##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Judith M. Jones]{.underline}

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

Official School Name [Claxton Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [3720 Pinetop Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Greensboro North Carolina]{.underline}
\_\_\_\_[27410-2899]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 336)545-2010]{.underline} Fax [(336 )545-2025]{.underline}

Website/URL [www.guilford.k12.nc.us]{.underline} E-mail
[jonesj7@guilford.k12.nc.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\* [Dr. Terry Grier]{.underline}

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

District Name [Guilford County Schools]{.underline} Tel. [(336
)370-8100]{.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. Alan Duncan

President/Chairperson

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

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

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

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

**PART I -- ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as "persistently dangerous" within the last
    two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

8.  There are no findings of violations of the Individuals with
    Disabilitities Education Act in U.S. Department of Education
    monitoring report that apply to the school or the 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: [64]{.underline}\_ Elementary
schools

\_\_[19]{.underline}\_ Middle schools

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

\_\_[22]{.underline}\_ High schools

\_\_\_[2]{.underline}\_ Other (Briefly explain: K-12 Special Schools for

severely physically and mentally challenged students)

[107]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\$2,136.87]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\$4,143.85]{.underline}\_\_\_

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

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

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

4\. [10]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       56        47                     **103**      **7**       X         X           X

  **1**       33        25                     **58**       **8**       X         X           X

  **2**       48        38                     **86**       **9**       X         X           X

  **3**       32        36                     **68**       **10**      X         X           X

  **4**       39        38                     **77**       **11**      X         X           X

  **5**       36        48                     **84**       **12**      X         X           X

  **6**       X         X                      X            Other       X         X           X

                                    **TOTAL                                                   476
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [72]{.underline} % White

the students in the school: [18]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

> **95% Total *(Remaining 5% are identified as Multiracial***

***according to North Carolina ethnic groups.)***

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 23
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 27
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        50
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    472
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .11
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [8]{.underline}\_\_

Specify languages: Spanish Arabic Swedish Korean

Vietnamese Chinese Indian English

9\. Students eligible for free/reduced-priced meals: [16]{.underline}\_%

[76]{.underline}\_Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [13]{.underline}\_%

[60]{.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.

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

\_\_\_\_Deafness [8]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness [13]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment [10]{.underline}\_Speech or Language
Impairment

[15]{.underline}\_Mental Retardation [1]{.underline}\_Traumatic Brain
Injury

[4]{.underline} \_Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers [22]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals [22]{.underline}\_\_\_\_ [1]{.underline}\_\_\_\_\_

> Support staff [4]{.underline}\_\_\_\_ [6]{.underline}\_\_\_\_
>
> Total number [53]{.underline}\_\_\_\_ [10]{.underline}\_\_\_\_

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

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.07%      96.64%      95.18%      95%         94.85%

  Daily teacher attendance 93.7%       95.6%       94.3%       92.1%       N/A

  Teacher turnover rate    \*24%       6%          8.8%        \*\*19%     9.5%

  Student dropout rate     X           X           X           X           X

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

\*This year had a high number of retirements.

\*\*Student enrollment dropped significantly and teacher positions were
lost.

**PART III ‑ SUMMARY**

**Snapshot of the School:**

Claxton Elementary School is located in Greensboro, North Carolina. The
school derived its name from Philander Priestley Claxton (1862-1957), an
active educator and United States Commissioner of Education. When the
school opened its doors in 1960 it was situated in the middle of open
fields and pastures. Today the school is surrounded by a middle to upper
income neighborhood. Claxton is one of sixty-four (64) elementary
schools in the Guilford County School (GCS) system. Many of the four
hundred and seventy-six (476) kindergarten through fifth graders come
from single-family homes, two family homes, multiple family apartment
complexes, a federal housing project and administrative placements.
Approximately one third of the students walk, bike or ride a car to
school and the remainder of the students ride school buses.

The mission statement, ***Claxton Elementary is a place where all
children can learn, where we challenge through high expectations, and
where we fulfill individual potential***, has remained the same for the
past fifteen (15) years. It is obvious that the school staff, parents
and community believe in the school's mission through the collaborative
and ongoing efforts of all stakeholders to provide a rich and
challenging learning community for all students in a safe and caring
environment.

Because of low teacher turnover, Claxton's staff is stable with close
working relationships. Sixty-nine percent (69%) of the teachers are
veterans with more than ten years of teaching experience. This stability
and longevity builds continuity in instructional programs and strategies
throughout the school. The staff works hard to create a professional
atmosphere where all families would choose to send their children and
all school employees would wish to work. A commitment to continuous
improvement is apparent through the staff's willingness and openness to
share ideas and to learn new teaching strategies.

The Parent Teacher Association (PTA) thrives at Claxton with a strong,
active membership base. There are forty (40) working committees that
support such areas as fundraisers, cultural arts, academics, fitness and
technology to enrich the educational opportunities for all the students.
Over ten thousand (10,000) volunteer hours were logged last school year.
The PTA works closely with the school staff constantly asking, "What
else can we do to help?". In 2002, the Claxton PTA was awarded the
highest PTA Council award, "Service to Students".

Over the years, Claxton has weathered many changes in its educational
philosophy and service to students. The present inclusive practices
permeate through the school. Students with disabilities ranging from
learning disabled to trainable mentally disabled are fully integrated
into the total school program. The presence of the special needs
students encourages staff and students to celebrate and appreciate
differences in one another. To ensure success for all students, teachers
have become well equipped at differentiating in the classroom. Team
planning between teachers, special education staff, and other support
staff occurs on a regular basis to create engaging and developmentally
appropriate lessons.

While the exterior of the school building appears old, the staff has
worked hard to ensure that the interior has kept up with advancements in
education and technology. All classrooms, the media center and the
computer lab are networked accessible. Claxton recently experienced an
upgrade of its entire computer equipment enabling staff to fully
integrate technology in their daily lessons and allowing students the
flexibility to use technology in a variety of ways to enhance their
learning.

