##### 2004-2005 No Child Left Behind - Blue Ribbon Schools Program (Revised 3-16-05) 

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Heather L. Byers]{.underline}

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

Official School Name [Dr. Hubert A. Eaton Sr., Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[6701 Gordon Rd.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_]{.underline}

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

[Wilmington \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_NC
\_\_\_\_\_\_\_\_\_\_28411-8465
\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [New
Hanover\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School
Code Number\*\_[\_650353\_\_\_\_\_\_\_\_]{.underline}\_

Telephone [( 910 ) 397-1544]{.underline} Fax [( 910 )
397-1546]{.underline}

Website/URL [www.nhcs.k12.nc.us/eaton]{.underline} E-mail
[eaton@wilmington.net]{.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. D. John Morris]{.underline}

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

District Name [New Hanover County]{.underline} Tel. [( 910 )
763-5431]{.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. Donald S. Hayes

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

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

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

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

### PART I ‑ ELIGIBILITY CERTIFICATION

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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.

Page 2 of 18

**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: [22]{.underline} Elementary
schools

[7]{.underline} Middle schools

[0]{.underline} Junior high schools

[5]{.underline} High schools

[3]{.underline} Other

[37]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 7,151.00]{.underline}

Average State Per Pupil Expenditure: [\$ 6,741.00]{.underline}

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

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

> \[ \] Urban or large central city
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] 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.

[3]{.underline} 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**    N/A       N/A                    N/A          **7**       N/A       N/A         N/A

  **K**       46        38                     84           **8**       N/A       N/A         N/A

  **1**       54        39                     93           **9**       N/A       N/A         N/A

  **2**       48        45                     93           **10**      N/A       N/A         N/A

  **3**       50        43                     93           **11**      N/A       N/A         N/A

  **4**       53        44                     97           **12**      N/A       N/A         N/A

  **5**       54        38                     92           **Other**   N/A       N/A         N/A

  **6**                                                                                       

                                    **TOTAL                                                   552
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

Page 3 of 18

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

6\. Racial/ethnic composition of [88]{.underline} % White

the students in the school: [7]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

[1]{.underline} % Multi

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year: [1
%]{.underline}

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  4
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           9
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   13
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 552
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  1
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          1
  --------- -------------------------------------------- ------------------

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

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

Number of languages represented[: 1]{.underline}

Specify languages: Indonesian

9\. Students eligible for free/reduced-priced meals: [14 %]{.underline}

Total number students who qualify: [79]{.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.

Page 4 of 18

10\. Students receiving special education services: [13 %]{.underline}

[71]{.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.

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

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

[0]{.underline} Deaf-Blindness [10]{.underline} Specific Learning
Disability

[1]{.underline} Emotional Disturbance [31]{.underline} Speech or
Language Impairment

[1]{.underline} Hearing Impairment [1]{.underline} Traumatic Brain
Injury

> [1]{.underline} Mental Retardation [1]{.underline} Visual Impairment
> Including Blindness

[2]{.underline} Multiple Disabilities [7]{.underline} Developmentally
Delayed

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 [27\_\_\_\_\_]{.underline} [0]{.underline}

Special resource teachers/specialists [8]{.underline} [0]{.underline}

Paraprofessionals [30]{.underline} [0]{.underline}

> Support staff [4]{.underline} [0\_\_\_\_\_\_\_]{.underline}
>
> Total number [70]{.underline} [0\_\_\_\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[23:1]{.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.)

  ---------------------------------- ------------ ------------ ------------
                                     2003-2004    2002-2003    2001-2002

  Daily student attendance           96 %         96 %         96 %

  Daily teacher attendance           95 %         96 %         96 %

  Teacher turnover rate              27 %         6 %          10 %
  ---------------------------------- ------------ ------------ ------------

Page 5 of 18

Part III -- SUMMARY

Dr. Hubert A. Eaton, Sr., Elementary School, which was built in 1997, is
located in the historical coastal town of Wilmington, North Carolina. We
are one of three year-round schools of the 37 schools in the New Hanover
County school system. Eaton Elementary is a year-round school of choice
serving 552 students. We have earned School of Excellence, the state's
highest achievement award, six out of seven consecutive years and the
Honors School of Excellence award last year, for meeting 100% of our
annual yearly progress goals (AYP), as defined by the *No Child Left
Behind Act.* The year-round schedule is a significant contributing
factor to our success because of the unique remedial opportunity,
occurring after each quarterly nine week period. It gives targeted
students 15 extra days of instruction a year and provides a continuous
program of learning without long term interruptions. Staff and students
have chosen to participate in year-round education and have a high level
of commitment to the concept. Because of long waiting lists each year, a
lottery system was designed to select the student population in the
fairest possible way, among those geographically eligible.

