##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School:(Check all that apply) \[X\]Elementary\[
\]Middle\[ \]High\[ \]K-12\[ \]Charter

Name of Principal: [Mr. Findley
Smith\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name: [Wright Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address: [1136 Wright School
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Belton\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_SC\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_29627-8317\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County: [Anderson County]{.underline} State School Code
Number\*[\_\_04-02-021\_\_\_\_]{.underline}

Telephone \_\_[(864) 296-1776]{.underline} Fax\_\_\_[(864)
296-9951]{.underline}

Web site/URL[: http://www.anderson2.k12.sc.us/schools/wes/]{.underline}
E-mail: [fsmith@anderson2.k12.sc.us]{.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: [\_\_\_Mr. Thomas
Chapman\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name: [Anderson School District Two]{.underline} Tel. [(864)
369-7364]{.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:\_\_\_\_[Mrs. Brenda
Cooley\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_[4\_\_\_]{.underline}
Elementary schools

\_[2\_\_\_]{.underline} Middle schools

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$7,046.00]{.underline}

Average State Per Pupil Expenditure: [\$7,759.00]{.underline}

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

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

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

4\. [\_\_6\_\_\_]{.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**                             

  **K**       13        13                     **26**       **8**                             

  **1**       18        6                      **24**       **9**                             

  **2**       16        13                     **29**       **10**                            

  **3**       16        8                      **24**       **11**                            

  **4**       13        15                     **28**       **12**                            

  **5**       10        15                     **25**       **Other**                         

  **6**       13        8                      21                                             

                                    **TOTAL                                                   177
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98]{.underline} % White

the school: [2]{.underline}% Black or African American

[0]{.underline} % Hispanic or Latino

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

[0]{.underline}% American Indian/Alaskan Native

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      3
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 177
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0338
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.38
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0]{.underline}%

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

Number of languages represented: N/A

Specify languages:

9\. Students eligible for free/reduced-priced meals: 53%

Total number students who qualify: 94

*\*53 indicates the SC Poverty Index which is computed as the percent of
students on subsidized lunch or Medicaid.*

> 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: [19]{.underline} %

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

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

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [7]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [25]{.underline} Speech or Language
Impairment

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

> \_\_\_\_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) [\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[11\_\_\_]{.underline}
[\_\_\_\_1\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_2\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_\_4\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_11\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_[19\_\_\_]{.underline} [\_\_\_\_1\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_[16:1\_\_]{.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. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97%         96%         97%         95%         93%

  Daily teacher attendance  94%         97%         94%         95%         97%

  Teacher turnover rate     17%         9%          9%          10%         15%

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

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

**\*\***2005-2006 teacher turnover rate represents two teachers at
Wright Elementary. Due to the small number of teachers on staff, the two
teachers correlate to the 17%. One teacher accepted an assistant
principal position in Anderson School District Two. The second teacher
was an in-district transfer which was a result of her spouse accepting
an assistant principal position at her current school

**PART III ‑ SUMMARY**

Wright Elementary School (WES) is located in Belton, South Carolina
which is a rural area of southeastern Anderson County and is part of
Anderson School District Two. Anderson Two residents have been very
supportive of all district educational initiatives. They supported a
\$29.9 million bond referendum in 1999. WES was able to renovate the
existing building and add seven classrooms, a media center, a computer
lab, a multi-purpose room, a science lab, and additional office space.
These renovations were completed in 2001. Currently, Wright Elementary
serves 176 students in five-year kindergarten through grade six. There
is only one class per grade, except for first grade which has two. This
is truly a school where "everyone knows your name". This is evidenced by
our mission statement: *Wright Elementary School emphasizes the
dedication of home, students, school and community to provide a quality
education in a safe learning environment.* This is evidenced by parent
and community support and participation based upon the educational
progress at the school.

Our instructional staff is made up of sixteen highly skilled, veteran
teachers. One hundred percent of our teachers are on continuing
contracts and 90% have advanced degrees. Over the past few years, five
teachers have received National Board Certification. We have a half-time
media specialist who also teaches our Gifted and Talented Academic
Program. Our guidance counselor's time is divided between two schools.
We have a full-time resource teacher. The speech and physical education
teachers are both part-time while the art and music teachers each come
to our school one day per week. Our support staff consists of three
full-time teaching assistants and one full-time computer lab manager.
One assistant is assigned to kindergarten; one is shared with the media
center and our resource classes, and one is assigned to assist with
guidance and grades 2-6. We have two full-time cafeteria workers and one
full-time custodian. One staff member has duties divided between
cafeteria and custodial responsibilities. We also have a full-time
secretary.

