##### *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 [Mrs. Terry Brewer]{.underline}

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

Official School Name [Gold Hill Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1000 Dave Gibson Blvd.]{.underline}

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

[Fort Mill SC 29708]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[York]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* [4604048]{.underline}

Telephone [( 803 ) 548-8250]{.underline} Fax [( 803 )
548-8373]{.underline}

Website/URL [http://ghes.fort-mill.k12.sc.us/]{.underline} E-mail
[brewert@fort-mill.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\* [Dr. Keith Callicutt]{.underline}

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

District Name [Fort Mill School District]{.underline} Tel. [( 803 )
548-2527]{.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. Martha Kinard]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT** -- Fort Mill School District (York 4)

1\. Number of schools in the district: \_\_\_[5]{.underline}\_
Elementary schools

\_\_\_[3]{.underline}\_ Middle schools

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

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

\_\_\_[1]{.underline}\_ Other (Alternative School)

\_\_[10]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$7,164]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_[\$7,759]{.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
>
> \[ X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] 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**       62        52                     **114**      **8**                             

  **1**       71        75                     **146**      **9**                             

  **2**       76        80                     **156**      **10**                            

  **3**       66        67                     **133**      **11**                            

  **4**       71        58                     **129**      **12**                            

  **5**       66        76                     **142**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **820**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[12]{.underline}\_\_\_%

> \[Mobility rate reflects 2005-2006 end of year data.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      60
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      26
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    86
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 704
                            the school as of October 1  

  **(5)**                   Total transferred students  0.122
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           12
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_[11]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[7]{.underline}\_\_\_\_

Specify languages: Chinese, Vietnamese, French, Spanish, German,
Amharic, Ethiopian

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[6]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[49]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_[10]{.underline}\_\_\_%

\_\_\_[85]{.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.

\_[8]{.underline} \_Autism \_[1]{.underline} \_Orthopedic Impairment

\_[0]{.underline} \_Deafness \_[7]{.underline} \_Other Health Impaired

\_[0]{.underline} \_Deaf-Blindness [20]{.underline} \_Specific Learning
Disability

\_[0]{.underline} \_Emotional Disturbance [47]{.underline}\_Speech or
Language Impairment

\_[0]{.underline} \_Hearing Impairment \_[0]{.underline}\_\_Traumatic
Brain Injury

> \_[2]{.underline} \_Mental Retardation \_[0]{.underline}\_\_Visual
> Impairment Including Blindness
>
> \_[0]{.underline} \_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_[40]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_[19]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

Paraprofessionals \_\_[12]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_\_[8]{.underline}\_\_\_
> \_\_\_\_[5]{.underline}\_\_\_
>
> Total number \_\_[81]{.underline}\_\_\_ \_\_\_\_[8]{.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 \_\_[21:1]{.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 %        95 %        97 %        96 %        97 %

  Daily teacher attendance  95 %        95 %        96 %        97 %        94 %

  Teacher turnover rate\*   13 %        14 %        31 %        29 %        24 %

  Student dropout rate      NA          NA          NA          NA          NA
  (middle/high)                                                             

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

\*The following data relates to teacher turnover rate. Over 400 students
and approximately one-third of the faculty were reassigned to
newly-built schools in 2001-2002. Enrollment continues to increase each
year. Teachers have been added annually to accommodate rapid growth and
to expand student programs in the areas of gifted education, academic
assistance, special education, technology, and related arts. Some
teachers have left the school due to marriage, spouse's job transfer,
job advancement, retirement, or a decision to become a stay-at-home
parent. Our teacher turnover rate has improved from 31% in 2003-2004 to
13% in 2005-2006.

**PART III ‑ SUMMARY**

Gold Hill Elementary School opened in 1994 with 650 students in grades
K-5. The school was named after an academy which was the first school in
the area located on a site that was believed to contain a gold mine. Two
additions have been completed, increasing school capacity to 900
students. Gold Hill is fully accredited by the Southern Association of
Colleges and Schools and currently serves an enrollment of 850 students.
Gold Hill's mission provides the foundation used to establish current
programs. The mission is to be a learning-centered school committed to
academic success for all students, maximizing their potential as
life-long learners, and enabling them to become contributing members of
society. The mission is carried out through our belief statements which
promote 1) learning as our chief priority, 2) collaborating involving
administrators, teachers, staff, and community to provide a quality
education for our students, 3) differentiating instructional approaches
to support student learning, 4) planning opportunities to apply learning
in meaningful situations, 5) fostering creativity and excellence in a
challenging environment, 6) providing a safe and supportive environment
necessary for learning, and 7) putting children first in our planning
and practices.