The schools mission is to involve all stakeholders working
collaboratively, in a child-centered goal oriented environment, which
emphasizes "positive attitude and atmosphere to create high
achievement". This is the school motto. We believe that all students can
meet rigorous standards, and "**All**" means "**All**". The Safe School
Plan along with our *Character Education* program, help to keep our
building secure, students safe and the campus bully-free. We believe in
content-rich cross-curricular instruction based on *Best Teaching
Practices* and scientifically based research, along with diligent
analysis of school performance indicators. We provide a balanced
curriculum and a balance of instructional activities, which keep
students involved in project oriented discovery. The commitment to the
use of current technology is evident in our computer lab and student
managed television studio. Eaton uses a team approach to analyze data
and recognize instructional needs. The school has many teams which meet
monthly or weekly to provide leadership, make staff development
recommendations, provide student support, instructional guidance, and
planning. Some teams include parent and community members. The Parent
Teacher Association (PTA) is very involved in improving school
facilities, academics, and volunteerism. It offers teachers many
competitive grants to purchase materials, programs, or equipment.

Eaton's population consists of 12% minorities, including African
American, Hispanic, Asian/Pacific Islander, American Indian, and
Multi-racial students. Socio-economically disadvantages students
eligible for free/reduced meals constitute 14% of our student
population. We do not receive Title I funds. Overall minority
proficiency in grades three through five, in the last three year period
was, 100% in math, and 96% in reading. Currently, 9% of students
participate in our gifted education program, *Soaring Achievement Great
Expectations* (SAGE). *The North Carolina Accountability Plan* (Part IV)
requires that all students are held accountable for growth. That
includes all students in special education programs. The special
education population includes 71 students, or 13% of our population.
These students participate in our Life Skills II Severe and Profound
class, Life Skills II Autistic classes, or Learning Disabilities
Resource classes. For the last three year period, remarkably, 100% of
special education students have been proficient. This area of high
performance is proudly included as part of our curriculum highlights
(Part V #3) because it relates so strongly to our mission. However, it
is not part of our AYP data because there are not enough students to
constitute a sub-group as outlined by the act. High staff and student
attendance rates help Eaton to have the opportunities daily to make
achievement happen. Consistently high school proficiency rates are
evidence of rigorous standards and high expectations for students and
staff, over the past three years. We are fortunate to have a "highly
qualified" team of teachers, parents, and community volunteers who work
together for the benefit of our students in Wilmington, North Carolina.
If selected, Eaton would be honored to share its successes with others
as a 2005 Blue Ribbon School.

Page 6 of 18

## PART IV -- INDICATORS OF ACADEMIC SUCCESS

**1. Meaning of Assessment Results:**

In 1996, the General Assembly of North Carolina passed a law to
establish a school--based management and accountability program. In
response to this, the state of North Carolina Department of Public
Instruction (DPI) implemented the "ABC" accountability program. The
accountability program measures the proficiency of students performing
at or above grade level and the growth performance of students on the
North Carolina End-of-Grade tests. The North Carolina End-of-Grade tests
are given in grades three through eight in the areas of reading and
mathematics. These curriculum-based multiple-choice achievement tests
are specifically aligned to the *North Carolina Standard Course of
Study* and include a variety of strategies to measure the academic
performance of students. Three types of scores are reported in each
subject area for the tests: developmental scale scores, percentiles, and
achievement levels.

The developmental scale score allows for the comparison of the students'
end-of-grade scores by subject from one grade to the next. The
developmental scale score is like a ruler that measures growth in
reading and mathematics from year to year. North Carolina sets
benchmarks to determine "expected growth" and "high growth" for students
and schools. The percentile compares the students' annual performance to
all North Carolina students who took the test in the "norming years."

Performance standards, called achievement levels, have been developed to
identify levels of student performance. Four achievement levels (I, II,
III, and IV) are reported in each subject area. Students performing at
Level I do not have sufficient mastery of knowledge and skills in the
subject to be successful at the next grade level. Students at Level II
demonstrate inconsistent mastery of knowledge and skills in the subject
area and are minimally prepared to be successful at the next grade
level. Students at Level III consistently demonstrate mastery of the
grade level subject matter and skills and are well prepared for the next
grade level. Students at Level IV consistently perform in a superior
manner clearly beyond that required to be proficient at grade level
work.

Eaton's proficiency rates continue to be extremely high as indicated by
data on pages 13-18. During the 2003-04 school year, 99% of all students
in grades three, four and five, scored at or above grade level in both
reading and math combined. We are proud that our sub-groups of African
American and socio-economically disadvantaged students continue to be
competitive in all grades, in all areas. In fact, 100% of African
American students were at or above grade level for third and fifth grade
in both reading and math, and fourth grade in math. Fortunately, the gap
has been closed at Eaton Elementary. This is a trend we intend to
continue.