While the WES community's average household income is
approximately\$17,300 and 53% of our students are classified as
disadvantaged based upon our state poverty index. The community support
of education is passionate. Examples of this include our annual Parent
Teacher Organization (PTO) Fall Festival and "Spaghetti Supper" both of
which draws enthusiastic crowds and an array of compliments from
parents, relatives, community member, and former students. Parents and
other caretakers of our students are involved in many positive ways
throughout the school year. For example, we host monthly Reading
Breakfasts and annual Writing Nights. Parents are invited to attend
student performances such as our Kindergarten program, Veterans' Day
play, music programs, and Biography Brunch. All of our programs are well
attended and responses from parents and community members are positive.

Our school has a long-standing and optimistic relationship with our
business partner, Rockwell Automation. During the school year, our sixth
graders "job shadow" and tour the manufacturing facilities in the spring
each year. The company provides "The Rockwell Award" to the outstanding
student in each class that displays the "Wright Qualities" throughout
the year.

Beginning in 2004-2005, our school started a School Health Improvement
Program through collaboration with Partners for a Healthy Community and
our local hospital system. We have set up a staff wellness room and
conduct a community health fair to also promote wellness among our
families and our area.

At Wright Elementary School, we are proud of our accomplishments and
excited about our future and will continue our mission of *emphasizing
the dedication of home, students, school and community to provide a
quality education in a safe learning environment.*

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

**1. Assessment Results:** All students in grades 3-8 must take the
Palmetto Achievement Challenge Test (PACT) each year in English Language
Arts and Mathematics. PACT is a criterion referenced test developed by
the State Department of Education. The test is designed to measure
mastery of specific grade level curriculum standards. The state
standards are aligned to national standards and form the basis for all
teaching and learning.

Students receive a performance level indicator for each subject area
tested on PACT. The four performance levels are:

> **[Below Basic]{.underline}:** The student has not met minimum
> expectations for student performance based upon the South Carolina
> Curriculum Standards. The student is not prepared for work at the next
> grade level.
>
> **[Basic]{.underline}:** The student has met minimum expectations for
> student performance based upon the South Carolina Curriculum
> Standards. The student is minimally prepared for work at the next
> grade level.
>
> **[Proficient]{.underline}:** The student has met expectations for
> student performance based on the South Carolina Curriculum Standards
> and is well prepared for work at the next grade level.
>
> **[Advanced]{.underline}:** The student has exceeded expectations for
> student performance based on the South Carolina Curriculum Standards
> and is very well prepared for work at the next grade level.

School test results are significantly above the state average at all
grade levels and in all subject areas. Wright Elementary has many
intervention practices and instructional strategies in place to ensure
that children are not left behind due to demographic factors. Even
though 53% of the students at Wright Elementary are classified as low
socio-economic as reported on the state poverty index, the school ranks
second in the state as evidenced by absolute scores on the state school
report card. School report cards are part of the state's education
accountability system. They provide schools and communities with
information on the progress of schools measured against the 2010 goal of
having student achievement ranked in the top half of the states
nationally.

Although some disparities in scores among subgroups are apparent, the
differences in scores among these groups remain minimal and consistently
exceed state averages. In fact, Wright Elementary School has been
recognized by the South Carolina Educational Oversight Committee as a
school which "Closes the Achievement Gap for Historical Underachieving
Groups" in our state. The percentage of free-reduced students who scored
at or above the Basic level in ELA increased from 92% to 100% from
2002-2006 and from 92% to 100% in mathematics during the same time span.
The percentage of disabled students who scored at or above the Basic
level in ELA increased from 93% to 100% from 2002-2006 and from 93% to
100% in mathematics from 2002-2006. Scores remained similar for other
subgroups with students' scores at or above the Basic level in ELA
moving from 99%-100% and from 97%-100% in mathematics.

