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

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

Name of Principal [Mrs. Judy Beard]{.underline}

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

Official School Name [Carolina Forest Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [285 Carolina Forest Blvd.]{.underline}

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

[Myrtle Beach South Carolina 29579-3204\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 843 ) 236-0001]{.underline} Fax [( 843 )236-0152]{.underline}

Website/URL
[www.hcs.k12.sc.us/elem/cfe/](http://www.hcs.k12.sc.us/elem/cfe/) E-mail
<jbeard@cfe.hcs.k12.sc.us>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Gerrita Postlewait]{.underline}

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

District Name [Horry County Schools]{.underline} Tel. [(843)
488-6700]{.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 [Mr. Will Garland]{.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 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: [24]{.underline} Elementary
schools

[8]{.underline} Middle schools

[0]{.underline} Junior high schools

[12]{.underline} High schools

[1]{.underline} Other (Briefly explain-Alternative Placement School)

[45]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,546]{.underline}

Average State Per Pupil Expenditure: [\$7,010]{.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\. [3]{.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**       73        71                     **144**      **7**                             

  **1**       102       78                     **180**      **8**                             

  **2**       73        67                     **140**      **9**                             

  **3**       80        86                     **166**      **10**                            

  **4**       68        85                     **153**      **11**                            

  **5**       97        91                     **188**      **12**                            

  **6**                                                     **K-4**     11        9           20

                                    **TOTAL                                                   991
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [76]{.underline} % White

the students in the school: [15]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[30]{.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 153
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 100
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        253
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    851
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .30
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    30
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [3.5]{.underline}
%

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

Number of languages represented: [6]{.underline}

Specify languages: Spanish, Bulgarian, Chinese, Icelandic, Portuguese,
Korean

9\. Students eligible for free/reduced-priced meals: [32]{.underline} %

[316]{.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: [11.5]{.underline} %

[114]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [45]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [46]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[16]{.underline} Multiple Disabilities [0]{.underline} 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) [2]{.underline} [0]{.underline}

Classroom teachers [59]{.underline} [5]{.underline}

Special resource teachers/specialists [3]{.underline} [0]{.underline}

Paraprofessionals [10]{.underline} [1]{.underline}

> Support staff [11]{.underline} [0]{.underline}
>
> Total number [85]{.underline} [6]{.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 96.3 %            96.5 %            95.2 %            96.4 %            95.2 %

  Daily teacher attendance 95.5 %            96 %              94 %              95 %              95%

  Teacher turnover rate    17.1 %            13.3 %            10.5 %            7.6 %             6.9%

  Student dropout rate     \-\-\-\-\-\-\--   \-\-\-\-\-\-\--   \-\-\-\-\-\-\--   \-\-\-\-\-\-\--   \-\-\-\-\-\-\--

  Student drop-off rate    \-\-\-\-\-\-\--   \-\-\-\-\-\-\--   \-\-\-\-\-\-\--   \-\-\-\-\-\-\--   \-\-\-\-\-\-\--
  ------------------------ ----------------- ----------------- ----------------- ----------------- -----------------

# Part III -- Summary

Carolina Forest Elementary, built in 1996 to relieve overcrowding in
neighboring schools and to serve a new community, is located in a
suburban area between Myrtle Beach and Conway, South Carolina. The
school serves a diverse and growing population of 991 students in grades
Pre-K through five from varied socioeconomic backgrounds ranging from
affluent to impoverished. Thirty-two percent of our students receive
free or reduced lunch. The ethnicities represented are 76% Caucasian,
15% African American, 5% Hispanic and 4% Other. Our attendance area
includes two large federally subsidized apartment complexes, five mobile
home parks, and numerous subdivisions. The majority of our parents hold
hourly-wage or professional positions. The mission of Carolina Forest
Elementary is to ensure that all learners attain a lifelong love of
learning, by giving the best of our minds and hearts in personalized,
innovative, challenging curricula. This mission statement challenges the
staff to develop instructional programs that will ensure all students
learn. The staff's commitment to the mission statement, despite the
challenges of a growing student population, represents quality education
on the cutting edge in South Carolina and the nation. The atmosphere is
positive, the expectations are high, and the surroundings promote a
feeling of belonging and safety for the students. Expectations are
consistent throughout the building through the use of life skills and
lifelong guidelines. Instruction is organized through the use of daily
agendas and classroom procedures, and curriculum is delivered using
district literacy and numeracy models, as well as thematic units in
social studies and hands-on experiences in science.

Academic rigor is our priority using the South Carolina standards to
plan instruction. Staff development is continuous, providing teachers
and para-professionals the latest information on best practice. Student
assessments are used to gauge the effectiveness of teaching and to
identify student needs. Data is disaggregated from assessments to
measure student and teacher performance. Personalized learning plans are
developed for all students based on assessment results and performance
goals. Conferences are held with 100% of the parents to give and receive
feedback on each student's progress towards goals. Children who
experience difficulty reaching the grade level performance goals are
referred to the Student Study Team for the development of strategies to
assist the student in reaching mastery. Additional invention strategies
are provided through consultation with the school nurse, instructional
coaches, teacher specialists, and district learning specialists. A
differentiated curriculum is offered for advanced learners in grades
three through five. After school tutorial programs are offered for
students in addition to enrichment programs.

Parents and community volunteers are actively involved in helping the
students reach their personal goals whether during the school day or
after school hours. Strong partnerships with local businesses as well as
nearby Coastal Carolina University benefit our students. Our guiding
belief that all children can learn keeps decisions focused on our goal
for all students to experience success. At Carolina Forest Elementary we
make sure that no child is left behind.