The instructional staff provides a child-centered learning environment
emphasizing active student involvement while focusing on providing
foundational experiences needed for successful future learning. This
strategy invites students to view learning as a life-long pursuit and
community service as a civic responsibility. Supporting evidence
includes 100% participation of our classes in service learning
activities such as Zig the Pig for families whose children have cancer,
Operation Warm-Up, Ronald McDonald House, sponsoring Muscular Dystrophy
and Juvenile Diabetes research, postcards for soldiers, Valentine cards
for Veterans in the VA Hospital, and shoeboxes for Operation Christmas
Child.

Continuously striving for excellence, our staff incorporates best
professional practices while introducing innovative teaching strategies.
Our Lead Teacher mentors teachers new to the profession and helps to
plan and provide staff development and support for all teachers. The
master schedule allows time for grade level teachers to meet and plan
collaborative approaches and strategies to meet the needs of students.
Special programs such as [SOAR to Success]{.underline}, Accelerated
Reader, Math Superstars, After School Achievers, Early AM Computer Club,
Reading Recovery, Literacy Groups, Brain Boosters, and the Academically
Gifted Program give students academic remediation and/or enrichment.
Second grade students take a swimming and water safety course as a part
of their grade level curriculum. Fitness and nutrition are included in
our core curriculum with an additional opportunity for girls to join
"Girls on the Run", an after school enrichment program for girls.

Throughout its history, Gold Hill has been recognized for outstanding
performance in a variety of areas. In 1999, GHES received the State
Exemplary Writing Award for its outstanding writing program. For the
fifth year in a row, our school has earned the Palmetto Gold Award
established by the South Carolina Education Accountability Act for
schools performing at the highest levels of student achievement. In
2006, Gold Hill received the coveted Red Carpet School Award from the
South Carolina State Department of Education for quality customer
service and a family friendly environment. Gold Hill was recognized in
2005 as the York County Clean & Green School of the Year. Over 50% of
our teachers currently hold Master degrees or higher, and 11 are
National Board certified.

At Gold Hill the staff recognizes the importance of an environment that
nurtures yet challenges a wide variety of interests and talents. Art
displays and musical performances allow us opportunities to showcase
student accomplishments. We believe that a rigorous, yet inclusive and
integrated curriculum for all children is vital to learning. Whether in
individual classrooms, in the computer or science lab, on our nature
trail, experiencing our outdoor learning garden, or joining our
school-wide recycling program, student performance and progress is seen
not as simply the ability to perform skills and tasks in isolation but
as the application of knowledge in appropriate settings. At Gold Hill
there exists a sense of pride for our past and present as well as a
sense of excitement for the vision of our future.

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

**1. Assessment Results**

The South Carolina Palmetto Achievement Challenge Test (PACT) is a
standards-based, criterion-referenced accountability measurement of
student achievement in four core academic areas -- English language arts
(ELA), mathematics, science, and social studies. PACT items are aligned
with the state curriculum standards developed for each discipline. PACT
ELA tests and the mathematics tests include both multiple-choice and
constructed-response items. Each ELA test also includes one extended
writing item. There are four levels of achievement: **Advanced,
Proficient, Basic, and Below Basic**. **Advanced** test scores indicate
a student has exceeded expectations and is well prepared to work at the
next grade level. **Proficient** test scores indicate a student is well
prepared to work at the next grade level and has met expectations. Under
the requirements of the No Child Left Behind Act, a score of
**Proficient** is the overall goal for every student. A student scores
**Basic** for having met the standards. This student is considered to be
minimally prepared, but may still be promoted to the next grade level. A
**Below Basic** score indicates that a student did not meet the
standards and must have an academic assistance plan (AAP). An AAP is a
tool based on data, designed to provide assistance to students to
promote maximum academic progress. All Gold Hill students, including
students with disabilities and those with English as a Second Language
(ESOL), participate in the PACT assessment and are tested on grade
level. Accommodations and/or modifications are made according to
Individual Education Plans (IEPs). Further information on the state
assessment process may be found at the website:
[[http://www.ed.sc.gov/agency/offices/assessment/pact/]{.underline}](http://www.ed.sc.gov/agency/offices/assessment/pact/)

Assessment data is received by the schools during the summer. Data
analysis is conducted by the administration and teachers to identify
areas of strength and weakness; to set goals; to revise and adjust
instructional practices, resources, and materials; to plan
interventions; to differentiate instruction; and to plan professional
development activities. Our focus has been and will continue to be to
not only decrease the Below Basic percentage in each curriculum area,
but also to increase the percentage for Proficient and Advanced.
Curriculum calibration, data analysis, instructional pacing,
differentiating instruction, and focused staff development have resulted
in significant test gains in mathematics from 2002-2006.

