire faculty also received
intensive training in Dr. David Hyerle's visual teaching tools, Thinking
Maps.

At Aiken Elementary we believe our teachers, as well as our students,
should be independent, reflective, lifelong problem-solvers and
learners.

Subject [English/Language Arts]{.underline} Grade
[\_\_3^rd^\_]{.underline} Test\_[Palmetto Achievement Challenge
Test]{.underline}

Edition/Publication Year [1999-2004]{.underline} Publisher [\_\_South
Carolina Department of Education\_]{.underline}

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

  Testing Month                   May        May        May        May        May

  **School Scores**                                                            

  \% At or Above Basic            95         93         93         96         82

  \% At or Above Proficient       76         72         67         68         59

  \% At Advanced                  31         20         15         8          15

  Number of students tested       131        127        145        142        147

  Percent of students tested      100        100        99         100        100 

  Number of students              0          1          0          0          0
  alternatively assessed                                                      

  Percent of students             0          \<1        0          0          0
  alternatively assessed                                                      

                                                                               

  **SUBGROUP SCORES**             ** **      ** **      ** **      ** **      ** **

  1\. African-American                                                         

  \% At or Above Basic            89         83         76         92         57

  \% At or Above Proficient       58         49         37         42         25

  \% At Advanced                  10         6          4          0          2

  Number of students tested       52         47         46         53         44

  2\. White                                                                    

  \% At or Above Basic            100        99         97         98         93

  \% At or Above Proficient       90         85         82         83         76

  \% At Advanced                  46         27         20         13         21

  Number of students tested       77         73         94         85         96

                                                                               

  3\. Free/Reduced Lunch                                                       

  \% At or Above Basic            89         82         74         93         58

  \% At or Above Proficient       52         51         33         40         27

  \% At Advanced                  11         4          0          0          2

  Number of students tested       46         51         43         45         45

                                                                               

  3\. Not Free/Reduced Lunch                                                   

  \% At or Above Basic            99         100        97         97         93

  \% At or Above Proficient       90         86         82         81         74

  \% At Advanced                  42         30         21         11         21

  Number of students tested       85         76         99         97         102

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Basic            86         82         80         79         74

  \% At or Above Proficient       56         45         42         42         40

  \% At Advanced                  10         5          4          3          4
  ------------------------------- ---------- ---------- ---------- ---------- ----------

Subject [Mathematics]{.underline} Grade [\_\_3^rd^\_]{.underline}
Test\_[Palmetto Achievement Challenge Test]{.underline}

Edition/Publication Year [1999-2004]{.underline} Publisher [\_\_South
Carolina Department of Education\_]{.underline}

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

  Testing Month                   May        May        May        May        May

  **School Scores**                                                            

  \% At or Above Basic            91         95         88         85         81

  \% At or Above Proficient       55         58         60         62         54

  \% At Advanced                  23         31         32         37         30

  Number of students tested       133        127        146        146        146

  Percent of students tested      100        100        100        100        100

  Number of students              0          0          0          0          0
  alternatively assessed                                                      

  Percent of students             0          \<1        0          0          0
  alternatively assessed                                                      

                                                                               

  **SUBGROUP SCORES**             ** **      ** **      ** **      ** **      ** **

  1\. African-American                                                         

  \% At or Above Basic            79         85         81         70         55

  \% At or Above Proficient       31         32         43         35         18

  \% At Advanced                  4          13         4          13         5

  Number of students tested       52         47         47         54         44

  2\. White                                                                    

  \% At or Above Basic            99         100        98         93         92

  \% At or Above Proficient       71         74         71         76         72

  \% At Advanced                  36         38         47         49         43

  Number of students tested       78         73         94         88         95

                                                                               

  3\. Free/Reduced Lunch                                                       

  \% At or Above Basic            83         88         77         63         51

  \% At or Above Proficient       28         35         39         38         20

  \% At Advanced                  4          12         7          21         4

  Number of students tested       47         51         44         48         45

                                                                               

  4\. Not Free/Reduced Lunch                                                   

  \% At or Above Basic            95         99         99         96         94

  \% At or Above Proficient       70         74         72         74         69

  \% At Advanced                  33         43         43         45         42

  Number of students tested       86         76         99         98         101

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Basic            83         82         74         72         69