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

1\. The South Carolina Accountability Act of 1998 (EAA) set forth the
administration of the Palmetto Achievement Challenge Test (PACT) for all
students in grades three through eight. This rigorous assessment in
English Language Arts and Mathematics evaluates how well the students
can demonstrate mastery of the South Carolina Curriculum Standards. Last
year the PACT included for the first time assessments in Science and
Social Studies. PACT is a criterion-referenced test correlated to grade
level standards. There are four performance levels: Advanced,
Proficient, Basic, and Below Basic. A student who scores Advanced has
exceeded grade level expectations and is ready for accelerated work at
the next grade level. A student who scores Proficient has met
expectations for grade level and is well prepared for success at the
next grade level. A score of Proficient is the long-term goal for
student performance in South Carolina under the requirements of No Child
Left Behind. A student who scores Basic has passed the assessment and is
minimally prepared for work at the next grade level. A student who
scores below basic has not met the minimum grade level expectations for
student performance based on the curriculum standards set by the State
Board of Education. The student is not prepared for work at the next
grade level and an academic assistance plan is developed to delineate
the steps needed to ensure student success at the next grade level. The
student is eligible for assistance through the after school program and
the summer school program. At the end of the school year, if the
student's work has not been at grade level or if the terms of the
academic plan have not been met, the student may be retained or required
to attend summer school for grade promotion. The PACT assessment is
administered over a two week period in May, with a different test each
day and makeup tests for students who are absent, so that 100% of
students in grade three through eight are tested. Additionally, PACT is
administered and scored by the District for students in grades one and
two. Score reports are received over the summer and the data is analyzed
by teachers and administrators to plan instruction, provide
interventions, and schedule professional development. Fall conferences
are held to discuss the results with the parents and parents are
provided with a copy of their child's assessment results.

The English Language Arts PACT assessment is divided into three parts:
Reading, Writing and Research. The Reading and Research components
require responses to multiple-choice questions, constructed response
questions which require a brief written response, and extended response
questions which require a lengthy written response from students. The
writing test is administered on a separate day and students respond to a
writing prompt on a specific grade level topic. The writing prompt is
graded on a rubric. The Mathematics assessment organizes items under the
five strands of number and operations, algebra, geometry, measurement,
and data analysis and probability. Students must demonstrate knowledge
and skills on completing and interpreting charts, tables and pictorial
diagrams, completing graphs and interpreting graphs, solving problems
and showing their work, writing explanations and conclusions, and
applying mathematics concepts to real-world situations. There are two
types of test items: multiple choice and constructed response.

Students with disabilities also participate in the PACT assessment. The
student's Individual Education Program (IEP) committee may determine
that the child may need accommodations or modifications to be successful
on the assessment. Small group settings, oral administration, and the
use of technology for extended responses are options to be considered.
Additionally, students who are identified as Limited English Proficiency
(LEP) are assessed using the PACT for their appropriate grade levels.

Students at Carolina Forest Elementary have exceeded the state scores
for the past five years in English Language Arts and Mathematics at each
grade level. This is true for all of the sub-groups represented and
resulted in Carolina Forest Elementary meeting all 21 objectives to gain
the award of Adequate Yearly Progress (AYP) for the 2002-03 school year.
Additionally, Carolina Forest Elementary was recognized by the Education
Oversight Committee for making significant gains and closing the gap for
African American students in Mathematics for the 2002-03 school year.
Carolina Forest Elementary has received a report card rating of
"Excellent" for the past three years. These recognitions point to the
dedication of the staff in making sure that all students make academic
progress.

2\. At Carolina Forest Elementary, the plan, do, study, act model is
utilized to continually assess teacher performance and student
achievement with the underlying belief that all children can learn. The
staff's high expectations and commitment to excellence set the
foundation for continuous school improvement. Prior to the beginning of
the school year, the teachers spend three days disaggregating the PACT
results to determine strengths and weaknesses in instruction for the
previous year's students as well as student performance for the coming
school year. This analysis also identifies instructional standards that
need to be targeted for improvement for the upcoming school year, as
well as each individual teacher's results. By the time the students
arrive for the first day of school, the teachers have mapped out the
curriculum standards for the entire school year. Decisions on
professional development and use of instructional funds are made based
on test data analysis. The data is reviewed continuously throughout the
year and benchmark tests are given quarterly to gauge student progress.

Teachers in each grade level share common planning times each day. One
day per week is devoted to collaborative time with the instructional
coach to systematically analyze and interpret assessment data in order
to implement the most effective instruction. Administrators also attend
these meetings to confer and affirm curriculum alignment. Successful
strategies are shared in addition to professional readings on the most
effective practices of pedagogy. Professional dialogue pinpoints those
standards which have not been mastered in order to strengthen both
teacher and student performance. Additionally, two Mondays per month are
devoted to professional development for the entire staff. Sessions focus
on improving results through best instructional practice including
numeracy, literacy, brain research, motivation of students and
educational change. The staff believes that all members have a role to
play in the success of each student.

Assessment data is also used to identify those students who are in need
of interventions to be successful. Based on last year's PACT assessment
and current year benchmark tests, students are identified for the after
school program, the enrichment program, and small group instruction
within the school day. A mentor is assigned to those students who need
additional encouragement and support. Students not meeting grade level
expectations are given intensive small group instruction either with a
staff member or a volunteer to provide additional support towards
meeting the expectations of each grade level. Assessment data is also
used to identify those students who have moved to South Carolina and are
in need of additional instructional support. This year we have
participated in a Curriculum Calibration Project offered through the
State Department of Education to evaluate the alignment of our
assessments with the grade level standards. Analysis of assessment data
is an ongoing process that is used to drive instruction throughout the
school year. At Carolina Forest Elementary, we believe that data
analysis is the heart of school improvement.

