##### REVISED 3/23/05 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 [Mr. Dean Myers]{.underline}

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

Official School Name [Tipton Hill School]{.underline}

(As it should appear in the official records)

School Mailing Address [4256 NC 197]{.underline}

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

[Green Mountain]{.underline} [North Carolina]{.underline}
[28740-9729]{.underline}

City State Zip Code+4 (9 digits total)

County [Mitchell County Schools]{.underline} School Code
Number\*[610-336]{.underline}

Telephone [(828)688-4853]{.underline} Fax [(828)688-2949]{.underline}

Website/URL <http://central.mitchell.k12.nc.us/TiptonHill/> E-mail
[dmyers@mcsnc.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. William Sears]{.underline}

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

District Name [Mitchell County Schools]{.underline} Tel.
[(828)688-4432]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Jeff Harding

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

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1.  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.

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

3.  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.*

4.  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.

5.  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.

6.  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.

7.  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: 3 Elementary schools

2 Middle schools

Junior high schools

1 High schools

2 (Other) Primary

8 TOTAL

2\. District Per Pupil Expenditure: \$7,142.00

Average State Per Pupil Expenditure: \$6,741.00

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[X \] Rural

4\. [19]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       4         7           **11**

  **K**       7         6                      **13**       **8**       6         9           **15**

  **1**       7         3                      **10**       **9**                             

  **2**       9         5                      **14**       **10**                            

  **3**       7         0                      **7**        **11**                            

  **4**       12        3                      **15**       **12**                            

  **5**       5         0                      **5**        **Other**                         

  **6**       10        5                      **15**                                         

                                    **TOTAL                                                   **105**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 91% White

the students in the school: 0% Black or African American

9% Hispanic or Latino

0% Asian/Pacific Islander

0% 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: 15%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      6
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 16
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 105
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .15
                            by total in row (4)         

  **(6)**                   Amount in row (5)           15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 2%

2 Total Number Limited English Proficient

Number of languages represented: 2

Specify languages: English and Spanish

9\. Students eligible for free/reduced-priced meals: 78%

Total number students who qualify: 82

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: 24%

25 Total Number of Students Served

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

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

\_\_\_\_Deafness 1 Other Health Impaired

\_\_\_\_Deaf-Blindness 17 Specific Learning Disability

\_\_\_\_Hearing Impairment 7 Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

\_\_\_\_Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) 1 \_\_\_\_\_\_\_

Classroom teachers 9 \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ .7

Paraprofessionals 2 \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ 1.3
>
> Total number 12 2.0

12\. Average school student-"classroom teacher" ratio: 12:1

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

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

  Daily student attendance  97%         95%         95%         94%         94%

  Daily teacher attendance  95%         97%         95%         90%         93%

  Teacher turnover rate     30%         30%         33%         15%         15%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

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

# PART III- SUMMARY

The picturesque, small-rural community of Tipton Hill, located in the
northern part of Mitchell County, North Carolina, and swaddled within
the folds of the Appalachian Mountains, exemplifies the traditional
values and community spirit evident in many rural communities throughout
this country. Tipton Hill School's legacy began as John Henry Tipton, a
Methodist preacher and the school's namesake, worked tirelessly to
ensure that the area's youth would have access to education and it was
during the 1930's that WPA workers began the construction of Tipton's
dream. Over time, that building was replaced as was the once vibrant
Tipton Hill High School building. Today's Tipton Hill School is small in
size; however, within the petite, one-story, red-bricked building lies
the same strong commitment to education as was evident in its founder.

The mission of Tipton Hill School is to prepare all students to become
productive citizens by providing diverse learning experiences in a safe,
positive and appropriate learning environment supported by the total
community. Tipton Hill does not accept failure, but rather believes that
all students can and will learn when afforded adequate time, effective
instruction and a nurturing environment. Tipton Hill School follows the
NC Standard Course of Study and the ABC's Public Education Goals in
reading, writing and math. A review of End of Grade Tests (1998-2004)
reveals a consistent increase in the Performance Composite with over 95%
of our students being at or above grade level in both reading and math
in 2004. Tipton Hill has been recognized on the county, state, and
national levels for outstanding academic progress and has earned such
titles as Top 25 School for Growth, NC School of Distinction, NC School
of Excellence and Honor School of Excellence. Tipton Hill was also
recognized by the North Carolina Education Alliance in their first
annual *What Works* publication and by the Education Trust, a Washington
based group that recognizes the top one-third of schools in each state
working with economically challenged, at-risk students.