PACT math scores in 2002 revealed 96% of third graders scored at or
above Basic with 64% of those students scoring Proficient or Advanced,
compared to 2006, with 97% scoring at or above Basic and 72% scoring
Proficient or Advanced. Eighty-nine percent of fourth graders scored at
or above Basic, and 65% scored Proficient or Advanced in mathematics in
2002, compared to 99% scoring at or above Basic and 82% scoring
Proficient or Advanced in 2006. Fifth grade mathematics scores showed a
similar increase with 91% scoring at or above Basic and 51% scoring
Proficient or Advanced in 2002, compared to 97% scoring at or above
Basic and 67% scoring Proficient or Advanced in 2006. While mathematics
scores increased for all grade levels, student performance on ELA scores
has maintained high levels over the years. Gold Hill compared favorably
in both mathematics and language arts to other state elementary schools
with similar demographics, with mathematics score percentages actually
exceeding those of similar schools in both the Advanced and Proficient
scoring categories.

For the fifth year in a row, Gold Hill has earned the Palmetto Gold
Award (established by the Education Accountability Act) which recognizes
schools with the highest level of student achievement and the fastest
rate of improvement. Gold Hill received a state report card rating of
"Excellent" for the fifth year in a row while meeting all objectives for
Adequate Yearly Progress as is required by the U.S. Department of
Education for all existing subgroups. In 2006, our students scored in
the top 1% of elementary schools in SC on PACT (based on the Absolute
Index), and our scores ranked 7^th^ out of 633 elementary schools in the
state. Even though test scores at Gold Hill are among the highest in the
state, the school continues to show improvement. Gold Hill was 1 of 28
elementary schools in the state that received an Excellent Absolute
Rating and a Good Improvement Rating on the 2006 School Report Card. It
should be noted that the Princeton Review (2001) ranked the South
Carolina assessment system as one of the best (ranked 8^th^ out of 50
states). High expectations for learning are set for all students.

**2. Using Assessment Results**

We view assessment not as an endpoint, but as a checkpoint to guide
future instruction. Results from a variety of assessment tools are used
to identify student learning needs, to plan classroom instruction, and
to determine the effectiveness of instruction. Information from informal
and formal assessment results helps to make decisions for staff
development, instructional support, and necessary curriculum changes.
Formal assessments include, but are not limited to, Palmetto Achievement
Challenge Test (PACT), Measures of Academic Progress (MAP), Cognitive
Abilities Test (CogAT), and the South Carolina Performance Task
Assessment. The results of these formal assessments are stored
electronically in TestView, a software program that houses student test
scores and demographic information for easy accessibility and tracking
purposes. Teachers use TestView to monitor student progress over time
and clearly communicate meaningful assessment data to parents.
Additionally, teachers utilize data from these instruments to identify
students who may qualify for special programs such as the Gifted and
Talented Program, Academic Assistance in reading and/or math,
After-School Achievers, Early AM Computer Club, Reading Recovery, and
literacy groups. Other assessments such as Developmental Reading
Assessment (DRA), South Carolina Readiness Assessment Portfolio
Initiative (SCRAPI), and Standardized Test for Assessment Reading (STAR)
help to determine continuous student progress, placements in flexible
groups, text selection, and individual plans for instruction. After
reviewing assessment results, teachers can access DesCartes Frameworks,
which pinpoints students' instructional and independent levels within
each curriculum strand in language arts, reading, and mathematics.
Identified areas of strengths and weaknesses are targeted for focus in
the regular classroom, gifted classes, the After-School Achievers, the
Early AM Computer Club, and academic assistance. Teachers also use
results from multiple intelligence tests and interest inventories to
create student project choices that are appropriate for differentiated
instruction. Grade level teachers have common daily planning time that
allows for grade level collaboration to meet the needs of students, in
addition to monthly cross grade level vertical content team meetings
which facilitate planning across the kindergarten through fifth grade
levels.

**3. Communicating Assessment Results**

Gold Hill's strengths are rooted in the dedicated participation and
support of our parents and community. Through Meet the Teacher night,
Open House, our school newsletter, PTA meetings, PTA newsletters, class
websites, school website, and district website, our school communicates
to students, parents, and others information about our policies,
programs, and services, as well as student performance. Our staff is
committed to the continued improvement of our students and our school as
evident in our annual state report card results. For the past five years
Gold Hill has received an absolute rating of excellent, in addition to
meeting nine out of nine objectives for Adequate Yearly Progress under
No Child Left Behind. This annual state report card issued by the SCDE
provides parents with our school's grade. This annual school report card
includes PACT scores, a detailed school profile with information on
attendance, retention rates, teacher qualifications, expenditures, and
survey results from parents, students, and teachers on home/school
relations and the learning environment.