3\. Communication is the school's vital link to the parents, students
and community. At the beginning of each year, every student receives a
District handbook that contains the South Carolina Curriculum Standards
and the District's performance goals for each grade. Additionally, the
curriculum standards may be accessed through the District and State web
sites. In the fall, the State Department of Education releases the
annual school report card to parents, the media, and the community. For
the past three years, Carolina Forest Elementary has received a rating
of "Excellent", the highest rating a school can receive. The report card
also contains demographic data, subgroup performance on the state
assessment, and information about student's demographics and staff
credentials, as well as survey results from students, parents, and staff
providing feedback on the school's learning environment, social and
physical environment, and home-school relations. For the first time this
year, the report card reported that Carolina Forest Elementary met 21 of
21 objectives for Adequate Yearly Progress. Information from the school
report card is printed in the local newspapers, the school's weekly
newsletter, and posted on the District and state web site. Additionally,
before the end of the first nine weeks of school, teachers conference
with parents to share assessment results and write individual learning
plans for the year. At this conference, parents receive a score report
with their child's state assessment results. Home visits are made by
teachers, administrators and the guidance counselor to share results
with those parents who are unable to attend a conference, as our goal is
to conference with 100% of the parents. Assessment results are reported
quarterly on school progress reports. Parents also receive weekly
updates from teachers on classroom assessments. Mid-quarter interim
reports are sent home to parents of students experiencing difficulty.
State assessment results are reported by the Principal at the first PTO
meeting in the fall. Additionally, PACT performance results are reported
in the annual School Summary Report and presented to the School
Improvement Council, the Advisory Board, the PTO and the school board.
Friends of the Forest PTO meetings provide communication to parents on
the school's performance goals, the requirements of No Child Left
Behind, and the state assessment. Parents meet in grade level meetings
to hear information about grade level expectations, standards, and
assessments. Orientation meetings are held twice a year with parents new
to the area to provide them with information on the school's past
performance and expectations for student performance. With such a large
student population, communication is critical to the school's continued
success.

4\. At Carolina Forest Elementary we feel that collaboration within the
school, as well as the District, State and Nation is vital to our
success. Over the past eight years, our school has won numerous awards
and recognitions that have garnered interest in the school and its
instructional programs from across the nation. When the school opened in
1996, educators from across the nation attended workshops on Integrated
Thematic Instruction hosted by Carolina Forest Elementary. They were
especially interested in the conditions for learning that were evident
in the classrooms and the school environment, since the new building was
decorated in accordance with the latest brain research recommendations.
The school has been host to numerous workshops for teachers across the
District and State in literacy, numeracy, science, technology, media
services and learning disabilities. The annual Authors on the Beach
conference attracts over 600 teachers from across the state and nation
to meet outstanding writers and illustrators of children's literature.
Participants are provided an "open door" tour of the school and its
instructional programs. This also provides our educators the opportunity
to interact and learn about best practice and educational reform from
our visitors.

Our staff and administrators are frequently invited to present at
District, State and National Conferences. Staff members have presented
literacy focus lessons at District workshops, at least ten staff members
were invited to participate in the South Carolina Reading Initiative
Program, and the principal was asked to present at a principal workshop
on Leading Educational Change, as well as participate in a panel
discussion at the national conference for the Administration for
Supervision and Curriculum Development. Additionally, the principal was
selected to be a participant in the prestigious South Carolina
Leadership Executive Institute at the Center for Creative Leadership in
Greensboro, NC. Nine of our teachers have gained National Professional
Teacher Certification, and serve as teacher consultants for other
teachers in the District who are seeking certification. One of our
kindergarten teachers is a contributing member of the National Council
for Diversity and has presented at their national conference

for the past two years. Six of our teachers were participants in the
Schools Around the World Science Project. Carolina Forest Elementary has
won the Palmetto Gold Award for the past three years for outstanding
student achievement and the Red Carpet Award for family friendly service
from the State Department of Education. As a result of these
recognitions, the school is frequently contacted to provide tours of the
facility for educators across the state and nation. The school has been
featured in local, state and national media reports including ABC and
PBS spotlighting education.

Collaboration between schools within the District is evident through the
sharing of successful instructional approaches and innovations in
programs. Administrators gather once a month to brainstorm ideas and
evaluate approaches that are getting results. We will continue to share
our successes and seek input from others as we focus our energies on
raising student achievement. The Blue Ribbon nomination has already
generated additional interest from across the state. The school
newsletter now contains a "Blue Ribbon" suggestion box which is also
posted on our web page. As a member of the Blue Ribbon program, we
anticipate attending the annual conference next year to gain additional
opportunities to hear success stories. We look forward to being a part
of the Blue Ribbon family.

# PART V -- CURRICULUM AND INSTRUCTION

1\. The mission of our School District is to guarantee that all students
are fully prepared, successful contributors in a rapidly changing global
society through the aggressive pursuit of personalized,
achievement-based, student-centered teaching and learning. At Carolina
Forest Elementary, the school's curriculum fulfills this mission by
providing students a comprehensive approach for success through a
culture of high expectations across the curriculum. The core curriculum
and essential learnings for each student are set through state standards
in language arts, mathematics, science, social studies and the arts.
Conditions for learning are set to create a classroom in which true
learning can occur. These conditions which include active student
engagement, supportive relationships, adequate time, high expectations,
student responsibility, reflection and sharing, choices, clear
expectations and feedback, relevant learning, student accountability,
and continuous improvement, set the atmosphere needed for student
success.

Language Arts instruction is focused on a balanced literacy program as
prescribed by the District's Five-Block Literacy Model. Our belief that
reading is the key to future success is reflected in the fact that
students spend a minimum of two and one-half hours each day in language
arts activities including self-selected reading, guided reading,
shared/teacher directed reading, writing workshop and word study.
Teachers assess the beginning reading level of each student and
establish target goals for each student. Reading instruction provides
students with strategies to enhance comprehension through individual,
small group and whole class instruction. Daily writing workshops focus
on individual writing skills and writing goals. This format is
especially effective in meeting the needs and levels of all children as
each student is able to work at his/her own level and pace as do artists
in an art studio. Teachers use mini-lessons to focus on content and
development, organization, voice, and conventions. Students work with
partners to develop revision and editing skills and teachers regularly
confer with students about their writing.