In 2002, Claxton received local recognition from Action Greensboro as
one of the fifteen most improved schools in Guilford County for 2002.
Based on the 2003 state tests, Claxton ranks in the top six percent (6%)
of the elementary schools in the Guilford County School system. It is
truly a place where all students are challenged to reach their fullest
potential.

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

**Meaning of Assessment Results:**

In 1995, the General Assembly passed into law the North Carolina ABC's
of Public Education. This accountability model set growth and
performance standards for North Carolina public school for students in
grades three through twelve. At the elementary level, the state
developed end of grade (EOG) math and reading tests. These EOGs are
administered to third through fifth grade students in May of each school
year to measure growth and performance. The growth standards are
benchmarks set annually to measure each school's progress. To determine
the "expected growth", the state uses a statistical formula with the
school's previous year's developmental scores from the EOGs and a
statewide average growth to identify the school's "expected growth" for
the upcoming year. This same formula is used from year to year. When a
school exceeds the "expected growth" by ten percent (10%), then a school
is considered to have demonstrated "High Growth". Claxton Elementary has
met "High Growth" seven out of the eight years of the state's ABC
Accountability Model. "Expected Growth" was met the one year that "High
Growth" was not met.

Student performance is based on achievement levels. The cut off for the
reading and math achievement levels for grades three through five are
determined by the state. Four levels are used to identify how students
are performing. Students falling into Level I, the lowest level,
demonstrate a non-mastery of the knowledge and skills of that grade
level subject. A Level II means students have an inconsistent mastery of
knowledge and skills of that grade level subject. Students are
considered proficient of the knowledge and skills required of that grade
level subject when falling in Level III. The highest level, Level IV,
indicates students have a strong mastery of the knowledge and skills
required for that grade level subject. The test data attached on pages
12-14 show the percent of students proficient (Levels III and IV) at
grades three through five in reading and math from 1998 to 2003. The
state ABCs Accountability Model recognizes schools that are 80% to 89.9%
proficient as "Schools of Distinction" and schools that are 90% to 100%
proficient as "Schools of Excellence". Claxton was recognized by the
state in 2002 and 2003 as a "School of Excellence".

Approximately two percent (2%) of Claxton's students with disabilities
are exempt from the state EOGs because the tests are not appropriate to
provide accurate accounts of students' growth. After 1999, the state
developed alternative tests for students exempt from the EOGs. Depending
on the levels of students' disabilities and modifications on students'
Individual Education Plans (IEPs), progress made by students is assessed
and documented through North Carolina Alternate Assessment Portfolios or
Alternate Assessment Academic Inventories (AAAIs). These alternative
state tests require students' work samples and assessments. The
portfolios and AAAIs are submitted to the state, scored, and included in
the school's overall proficiency rate.

Students with English as a second language (ESOL) may also be exempt
from all or part of the state EOGs if they score below intermediate high
on the Individualized Proficiency Test (IPT) and have been enrolled in a
school in the United States for less than twenty-four (24) months. The
AAAI is the alternative test for ESOL students. These tests are also
submitted to the state, scored, and included in the school's overall
proficiency rate. Claxton has only a few ESOL students that use the
alternative test each year.

Based on the guidelines established by the ***No Child Left Behind Act
of 2001***, Claxton made adequate yearly progress (AYP) on all its
targeted goals for 2003. Over the past three years proficiency rates
have improved increasing 18.7% and the achievement gap has decreased
from 30.4% to 14.8%.

**How the School Uses Assessment Data to Improve Student Performance:**

Multiple assessments are used throughout the school year to identify
students' level of mastery on grade level goals and objectives. Ongoing
classroom assessments and teacher observations provide teachers with
immediate feedback on the effectiveness of their lessons. Adjustments in
daily instruction are driven by students' results. Quarterly system-wide
assessments in reading, writing, and mathematics are analyzed to note
growth and progress either by student, by class, or by grade. Teachers
review the tested goals and objectives for proficiency to create
flexible skill groups for reteaching or for acceleration. In grades
three through five, math and reading EOGs are used to target students
performing below or at grade level and above. Students performing below
grade level are placed on Personal Education Plans (PEPs) devised by
teachers using information from assessment data, students' cumulative
folders, and teacher observations. PEPs are reviewed quarterly with
students and parents to monitor and to document students' progress.
Students placed on PEPs are provided additional assistance with paid
tutors.

Assessment data is also used to analyze the effectiveness of Claxton's
instructional programs and/or teaching strategies. The school's
leadership team reviews the data to identify areas for improvement and
for staff development. Adjustments in the School Improvement Plan (SIP)
are made based on assessment data. Using grade level reading and math
EOG results, the school leadership team establishes annual targeted
goals for improvement. The school's administrator reviews all quarterly
assessments and EOG testing results to monitor the school's progress
toward the targeted goals.

**How School Communicates Assessment Results to Parents, Students, and
Community:**

Grade level goals and objectives are provided to parents and students at
the beginning of the school year through parent handbooks, grade level
handbooks, grade level open houses, and parent/teacher conferences.
Accountability agreements outlining the responsibilities and roles of
students, parents, and teachers are reviewed and signed at Claxton's
grade level Open Houses in the fall. One part of these agreements
focuses on the importance of open communication and dialogue between
home, school, and students.

Within the school community, teachers keep students informed of their
progress by giving immediate feedback on class work, projects, unit
tests and assessments, and by holding student conferences. Parents are
kept abreast of their children's progress through grade level planners,
weekly Monday folders, telephone calls, emails, letters, conferences,
interim progress reports and report cards. Quarterly recognition
assemblies are held to recognize students' academic accomplishments.
Parents and other family members are invited to these assemblies.
Banners and plaques awarded to Claxton for academic excellence are
displayed in the main entrance to the school. When results are received
on the state EOGs in reading and mathematics in grades three through
five, individual student reports are sent home to parents.