Communicating progress of our students is a high priority in our school.
All students are given an agenda that includes important information for
families as well as provides teachers and parents a method of daily
communication. Parents are encouraged to respond to students' weekly
folder of graded work sent home in addition to monthly newsletters,
weekly bulletins, individual notes home, and student report cards. Phone
calls and parent-teacher conferences are on-going. Employing available
technology applications, our teachers also communicate with parents
through e-mails, school and classroom websites, and e-mail progress
reports with *Integrade Pro*, our grade book software. For students
needing more frequent feedback, teachers provide daily communication
between parent and teacher. Students attending our After School
Achievers tutorial program, targeting reading and math skills, take home
a two-way communication progress report after each session. Achievements
in math and reading are highlighted in hallway displays featuring
student progress in the Accelerated Reading program and the Math Super
Stars program.

**4. Sharing Successes**

Gold Hill Elementary is a school that focuses on teamwork and
collaboration to promote learning and success as we work in cooperative
partnership to educate children.  Our school has been recognized for
outstanding academic achievement and has received the Palmetto Gold
Award from the South Carolina Department of Education for five
consecutive years.  In addition, our school is fully accredited by the
Southern Association of Colleges and Schools, is a recipient of the Red
Carpet School Award, was selected as the 2005 York County Clean and
Green School of the Year, and had our outdoor learning garden featured
on HGTV.  CN2 television and local newspapers have covered such
activities as our Salute to Veterans, Hero's Day, our National
Anthem/Patriotism ceremony, and our efforts to help Hurricane Katrina
victims.

Our successes have been shared within our school, our district, and with
other schools in our area.  We have been contacted by schools in our
area seeking information about our reading, writing, and science
programs as well as our collaborative team approach.  Educators have
observed in our classrooms and attended workshops and courses offered by
our teachers and administrators.  Staff members play an active role in
sharing successes in their own classes. Mini-sessions for colleagues are
conducted periodically in our school to allow teachers an opportunity to
share best practices and expertise.  In addition, teachers are involved
with mentoring and collaborating with local high school students
enrolled in the Teacher Cadet Program and college student interns
preparing to become future educators.  Several teachers and our
administrators facilitate best practices courses or workshops for area
educators in the areas of reading, math, and technology.  For new
teachers in our district, workshops are conducted on classroom
management and parent conferencing.  Training is offered for substitute
teachers to help them be more successful in our classrooms. 
School-level workshops and activities are conducted for parents and
community members such as Family Writing and Family Math Nights, Focus
on Study Skills, Literacy Tips, Getting Your Child Ready for
Kindergarten, and Understanding Student Assessment.

Teachers share information through the use of newsletters and/or class
websites.  Monthly school newsletters, "What's Buzzin'", are sent home
and posted on our website.  The PTA publishes a monthly newsletter, "The
Bee Line", with information about our school and special events.  Our
school website has information about important dates, special programs
and events, classroom activities, and school accomplishments and needs.

We maintain an open door/open communication philosophy at GHES.  We
strive to keep all of our school staff, parents, and community members
informed about activities, events, programs, and school improvement
initiatives.  Feedback and suggestions are solicited and appreciated.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

No Child Left Behind and the South Carolina Education Accountability Act
of 1998 provide a foundation for a state wide curriculum based on
research and recommendations for national content standards. South
Carolina content standards provide a framework for educators and parents
to work cooperatively to provide a rigorous, relevant, innovative,
standards-based curriculum. In 2002, The Princeton Review ranked South
Carolina's standards as the third most difficult in the nation. South
Carolina requires that our school's curriculum include language arts,
mathematics, science, social studies, art, music, physical education,
and health and safety. Gold Hill Elementary School is a
learning-centered school committed to academic success for all students,
maximizing their potential as life-long learners, and enabling them to
become contributing members of society. Teachers use the curriculum
standards as they plan, modify, and adapt to provide developmentally
appropriate instruction in all content areas. Some of our current goals
include the implementation of our standards-based instruction, the
integration of technology across the curriculum, and an emphasis on good
character attributes for character education. The instructional program
emphasizes active student involvement in the learning process while
focusing on providing learning experiences which will give these
students the foundation needed for successful learning at the next
educational level and prepare them for the challenges of the 21^st^
century. The instructional staff concentrates on providing a
child-centered learning environment, enabling all children to learn
concepts, acquire the knowledge and develop the attitudes needed to
become contributing responsible citizens. While actively engaged in the
learning process, children learn to take responsibility for their own
learning. This independent learning enables them to see learning as a
lifelong goal. This ability will be crucial to cope with the rapid
changes already evident in the work force of this generation and those
to follow.