Mathematics instruction is delivered through the Everyday Mathematics
program, a K-5 curriculum that coordinates with our District's numeracy
model. This comprehensive program was identified as a "Promising
Mathematics Program" by the U.S. Department of Education. It addresses a
broad range of mathematical concepts organized into the six strands of
numeration systems including numerical concepts and operations, patterns
and relationships, geometry, measurement, and probability and
statistics, and algebra. This spiral curriculum begins in kindergarten
with pre-algebra concepts that are reintroduced and reinforced in each
grade a minimum of ninety minutes daily through the use of direct
instruction, games, math boxes, and real world problem solving

The school's Science curriculum involves "being there" experiences and
hands-on applications based on South Carolina Curriculum Standards for
Science. Students experience the scientific method and the science
process skills of observing, classifying, communicating, predicting and
inferring through our courtyard habitat, nearby wetland studies, and
study trips within the county and state. The school's Social Studies
standards are addressed through integrated, thematic units of study that
incorporate the concepts of citizenship, history, economics and
geography from the South Carolina Curriculum Standards for Social
Studies. Guest speakers are utilized, as well as novels that focus on
certain events in history and field studies to local sites of interest.
Multicultural themes are explored to enhance students' understanding and
appreciation of a variety of perspectives and contributions. Carolina
Forest's related arts program includes physical education, music, art
and Spanish. Through participation in the physical education program,
students experience the lifelong adult leisure skills of volleyball,
bowling and tennis, while learning teamwork and cooperation. Our music
and art programs are based on the South Carolina Frameworks for the Arts
standards. The music and art teachers collaborate with classroom
teachers to align their instruction with grade level standards to assist
the students in making vital connections in their learning. Two Spanish
teachers immerse students into a rich language experience that
integrates the components of language, geography, customs and music into
the foreign language program. Technology is integrated throughout the
curriculum. Through the delivery of a rigorous and engaging student
centered curriculum, we believe our students will be intrinsically
motivated to be successful learners.

2.The Reading Curriculum

Carolina Forest Elementary's reading program is based on the work of
Cunningham, Fountas, Pinnell, Routman and Miller. The foundation of the
program is our belief that reading is the key to future success, so we
focus on students in grades K-2 *learning to read* while instruction in
grades 3-5 focuses on *reading to learn*. Our comprehensive reading
program offers students a structured, consistent, developmentally
appropriate instructional program in reading and writing for two and
one-half hours each day in a print-rich environment. The rigorous South
Carolina Curriculum Standards for language arts encompass challenge for
all students in the areas of reading/literature, listening, speaking,
writing, and research. Our balanced literacy program includes time for
self-selected reading, shared/teacher directed reading, word study,
guided reading, and writing. Daily teacher read alouds expose children
to a variety of authors and foster of love of reading for students.
Trade books, novel sets, magazines anthologies, newspapers and
multi-cultural classroom libraries are found in each classroom. Book
baskets outside each classroom door provide early morning arrivals with
plenty of reading materials. During self-selected reading time, students
choose a book from baskets containing leveled books of diverse genres.
Word study in grades K-2 focuses on letter recognition, spelling
patterns and phonemic awareness while in grades 3-5 vocabulary
development is the focus through the study of Latin stems and multiple
meaning words. Small guided reading groups meet with the teacher for
additional instruction on specific skills and comprehension strategies.
During shared/teacher directed reading time, the teacher reads with the
students to help them develop fluency, understand story elements, and
develop comprehension skills. Literature circles are utilized in grades
2-5 to enhance student discussion groups. All students have monthly
reading goals. Reading progress is frequently assessed through the use
of rigorous teacher-made assessments, the Developmental Reading
Assessment and the computerized STAR assessment program. Progress is
monitored by the students, teachers and the administration, and
instructional targets are set for areas of weakness. All students
participate in the Accelerated Reader program. To assist students in
meeting their goals and to emphasize the importance of reading fluency,
all students have nightly reading homework. All staff members work with
small groups of students to assist them in meeting their grade level
performance goals. The staff has adopted a team approach to making sure
all students can read. Additionally, the school's media center is open
one night each week for Family Reading Night. Visiting authors and
illustrators share their work with students through programs and
classroom visits. Two on-staff curriculum coaches provide professional
development focusing on improving instructional practices in reading
through book studies including [Reading Essentials]{.underline}, [Mosaic
of Thought]{.underline}, [Strategies that Work]{.underline}, [How to
Differentiate Instruction, Reading with Meaning]{.underline} and the
ASCD video series, *The Brain and Reading*. Additionally, these coaches
write focus lessons for teachers to use daily to target teach to the
weakest grade level standards. Technology programs reinforce skills
through the use of Wiggle Works, Publisher, PowerPoint presentations,
and Accelerated Reader. Reading is the foundation for everything that is
taught at Carolina Forest Elementary, so it is our number one priority
in achieving our school's mission.

3\. The Mathematics Curriculum

Mathematics: Our mathematics curriculum is rooted in the South Carolina
Curriculum Standards and is delivered through a program called Everyday
Mathematics, a K-5 program developed at the University of Chicago. When
the school opened in 1996, we were the first school in our District to
use this mathematics program. Three years later, every school in the
District adopted the program based on the results gained at Carolina
Forest Elementary. The curriculum is a spiral-based curriculum that
introduces children to all major mathematical content -- number sense,
algebra, measurement and geometry, statistics, data analysis, and
probability -- beginning in kindergarten. It allows children to move
beyond basic arithmetic and to nurture higher-order and critical
thinking skills, by using everyday, real world problems and situations.
Students receive a daily checkup of skills followed by direct
instruction, guided and independent practice and exploration. Numerous
opportunities are incorporated that integrate the skills of reading and
writing through mathematical problem solving. Teachers use manipulatives
to enforce basic mathematical principles. Geoboards, protractors,
calculators, compasses, rulers and math kits that include pattern blocks
and base ten sets are routinely used in classrooms. Projects are also
integrated including the popular 5^th^ grade "Million Dollar Project"
where students conduct research on a project with a million dollar
budget. Throughout the year, parents in grades K-5 receive letters to
keep them informed of the mathematical content studied in each unit.
These "home links" are vital in communicating to parents the
expectations for skills to be mastered in the units, as well as family
activities to support the concepts that are being learned. A student
reference book is used to explain mathematical terms and sample problems
to assist at home. Student work is completed in journals and the skills
are built from grade to grade with the use of manipulatives, games and
real world connections. Students spend a minimum of 90 minutes per day
in mathematics instruction and all students have nightly math homework.
Higher order thinking skills are evident instead of rote drill and
practice. For students who need additional instruction or are new to our
District, an after school program in mathematics is offered. Enrichment
activities are also offered through the Continental math program and
on-line pre-algebra is offered for high achieving fifth graders.
Additionally, students apply mathematical skills in grade level math
focus days such as measurement day or geometry day. On these days,
students rotate to different classrooms and participate in mathematical
stations to further explore mathematics concepts. Students receive
intensive interventions on skill areas not mastered. New teachers
receive an orientation to the Everyday Mathematics Program. As a result
of this curriculum, student performance for all sub-groups on the state
assessment continues to increase. Carolina Forest Elementary was cited
as an exemplary school for closing the gap for African American students
in mathematics on the state assessment by the South Carolina State
Legislature for the 2002-03 school year. We continue to believe strongly
that the Everyday Mathematics program is making a difference in the
achievement levels of all of our students and that our students will
have the essential mathematical skills and knowledge to be successful in
school and in their future careers.