Claxton publishes a monthly PTA newsletter, ***STARLINES***, and webpage
as a means of informing the community of the school's accomplishments.
Media releases from the school system reports state testing results. The
school system maintains a cable channel that provides a wide array of
topics, including school accomplishments. This channel is accessible to
all viewers in Greensboro and the surrounding areas. The North Carolina
Department of Public Instruction (NCDPI) issues annual school report
cards that are online and accessible through the NCDPI website. These
report cards include state testing results and other information related
to the ***No Child Left Behind Act of 2001***. This site offers parents
a chance to review the progress of Claxton as well as all schools across
the state. These available sites are communicated to parents through
newsletters and school handbooks.

**How the School will Share Successes with Other Schools:**

The staff at Claxton is always open to sharing its successes with other
teachers, administrators, or schools. Visitors from public and private
schools are welcome to tour the school, observe in the classrooms, and
meet with staff to learn firsthand what makes Claxton a "School of
Excellence". Numerous staff members participate in local and state
workshops and conferences giving them opportunities to share Claxton's
successes. Individuals taking graduate courses and those working on
National Board Certification also have opportunities to have dialogues
about the school. Some staff members have instructed undergraduate and
graduate level courses at local universities often using examples from
Claxton.

Monthly meetings of elementary principals give administrators
opportunities to share effective instructional strategies. Each month
the meetings are held at different schools so principals can take
"learning walks" through the classrooms focusing on the presence of best
teaching practices. Through the use of email, administrators can share
ideas and suggestions easily.

System-wide meetings for special education teachers, counselors,
teachers, technology specialists, media specialists, and curriculum
facilitators offer formats for schools to exchange ideas. As one of the
schools participating in the Bryan Leadership Development Initiative
(BLDI), Claxton's BLDI team presented at a Sharing Fair sponsored by the
Center for Creative Leadership. All one hundred and seven (107) Guilford
County Schools were invited to the fair as well as school board members
and county commissioners.

School celebrations for state and national awards result in media
coverage and exposure of school successes. Students' participation in
academic programs like the PTA sponsored Reflections Program and
contests such as Lego Building supported by a local children's museum
draw attention to students' creativity.

**PART V -- CURRICULUM AND INSTRUCTION**

**School's Curriculum:**

Claxton Elementary bases its curriculum on the North Carolina Standard
Course of Study (NCSCOS) for language arts, mathematics, science, social
studies, health, physical education, art, music, and technology. Using
the goals and objectives outlined in the NCSCOS, the Guilford County
School system provides elementary schools with nine-week pacing guides
for language arts, mathematics, science, and social studies to
facilitate planning for teachers. Claxton's grade level teams plan
weekly to ensure that appropriate goals and objectives are incorporated
into their lessons.

Assessments aligned with the NCSCOS in reading, writing, and mathematics
are administered quarterly to measure students' progress. Students
demonstrating below grade level performance are placed on Personal
Education Plans (PEPs) and are monitored quarterly on their gains. North
Carolina has designated grades three and five as gateway years when
students must pass the North Carolina EOG reading and math tests to be
promoted. In addition to the state gateways, the Guilford County School
system has set standards for kindergarten through fifth grades that
students must meet to be considered for the next grade level.

Claxton's support staff provides programs to supplement the classroom
teachers' lessons. The art, music, and physical education teachers meet
weekly with all students. By working closely with the classroom
teachers, these specialists integrate activities to support the
classroom curriculum while still focusing on their own curricular goals
and objectives. The media specialist plays an integral part in
supporting Claxton's instructional program. She plans collaboratively
with the teachers and uses flexible scheduling of the media center to
maximize the use of the media center resources. The school counselor
provides instruction in social skills, peer mediation, safety, conflict
resolution and organizational skills. The technology assistant offers
assistance to teachers in the planning and integration of grade level
computer competency skills.

Students in third through fifth grades who meet the qualifying criteria
for the Advanced Learner's (AL) program receive services by the AL
teachers. Students may qualify in language arts, mathematics, science,
and/or social studies at a moderate, strong or very strong level.

The special education teachers assist classroom teachers in implementing
appropriate modifications required on students' IEPs. A strength of both
the AL program and the special education program is the collaborative
planning and co-teaching that occurs with and between the teachers.

Incorporated across the curriculum are a variety of other programs that
enhance and enrich the learning environment. An outdoor classroom with a
pond, raised vegetable and flower beds, a butterfly garden, an herb
garden, a shade garden, worktables, and amphitheater seating provide
opportunities to take learning outside the classrooms and to bring some
of the outdoors into the classrooms. Character education focuses on
responsibility, respect, caring, giving, determination, self-discipline,
courage and integrity. These character traits are reinforced through a
strong PTA volunteer program bringing lessons into the classrooms,
through monthly Paideia seminars and through monthly recognition of
students. Claxton's student council, which supports community service
projects, provides opportunities for leadership development.

A wide variety of instructional strategies is used daily with all
students. These strategies include large or small group or one-on-one
instruction, cooperative groups, partner learning, and hands-on
activities. Differentiated instruction is provided to meet the needs of
all the students regardless of their level or needs.

**School's Reading Program:**

A balanced literacy program has been the basis of Claxton's reading
instruction for the past four years. The program consists of five
components: teacher directed reading; guided reading or literature
circles; self-selected reading; working with words; and writing. Yearly
evaluations of the program help identify instructional strengths and
areas to target for improvement. Because of the continued reading
progress of the students, the staff believes this research-based program
meets the needs of Claxton's students.