For the past five years, Wright Elementary has received the "Palmetto
Gold" Award from the State Board of Education for exceptional student
achievement performance. Wright Elementary has also met Adequately
Yearly Progress (AYP) each year. Data can be reviewed on the state's
website which is located at
[http://www.ed.sc.gov/topics/assessment]{.underline}.

**2. Using Assessment Results:** With the principal as the instructional
leader assessment is a continuous process and is part of the learning
triangle of standards, instruction, and assessment. Instructional
decisions are based on the analysis of data through TESTVIEW, a system
which provides teachers a tool for analyzing performance data by class
and demographics. Professional development days prior to the start of
school provide time for analysis of PACT assessment data. Teachers
analyze test data individually and by grade levels to determine patterns
of strengths and weaknesses demonstrated by previous students. This
analysis also identifies areas that the teacher needs to target. As
students arrive for their first instructional day, teachers have studied
their previous year's test data and academic plans and have designed an
instructional program that will improve student performance.

In addition to routine classroom assessment, other varied assessment
techniques are utilized. Benchmark tests are given three times yearly
before PACT and reports are interpreted during grade level meetings and
quarterly principal conferencing in order to provide the most effective
instruction. DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
is administered to the K-2 students by support staff. This program
allows for evaluation of individual student development and a window to
measure effectiveness of intervention support provided. The STAR reading
program assesses each student's independent reading level several times
each year. Teachers use this assessment information when planning and
implementing flexible grouping. SuccessMaker is a computer based
curriculum allowing students to progress at their own pace in the areas
of reading and math. SuccessMaker reports assess individual student
strengths and weaknesses allowing teachers to adjust instruction and
remediate when necessary. All kindergarten and first grade students are
assessed using the SCRA (South Carolina Readiness Assessment) which
measures student growth in the area of language arts, math, social and
emotional development. Assessment is an integral part of instruction.

**3. Communicating Assessment Results:** Wright Elementary School
maintains a comprehensive approach to parent and community communication
through various means. A district-wide Annual Report is mailed to every
home and business in the district. The District Annual Report and School
Summary Report contain a breakdown of all district test scores and
compare each school with district and state results. These are provided
to parents and include school, district, and state assessment results on
all standardized and criterion-referenced tests. Each year the Wright
Elementary School Annual Report Card is provided to every household in
the district to give general information about the school and to display
the school's performance using both absolute and improvement ratings. It
provides school performance trends and details student achievement data
by content area and student demographics. Data is also explained in
local newspapers, the school newsletter, and school, district, and state
websites. Home reports are sent to parents pertaining to standardized,
criterion-referenced, and diagnostic tests. Parents review student
achievement quarterly through report cards. However, parents are
apprised of their child's progress on an ongoing basis. Weekly or
biweekly work evaluations for each student are sent home per grade level
for parent perusal noting areas of strengths and/or weaknesses. Further
awareness of student achievement is provided to parents through
mid-quarter interim reports. School test results are discussed during
School Improvement Council, PTO, and School Board Meetings. Our School
Accountability Document provides a summary of our previous year's
performance and establishes goals and objectives for each new school
year. Our community business partner provides rewards for student
achievement. Student honor rolls are published in the newspaper. A
quarterly awards ceremony allows for recognition of student
accomplishments as well.

Academic Plan conferences provide parents of students experiencing
difficulty with state standards information, current performance levels,
and suggestions for helping their children at home. We promote an
open-door policy and parents are encouraged to conference with teachers
on a regular basis.

**4. Sharing Success:** Alexander Solzhenitsyn, a 1970 Nobel Prize
winner says, "[Talent is always conscious of its own abundance and does
not object to
sharing](http://thinkexist.com/quotation/talent_is_always_conscious_of_its_own_abundance/256608.html)."
That is the philosophy by which WES abides. We believe that sharing
creates a better education for the children of today, tomorrow and the
future. As educators, we have the potential to make a difference in
children around the world.

Understanding the importance of this concept, our staff is very willing
to share. Through our endeavors in pursuit of various awards, we have
visited many other schools with this in mind. Many of our teachers have
been selected to present at a range of conferences statewide as well as
within our district at instructional fairs. Based on our outstanding
science achievement, a neighboring school district visited to observe
science lab investigations and assessments. A sister school did likewise
in their pursuit of the state's Exemplary Writing Award. This is a
continual process as we grow as educators in hopes of bettering
ourselves which in turn benefits peers in the profession as well as the
primary reason for the profession... the students we teach.