1.  Instructional Methods

At Carolina Forest Elementary, we believe that all students can learn by
implementing a variety of instructional methods. Before the students
begin the first day of school, the staff has analyzed student results to
identify each child's particular strengths and weaknesses. Teachers keep
this data in mind when planning their instructional approaches in
language arts, mathematics, science and social studies. Classrooms are
set up to enhance the learning environments, providing an environment
built on trust, safety and mutual respect. Classroom rules and
procedures are developed with the students the first day of school.
Daily agendas organize a framework for teachers and students to follow.
Engagement of students in meaningful, relevant learning is a priority at
Carolina Forest Elementary. Teachers incorporate a variety of
brain-compatible approaches to enhance the learning for students and to
keep students intrinsically motivated to do their personal best.
Students are organized into learning clubs to promote collaboration,
teamwork and cooperative learning with four to six desks arranged to
form groups. Students and teachers practice the lifelong guidelines of
trust, mutual respect and personal best to enhance communication within
the classroom. Through this environment, students feel safe to be
risk-takers or to admit they don't understand what is being taught.
Learning is student-centered and integrated when possible, with the
teacher serving as the facilitator of the learning. Brainstorming is
used to introduce a new concept. Graphic organizers and concept maps are
used by the students to organize their thoughts and the content that is
being learned. Teachers use a variety of instructional approaches
including whole group, small group, and one-on-one, modeling, guiding,
demonstration, role playing, guest speakers, media resources and when
necessary, reteaching. By focusing on the higher levels of Bloom's
taxonomy, students are familiar with the skills of analysis, synthesis,
and evaluation. We believe that frequent feedback is critical to student
success. Pre-assessment is used to decide which skills need in-depth
study and rigorous post assessments are used to measure learning
outcomes and to provide the student with feedback as well as the
teacher. Teachers check frequently for understanding. Time is given for
students to think and write about their work and to talk with each other
about it. Choices are given when it comes to producing the final product
in a unit of study. Through professional development, teachers know that
new concepts must be related to prior knowledge learned, so sequencing
of ideas is critical to understanding. The metacognitive skills of
making connections, determining importance, asking high level questions,
using sensory images, inferring and synthesizing all play a role in
successful thinking and learning and are also implemented into lessons.
Hands-on experiences, the use of manipulatives, and field studies help
to clarify what has been learned. Finally, students must be given
adequate time to master skills and concepts. Pacing of instruction and
reteaching is considered if students need more time to master new
content. Acceleration is also used when students have the skills
necessary to advance. Collaboration among teachers in and across the
grade level is critical to foster student success. Instructional coaches
provide feedback and model lessons for teachers to observe. New
instructional methods are demonstrated through professional development
opportunities and the staff is engaged in the relentless pursuit of how
to make learning relevant for students. This dedication to finding the
best possible methods to use contribute greatly to our success.

2.  Professional Development

The development of a professional learning community at Carolina Forest
Elementary has focused the energy of the staff on the work of improving
instruction to achieve success for all students. Teachers spend the
first three days of professional development analyzing test data and
making curriculum maps for the upcoming year. Grade levels share common
planning times daily and once a week meet with the instructional coach
for professional study. This year we have read and discussed in study
groups the following books: [Who Moved My Cheese]{.underline}, [Mosaic
of Thought]{.underline}, [How to Differentiate Instruction]{.underline}
and [Reading Essentials]{.underline}. We have also participated in two
video studies from the Association for Supervision and Curriculum
Development on *Reading and the Brain* and *Motivating Students for
Success*.

Ten of our teachers have participated as members for three years of the
South Carolina Reading Initiative and they have shared what they have
learned with the staff. Monday afternoon staff meetings are devoted to
professional development activities. All staff members are in attendance
as we firmly believe that we must work together as a team to achieve
results. Through collaboration and mutual respect, grade level teachers
meet weekly to plan standards driven instruction. Our staff has been
trained in Susan Kovalik's brain compatible learning model, known as
Integrated Thematic Instruction, as well as receiving District training
on the literacy and numeracy models. Reading Recovery trained teachers
have conducted workshops to share strategies with their first grade
peers. During the current school year, our focus has been on improving
reading comprehension and analyzing data to set benchmark goals with
students. District learning specialists have also been utilized to
provide additional training on how to design rigorous assessments, how
to ask higher-level questions of students, and how to utilize the
metacognitive skills of comprehension. Teacher teams have attended state
and national conferences and have brought back information to share with
the staff on differentiated curriculum, learning disabilities,
strategies for Limited English Proficient students, problem solving and
classroom management. As the student population at Carolina Forest
Elementary continues to grow, teachers have sought creative strategies
to meet the learning needs of all of the subgroups of students. Through
professional development teachers have learned how to personalize
instruction through choice and intrinsic motivation to enhance learning
through real world applications. Thirteen days each year are devoted to
professional development. We believe that learning never stops for
teachers and that improved student achievement is a direct outcome of
continuous, quality professional development. As Harry Wong says, "It's
the teacher who makes the difference." We agree!