The main emphasis of our Language Arts program is a balanced literacy
approach with the integration of reading and writing in all areas of the
curriculum. Teachers work to help all students be successful and meet
individual student needs, identified through various individual
assessments and standardized test scores (PACT and MAP). Nationally
recognized children's authors visit our school and share their writing
craft with students and faculty. With a constant focus on curriculum
standards, our priority continues to be creating lifelong learners.

GHES mathematic curriculum is based on the development of mathematical
concepts of number sense, spatial relationships, problem solving
strategies, and integration of mathematics within all content areas.
Teachers collaborate using the district pacing guide which enables them
to plan instruction in a timely manner. Math Superstars is a
supplemental program, run by parent volunteers, which increases the
development of higher order thinking skills.

Science and Social Studies curriculums are driven by the state
standards. Teachers supplement the core curriculum with district science
kits, textbooks, web-based research using our mobile lab, and field
trips to Barrier Island, Camp Thunderbird, Brattonsville, the State
House, and Exchange City. Students in the primary grades participate in
various field trips which provide opportunities for hands-on
experiences. Veteran's Day, Red Ribbon Week and the GHES Character
Education Program allow many opportunities for our students to make a
difference in the community by participating in community service
learning projects. Students value the opportunity to participate in
swimming lessons in second grade and learn more water safety skills.

Gold Hill Elementary has a wide variety of related arts which include
art, music, physical education, Spanish, and technology. As a result of
the enthusiastic teaching team, our students have many opportunities to
participate in musicals, dramas, art shows, and physical competitions.
For example, our Spring Carnival, "Groovin' at Gold Hill Elementary"
brought teachers, students, and parents together to focus on our related
arts programs. Our Chorus Club received rave reviews after dinner
theaters and musical productions "Return of the Glass Slipper" and "The
Best Little Theatre in Town."

**2. Reading**

The Language Arts curriculum at Gold Hill Elementary is based on the
standards of learning established by the state of South Carolina.
Instruction implements the standards utilizing a balanced literacy model
as outlined by our district's [Balanced Literacy Handbook]{.underline}.
This handbook was written by representatives from each elementary school
in the district to provide a consistent model of instruction founded on
research--based best practices in English/Language Arts. Teachers
creating the [Balanced Literacy Handbook]{.underline} intensively
studied alphabetics, including phonemics awareness instruction and
phonics instruction, fluency, comprehension with an emphasis on
vocabulary instruction and text comprehension instruction. Graduate
course work has been provided to share best practices in reading and Six
Traits writing instruction. Our teachers work collaboratively at the
grade level and across grade levels (through our English Language Arts
committee) to construct long range plans that include all the standards.
Each grade level team develops short range plans to address the
standards using the components of balanced literacy: read aloud, shared
reading and writing, guided reading and writing, and independent reading
and writing. Reading and writing are very closely connected at Gold
Hill. Student and teacher generated writing is often employed as
authentic text.

Literacy achievement is assessed by teacher-made tests, observation
checklists, DRA, student and teacher developed rubrics, single and
double entry journals used for responding to literature as well as to
activities in independent learning centers, individual conferencing,
collaborative group self-monitoring, Compass Learning computer
assessments, Accelerated Reader, Standardized Test for Assessment
Reading (STAR), MAP and PACT.

Our school has several programs to assist students with special needs.
We have four resource teachers serving in self-contained and inclusion
classes, grades K-5. We have one part-time ESOL instructor and two
speech therapists. We have one Reading Recovery teacher. We have a
reading specialist who works with students in grades 2-5 using an
intervention program called [SOAR to Success]{.underline}. We have
paraprofessionals who are assigned to classrooms to assist students with
reading challenges. Our media specialist and her assistant are partners
on the literacy team and provide support to both students and teachers
in many ways including text selection, literature study and research
direction. Our related arts teachers integrate reading and writing in
P.E., music, art and Spanish. Our guidance counselors frequently use
read-alouds, and written and oral expression in their work with
students. This school wide effort results in students' realization of
the real world connections to literacy.

**3. Mathematics**

The math curriculum for Gold Hill Elementary is based on the South
Carolina Mathematics Standards. The Silver Burdett Ginn textbook is used
in grades K-5. In addition to the textbook, teachers supplement their
math program by using Terrific Six, problem solving, computer programs,
CPS devices, Smart Boards, games, centers, and manipulatives to enhance
their lessons. They also have access to a school-wide math lab, a media
center which houses a collection of mathematical literature, district
and school level staff development, as well as grade level and cross
grade level collaboration.