Blocks of time are scheduled daily for each of the five program
components. The teacher directed reading is grade level material
focusing on comprehension. Teachers use narrative or expository texts.
For guided reading or literature circles, students are placed in small
flexible groups across the grade level based on their instructional
reading level. The instruction is focused on strategies for word attack
and comprehension. Students experience a high rate of success. Students
use classroom libraries with leveled books and a wide range of genre
during self-selected reading. During this block of time students select
books at their independent reading level for personal enjoyment. As
students read their selections, teachers hold individual student
conferences to monitor comprehension and to ask higher order thinking
questions. Teacher instruction for working with words focuses on high
frequency words, word study, word patterns and families, and vocabulary
development. The Writers' Workshop model is used during the writing
block. Making selections from their writing folders, students learn how
to conference, edit, and revise their work. Teachers use ongoing reading
and writing assessments to monitor students' progress and to adjust
their instruction.

Two additional programs support and foster reading. The Accelerated
Reading Program, in grades two through five, encourages students to
select particular titles to read independently. The students follow up
with computerized tests to check their comprehension, earning points for
the number of correct answers. A school-wide PTA sponsored reading
program promotes reading at home. Students keep daily reading logs at
home and return these to school as the logs are completed. Quarterly
celebrations are held for students who participate in the reading
program.

**School's Science Curriculum:**

Claxton's science program is integrated across the curriculum in a
variety of ways engaging students in the learning process. Activities
encourage problem solving, investigating, data collecting, and
understanding situations that have real life connections. The skills
students must use from other curricular areas include reading,
mathematics, writing, and technology. Examples of classroom activities
include journals, research projects, dissection of plants or animals,
use of microscopes or scanners, and experiments. Field trips to the
North Carolina coast and mountains add another dimension to students'
understanding of how the environment interrelates to plants and animals.
Biologists and chemists are frequent presenters in our classes. Parents
volunteer regularly to facilitate activities in the outdoor classroom.
Maintenance of the outdoor classroom is the responsibility of Claxton's
students.

An example Claxton's science focus is the student council's decision to
raise funds for the protection of animals listed as endangered species,
the sea turtle and the red wolf. Students researched the animals and
organizations that supported the protection of the animals before making
final decisions. Fundraisers were held to collect money for the selected
organizations.

Claxton's annual Science Extravaganza Day brings together the community,
local universities and parent volunteers to provide interactive learning
experiences for the students. One specific topic selected was Newton's
Laws of Motion. Students prepared for the event by learning from
professionals and university professors. On the event day, students were
provided with materials, divided into teams, and given a task. Students
used effective team skills to problem solve how to complete their
assignment.

**Instructional Methods to Improve Student Learning:**

To meet the varied needs and learning styles of all students and to
ensure that students achieve mastery on their goals and objectives,
staff members differentiate instruction utilizing research based best
teaching practices. Lessons are presented in large or small groups,
cooperative groups, pairs or one-on-one. Instruction is delivered
through direct teaching, teacher modeling, Paideia seminars and guided
practice. Tools to facilitate teacher instruction include technology,
graphic organizers, rubrics, and manipulatives. Teachers engage students
in hands-on experiential learning and projects.

Inclusionary practices have been part of Claxton's special education
program since 1996, when Claxton became a model school for inclusion.
Collaborative planning between the special education teachers and
classroom teachers ensures that appropriate instructional modifications
are made. Co-teaching is common between the special education teachers
and classroom teachers. The Advanced Learners' teachers work with grade
levels to develop plans for differentiating instruction for the Advanced
Learner students to ensure instruction is challenging and appropriate.

School wide programs enhance Claxton's instructional program by
involving students in a variety of ways. "Fit Phil", a Claxton mascot,
runs across the United States as students log miles on the school's
outdoor quarter mile track. Destinations are charted on a United States
map located in the main entrance hall. As Fit Phil moves from one place
to another, students learn information about each area. This school wide
activity incorporates fitness, reading, math, research, geography and
technology skills.

**Impact of Staff Development on Student Achievement:**

Claxton's staff development focuses on providing teachers with the
knowledge and the tools to help students reach their individual
potential. Based on staff surveys, assessment data and the School
Improvement Plan, specific areas are targeted each year for staff
development. To facilitate effective implementation of the Balanced
Literacy Reading Program, school wide training was necessary on guided
reading, literature circles, running records, reading inventories and
Writers' Workshop. Two teachers received training on the use of Thinking
Maps, graphic organizers, and conducted a ten-hour in-service for the
staff.

Claxton was one of six GCS elementary schools invited to participate in
a Quality Teaching and Learning (QTL) forty-hour in-service. This
in-service blended best educational strategies with technology. Teachers
learned how to incorporate digital photography with digital cameras, to
use digital microscopes, to create graphic organizers using specific
software, to teach appropriate use of the Internet, and to develop power
point presentations. Since the staff participated in the training, class
lessons have become more creative using technology effectively for
classroom instruction and student learning.

An eleven-member team recently completed a five-year commitment in the
Bryan Leadership Development Initiative (BLDI) led by the Center for
Creative Leadership in Greensboro. Funding was provided through grant
money and only twenty-one (21) GCS schools were selected. This was an
excellent opportunity for participating team members to develop
leadership skills and to become more effective decision makers for the
school.

Besides the school wide staff development, individuals attend
professional conferences and meetings, observe in other classrooms, take
graduate courses and participate in the National Board Certification
process. The school's curriculum facilitator provides ongoing staff
development by meeting with grade level teams, conferencing with
teachers one on one and offering demonstration lessons.