**GRADE 3**

## Test: Palmetto Achievement Challenge Test -- English Language Arts

Edition/Publication Year 1999-2003 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

The only students exempted from our state testing are our Limited
English Proficient (LEP) students who have been in the United States
fewer than three years. They were exempted based on their performance on
an LEP screening which indicated they did not have sufficient language
acquisition to understand the assessment. Based on new regulations,
these students participated in the state assessment for the first time
for the 2002-03 school year. No other groups were exempted from the
state testing.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**CAROLINA FOREST ELEMENTARY**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 -- ENGLISH LANGUAGE ARTS**

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

  Testing Month                         May         May         May         May

  **SCHOOL SCORES**                                                         

  **TOTAL MEAN SCORES**                 **318.6**   **315.8**   **313**     **313**

  At or Above Basic                     98.4        92.7        89.5        87

  At or Above Proficient                74.8        68.9        59.3        61

  At Advanced                           17.1        17.6        13.8        9.6

  Number of Students Tested             123         193         189         177

  Percent of total students tested      100%        99.00%      96.60%      96%

  Number of Students Excluded           0           1           6           8

  Percent of Students Excluded          0%          1.00%       3.40%       4.00%

  **SUBGROUP SCORES**                                                       

  **1. Free/Reduced**                   **310.3**   **311**     **307**     **304**

  Number of Students Tested             40          62          74          55

  At or Above Basic                     95          87.2        81          72

  At or Above Proficient                55          54.9        43.2        34

  At Advanced                           7.5         9.7         5.4         2

  **2. No Free/Reduced Lunch**          **322.6**   **318**     **316**     **317**

  Number of Students Tested             83          131         115         122

  At or Above Basic                     100         95.4        94.7        92.7

  At or Above Proficient                84.2        75.6        69.5        73.8

  At Advanced                           22          21.4        19.1        13.1

  **3. African American**               **305.5**   **306.7**   **309**     **303**

  Number of Students Tested             13          25          20          22

  At or Above Basic                     100         88          75          72.8

  At or Above Proficient                23.1        28          50          27.3

  At Advanced                           7.7         4           10          0

  **4. White**                          **321.3**   **317.4**   **313**     **315**

  Number of Students Tested             96          157         154         150

  At or Above Basic                     100         93.6        91.5        89.9

  At or Above Proficient                84.4        75.8        61          66.6

  At Advanced                           18.8        19.7        13.6        11.3

                                                                            

  **STATE SCORES**                                                          

  **TOTAL MEAN SCORE**                  **305**     **308**     **305.6**   **304.7**

  At or Above Basic                     81.1        79.9        78.7        74.4

  At or Above Proficient                43.8        41.6        41.1        40

  At Advanced                           5.4         4           3.4         4
  ------------------------------------- ----------- ----------- ----------- -----------

**GRADE 4**

## Test: Palmetto Achievement Challenge Test -- English Language Arts

Edition/Publication Year 1999-2003 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

The only students exempted from our state testing are our Limited
English Proficient (LEP) students who have been in the United States
fewer than three years. They were exempted based on their performance on
an LEP screening which indicated they did not have sufficient language
acquisition to understand the assessment. Based on new regulations,
these students participated in the state assessment for the first time
for the 2002-03 school year. No other groups were exempted from the
state testing.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

**ASSESSMENT DATA**

**CAROLINA FOREST ELEMENTARY**

PALMETTO ACHIEVEMENT CHALLENGE TEST

GRADE 4 -- ENGLISH LANGUAGE ARTS

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

  Testing Month                        May         May         May         May

  **SCHOOL SCORES**                                                        

  **TOTAL MEANS SCORES**               **410.4**   **409.3**   **409**     **408**

  At or Above Basic                    88.5        91.2        89.7        84.5

  At or Above Proficient               56          46.4        47.3        44.7

  At Advanced                          4.8         3.1         4.9         2.5

  Number of Students Tested            166         177         184         164

  Percent of total students tested     100%        99.00%      97.30%      98.20%

  Number of Students Excluded          0           1           5           3

  Percent of Students Excluded         0%          1.00%       2.70%       1.80%

  **SUBGROUP SCORES**                                                      

  **1. Free/Reduced**                  **403.4**   **405**     **403**     **403**

  Number of Students Tested            52          71          55          53

  At or Above Basic                    75          85.9        81.8        77.4

  At or Above Proficient               34.6        29.6        27.3        28.3

  At Advanced                          1.9         0           1.8         0

  **2. No Free/Reduced Lunch**         **413.7**   **412**     **411**     **410**

  Number of Students Tested            114         106         129         111

  At or Above Basic                    94.7        94.3        93          88

  At or Above Proficient               66.4        56.1        55.8        52.8

  At Advanced                          6.2         4.9         6.2         3.7

  **3. African American**              **402.2**   **403.5**   **403**     **400**

  Number of Students Tested            23          22          26          17

  At or Above Basic                    69.5        72.8        80.7        70.5

  At or Above Proficient               30.4        36.4        19.2        17.6

  At Advanced                          4.3         0           0           0

  **4. White**                         **412**     **410.4**   **410**     **409**

  Number of Students Tested            129         148         154         140

  At or Above Basic                    92.3        93.9        92.2        87.9

  At or Above Proficient               60.5        51.3        53.2        48.6

  At Advanced                          3.9         2.7         5.8         2.9

  ** **                                                                    

  **STATE SCORES**                                                         

  **TOTAL MEAN SCORE**                 **401**     **405**     **404.9**   **403.2**

  At or Above Basic                    75.5        79.6        80          72

  At or Above Proficient               31.4        33.5        37.3        36.9

  At Advanced                          2.2         2.2         2.1         3.9
  ------------------------------------ ----------- ----------- ----------- -----------

**GRADE 5**

## Test: Palmetto Achievement Challenge Test -- English Language Arts

Edition/Publication Year 1999-2003 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

The only students exempted from our state testing are our Limited
English Proficient (LEP) students who have been in the United States
fewer than three years. They were exempted based on their performance on
an LEP screening which indicated they did not have sufficient language
acquisition to understand the assessment. Based on new regulations,
these students participated in the state assessment for the first time
for the 2002-03 school year. No other groups were exempted from the
state testing.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**CAROLINA FOREST ELEMENTARY SCHOOL**