Students at GHES learn mathematics by direct instruction, modeling that
builds conceptual understanding, hands-on experiences, repeated practice
that requires the use of problem solving skills and strategies, and
lastly the ability to apply their math knowledge to the real world.

As teachers instruct their classrooms, they are faced with a wide range
of academic levels and learning styles. In order to challenge each
student, teachers utilize the results from informal testing, PACT
scores, and MAP findings to create differentiated learning groups.

A tutorial program before and after school is provided to extend math
instruction for any student needing additional help. The Math Super Star
program, sponsored by the PTA, is offered school-wide as a way to
challenge students and encourage higher level thinking.

Parents are kept informed through newsletters, the school web page,
teacher web pages, e-mails, conferences, and are encouraged to volunteer
in the classroom. PTA meetings, Math Family Night, and brown bag lunches
provide opportunities for parents to learn math strategies in order to
help their child at home. At GHES we strive to provide a balanced math
program where students experience success, relate math to the real
world, and love learning.

**4. Instructional Methods**

Gold Hill Elementary is a professional learning community. Our faculty
has been involved in reading professional literature and attending
seminars featuring the latest studies and research on student learning.
Two main focuses have been brain research and differentiated
instruction. We work collaboratively to determine how student assessment
and data such as teacher-made tests, textbook assessments, PACT, MAP,
STAR and Compass Learning drive instruction. We accommodate diverse
learning styles by providing a variety of instructional methods.
Instructional methods include whole and small group, inquiry (Foss
Science kits), research (Big 6 model), collaborative learning groups,
readers' theater, drama and literature circles. Technology-delivered
instruction is interwoven within units of learning via the use of
streamline videos, PowerPoint presentations and SmartBoards. Students
attend technology classes with a certified teacher in a computer lab as
a part of the related arts rotation. Two additional computer labs allow
teachers to sign up to have additional class time to use computers. In
order to reach multiple learning styles, classroom and related arts
teachers incorporate technology, drama, art, and music, kinesthetic,
verbal and auditory experiences. Resource teachers and the reading and
math specialists pull out students for remediation or remain in the
classroom to co-teach depending on the needs of the students. Two math
and reading paraprofessionals work under the direction of classroom
teachers and the reading and math specialists to provide additional
instructional support for students. Special education students are
mainstreamed as much as possible for instruction. Before and after
school tutorial is provided for students who did not meet the SC
standards of learning. Three full time teachers work to challenge
students that have been identified by state guidelines for the
Gifted/Talented program. A school wide assistance team, chaired by the
guidance counselor, meets weekly as a forum for teachers to address
concerns about individual students who are not currently meeting
standards to brainstorm additional teaching and learning strategies.
Gold Hill Elementary administrators, faculty, staff, volunteers, and
parents work collaboratively to ensure progress and support for every
student, maintaining our focus on our commitment to help all students
become lifelong learners.

**5. Professional Development**

Student achievement is the top priority at Gold Hill. The school
operates as a professional learning community focusing on student
progress with intentional, planned professional growth for
administrators, faculty and staff. Professional development is aligned
with goals of the school and district improvement plans. Through the
utilization of local, state, and national workshops and conferences,
Gold Hill provides many opportunities for professional development for
administrators and teachers.

With technology in the forefront as a tool for professional growth, our
teachers integrate technology into classroom instruction and communicate
on an ongoing basis through e-mail and websites. Eleven classrooms
currently have SmartBoards. By 2009, our school goal is to equip every
classroom with a SmartBoard. Staff development has been provided for
teachers on using Streaming Videos, TestView, analyzing and using data
obtained from MAP, and other assessment sources.

In addition to attending conferences and workshops, teachers are
enrolled in a variety of courses for professional growth. Over fifty
percent of our certified educators have a Masters Degree or above.
Eleven teachers are National Board Certified Teachers. Our teachers
teach each other through a colleague mentoring program, observing in
other classes, and by offering a variety of mini-sessions to share best
practices. This allows many opportunities for instructional dialogue,
reflection, and growth. As a group, professional books have been
selected to meet team and school goals. School-wide our faculty has read
[The Total Teacher]{.underline} and [What Great Teachers Do
Differently]{.underline}. Teachers engage in grade level and vertical
planning to discuss instructional and assessment approaches to better
meet the needs of the students and to review academic concerns.
Currently, there is dialogue and data analysis related to student
achievement information received from common assessments, Developmental
Reading Assessment (DRA) results, and Measures of Academic Progress
(MAP) testing. Teachers plan differentiated instruction and flexible
student groups based on assessment data. Collaborative team meetings are
devoted to discussions about state standards, monitoring and pacing of
the curriculum, and analyzing assessment data to drive instructional
planning. The end result is continued implementation of best practices
and increased student performance and success.