# PART VII - ASSESSMENT RESULTS 

> **North Carolina State Criterion-Referenced Tests**

**[Test:]{.underline} North Carolina End of Grade Test
[Grade/Subject]{.underline}: Third/Reading**

**[Publisher:]{.underline} North Carolina Department of Public
Instruction [Edition:]{.underline} Updated Annually**

+------------------------------+-------+-------+-------+-------+------+
|                              | 2002  | 2001  | 2000  | 1999  | 1    |
|                              | -2003 | -2002 | -2001 | -2000 | 998- |
|                              |       |       |       |       | 1999 |
+------------------------------+-------+-------+-------+-------+------+
| Testing month                | May   | May   | May   | May   | May  |
+------------------------------+-------+-------+-------+-------+------+
| **GRADE LEVEL SCHOOL         |       |       |       |       |      |
| SCORES**                     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100   | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 100%  | 97.6% | 92.5% | 87.8% | 9    |
|                              |       |       |       |       | 0.6% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 100%  | 89.3% | 73.6% | 62.2% | 6    |
|                              |       |       |       |       | 8.8% |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 76.2% | 51.2% | 39.6% | 30.5% | 4    |
|                              |       |       |       |       | 2.7% |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 63    | 84    | 53    | 82    | 96   |
+------------------------------+-------+-------+-------+-------+------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100% |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| **\***Number of students     | **    | **    | **    | **    | 5    |
| excluded                     | \***4 | \***3 | \***5 | \***6 |      |
+------------------------------+-------+-------+-------+-------+------+
| Percent of students excluded | 6%    | 4%    | 9%    | 7%    | 5%   |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| ##                           |       |       |       |       |      |
|  GRADE LEVEL SUBGROUP SCORES |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 100%  | 100%  | 100%  | 100% |
| Level I                      |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 91.7% | 88%   | 73.7% | 8    |
| Level II                     |       |       |       |       | 6.4% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 91.7% | 70.9% | 56%   | 36.9% | 4    |
| Level III                    |       |       |       |       | 3.2% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At Level IV  | 41.7% | 25.1% | 16%   | 2.7%  | 9.1% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: Number of      | 12    | 24    | 25    | 38    | 44   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level I | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 100%  | 100%  | 94.4% | 100%  | 9    |
| II                           |       |       |       |       | 4.3% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 100%  | 100%  | 83.3% | 90.3% | 9    |
| III                          |       |       |       |       | 4.3% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At Level IV         | 83.7% | 64.5% | 77.7% | 64.5% | 7    |
|                              |       |       |       |       | 7.2% |
+------------------------------+-------+-------+-------+-------+------+
| White: Number of students    | 49    | 45    | 18    | 31    | 35   |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | \*\*  | 100%  | 100%  | 100%  | 100% |
| Above Level I                |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | \*\*  | 93.3% | 90%   | 78.7% | 8    |
| Above Level II               |       |       |       |       | 6.8% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | \*\*  | 70%   | 63.3% | 42.5% | 4    |
| Above Level III              |       |       |       |       | 9.1% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At Level | \*\*  | 30%   | 20%   | 6.3%  | 17%  |
| IV                           |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: Number of  | \*\*  | 30    | 30    | 47    | 53   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| **STATE GRADE LEVEL SCORES** |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 96.1% | 95.8% | 94.3% | 93.8% | 9    |
|                              |       |       |       |       | 3.1% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 82.6% | 79.8% | 76.4% | 74.4% | 7    |
|                              |       |       |       |       | 3.6% |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 45.5% | 41%   | 38%   | 36.4% | 3    |
|                              |       |       |       |       | 6.9% |
+------------------------------+-------+-------+-------+-------+------+

**\*Since 2000, Special Education students exempt from the EOG have been
assessed with one of North Carolina's two alternative tests.**

**\*\*Less than 10 in the subgroup.**

**[Test:]{.underline} North Carolina End of Grade Test
[Grade/Subject]{.underline}: Third/Math**

**[Publisher:]{.underline} North Carolina Department of Public
Instruction [Edition:]{.underline} Updated Annually**

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                   May         May         May         May         May

  **GRADE LEVEL SCHOOL SCORES**                                                   

  \% At or Above Level I          100%        100%        100%        100%        100%

  \% At or Above Level II         100%        100%        96.2%       87.8%       84.5%

  \% At or Above Level III        95.2%       84.5%       67.9%       67.1%       61.8%

  \% At Level IV                  61.9%       44%         30.2%       28.1%       28.8%

  Number of students tested       63          84          53          82          97

  Percent of total students       100%        100%        100%        100%        100%
  tested                                                                          

  **\***Number of students        **\***4     **\***2     **\***5     **\***6     5
  excluded                                                                        

  Percent of students excluded    6%          3%          9%          7%          5%

                                                                                  

  **GRADE LEVEL SUBGROUP SCORES**                                                 

  Free/Reduced: % At or Above     100%        100%        100%        100%        100%
  Level I                                                                         

  Free/Reduced: % At or Above     100%        100%        92%         73.7%       72.7%
  Level II                                                                        

  Free/Reduced: % At or Above     75%         62.5%       40%         36.9%       38.6%
  Level III                                                                       

  Free/Reduced: % At Level IV     25%         16.7%       8%          2.7%        2.2%

  Free/Reduced: Number of         12          24          25          38          44
  students tested                                                                 

                                                                                  

  White: % At or Above Level I    100%        100%        100%        100%        100%

  White: % At or Above Level II   100%        100%        100%        100%        100%

  White: % At or Above Level III  100%        100%        94.4%       96.8%       91.4%

  White: % At Level IV            67.3%       57.8%       61.1%       64.6%       57.1%

  White: Number of students       49          45          18          31          35
  tested                                                                          

                                                                                  

  African American: % At or Above \*\*        100%        100%        100%        100%
  Level I                                                                         

  African American: % At or Above \*\*        100%        93.3%       78.7%       72.2%
  Level II                                                                        

  African American: % At or Above \*\*        63.3%       50%         46.8%       42.6%
  Level III                                                                       

  African American: % At Level IV \*\*        20%         10%         2.1%        5.4%

  African American: Number of     \*\*        30          30          47          54
  students tested                                                                 

                                                                                  