Students are given the opportunity to be successful in all areas. Tipton
Hill provides numerous leadership opportunities to build confidence and
capability. Students take an active role in being positive contributors
through activities such as assisting with cleaning the grounds, making
announcements and most of all, exhibiting conduct that is conducive to
learning. The school is proud of students' accomplishments and
highlights these successes whenever possible.

In order to provide a quality education, teachers and staff members are
also held to high expectations. Rigorous staff development enables our
teachers to have all necessary information in providing instruction to
the students. Initiatives such as Talent Search, the Toe River Arts
Council and the Spruce Pine Kiwanis Club add to Tipton Hill's
instructional program. The faculty and staff are professionals and
leaders in education.

Faced with meeting the needs of each of Tipton Hill's 105 students,
teachers often overcome the economic challenges of a small school
through commitment, ingenuity and hard work. Having 78% of the students
qualifying for free/reduced lunch, Tipton Hill, as a Title I School, has
been able to hire an additional teacher to reduce class size and
eliminate a primary classroom with three grade levels. Further, Tipton
Hill's teachers extend learning by soliciting time and expertise from
parent and community

#  PART IV-INDICATORS OF ACADEMIC SUCCESS

1.  **Meaning of Assessment Results**

In 1996, the North Carolina State Board of Education began the first
phase in implementing the newly adopted statewide, basic-skills, testing
program. At full implementation at the elementary level, this ABC's
Accountability Program tested all eligible students in grades 3-8 with
particular focus on strong accountability, high educational standards,
teaching the basics, and maximum local control. Basically, the ABC's was
designed to measure achievement and performance with the goal of
improving the overall level of student achievement in North Carolina.
Schools meeting specified growth levels were eligible for awards and
recognition while those performing well below acceptable levels would
received help with aligning their programs more closely to the
competencies outlined in the *North Carolina Standard Course of Study
(NCSCS).*

Since the testing program began, students in grades 3-8 have been
administered end-of-year, standardized, multiple-choice, tests in
reading comprehension, mathematics computation and mathematical
application. Competencies are aligned with the *NCSCS* and the federal
requirements of No Child Left Behind.

The ABC's Accountability model set performance levels and growth
standards for each school, a model that works as follows: Students
receive both an achievement level score, as well as a developmental
scale score in reading and math. As students progress through grade
levels, the scale scores are used to chart individual growth. The Growth
Standards measure each school's progress with expected growth referring
to the reasonable amount of growth anticipated for one year of
instruction, and high growth to progress that exceeds the expected
amount by at least ten percent. For the past five years, Tipton Hill
School has met expected growth and during the last three years, achieved
high growth. Achievement levels are used to show the percentage of
students scoring at least the prescribed minimum. Students who score
Level III are considered minimally prepared for success at the next
grade level, while students scoring Level IV are considered well
prepared for the next school year. Tipton Hill's achievement levels have
increased significantly during the past five years. Because of the small
enrollment number at Tipton Hill, no subgroups were selected but score
are reported, as can be seen on pages 12-23. Due to the isolated
location, the majority of the students are white. Consequently, those
students of Hispanic origin have been totally submerged in the English
language and the American culture; and, as a result, all have scored at
least a Level III. Additionally, the Tipton Hill community generally has
valued education and supported the school by instilling in their
children the importance of school achievement. Tipton Hill parents have
held high expectations for their children and demanded that the children
put forth great effort into learning and likewise expected that the
school put forth a challenging curriculum using effective teaching
strategies. Tipton Hill School has been lucky to have such parental and
community support and could not have attained such high student
achievement level without it. Eighty percent of Tipton Hill's students
scored Level III or above during the 2000-2001 school year and, as a
result, earned the title of School of Distinction. Having at least 90%
at Level III for the next two years, 2001-2002 and 2002-2003, Tipton
Hill received the title of School of Excellence. Tipton Hill earned the
highest designation possible under the ABC's of Public Education, Honor
School of Excellence, for the school year 2003-2004. Also, Tipton Hill
exceeded the minimal standard for receiving this honor by attaining
Exemplary Growth/Gain status as well. Under the federal No Child Left
Behind Act, Tipton Hill made Adequate Yearly Progress (AYP) and met 13
out of 13 AYP targets.

Further information concerning the North Carolina's ABC's Accountability
Program is available by logging onto the North Carolina Department of
Public Instruction's website at [www.dpi.state.nc.us\\sites.html]().