Recognition of being named a National Blue-Ribbon School, in addition to
other honors and awards bestowed upon our school, will afford us a prime
opportunity to establish a network that will foster sharing information,
knowledge, research and resources among people who have a common purpose
and commitment to quality education. With our open-door policy, an
invitation is always extended to visitors who would like to learn more
about our successful educational strategies.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Wright Elementary curriculum is aligned to meet the
South Carolina State Department of Education's Curriculum Standards. The
state outlines requirements as to the content students are expected to
master at each grade level. The curriculum sets benchmarks and content
standards at all grade levels and is aligned so students will be
prepared for the PACT. District created content pacing guides were
developed for each grade level and each subject area and are utilized to
ensure that all standards are taught before students are tested in the
spring. A variety of teaching strategies and intervention practices are
in place to ensure that students meet or exceed these standards each
year.

Our English Language Arts curriculum is focused on the teaching of
reading, writing and word development and is based on a balanced
literacy approach. Reading instruction is centered on four different
types of reading experiences: read aloud, shared reading, guided reading
and independent reading. The reading program is also focused on the five
big ideas of early literacy: phonemic awareness, alphabetic principle,
fluency with text, vocabulary, and comprehension. Students are also
instructed in shared and individual writing activities to address the
four types of writing: shared writing, interactive writing, writer's
workshop, and independent writing. Teachers provide a comprehensive
approach to reading and writing instruction aligned with the SC state
standards. District curriculum activity notebooks were designed using
scientifically based information and provide teachers with a map that
leads to positive student achievement.

The mathematics curriculum focuses on SC State Standards at each grade
level. The curriculum focuses on the understanding and application of
key mathematical concepts and skills that are appropriate to each
student's ability based on state standards. District curriculum activity
notebooks and staff development provide teachers with grade appropriate
standard-based activities. Teachers use various tools and strategies
such as textbooks, manipulatives, mental math, games, and journal
activities in order to ensure academic success for all students. The
individualized daily exposure to the mathematics curriculum through the
SuccessMaker technology lab is a significant resource used to promote
mathematical development.

Social studies instruction is guided by SC Curriculum standards
framework and focuses on the key areas of history, citizenship,
economics and geography. School murals depict various regions of the
state and provide opportunities for students to learn the physical
geographical aspects of the various regions. The classroom guidance
program provides many opportunities for students to participate in civic
related activities. Our school-wide program, "Character Counts", is used
to develop positive character traits. Teachers capitalize on students'
natural curiosity, diverse backgrounds and prior knowledge to extend the
curriculum.

The goal of the science curriculum is to enable all students to
understand scientific concepts, skills and processes. Teachers utilize
the state standards support document and standards as a basis for
planning and delivering instruction. Teachers incorporate inquiry
learning and kit experiences based on the SC state science standards. A
fully equipped science lab is utilized weekly to build scientific
understandings. Our science curriculum gives students a better
understanding of the big ideas of science and the world around them.

The WES related arts program includes music, physical education,
library, and art. Related arts teachers use an integrated curriculum
approach in order to enhance all curriculum areas. A district provided
Arts in Education Program extends student experiences with storytellers,
theatrical performances, visiting authors, etc. Technology is an
integral part of each core curricular area. The SuccessMaker lab is used
daily by all students to accelerate, review and remediate. Technology
such as Promethean boards, visual presenters, and streaming videos are
used to enhance classroom instruction.

2\. **Reading:** Wright Elementary School realizes that reading is a
very complex process that must be taught through a myriad of strategies.
In an effort to teach all aspects of the reading curriculum (reading,
writing, communication, and research), "best practice" strategies such
as Admit and Exit Slips, Say Something, I Wonder, Book Talks, and
Literature Circles are implemented daily. Book studies focused on the
notable works of Barry Lane, Ralph Fletcher, Janet Allen, etc. have
provided our school with a framework for reading and writing
instruction. The time zone allocated for such instruction totals 135
minutes daily. However, at WES, our belief is that reading and writing
instruction should not be taught in isolation. Rather, these strategies
should be integrated into all parts of the curriculum throughout the
day. With this in mind, WES choose a reading curriculum that is infused
with numerous read alouds, guided, shared, and independent reading and
writing components.