  **STATE GRADE LEVEL SCORES**                                                    

  \% At or Above Level I          100%        100%        100%        100%        100%

  \% At or Above Level II         98.9%       96.8%       95.8%       94.4%       93.7%

  \% At or Above Level III        88.9%       77.3%       73.6%       71.8%       70%

  \% At Level IV                  43%         34.2%       30.3%       31.8%       29.8%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**\*Since 2000, Special Education students exempt from the EOG have been
assessed with one of North**

**Carolina's two alternative tests.**

**\*\*Less than 10 in the subgroup.**

**[Test:]{.underline} North Carolina End of Grade Test
[Grade/Subject]{.underline}: Fourth/Reading**

**[Publisher:]{.underline} North Carolina Department of Public
Instruction [Edition:]{.underline} Updated Annually**

+------------------------------+-------+-------+-------+-------+------+
|                              | 2002  | 2001  | 2000  | 1999  | 1    |
|                              | -2003 | -2002 | -2001 | -2000 | 998- |
|                              |       |       |       |       | 1999 |
+------------------------------+-------+-------+-------+-------+------+
| Testing month                | May   | May   | May   | May   | May  |
+------------------------------+-------+-------+-------+-------+------+
| **GRADE LEVEL SCHOOL         |       |       |       |       |      |
| SCORES**                     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 97.3% | 98.6% | 93.9% | 95.3% | 9    |
|                              |       |       |       |       | 4.6% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 93.2% | 91.5% | 65.1% | 72.9% | 71%  |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 60.8% | 38.7% | 30.3% | 34.1% | 3    |
|                              |       |       |       |       | 6.6% |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 74    | 70    | 66    | 85    | 93   |
+------------------------------+-------+-------+-------+-------+------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100% |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \*Number of students         | 4     | 5     | 4     | 3     | 2    |
| excluded                     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Percent of students excluded | 5%    | 7%    | 6%    | 3%    | 2%   |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| ##                           |       |       |       |       |      |
|  GRADE LEVEL SUBGROUP SCORES |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 100%  | 100%  | 100%  | 100% |
| Level I                      |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 100%  | 87.5% | 92.3% | 8    |
| Level II                     |       |       |       |       | 8.6% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 84.6% | 81.8% | 46.9% | 56.4% | 4    |
| Level III                    |       |       |       |       | 5.7% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At Level IV  | 23.1% | 18.2% | 15.6% | 10.2% | 1    |
|                              |       |       |       |       | 4.3% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: Number of      | 13    | 22    | 32    | 39    | 35   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level I | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 98%   | 100%  | 100%  | 100%  | 9    |
| II                           |       |       |       |       | 7.7% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 96%   | 100%  | 86.4% | 88.6% | 8    |
| III                          |       |       |       |       | 6.1% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At Level IV         | 28%   | 56.4% | 59.1% | 57.2% | 5    |
|                              |       |       |       |       | 1.2% |
+------------------------------+-------+-------+-------+-------+------+
| White: Number of students    | 50    | 39    | 22    | 35    | 43   |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 100%  | 100%  | 100%  | 100%  | 100% |
| Above Level I                |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 93.3% | 95.5% | 89.8% | 90.2% | 9    |
| Above Level II               |       |       |       |       | 2.9% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 80%   | 81.9% | 48.8% | 56.1% | 5    |
| Above Level III              |       |       |       |       | 2.4% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At Level | 26.7% | 13.7% | 7.8%  | 12.2% | 1    |
| IV                           |       |       |       |       | 4.3% |
+------------------------------+-------+-------+-------+-------+------+
| African American: Number of  | 15    | 22    | 39    | 41    | 42   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| **STATE GRADE LEVEL SCORES** |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 95.8% | 95.2% | 93.9% | 93%   | 9    |
|                              |       |       |       |       | 2.6% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 83.8% | 77.1% | 74.5% | 72%   | 7    |
|                              |       |       |       |       | 1.4% |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 41.9% | 32.4% | 31.3% | 29.7% | 2    |
|                              |       |       |       |       | 7.6% |
+------------------------------+-------+-------+-------+-------+------+