**PALMETTO CHALLENGE ACHIEVEMENT TEST**

**GRADE 5 -- ENGLISH LANGUAGE ARTS**

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

  Testing Month                    May         May         May         May

  **SCHOOL SCORES**                                                    

  **TOTAL MEAN SCORES**            **507.4**   **506.5**   **508**     **507**

  At or Above Basic                87.1        82.9        90.2        80.2

  At or Above Proficient           38.2        36.9        43.2        41.3

  At Advanced                      3.8         5.9         3           4.3

  Number of Students Tested        131         165         164         162

  Percent of total students tested 100%        97.60%      94%         97.60%

  Number of Students Excluded      0           3           11          4

  Percent of Students Excluded     0%          2.40%       6.00%       **2.40%**

  **SUBGROUP SCORES**                                                  

  **1. Free/Reduced**              **501.9**   **500**     **504**     **500**

  Number of Students Tested        44          62          51          47

  At or Above Basic                79.5        69.3        82.4        65.9

  At or Above Proficient           25          17.7        25.5        25.5

  At Advanced                      0           1.6         0           0

  **2. No Free/Reduced Lunch**     **510.3**   **510**     **510**     **510**

  Number of Students Tested        87          103         113         115

  At or Above Basic                90.6        89.6        93.8        85.9

  At or Above Proficient           45.9        46.4        51.3        47.8

  At Advanced                      5.9         8           4.4         6.2

  **3. African American**          **502.4**   **496.3**   **502**     **493**

  Number of Students Tested        17          25          18          15

  At or Above Basic                76.4        64          72.2        46.7

  At or Above Proficient           23.5        0           22.2        6.7

  At Advanced                      0           0           0           0

  **4. White**                     **509.1**   **508.6**   **510**     **509**

  Number of Students Tested        98          140         143         142

  At or Above Basic                91.9        86.8        93.8        84.4

  At or Above Proficient           42.9        44.7        46.9        45

  At Advanced                      3.1         7.2         3.5         4.9

  ** **                                                                

  **STATE SCORES**                                                     

  **TOTAL MEAN SCORE**             **500**     **502**     **502.5**   **501.7**

  At or Above Basic                67.4        74.2        73.2        71.1

  At or Above Proficient           19.7        24.9        27.4        27.2

  At Advanced                      1           1.4         2           2.2
  -------------------------------- ----------- ----------- ----------- -----------

**GRADE 3**

## Test: Palmetto Achievement Challenge Test -- Mathematics

Edition/Publication Year 1999-2003 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

The only students exempted from our state testing are our Limited
English Proficient (LEP) students who have been in the United States
fewer than three years. They were exempted based on their performance on
an LEP screening which indicated they did not have sufficient language
acquisition to understand the assessment. Based on new regulations,
these students participated in the state assessment for the first time
for the 2002-03 school year. No other groups were exempted from the
state testing.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**CAROLINA FOREST ELEMENTARY SCHOOL**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 3 - MATHEMATICS**

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

  Testing Month                       May         May         May         May

  **SCHOOL SCORES**                                                       

  **TOTAL MEAN SCORES**               **323.3**   **321.9**   **316**     **313**

  At or Above Basic                   93.7        91.7        86.1        84.2

  At or Above Proficient              78.6        67.2        52.6        46.2

  At Advanced                         49.2        44.8        35.1        21.7

  Number of Students Tested           126         173         194         160

  Percent of total students tested    100%        96.00%      99%         95%

  Number of Students Excluded         0           6           1           8

  Percent of Students Excluded        0%          4.00%       1.00%       5%

  **SUBGROUP SCORES**                                                     

  **1. Free/Reduced**                 **317**     **316**     **310**     **302**

  Number of Students Tested           42          62          76          54

  At or Above Basic                   85.7        87.1        80.3        66.7

  At or Above Proficient              64.3        48.4        35.6        13

  At Advanced                         26.2        24.2        21.1        3.7

  **2. No Free/Reduced Lunch**        **326.5**   **325**     **319**     **318**

  Number of Students Tested           84          111         118         106

  At or Above Basic                   97.5        93.8        89.9        92

  At or Above Proficient              85.5        76.1        63.6        60

  At Advanced                         60.2        54.6        44.1        30.4

  **3. African American**             **308.9**   **314.5**   **312**     **300**

  Number of Students Tested           13          24          20          23

  At or Above Basic                   69.3        95.9        75          56.4

  At or Above Proficient              23.1        41.7        50          8.6

  At Advanced                         7.7         16.7        20          4.3

  **4. White**                        **325.5**   **323.3**   **316**     **315**

  Number of Students Tested           99          147         157         136

  At or Above Basic                   98          91.1        88.5        88.5

  At or Above Proficient              85.9        72          52.8        51.3

  At Advanced                         55.6        50.3        36.9        24.4

  ** **                                                                   

  **STATE SCORES**                                                        

  **TOTAL MEAN SCORE**                **310**     **308**     **307.1**   **304.7**

  At or Above Basic                   70          73.6        72.1        69

  At or Above Proficient              28.3        31.5        33.3        25.5

  At Advanced                         11.1        12          16.4        9.4
  ----------------------------------- ----------- ----------- ----------- -----------

**GRADE 4**

## Test: Palmetto Achievement Challenge Test -- Mathematics

Edition/Publication Year 1999-2003 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

The only students exempted from our state testing are our Limited
English Proficient (LEP) students who have been in the United States
fewer than three years. They were exempted based on their performance on
an LEP screening which indicated they did not have sufficient language
acquisition to understand the assessment. Based on new regulations,
these students participated in the state assessment for the first time
for the 2002-03 school year. No other groups were exempted from the
state testing.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