  \% At or Above Proficient       30         34         32         33         25

  \% At Advanced                  8          12         12         16         9
  ------------------------------- ---------- ---------- ---------- ---------- ----------

Subject [English/Language Arts]{.underline} Grade [\_\_4^th^
\_]{.underline} Test\_[Palmetto Achievement Challenge Test]{.underline}

Edition/Publication Year [1999-2004]{.underline} Publisher [\_\_South
Carolina Department of Education\_]{.underline}

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

  Testing Month                   May        May        May        May        May

  **School Scores**                                                            

  \% At or Above Basic            95         91         88         94         94

  \% At or Above Proficient       68         52         59         64         66

  \% At Advanced                  13         10         9          9          11

  Number of students tested       136        155        128        128        129

  Percent of students tested      100        100        100        100        100

  Number of students              0          0          0          0          0
  alternatively assessed                                                      

  Percent of students             0          0          0          0          0
  alternatively assessed                                                      

                                                                               

  **SUBGROUP SCORES**             ** **      ** **      ** **      ** **      ** **

  1\. African-American                                                         

  \% At or Above Basic            88         80         76         82         91

  \% At or Above Proficient       43         20         12         35         43

  \% At Advanced                  4          0          0          3          0

  Number of students tested       51         50         41         34         42

  2\. White                                                                    

  \% At or Above Basic            99         97         96         99         95

  \% At or Above Proficient       84         68         65         76         77

  \% At Advanced                  20         16         7          11         16

  Number of students tested       77         103        77         90         86

                                                                               

  3\. Free/Reduced Lunch                                                       

  \% At or Above Basic            88         79         79         86         80

  \% At or Above Proficient       45         25         9          37         37

  \% At Advanced                  2          2          0          0          0

  Number of students tested       58         48         33         35         35

                                                                               

  4\. Not Free/Reduced Lunch                                                   

  \% At or Above Basic            100        96         92         97         99

  \% At or Above Proficient       86         65         60         74         77

  \% At Advanced                  22         14         7          12         15

  Number of students tested       78         107        92         93         94

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Basic            81         76         80         80         72

  \% At or Above Proficient       38         33         34         37         37

  \% At Advanced                  3          2          2          2          4
  ------------------------------- ---------- ---------- ---------- ---------- ----------

Subject [Mathematics]{.underline} Grade [\_\_4^th^ \_]{.underline}
Test\_[Palmetto Achievement Challenge Test]{.underline}

Edition/Publication Year [1999-2004]{.underline} Publisher [\_\_South
Carolina Department of Education\_]{.underline}

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

  Testing Month                   May        May        May        May        May

  **School Scores**                                                            

  \% At or Above Basic            93         94         84         88         81

  \% At or Above Proficient       65         54         47         49         49

  \% At Advanced                  36         31         22         22         20

  Number of students tested       135        156        130        133        130

  Percent of total students       100        100        100        100        100
  tested                                                                      

  Number of students              0          0           0         0          0
  alternatively assessed                                                      

  Percent of students             0          0           0         0          0
  alternatively assessed                                                      

                                                                               

  **SUBGROUP SCORES**             ** **      ** **      ** **      ** **      ** **

  1\. African-American                                                         

  \% At or Above Basic            86         88         70         70         58

  \% At or Above Proficient       39         24         23         16         19

  \% At Advanced                  12         0          9          3          2

  Number of students tested       51         50         43         37         43

  2\. White                                                                    

  \% At or Above Basic            99         97         95         95         92

  \% At or Above Proficient       83         76         68         63         64

  \% At Advanced                  49         45         48         30         29

  Number of students tested       77         104        79         92         86

                                                                               

  3\. Free/Reduced Lunch                                                       

  \% At or Above Basic            88         83         69         72         50

  \% At or Above Proficient       44         23         25         15         17

  \% At Advanced                  16         4          11         3          3

  Number of students tested       57         48         36         39         36

                                                                               

  4\. Not Free/Reduced Lunch                                                   

  \% At or Above Basic            97         98         99         95         93

  \% At or Above Proficient       81         75         72         63         62

  \% At Advanced                  50         43         45         30         27

  Number of students tested       78         108        99         94         94

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Basic            80         81         74         67         62

  \% At or Above Proficient       36         34         36         26         24

  \% At Advanced                  14         14         15         10         8
  ------------------------------- ---------- ---------- ---------- ---------- ----------