**\*Since 2000, Special Education students exempt from the EOG have been
assessed with one of North**

**Carolina's two alternative tests.**

**[Test:]{.underline} North Carolina End of Grade Test
[Grade/Subject]{.underline}: Fourth/Math**

**[Publisher:]{.underline} North Carolina Department of Public
Instruction [Edition:]{.underline} Updated Annually**

+------------------------------+-------+-------+-------+-------+------+
|                              | 2002  | 2001  | 2000  | 1999  | 1    |
|                              | -2003 | -2002 | -2001 | -2000 | 998- |
|                              |       |       |       |       | 1999 |
+------------------------------+-------+-------+-------+-------+------+
| Testing month                | May   | May   | May   | May   | May  |
+------------------------------+-------+-------+-------+-------+------+
| **GRADE LEVEL SCHOOL         |       |       |       |       |      |
| SCORES**                     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 100%  | 97.2% | 100%  | 100%  | 9    |
|                              |       |       |       |       | 6.8% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 100%  | 95.7% | 80.3% | 84.7% | 86%  |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 85.1% | 60%   | 25.8% | 42.3% | 4    |
|                              |       |       |       |       | 5.2% |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 74    | 70    | 66    | 85    | 93   |
+------------------------------+-------+-------+-------+-------+------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100% |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \*Number of students         | 4     | 5     | 4     | 3     | 2    |
| excluded                     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Percent of students excluded | 5%    | 7%    | 6%    | 3%    | 2%   |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| ##                           |       |       |       |       |      |
|  GRADE LEVEL SUBGROUP SCORES |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 100%  | 100%  | 100%  | 100% |
| Level I                      |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 95.5% | 100%  | 100%  | 9    |
| Level II                     |       |       |       |       | 1.4% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 92.3% | 91%   | 65.6% | 74.4% | 7    |
| Level III                    |       |       |       |       | 1.4% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At Level IV  | 61.5% | 31.9% | 9.3%  | 23.1% | 1    |
|                              |       |       |       |       | 7.1% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: Number of      | 13    | 22    | 32    | 39    | 35   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level I | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 100%  | 100%  | 100%  | 100%  | 100% |
| II                           |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 100%  | 100%  | 100%  | 94.3% | 9    |
| III                          |       |       |       |       | 5.3% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At Level IV         | 90%   | 74.4% | 59.1% | 62.9% | 6    |
|                              |       |       |       |       | 7.4% |
+------------------------------+-------+-------+-------+-------+------+
| White: Number of students    | 50    | 39    | 22    | 35    | 43   |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 100%  | 100%  | 100%  | 100%  | 100% |
| Above Level I                |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 100%  | 90.9% | 100%  | 100%  | 9    |
| Above Level II               |       |       |       |       | 2.9% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 100%  | 86.4% | 66.7% | 75.6% | 7    |
| Above Level III              |       |       |       |       | 3.9% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At Level | 66.7% | 31.9% | 2.6%  | 24.4% | 1    |
| IV                           |       |       |       |       | 9.1% |
+------------------------------+-------+-------+-------+-------+------+
| African American: Number of  | 15    | 22    | 39    | 41    | 42   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| **STATE GRADE LEVEL SCORES** |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 99.3% | 99.1% | 98.8% | 97.9% | 9    |
|                              |       |       |       |       | 7.1% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 94.8% | 88.9% | 86.8% | 84.5% | 8    |
|                              |       |       |       |       | 2.7% |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 59.2% | 43%   | 40.1% | 40.8% | 3    |
|                              |       |       |       |       | 9.7% |
+------------------------------+-------+-------+-------+-------+------+

**\*Since 2000, Special Education students exempt from the EOG have been
assessed with one of North**

**Carolina's two alternative tests.**

**[Test:]{.underline} North Carolina End of Grade Test
[Grade/Subject]{.underline}: Fifth/Reading**

**[Publisher:]{.underline} North Carolina Department of Public
Instruction [Edition:]{.underline} Updated Annually**

+------------------------------+------+-------+-------+-------+------+
|                              | 2    | 2001  | 2000  | 1999  | 1    |
|                              | 002- | -2002 | -2001 | -2000 | 998- |
|                              | 2003 |       |       |       | 1999 |
+------------------------------+------+-------+-------+-------+------+
| Testing month                | May  | May   | May   | May   | May  |
+------------------------------+------+-------+-------+-------+------+
| **GRADE LEVEL SCHOOL         |      |       |       |       |      |
| SCORES**                     |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| \% At or Above Level I       | 100% | 100%  | 100%  | 100%  | 100% |
+------------------------------+------+-------+-------+-------+------+
| \% At or Above Level II      | 97%  | 97.4% | 97.4% | 96.8% | 9    |
|                              |      |       |       |       | 6.6% |
+------------------------------+------+-------+-------+-------+------+
| \% At or Above Level III     | 97%  | 90.8% | 82.9% | 85.1% | 7    |
|                              |      |       |       |       | 8.6% |
+------------------------------+------+-------+-------+-------+------+
| \% At Level IV               | 7    | 56.6% | 52.6% | 50%   | 4    |
|                              | 4.3% |       |       |       | 7.1% |
+------------------------------+------+-------+-------+-------+------+
| Number of students tested    | 66   | 76    | 76    | 94    | 89   |
+------------------------------+------+-------+-------+-------+------+
| Percent of total students    | 100% | 100%  | 100%  | 100%  | 100% |
| tested                       |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| **\***Number of students     | **\  | **    | **    | **    | 5    |
| excluded                     | ***6 | \***4 | \***2 | \***2 |      |
+------------------------------+------+-------+-------+-------+------+
| Percent of students excluded | 9%   | 5%    | 3%    | 2%    | 6%   |
+------------------------------+------+-------+-------+-------+------+
|                              |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| ##                           |      |       |       |       |      |
|  GRADE LEVEL SUBGROUP SCORES |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100% | 100%  | 100%  | 100%  | 100% |
| Level I                      |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 8    | 90.9% | 96.8% | 90.6% | 100% |
| Level II                     | 7.5% |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 8    | 77.3% | 67.8% | 62.5% | 6    |
| Level III                    | 7.5% |       |       |       | 4.3% |
+------------------------------+------+-------+-------+-------+------+
| Free/Reduced: % At Level IV  | 4    | 18.2% | 22.6% | 12.5% | 1    |
|                              | 3.7% |       |       |       | 0.7% |
+------------------------------+------+-------+-------+-------+------+
| Free/Reduced: Number of      | 16   | 22    | 31    | 32    | 29   |
| students tested              |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
|                              |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| White: % At or Above Level I | 100% | 100%  | 100%  | 100%  | 100% |
+------------------------------+------+-------+-------+-------+------+
| White: % At or Above Level   | 100% | 100%  | 100%  | 100%  | 100% |
| II                           |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| White: % At or Above Level   | 100% | 94.7% | 93.6% | 97.8% | 9    |
| III                          |      |       |       |       | 1.7% |
+------------------------------+------+-------+-------+-------+------+
| White: % At Level IV         | 8    | 76.3% | 77.5% | 71.1% | 7    |
|                              | 4.4% |       |       |       | 0.9% |
+------------------------------+------+-------+-------+-------+------+
| White: Number of students    | 45   | 38    | 31    | 45    | 48   |
| tested                       |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
|                              |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| African American: % At or    | 100% | 100%  | 100%  | 100%  | 100% |
| Above Level I                |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| African American: % At or    | 8    | 93.6% | 94.3% | 92.3% | 9    |
| Above Level II               | 4.6% |       |       |       | 2.1% |
+------------------------------+------+-------+-------+-------+------+
| African American: % At or    | 8    | 83.9% | 68.6% | 70.7% | 6    |
| Above Level III              | 4.6% |       |       |       | 0.5% |
+------------------------------+------+-------+-------+-------+------+
| African American: % At Level | 5    | 29.1% | 31.5% | 19.5% | 1    |
| IV                           | 3.8% |       |       |       | 8.4% |
+------------------------------+------+-------+-------+-------+------+
| African American: Number of  | 13   | 31    | 35    | 41    | 38   |
| students tested              |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
|                              |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| **STATE GRADE LEVEL SCORES** |      |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| \% At or Above Level I       | 100% | 100%  | 100%  | 100%  | 100% |
+------------------------------+------+-------+-------+-------+------+
| \% At or Above Level II      | 9    | 97.3% | 96.6% | 95.6% | 95%  |
|                              | 8.2% |       |       |       |      |
+------------------------------+------+-------+-------+-------+------+
| \% At or Above Level III     | 8    | 84.5% | 82.7% | 79%   | 7    |
|                              | 8.7% |       |       |       | 5.7% |
+------------------------------+------+-------+-------+-------+------+
| \% At Level IV               | 4    | 40%   | 39.4% | 38%   | 3    |
|                              | 3.7% |       |       |       | 2.6% |
+------------------------------+------+-------+-------+-------+------+