**2. Use of Assessment Date**

Tipton Hill analyzes all data derived through student assessment and
uses the results to evaluate and revise teaching practices as a means of
improving individual and class achievement. Teachers use various formal
and informal methods of assessment throughout the school year to monitor
student progress. Communication skills and math assessments are
administered each quarter. These assessments identify specific strengths
and weaknesses in the areas of decoding, fluency, comprehension skills
and mathematical applications and computations.

Students in grades 3-8 are given pre-assessment tests in both reading
and math during the first and third quarters of each year. Teachers use
both individual reports and class reports to help them plan effectively
for instruction.

Currently, Tipton Hill has implemented a daily workshop session for
students who have scored less than three on the NC EOG. Here, teachers
are better able to meet individual student needs.

At the end of each quarter, the principal holds conferences with each
teacher to review assessment results and discuss different strategies to
improve student learning and the progress of these students is closely
monitored during the next quarter. Teachers provide before-school and
after-school remediation for struggling learners. Personalized Education
Plans are devised for students who are identified as working below grade
level and a plan of remediation is put into place. Teachers also use
information gained from Individual Education Plans for those students
being served by the Special Education Department.

Tipton Hill believes that an important component of any effective school
is to allow time for reflection\--to take what you did and how you did
it to see how successful you were at meeting your goals and to see where
and how you can improve. One tool that is invaluable to this process is
the effective use of assessments and their results.

**3. Communicating Student Performance**

Within the first week of school, a parent meeting is held at the school
to allow parents to meet the teachers and to give teachers the
opportunity to share expectations and to explain the assessments that
will be used to evaluate student progress. The principal, teacher,
parents and student sign an agreement that outlines the responsibility
of each party to promote student success.

Interim progress reports are sent home at the midpoint of each grading
period with report cards going home at the end of each quarter. K-2
teachers send home daily communication bags that contain graded student
work, newsletters and homework. Teachers in grades 3-8 send graded
assignments home with students at regular intervals. Teachers maintain
regular contact with parents who are unable to meet by contacting them
by phone or letter. Assessment results are available on the Tipton Hill
School and Mitchell County websites, as well as the school's regular
newsletter. Our school's performance in comparison to the district and
state is compiled on the North Carolina School Report Card, also posted
on the Mitchell County School's website. Our School Improvement Plan,
which shows disaggregated test results for the past three years, is also
available for viewing. This year the county office initiated the
Mitchell Access and Communication system (MAC) that delivers important
announcements and events by phone.

**4. Sharing Successes With Other Schools**

Tipton Hill was one of twenty-one schools across North Carolina chosen
for its success story in the highly publicized *What Works* tour of the
North Carolina Education Alliance*.* This report identified and
highlighted effective schools and programs that demonstrated exceptional
success in serving and educating high-risk, low-income populations.
Paige Hamp, director of the Alliance, is an educator and nonprofit
manager specializing in problems facing at-risk children. In her report
she found Tipton Hill, along with the other schools, "represents the
idea that regardless of income, and in many instances, regardless of
race, children will excel given the right chances. Essentially, schools
were chosen that had a high percentage of needy students, greater than
60 percent, and scored well on end-of-grade tests, showing steady and
remarkable improvement. Most of the schools chosen had at least 80
percent of students performing at or above grade level in reading and
mathematics." Tipton Hill, a *What Works* school, was chosen for this
effort because of the characteristics and factors that led toward the
success of all students. The Education Trust released a first of its
kind state-by-state and national analysis of high-poverty and
high-minority schools that scored in the top 1/3 of their states. Tipton
Hill School was one of the schools recognized nationally in this report.
The report, *Dispelling the Myth Revisited*, found that in the year 2000
(the most recent year for available test data in every state) over 4,500
high-poverty and/or high-minority schools nationwide had scored in the
top 1/3 of all schools in their states, often out-performing
predominantly white schools in wealthy communities. Tipton Hill believes
that this report helped dispel the myth by showing that even though our
students may live in poverty and attend a small school, they are correct
in raising expectations, providing additional state and local resources,
supporting quality leadership, teaching, and even insisting on
accountability as North Carolina requires in its ABC program. Barbara
Lawrence also highlighted Tipton Hill's successful strategies in her
study funded by the Rural School and Community Trust. She discussed
topics concerning Appalachian education, including tactics used in
successful rural schools as Tipton Hill, with a high poverty rate. These
publications, in addition to the local newspaper articles and our
open-door policy to visiting teachers and administrators from other
schools, provide excellent opportunities to share our successes.