**ASSESSMENT DATA**

**CAROLINA FOREST ELEMENTARY**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 4 - MATHEMATICS**

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

  Testing Month                       May         May         May         May

  **SCHOOL SCORES**                                                       

  **TOTAL MEAN SCORES**               **417.4**   **417.2**   **414**     **410**

  At or Above Basic                   93          90.2        82          76.6

  At or Above Proficient              52.9        52.2        43.9        36.5

  At Advanced                         25.6        31.2        23.3        9.6

  Number of Students Tested           172         205         177         160

  Percent of total students tested    100%        100.00%     94%         95%

  Number of Students Excluded         0           0           12          8

  Percent of Students Excluded        0%          0.00%       6.00%       5%

  **SUBGROUP SCORES**                                                     

  **1. Free/Reduced**                 **409**     **413**     **406**     **406**

  Number of Students Tested           56          75          57          54

  At or Above Basic                   82.1        89.3        70.1        68.5

  At or Above Proficient              33.9        40          24.5        27.8

  At Advanced                         14.3        18.7        7           3.7

  **2. No Free/Reduced Lunch**        **421.7**   **419**     **418**     **412**

  Number of Students Tested           116         130         120         106

  At or Above Basic                   98.3        90.8        87.1        80.5

  At or Above Proficient              63.2        59.3        52.3        40.7

  At Advanced                         31.6        38.5        30.3        12.4

  **3. African American**             **408.7**   **407.6**   **404**     **404**

  Number of Students Tested           24          23          28          18

  At or Above Basic                   91.7        78.2        67.9        61.1

  At or Above Proficient              25          21.7        28.6        16.7

  At Advanced                         8.3         8.7         3.6         11.1

  **4. White**                        **419.8**   **419**     **416**     **411**

  Number of Students Tested           132         158         145         142

  At or Above Basic                   94.7        94.3        85.3        79.4

  At or Above Proficient              59.1        57.6        47.1        39.4

  At Advanced                         30.3        34.8        27.4        9.7

  ** **                                                                   

  **STATE SCORES**                                                        

  **TOTAL MEAN SCORE**                **409**     **409**     **405.9**   **403.6**

  At or Above Basic                   74.3        74.3        67.1        61.6

  At or Above Proficient              35.6        36          26          23.6

  At Advanced                         15.3        15.3        9.6         8
  ----------------------------------- ----------- ----------- ----------- -----------

**GRADE 5**

## Test: Palmetto Achievement Challenge Test -- Mathematics

Edition/Publication Year 1999-2003 Publisher: [South Carolina Department
of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

The only students exempted from our state testing are our Limited
English Proficient (LEP) students who have been in the United States
fewer than three years. They were exempted based on their performance on
an LEP screening which indicated they did not have sufficient language
acquisition to understand the assessment. Based on new regulations,
these students participated in the state assessment for the first time
for the 2002-03 school year. No other groups were exempted from the
state testing.

**PERFORMANCE LEVELS**

Four performance levels have been established for PACT -- Advanced,
Proficient, Basic and Below Basic. These levels indicate how an
individual student is performing based on the curriculum standards
assessed by the PACT.

**ADVANCED**

A student who performs at the ADVANCED level on the PACT has exceeded
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is very well
prepared for work at the next grade.

**PROFICIENT**

A student who performs at the PROFICIENT level on the PACT has met
expectations for student performance based on the curriculum standards
approved by the State Board of Education. The student is well prepared
for work at the next grade. The PROFICIENT level represents the
long-term goal for student performance in South Carolina under the
requirements of No Child Left Behind.

**BASIC**

Performance at the BASIC level means a student has passed the test. A
student who performs at the BASIC level on the PACT has met minimum
expectations for student performance based on the curriculum standard
approved by the State Board of Education. The student is minimally
prepared for work at the next grade.

**BELOW BASIC**

A student who performs at the BELOW BASIC level on the PACT has not met
minimum expectations for student performance based on the curriculum
standards approved by the State Board of Education. The student is not
prepared for work at the next grade.

ASSESSMENT DATA

**CAROLINA FOREST ELEMENTARY**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**GRADE 5 - MATHEMATICS**

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

  Testing Month                       May         May         May         May

  **SCHOOL SCORES**                                                        

  **TOTAL MEAN SCORES**               **516.8**   **517.5**   **518**     **511**

  At or Above Basic                   88.6        87.2        87.2        76.3

  At or Above Proficient              48.9        55.1        57.3        37.5

  At Advanced                         26.2        25          29.9        17.5

  Number of Students Tested           141         164         164         160

  Percent of total students tested    100%        97.00%      94%         95%

  Number of Students Excluded         0           3           11          8

  Percent of Students Excluded        0%          3.00%       6.00%       5%

  **SUBGROUP SCORES**                                                     

  **1. Free/Reduced**                 **510**     **512**     **512**     **505**

  Number of Students Tested           47          64          52          45

  At or Above Basic                   76.5        82.8        73.1        60.1

  At or Above Proficient              36.1        42.2        42.3        24.5

  At Advanced                         10.6        6.3         23.1        8.9

  **2. No Free/Reduced Lunch**        **520.5**   **520**     **521**     **514**

  Number of Students Tested           94          100         112         115

  At or Above Basic                   94.6        89.4        93.8        83.1

  At or Above Proficient              57.2        61.4        64.3        42.4

  At Advanced                         35.2        34.1        33          21.2

  **3. African American**             **507.2**   **504.7**   **505**     **494**

  Number of Students Tested           17          27          18          15

  At or Above Basic                   64.7        66.6        61.1        33.3

  At or Above Proficient              23.5        22.2        27.8        0

  At Advanced                         5.9         3.7         16.7        0

  **4. White**                        **518.2**   **520.2**   **520**     **513**

  Number of Students Tested           109         134         135         137

  At or Above Basic                   93.6        92.3        91.6        81.5

  At or Above Proficient              52.3        62.2        62          41.5

  At Advanced                         28.4        29.5        31.7        18.6

  ** **                                                                   

  **STATE SCORES**                                                        

  **TOTAL MEAN SCORE**                **507**     **508**     **504.8**   **502.2**

  At or Above Basic                   73.6        70          62.1        58.7

  At or Above Proficient              31.1        28.7        27.1        19.9

  At Advanced                         12          11.1        10.9        7.7
  ----------------------------------- ----------- ----------- ----------- -----------