Trade books, novels, magazines, text sets, newspapers, leveled texts,
and other materials are used to teach reading and writing in various
content fields. Noted authors, such as Jerry Pallotta and Kate Salley
Palmer, have visited our school to broaden students' understanding of
the writing process. Because we are aware that many families are not
afforded appropriate reading materials at home, library books and
classroom materials are sent daily to be read by parent and child.
Reading logs are kept to note reading progress. Parenting sessions such
as "Books and Bagels", "Reading Breakfasts", and "Poetry Night" are held
each year to provide parents with opportunities to read with their child
and learn valuable strategies to assist their child in becoming a
successful reader. "Writing Nights" and collaborative writing journals
are used to foster the reading-writing connection as parents and
children exercise a partnered approach to the reading-writing process.
We measure success of our reading and writing program by evaluating
students' reading habits, attitudes, and comprehension as well as
individual growth in the noted areas.

**3. Science:** Our science curriculum is based on the SC State
Standards and our school mission to provide all students with a quality
education. Because we feel that curriculum connections explicitly
strengthen teaching and learning in all areas, our teachers emphasize
the integration of writing, speaking, math and science. In our
well-equipped science lab, students are doing science as they
brainstorm, question, predict, observe, experiment, interpret, draw
conclusions, justify, make meaningful connections and communicate
findings. Within our science lab, students use scientifically based
materials such as: Delta kits, Foss kits, Insights kits, AIMS materials,
and science journals. Informal writing, such as journals, enables
students to make personal connections to science topics. Teachers also
use additional teaching strategies, materials, literature, and videos to
enhance and reinforce the curriculum. Students are applying scientific
concepts to real world situations on a daily basis as they use problem
solving approaches in lab, apply estimations, collect, organize and
describe data as well as develop the process of measuring. As a school,
we understand that good teaching involves teachers facilitating learning
as students work in collaborative groups. Our goal is to inspire
meaningful science study as students developing thinking and inquiry
learning skills through many avenues including participation in field
studies and science fairs at the local, regional level. Our teachers
inspire students to identify and utilize the tools needed in order to
uncover and understand the secrets about the world of science.

**4. Instructional Methods:** Best practices represent excellence in
teaching which include effective methods teachers use to facilitate
learning. The instructional methods used at WES to improve student
learning are based on best practices and are supported by research. The
teachers at WES use a variety of direct and indirect instructional
methods and strategies such as whole group instruction, inquiry
learning, teacher demonstration, discussion, video/video streaming,
cooperative groupings, literature circles, individualized/differentiated
instruction, technology, peer tutoring, independent and group projects,
tiered assignments, etc. as deemed appropriate. Much attention is paid
to selecting instructional methods right for particular lessons and
students. The instructional methods used depend on many factors
including developmental appropriateness, prior knowledge, subject area,
lesson objective, learning styles and materials available. Teachers at
WES attribute much of their students' success to their ability and
willingness to collaborate as teachers across grade levels in order to
better understand the strategies and methods which have been effective
in meeting their students' needs in previous grades.

Various instructional approaches within and outside of the regular
classroom support our diverse learning population. A district supported
after school program offers a structured learning environment for
students to complete homework and participate in lessons targeting
reading and math improvement. Additional support is also provided for
our special needs population through inclusion assistance. Students in
our gifted and talented program are provided with opportunities to
extend learning through research and critical thinking experiences.

**5. Professional Development:** Our staff members annually participate
in a staff development survey to assess our needs. Curricular areas are
prioritized and specific activities such as conferences and academic
studies are ranked as to their anticipated importance. From this needs
assessment the principal, grade chairs and district office instructional
personnel collaborate to target the most effective staff development
activities that will increase student achievement.