**\*Since 2000, Special Education students exempt from the EOG have been
assessed with one of North**

**Carolina's two alternative tests.**

**[Test:]{.underline} North Carolina End of Grade Test
[Grade/Subject]{.underline}: Fifth/Math**

**[Publisher:]{.underline} North Carolina Department of Public
Instruction [Edition:]{.underline} Updated Annually**

+------------------------------+-------+-------+-------+-------+------+
|                              | 2002  | 2001  | 2000  | 1999  | 1    |
|                              | -2003 | -2002 | -2001 | -2000 | 998- |
|                              |       |       |       |       | 1999 |
+------------------------------+-------+-------+-------+-------+------+
| Testing month                | May   | May   | May   | May   | May  |
+------------------------------+-------+-------+-------+-------+------+
| **SCHOOL GRADE LEVEL         |       |       |       |       |      |
| SCORES**                     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 100%  | 100%  | 98.7% | 94.7% | 90%  |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 98.5% | 93.4% | 86.9% | 85.1% | 8    |
|                              |       |       |       |       | 3.3% |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 86.4% | 60.5% | 61.9% | 56.4% | 60%  |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 66    | 76    | 76    | 94    | 90   |
+------------------------------+-------+-------+-------+-------+------+
| Percent of total students    | 100%  | 100%  | 100%  | 100%  | 100% |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| **\***Number of students     | **    | **    | **    | **    | 4    |
| excluded                     | \***6 | \***4 | \***2 | \***2 |      |
+------------------------------+-------+-------+-------+-------+------+
| Percent of students excluded | 9%    | 5%    | 3%    | 2%    | 4%   |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| ##                           |       |       |       |       |      |
|  GRADE LEVEL SUBGROUP SCORES |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 100%  | 100%  | 100%  | 100% |
| Level I                      |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 100%  | 100%  | 100%  | 87.5% | 8    |
| Level II                     |       |       |       |       | 2.8% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At or Above  | 93.7% | 77.3% | 74.2% | 62.5% | 6    |
| Level III                    |       |       |       |       | 2.1% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: % At Level IV  | 49.9% | 27.3% | 29%   | 28.1% | 2    |
|                              |       |       |       |       | 7.6% |
+------------------------------+-------+-------+-------+-------+------+
| Free/Reduced: Number of      | 16    | 22    | 31    | 32    | 29   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level I | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 100%  | 100%  | 100%  | 100%  | 9    |
| II                           |       |       |       |       | 7.9% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At or Above Level   | 100%  | 100%  | 96.8% | 100%  | 9    |
| III                          |       |       |       |       | 7.9% |
+------------------------------+-------+-------+-------+-------+------+
| White: % At Level IV         | 97.8% | 84.2% | 90.4% | 73.3% | 8    |
|                              |       |       |       |       | 1.2% |
+------------------------------+-------+-------+-------+-------+------+
| White: Number of students    | 45    | 38    | 31    | 45    | 48   |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 100%  | 100%  | 100%  | 100%  | 100% |
| Above Level I                |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 100%  | 100%  | 97.2% | 90.2% | 7    |
| Above Level II               |       |       |       |       | 9.5% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At or    | 92.3% | 83.9% | 74.3% | 68.2% | 6    |
| Above Level III              |       |       |       |       | 4.1% |
+------------------------------+-------+-------+-------+-------+------+
| African American: % At Level | 61.5% | 32.3% | 34.3% | 34.1% | 3    |
| IV                           |       |       |       |       | 3.3% |
+------------------------------+-------+-------+-------+-------+------+
| African American: Number of  | 13    | 31    | 35    | 41    | 39   |
| students tested              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
|                              |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| **STATE GRADE LEVEL SCORES** |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level I       | 100%  | 100%  | 100%  | 100%  | 100% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level II      | 98.9% | 98.3% | 97.8% | 96.2% | 9    |
|                              |       |       |       |       | 6.2% |
+------------------------------+-------+-------+-------+-------+------+
| \% At or Above Level III     | 92.5% | 88.5% | 86.6% | 82.9% | 8    |
|                              |       |       |       |       | 2.5% |
+------------------------------+-------+-------+-------+-------+------+
| \% At Level IV               | 61.8% | 53.2% | 50%   | 48.6% | 47%  |
+------------------------------+-------+-------+-------+-------+------+

**\*Since 2000, Special Education students exempt from the EOG have been
assessed with one of North**

**Carolina's two alternative tests.**