Subject [English/Language Arts]{.underline} Grade [\_\_5^th^
\_]{.underline} Test\_[Palmetto Achievement Challenge Test]{.underline}

Edition/Publication Year [1999-2004]{.underline} Publisher [\_\_South
Carolina Department of Education\_]{.underline}

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

  Testing Month                   May        May        May        May        May

  **School Scores**                                                           

  \% At or Above Basic            96         89         89         89         90

  \% At or Above Proficient       57         44         48         48         54

  \% At Advanced                  6          3          4          4          5

  Number of students tested       143        127        132        135        153

  Percent of students tested      100        100        99         100        100

  Number of students              0          0          0          0          0
  alternatively assessed                                                      

  Percent of students             0          0          0          0          0
  alternatively assessed                                                      

                                                                              

  **SUBGROUP SCORES**                                                         

  1 African-American                                                          

  \% At or Above Basic            85         71         91         73         78

  \% At or Above Proficient       23         12         30         16         20

  \% At Advanced                  0          0          0          0          0

  Number of students tested       39         41         33         37         41

  2\. White                                                                   

  \% At or Above Basic            100        98         96         95         94

  \% At or Above Proficient       70         60         67         61         66

  \% At Advanced                  8          4          10         5          6

  Number of students tested       102        79         88         97         110

                                                                              

  3\. Free/Reduced Lunch                                                      

  \% At or Above Basic            84         72         87         69         75

  \% At or Above Proficient       27         8          37         17         25

  \% At Advanced                  0          0          0          0          0

  Number of students tested       37         36         30         35         36

                                                                              

  4\. Not Free/Reduced Lunch                                                  

  \% At or Above Basic            100        96         96         96         94

  \% At or Above Proficient       67         58         64         59         62

  \% At Advanced                  8          4          10         5          6

  Number of students tested       106        91         93         100        117

                                                                              

  **STATE SCORES**                                                            

  \% At or Above Basic            77         68         74         73         71

  \% At or Above Proficient       27         21         25         27         27

  \% At Advanced                  2          1          1          2          2
  ------------------------------- ---------- ---------- ---------- ---------- ----------

Subject [Mathematics]{.underline} Grade [\_\_5th \_]{.underline}
Test\_[Palmetto Achievement Challenge Test]{.underline}

Edition/Publication Year [1999-2004]{.underline} Publisher [\_\_South
Carolina Department of Education\_]{.underline}

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

  Testing Month                   May        May        May        May        May

  **School Scores**                                                            

  \% At or Above Basic            94         86         86         86         84

  \% At or Above Proficient       59         42         50         50         44

  \% At Advanced                  28         18         22         22         20

  Number of students tested       142        131        132        136        154

  Percent of students tested      100        100        99         100        100 

  Number of students              0          0          0          0          0
  alternatively assessed                                                      

  Percent of students             0          0          0          0          0
  alternatively assessed                                                      

                                                                               

  **SUBGROUP SCORES**             ** **      ** **      ** **      ** **      ** **

  1\. African-American                                                         

  \% At or Above Basic            84         67         69         68         69

  \% At or Above Proficient       26         7          25         22         10

  \% At Advanced                  3          0          3          5          0

  Number of students tested       38         43         36         37         42

  2\. White                                                                    

  \% At or Above Basic            98         95         93         93         90

  \% At or Above Proficient       72         57         29         60         56

  \% At Advanced                  38         27         40         29         27

  Number of students tested       102        81         90         98         110

                                                                               

  3\. Free/Reduced Lunch                                                       

  \% At or Above Basic            81         68         70         56         65

  \% At or Above Proficient       33         16         27         17         14

  \% At Advanced                  11         0          12         3          3

  Number of students tested       36         38         33         36         37

                                                                               

  4\. Not Free/Reduced Lunch                                                   

  \% At or Above Basic            99         94         93         97         91

  \% At or Above Proficient       68         53         66         62         53

  \% At Advanced                  34         26         35         29         25

  Number of students tested       106        93         95         100        117

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Basic            76         75         70         62         59

  \% At or Above Proficient       32         28         29         27         20

  \% At Advanced                  14         8          11         11         8
  ------------------------------- ---------- ---------- ---------- ---------- ----------