**PART VII -- ASSESSMENT RESULT**

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

Edition/Publication Year **2002-2006** Publisher **South Carolina
Department of Education**

  -------------------------------------------- ------ ------ ------ ------ ------
  Math 3^rd^ Grade                             2006   2005   2004   2003   2002

  Testing Month                                May    May    May    May    May

  **SCHOOL SCORES**                                                        

  \% At or Above Basic                         97     99     100    100    96

  \% At or Above Proficient                    72     71     60     62     64

  \% At Advanced                               43     30     29     34     21

  Number of students tested                    122    109    90     92     91

  Percent of students tested                   100    100    100    99     100

  Number of students alternatively assessed    0      0      0      0      0

  Percent of students alternatively assessed   0      0      0      0      0

                                                                           

  **SUBGROUP SCORES**                                                      

  1\. White                                                                

  \% At or Above Basic                         96     99     100    100    96

  \% At or Above Proficient                    72     68     63     63     63

  \% At Advanced                               45     31     30     36     21

  Number of students tested                    110    98     83     89     88

                                                                           

  2\. Disabled                                                             

  \% At or Above Basic                         83     91     100    100    77

  \% At or Above Proficient                    56     55     67     25     41

  \% At Advanced                               33     36     42     8      12

  Number of students tested                    18     11     12     12     17

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

Subgroups -- The information is not disseminated for groups of less than
10. The subgroups are white and disabled.

Basic -- Meets state standards

Proficient and Advanced -- Exceeds state standards

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

Edition/Publication Year **2002-2006** Publisher **South Carolina
Department of Education**

  -------------------------------------------- ------ ------ ------ ------ ------
  ELA 3^rd^ Grade                              2006   2005   2004   2003   2002

  Testing Month                                May    May    May    May    May

  **SCHOOL SCORES**                                                        

  \% At or Above Basic                         97     100    99     97     94

  \% At or Above Proficient                    83     92     86     81     75

  \% At Advanced                               21     26     39     25     9

  Number of students tested                    120    109    88     91     90

  Percent of students tested                   100    100    100    99     99

  Number of students alternatively assessed    0      0      0      0      0

  Percent of students alternatively assessed   0      0      0      0      0

                                                                           

  **SUBGROUP SCORES**                                                      

  1\. White                                                                

  \% At or Above Basic                         97     100    100    97     94

  \% At or Above Proficient                    84     91     88     83     74

  \% At Advanced                               23     25     32     26     8

  Number of students tested                    109    98     81     88     88

                                                                           

  2\. Disabled                                                             

  \% At or Above Basic                         88     100    100    91     82

  \% At or Above Proficient                    63     73     90     64     71

  \% At Advanced                               13     0      30     0      0

  Number of students tested                    16     11     10     11     17

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

Subgroups -- The information is not disseminated for groups of less than
10. The subgroups are white and disabled.

Basic -- Meets state standards

Proficient and Advanced -- Exceeds state standards

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

Edition/Publication Year **2002-2006** Publisher **South Carolina
Department of Education**

  -------------------------------------------- ------ ------ ------ ------ ------
  Math 4th Grade                               2006   2005   2004   2003   2002

  Testing Month                                May    May    May    May    May

  **SCHOOL SCORES**                                                        

  \% At or Above Basic                         99     96     98     99     89

  \% At or Above Proficient                    82     71     70     57     65

  \% At Advanced                               46     33     31     29     26

  Number of students tested                    131    104    110    101    104

  Percent of students tested                   100    100    100    98     99

  Number of students alternatively assessed    0      0      0      0      0

  Percent of students alternatively assessed   0      0      0      0      0

                                                                           

  **SUBGROUP SCORES**                                                      

  1\. White                                                                

  \% At or Above Basic                         99     96     98     99     91

  \% At or Above Proficient                    84     73     70     61     66

  \% At Advanced                               46     35     31     30     27

  Number of students tested                    113    95     105    92     100

                                                                           

  2\. Disabled                                                             

  \% At or Above Basic                         \*     \*     \*     93     \*

  \% At or Above Proficient                    \*     \*     \*     36     \*

  \% At Advanced                               \*     \*     \*     7      \*

  Number of students tested                    \*     \*     \*     14     \*

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

\* Subgroups -- The information is not disseminated for groups of less
than 10. The subgroups are white and disabled.