During the past three school years, English-Language Arts has been
identified as our school's area of greatest need and our staff has
developed and participated in a number of effective activities. Teachers
have attended the annual state writing, reading, and library conferences
and reported significant workshop topics back to the staff as a whole.
Our staff has participated in studying scholars in the area of writing.
For example, teachers studied the work of Barry Lane, a leading expert
in the teaching of writing. Staff members have also visited peer schools
with high achievement in ELA. Partially as a result of these efforts,
our school has been named an Exemplary Writing School and teachers have
written successful grants to improve literacy instruction at our school.

Recently, staff members from our school have also attended workshops at
state-level conferences for Science and Social Studies. During the past
two years our achievement scores in ELA, Science and Social Studies have
improved notably. Specifically, our Absolute Score from the state school
report card in ELA increased from a 3.65 to a 3.98, as measured by the
PACT. The number of students scoring at the Advanced or Proficient
levels on statewide testing in Social Studies has had positive gains
since 2004.

**PART VII - ASSESSMENT RESULTS**

Subject **English/Language Arts** Grade **3** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ----------------------------------------- -------- ------- ------- ------
  **ELA 3^rd^ grade**                       2006     2005    2004    2003

  Testing Month                             May      May     May     May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                        100      100     100     100

  \% Proficient and Advanced                96       89      94      74

  \% Advanced                               65       37      50      7

  Number of students tested                 26       27      18      27

  Percent of students tested                100      100     100     100

  Number of students alternatively assessed 0        0       0       0

  Percent of students alternatively         0        0       0       0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. Free/Reduced Lunch                                             

  \% Basic and Above                        I/S      100     I/S     100

  \% Proficient and Advanced                I/S      91      I/S     60

  \% Advanced                               I/S      18      I/S     0

  Number of students tested                 5        11      6       10

  2\. White                                                          

  \% Basic and Above                        100      100     100     100

  \% Proficient and Advanced                96       92      94      74

  \% Advanced                               65       36      50      8

  Number of students tested                 26       25      18      26
  ----------------------------------------- -------- ------- ------- ------

\* I/S = Insufficient sample - subgroup contains less than 10 students.

Subject **Mathematics** Grade **3** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ----------------------------------------- -------- ------- ------- ------
  **Math 3^rd^ grade**                      2006     2005    2004    2003

  Testing Month                             May      May     May     May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                        100      100     100     100

  \% Proficient and Advanced                100      90      89      85

  \% Advanced                               89       74      61      33

  Number of students tested                 26       27      18      27

  Percent of students tested                100      100     100     100

  Number of students alternatively assessed 0        0       0       0

  Percent of students alternatively         0        0       0       0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. Free/Reduced Lunch                                             

  \% Basic and Above                        I/S      100     I/S     100

  \% Proficient and Advanced                I/S      82      I/S     80

  \% Advanced                               I/S      64      I/S     10

  Number of students tested                 5        11      6       10

  2\. White                                                          

  \% Basic and Above                        100      100     100     100

  \% Proficient and Advanced                100      92      89      88

  \% Advanced                               88       76      61      35

  Number of students tested                 26       25      18      26
  ----------------------------------------- -------- ------- ------- ------

Subject **English/Language Arts** Grade **4** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ----------------------------------------- -------- ------- ------ ------
  **ELA 4^th^ grade**                       2006     2005    2004   2003

  Testing Month                             May      May     May    May

  **SCHOOL SCORES**                                                 

  \% Basic and Above                        100      100     100    100

  \% Proficient and Advanced                71       61      56     54

  \% Advanced                               11       7       0      4

  Number of students tested                 28       18      28     27

  Percent of students tested                100      100     100    100

  Number of students alternatively assessed 0        0       0      0

  Percent of students alternatively         0        0       0      0
  assessed                                                          

                                                                    

  **SUBGROUP SCORES**                                               

  1\. Free/Reduced Lunch                                            

  \% Basic and Above                        100      I/S     100    100

  \% Proficient and Advanced                50       I/S     31     40

  \% Advanced                               0        I/S     0      0

  Number of students tested                 12       8       13     10

  2\. White                                                         

  \% Basic and Above                        100      100     100    100

  \% Proficient and Advanced                73       62      59     52

  \% Advanced                               8        6       0      4

  Number of students tested                 26       18      27     23
  ----------------------------------------- -------- ------- ------ ------

\* I/S = Insufficient sample - subgroup contains less than 10 students.