# PART V- CURRICULUM AND INSTRUCTION

1.  **Description of the school's curriculum**

The curriculum at Tipton Hill School is based on the goals and
objectives identified by the *North Carolina Standard Course of Study*
(SCS). The SCS defines the programs of study in each of the subject or
skills areas required to be offered and available in each public school.
Each elementary school is responsible for providing instruction in arts
education, computer skills and information skills, English language
arts, guidance, healthful living, mathematics, science, social studies,
physical education and foreign language. Our K-4 classrooms are
self-contained while the 5-8-grade students function using the middle
grades concept. Tipton Hill promotes the school within a school design.
The middle graders' day is comprised of seven class periods covering the
core curriculum plus opportunities for physical education activities,
media, music, guidance, computer technology, art and enrichment or
remedial instruction.

Spanish as part of the core curriculum is offered two days a week at
Tipton Hill School. All classes including seventh and eighth graders
meet on a regular basis in classes lasting from 30-45 minutes each. In
upper grades, the teacher focuses on written and oral Spanish. The
teacher has students to write and present monologues and skits, learn
music, and engage in Spanish cultural activities.

Teachers are required to form quarterly pacing guides for each grade
level. These guides are valuable tools that keep classroom teachers on
pace, help other teachers integrate their areas with topics and themes
used in the classrooms, and keep parents up-to-date of current and
upcoming projects or assignments.

Tipton Hill School has a clear and concise mission that represents a
common vision of success. The mission statement serves to focus teachers
and staff toward objectives, and includes the expectation that all
children can learn. Failure is not an option at Tipton Hill; everything
we do for our children is worthwhile.

A school cannot possibly do everything. Tipton Hill actively seeks
community support from businesses, churches, and individual volunteers.
Our community programs provide a foundation for mentoring and
after-school support. The extension and community association volunteers
and the 4-H staff teach our kindergarten about proper nutrition. The Toe
River Arts Council (TRAC) is instrumental in enriching our art education
curriculum. TRAC has set-up programs here at school for our children
with local artists and at the Penland School of Crafts. Some art mediums
that TRAC has brought to our children in recent years have been
woodcarving, pottery, Cherokee shuck dolls, traditional foods,
professional storytelling and music by various musicians.

Parents also offer their expertise to enhance our curriculum. Each
February, one of our parents, who is a certified dental hygienist,
visits our classrooms and presents a lesson on Dental Health. We are
fortunate in having parental help during fire Prevention Week as well.

Tipton Hill offers an after-school tutoring program that addresses basic
skills. The program provides snacks and is open until 5:30 p.m. for
students.

2.  **Reading Curriculum and Why It was Chosen**

Teachers at Tipton Hill incorporate a variety of methods to see that
students receive optimal reading instruction, but basically our school's
reading program follows the traditional approach to direct instruction.
We believe that reading is the single most important skill a student can
attain to be successful in school. Therefore, early instruction and
intervention are of utmost importance. In the lower grades, sound and
word repetition are essential to fluency. As students progress,
self-questioning, paraphrasing and vocabulary skills are key strategies
essential to reading comprehension. Students then learn sequencing;
inferences, author's point of view, and purpose for writing to help them
better understand what they have read. Teachers in all grades also
utilize reading portfolios as a means of charting student progress and
as a way of illustrating strengths and weaknesses for parents, students
and teachers.

Teachers incorporate different programs to enhance their own classes.
Our kindergarten and first grade utilize the *Reading A-Z* on-line
reading program while other classes incorporate *LANGUAGE*! *Orchard,*
*Cornerstone* and *Joseph's Reader*. Lower grade teachers utilize *Saxon
Phonics*, a basal series and other literary methods.

One program that has proven to be beneficial for both the lower and
upper grades is the *Accelerated Reader Program*. Based on the students'
reading levels, they are allowed to choose books of interest and take
comprehension quizzes. Teachers also utilize *Drop Everything And Read
(DEAR)* and nightly required readings.

One of the greatest qualities of the Tipton Hill reading program is that
the teachers are equipped with a "full bag" of reading strategies and
methods based on individual student's needs and learning styles. In
addition, teachers continually update their information by attending
workshops and conferences and using on-line resources.

Why does Tipton Hill use such a varied program for its reading
curriculum? We feel that this program maximizes teaching and learning
time, while providing the flexibility needed to provide students with
instruction aligned to their individual needs.