Basic -- Meets state standards

Proficient and Advanced -- Exceeds state standards

.

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

Edition/Publication Year **2002-2006** Publisher **South Carolina
Department of Education**

  -------------------------------------------- ------ ------ ------ ------ ------
  ELA 4th Grade                                2006   2005   2004   2003   2002

  Testing Month                                May    May    May    May    May

  **SCHOOL SCORES**                                                        

  \% At or Above Basic                         99     95     98     89     97

  \% At or Above Proficient                    81     58     62     54     61

  \% At Advanced                               10     6      8      4      6

  Number of students tested                    132    101    110    101    103

  Percent of students tested                   100    100    100    98     98

  Number of students alternatively assessed    0      0      0      0      0

  Percent of students alternatively assessed   0      0      0      0      0

                                                                           

  **SUBGROUP SCORES**                                                      

  1\. White                                                                

  \% At or Above Basic                         99     95     98     81     97

  \% At or Above Proficient                    82     60     62     52     62

  \% At Advanced                               11     7      9      4      6

  Number of students tested                    114    92     105    92     100

                                                                           

  2\. Disabled                                                             

  \% At or Above Basic                         \*     \*     \*     50     \*

  \% At or Above Proficient                    \*     \*     \*     14     \*

  \% At Advanced                               \*     \*     \*     0      \*

  Number of students tested                    \*     \*     \*     14     \*

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

\* Subgroups -- The information is not disseminated for groups of less
than 10. The subgroups are white and disabled.

Basic -- Meets state standards

Proficient and Advanced -- Exceeds state standards

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

Edition/Publication Year **2002-2006** Publisher **South Carolina
Department of Education**

  -------------------------------------------- ------ ------ ------ ------ ------
  Math 5th Grade                               2006   2005   2004   2003   2002

  Testing Month                                May    May    May    May    May

  **SCHOOL SCORES**                                                        

  \% At or Above Basic                         97     93     92     88     91

  \% At or Above Proficient                    67     53     51     46     51

  \% At Advanced                               37     27     22     21     20

  Number of students tested                    108    118    111    104    105

  Percent of students tested                   100    100    100    100    99

  Number of students alternatively assessed    0      0      0      0      0

  Percent of students alternatively assessed   0      0      0      0      0

                                                                           

  **SUBGROUP SCORES**                                                      

  1\. White                                                                

  \% At or Above Basic                         98     93     92     88     94

  \% At or Above Proficient                    72     54     55     48     52

  \% At Advanced                               40     28     23     22     20

  Number of students tested                    97     110    101    99     98

                                                                           

  2\. Disabled                                                             

  \% At or Above Basic                         \*     \*     80     \*     \*

  \% At or Above Proficient                    \*     \*     30     \*     \*

  \% At Advanced                               \*     \*     0      \*     \*

  Number of students tested                    \*     \*     10     \*     \*

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

\* Subgroups -- The information is not disseminated for groups of less
than 10. The subgroups are white and disabled.

Basic -- Meets state standards

Proficient and Advanced -- Exceeds state standards

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

Edition/Publication Year **2002-2006** Publisher **South Carolina
Department of Education**

  -------------------------------------------- ------ ------ ------ ------ ------
  ELA 5th Grade                                2006   2005   2004   2003   2002

  Testing Month                                May    May    May    May    May

  **SCHOOL SCORES**                                                        

  \% At or Above Basic                         96     93     91     96     96

  \% At or Above Proficient                    59     62     57     41     56

  \% At Advanced                               9      6      4      2      3

  Number of students tested                    106    118    107    104    105

  Percent of students tested                   99     100    100    100    99

  Number of students alternatively assessed    0      0      0      0      0

  Percent of students alternatively assessed   0      0      0      0      0

                                                                           

  **SUBGROUP SCORES**                                                      

  1\. White                                                                

  \% At or Above Basic                         96     93     92     96     98

  \% At or Above Proficient                    60     61     59     43     58

  \% At Advanced                               8      6      4      2      3

  Number of students tested                    95     110    97     99     98

                                                                           

  2\. Disabled                                                             

  \% At or Above Basic                         \*     \*     \*     \*     \*

  \% At or Above Proficient                    \*     \*     \*     \*     \*

  \% At Advanced                               \*     \*     \*     \*     \*

  Number of students tested                    \*     \*     \*     \*     \*

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

\* Subgroups -- The information is not disseminated for groups of less
than 10. The subgroups are white and disabled.

Basic -- Meets state standards

Proficient and Advanced -- Exceeds state standards