Subject **Mathematics** Grade **4** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ----------------------------------------- -------- ------- ------ ------
  **Math 4^th^ grade**                      2006     2005    2004   2003

  Testing Month                             May      May     May    May

  **SCHOOL SCORES**                                                 

  \% Basic and Above                        100      100     100    100

  \% Proficient and Advanced                75       94      74     75

  \% Advanced                               39       50      41     29

  Number of students tested                 28       18      28     27

  Percent of students tested                100      100     100    100

  Number of students alternatively assessed 0        0       0      0

  Percent of students alternatively         0        0       0      0
  assessed                                                          

                                                                    

  **SUBGROUP SCORES**                                               

  1\. Free/Reduced Lunch                                            

  \% Basic and Above                        100      I/S     100    100

  \% Proficient and Advanced                66       I/S     76     82

  \% Advanced                               33       I/S     38     27

  Number of students tested                 12       8       13     11

  2\. White                                                         

  \% Basic and Above                        100      100     100    100

  \% Proficient and Advanced                76       94      74     80

  \% Advanced                               38       50      44     36

  Number of students tested                 26       18      27     25
  ----------------------------------------- -------- ------- ------ ------

\* I/S = Insufficient sample - subgroup contains less than 10 students.

Subject **English/Language Arts** Grade **5** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ------------------------------------------ -------- ------- ------- ------
  **ELA 5^th^ grade**                        2006     2005    2004    2003

  Testing Month                              May      May     May     May

  **SCHOOL SCORES**                                                   

  \% Basic and Above                         100      100     100     85

  \% Proficient and Advanced                 67       50      53      31

  \% Advanced                                19       0       0       0

  Number of students tested                  22       24      20      15

  Percent of students tested                 100      100     100     100

  Number of students alternatively assessed  0        0       0       0

  Percent of students alternatively assessed 0        0       0       0

                                                                      

  **SUBGROUP SCORES**                                                 

  1\. White                                                           

  \% Basic and Above                         100      100     100     90

  \% Proficient and Advanced                 63       52      56      40

  \% Advanced                                18       0       0       0

  Number of students tested                  22       23      18      10
  ------------------------------------------ -------- ------- ------- ------

Subject **Mathematics** Grade **5** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ----------------------------------------- -------- ------- ------- ------
  **Math 5^th^ grade**                      2006     2005    2004    2003

  Testing Month                             May      May     May     May

  **SCHOOL SCORES**                                                  

  \% Basic and Above                        100      100     100     92

  \% Proficient and Advanced                76       67      69      77

  \% Advanced                               52       29      37      39

  Number of students tested                 22       24      20      15

  Percent of students tested                100      100     100     100

  Number of students alternatively assessed 0        0       0       0

  Percent of students alternatively         0        0       0       0
  assessed                                                           

                                                                     

  **SUBGROUP SCORES**                                                

  1\. White                                                          

  \% Basic and Above                        100      100     100     100

  \% Proficient and Advanced                73       65      67      83

  \% Advanced                               50       30      39      50

  Number of students tested                 22       23      18      12
  ----------------------------------------- -------- ------- ------- ------

Subject **English/Language Arts** Grade **6** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ----------------------------------------- -------- ------- ------ ------
  **ELA 6^th^ grade**                       2006     2005    2004   2003

  Testing Month                             May      May     May    May

  **SCHOOL SCORES**                                                 

  \% Basic and Above                        100      81      100    94

  \% Proficient and Advanced                62       38      46     65

  \% Advanced                               10       6       18     18

  Number of students tested                 23       17      11     18

  Percent of students tested                91       100     100    100

  Number of students alternatively assessed 0        0       0      0

  Percent of students alternatively         0        0       0      0
  assessed                                                          

                                                                    

  **SUBGROUP SCORES**                                               

  1\. Free/Reduced Lunch                                            

  \% Basic and Above                        100      I/S     I/S    I/S

  \% Proficient and Advanced                50       I/S     I/S    I/S

  \% Advanced                               20       I/S     I/S    I/S

  Number of students tested                 10       8       6      7

  2\. White                                                         

  \% Basic and Above                        96       80      100    100

  \% Proficient and Advanced                57       34      50     80

  \% Advanced                               9        7       20     30

  Number of students tested                 23       15      10     10
  ----------------------------------------- -------- ------- ------ ------

\* I/S = Insufficient sample - subgroup contains less than 10 students.