3.  **Math Curriculum**

Tipton Hill School emphasizes the need for strong mathematical knowledge
and competency. These skills are necessary to function in today's
technologically-based workforce. Therefore, we have adjusted our
teaching techniques and programs to provide students with access to
interactive computer programs as well as hands-on mathematics
manipulatives and traditional instructional practices.

Among the computer-based software programs the students of Tipton Hill
School use are *Study* *Island, Cornerstone* and *Math Blasters*. These
programs introduce a concept or skill, use guided practice and then
reinforce learning and mastery with related games and competition.
Students improve not only their math skills but also their
technology/computer skills while building competency, knowledge and
confidence.

Other essential skills are learned through the use of various hands-on
tools. In addition to practice using rulers, compasses, protractors,
geoboards and Quissenaire rods, students regularly utilize hand-held,
multi-function calculators. These devices are used as supplements in the
instructional process. This year, Tipton Hill instructors and students
have begun using the *Glencoe Mathematics* series. These textbooks and
resources are learner-friendly and are aligned with the *North Carolina
Standard Course of Study* (SCS). Tipton Hill has also found many of
Glencoe's on-line resources to be effective at assisting students by
relating mathematical objectives to real-life
situations/problem-solving, analysis and application. As Tipton Hill
School continues to make excellence in education our mission, we will
continue to use innovative techniques, proven instructional strategies
and varied instructional methods.

## 4. Opportunity for All Children to Meet Proficient and Advanced Levels of Performance

Faculty, staff, parents and the administration of Tipton Hill School
believe that all children deserve to be actively involved in the type of
schooling that surrounds each child with information, experiences and
activities that promote a meaningful sense of knowing, which creates a
sturdy foundation for learning. A school-wide effort is consistently
made to challenge students of varying ability levels. Teachers utilize
project-based science and interactive math activities as well as
"challenge projects" in language and social studies. The individual help
for our at-risk K-3 students has increased their fluency, comprehension,
and most of all their enjoyment of reading. The teachers of the at-risk
students remark that the students are participating more in class, doing
their class work and homework without stress, and are generally better
behaved. Since offering advanced algebraic concepts in the regular
eighth grade math curriculum, over 60% of the eighth graders complete
Algebra I in high school in one semester instead of one year. We also
offer Algebra I to our eighth grade students. Over 60% of our eighth
graders have participated each year with a passing rate of \>93%. Tipton
Hill has a school within in a school concept, offering middle grade
curriculum and scheduling for grades 5-8. The middle grade concept
allows the students to gain experience, to develop more self-confidence
in changing classes, and to introduce more responsibility and choices
with consequences in their daily schedule.

**5. Professional Development**

Recognizing the link between quality staff development and progressive,
proactive teaching, Tipton Hill School has adopted the philosophy that
meaningful staff development is an indispensable process, without which
schools could not hope to prepare young people for citizenship and
productive employment. We stretch our school dollars by attending staff
development workshops and writing grants. Staff development focuses on
actual student needs and outcomes. The unique feature about Tipton Hill
School is that every employee, both certified and classified, accepts
the responsibility of being a staff developer, thus fulfilling the
school mission of developing life-long learners who value themselves,
contribute to their community, and succeed in a changing world.

Staff development activities include whole faculty/staff training in
effective subject area/interest area topics and identified student
needs. Technology training is ongoing. Tipton Hill is committed to
integrating technology with the curricular standards for the North
Carolina Standard Course of Study. Teachers at Tipton Hill continue to
use technology in a variety of ways. The following applications are the
most common: word processing (papers, projects, daily tasks), Internet,
*Accelerated Reader* software and *Cornerstone Math* and other
instructional software. Teachers are spending additional time with
skills practice instructional software and games that reinforce content
knowledge and skills acquisition. Included in the staff development plan
is professional training in conflict mediation, character education
implementation, health and safety issues and concerns. Going the extra
mile to meet the varied needs of students, Tipton Hill employees receive
training in learning styles, CPR and social skills.

The students become more motivated and ready to learn when the teachers
return from training sessions. It not only focuses the teachers but also
energizes them because the students are willing to learn in a new and
different way.

Faculty and staff are consistently encouraged to attend local, regional
and national subject area/ interest area workshops and conferences.
School grants are written by faculty and administration. They routinely
include a staff development component to insure adequate preparation for
effective change implementation.

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