Subject **Mathematics** Grade **6** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ------------------------------------------ -------- ------ ------ ------
  **Math 6^th^ grade**                       2006     2005   2004   2003

  Testing Month                              May      May    May    May

  **SCHOOL SCORES**                                                 

  \% Basic and Above                         100      100    100    94

  \% Proficient and Advanced                 77       81     55     94

  \% Advanced                                46       44     27     41

  Number of students tested                  23       17     11     18

  Percent of students tested                 96       100    100    100

  Number of students alternatively assessed  0        0      0      0

  Percent of students alternatively assessed 0        0      0      0

                                                                    

  **SUBGROUP SCORES**                                               

  1\. Free/Reduced Lunch                                            

  \% Basic and Above                         100      I/S    I/S    I/S

  \% Proficient and Advanced                 80       I/S    I/S    I/S

  \% Advanced                                50       I/S    I/S    I/S

  Number of students tested                  10       8      6      9

  2\. White                                                         

  \% Basic and Above                         100      100    100    100

  \% Proficient and Advanced                 73       73     60     100

  \% Advanced                                43       40     30     39

  Number of students tested                  23       15     10     13
  ------------------------------------------ -------- ------ ------ ------

\* I/S = Insufficient sample - subgroup contains less than 10 students.

**SUBGROUP DATA ANALYSIS**

Subject **English/Language Arts** Grades **3 - 6** Test **Palmetto
Achievement Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ------------------------------------------ ------- ------- ------ ------
  **ELA -- 3^rd^ through 6^th^ Grade**       2006    2005    2004   2003

  Testing Month                              May     May     May    May

                                                                    

  **SUBGROUP SCORES**                                               

  1\. Free/Reduced Lunch                                            

  \% Basic and Above                         100     94      100    97

  \% Proficient and Advanced                 62      57      52     47

  \% Advanced                                21      9       10     3

  Number of students tested                  34      36      32     28

                                                                    

  2\. Disabled                                                      

  \% Basic and Above                         100     85      I/S    92

  \% Proficient and Advanced                 58      15      I/S    25

  \% Advanced                                8       0       I/S    0

  Number of students tested                  13      12      8      11

                                                                    

  3\. White                                                         

  \% Basic and Above                         99      96      100    100

  \% Proficient and Advanced                 76      64      31     61

  \% Advanced                                27      14      16     8

  Number of students tested                  97      81      73     69

                                                                    

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

\* I/S = Insufficient sample - subgroup contains less than 10 students
in 3^rd^, 4^th^, 5^th^ and 6^th^ grade combined

NOTE -- Data for subgroups are reported by school since subgroups
contain less than 10 students per grade, with the exception of white
subgroup.

Subject **Mathematics** Grade **3 - 6** Test **Palmetto Achievement
Challenge Test**

Edition/Publication Year **2006** Publisher **South Carolina Department
of Education**

  ------------------------------------------ ------- ------- ------ ------
  **Math 3^rd^ through 6^th^ Grade**         2006    2005    2004   2003

  Testing Month                              May     May     May    May

                                                                    

  **SUBGROUP SCORES**                                               

  1\. Free/Reduced Lunch                                            

  \% Basic and Above                         100     100     100    97

  \% Proficient and Advanced                 80      80      69     82

  \% Advanced                                47      46      41     24

  Number of students tested                  34      36      32     34

                                                                    

  2\. Disabled                                                      

  \% Basic and Above                         100     100     I/S    92

  \% Proficient and Advanced                 69      39      I/S    75

  \% Advanced                                46      23      I/S    25

  Number of students tested                  13      12      8      11

                                                                    

  3\. White                                                         

  \% Basic and Above                         100     100     100    100

  \% Proficient and Advanced                 83      83      74     88

  \% Advanced                                57      51      46     35

  Number of students tested                  97      81      73     76

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

\* I/S = Insufficient sample - subgroup contains less than 10 students
in 3^rd^, 4^th^, 5^th^ and 6^th^ grade combined

NOTE -- Data for subgroups are reported by school since subgroups
contain less than 10 students per grade, with the exception of white
subgroup.