Schools are recognized by North Carolina DPI for having a minimum of 90%
proficiency and making "high growth". Eaton received the honor of being
named a "School of Excellence" six out of seven years. This past year a
new award was given for schools meeting 90% or above proficiency,
meeting or exceeding "expected growth" and meeting 100% of the Adequate
Yearly Progress (AYP) goals. Eaton received this recognition of "Honor
School of Excellence".

For more information on state testing visit the state website at:
www.ncpublicschools.org/accountability/testing/briefs. Eaton's report
card is available on Eaton's website at:
[www.nhcs.k12.nc.us/eaton](http://www.nhcs.k12.nc.us/eaton)

Page 7 of 18

**2. Use of Assessment Data to Improve Student and School Performance:**

Eaton Elementary administrators and staff are continuously analyzing
data to improve student performance and achievement. Eaton uses a
variety of assessment tools and performance indicators to closely
monitor student progress. North Carolina End-of-Grade tests are
broad-based assessments that are used to measure reading and math
proficiency in grades three through five. These tests measure annual
growth and also allow us to compare our progress to similar schools
around the state. New Hanover County Schools have developed quarterly
benchmark assessments in grades kindergarten through fifth in math,
which follow curriculum pacing guides. Locally developed pre- and
post-tests in reading are given to measure specific instructional
objectives aligned with the *North Carolina Standard Course of Study*.
*Accelerated Reader* and *Study Island*, provide pre- and post-test
data, as well as specific diagnostic information in the form of
individualized student reports. This assessment data is continuously
monitored to differentiate instruction. The curriculum specialist,
gifted education teacher, special education staff and parent volunteers
meet with flexible groups within and across grade levels, to provide
specific instruction on identified objectives. Personal Education Plans
(PEP's) are collaboratively developed by teachers, parents, and students
for those students not making adequate progress. These PEP's are
reviewed and revised throughout the academic year. Students not meeting
quarterly objectives are recommended for a week of remediation, during
the three-week intersession, which is unique to a year-round program.
This provides up to 15 additional days of rigorous and intensive
instruction with a 1:4 teacher-student ratio. Dedicated staff provide
weekly after-school tutoring, and the after-school staff provides a
daily homework lab.

**3. How the School Communicates Student Performance:**

Assessment results are communicated in a multitude of ways to various
stakeholders throughout the year. During the first weeks of school,
Eaton conducts a parent open-house. This is to inform parents and
students of grade level objectives and classroom expectations. Parents
and students look forward to receiving narrative interim progress
reports and report cards eight times a year. Teachers encourage and
welcome parent conferences throughout the year, but a student-led
conference is scheduled mid-year. Students and parents can track the
daily performance through weekly folders sent home containing work
samples and comments. Weekly classroom newsletters, PTA newsletters, and
school meetings are other tools we use to communicate performance.
School web pages post the news, daily assignments, projects, events,
Eaton's North Carolina Report Card, and the School Improvement Plan.
Special meetings are held with parents to explain assessments. One
meeting highlighted the state's yearly narrative writing assessment, and
how families can help students perform successfully. From this meeting,
we recruited a large team of parent and community volunteers to be part
of our regionally recognized *Writing Conference Team*. Dozens of
parents confer with the Student Support Team (SST) to communicate about
the special needs of their child. The outside community receives news of
Eaton's achievements and progress through the newspaper, county, local,
and school television broadcasts, and the roadside message board. North
Carolina State and New Hanover County officials visit annually to
commend the student body on its performance. With much fan-fare, the
entire school community gathers together to sing the school song, and
accept awards and achievement banners.

Page 8 of 18

**4. How the School Shares Successes:**

Eaton Elementary shares its successes with other schools locally,
regionally, and nationally. During periodic county wide meetings, New
Hanover County teachers from 22 schools convene in grade levels to share
successful strategies and programs. As a result of this, teams of
visiting teachers and administrators, come to learn about: center-based
instruction, the *Writing Conference Team* project, cross-curricular
thematic planning, and the student managed television studio. An
administrative group called a "cadre" consisting of six principals,
meets monthly to tour schools and exchange information. As a result of
this exchange, many visitors have come to learn about Eaton's unique
"open library system". Several Eaton teachers led workshops at the
annual "Continuous Improvement Conference", "University of North
Carolina Technology Conference", and the *Southeast Regional Educational
Alliance* training center. The school administration and selected staff
was invited to present "Raising the Rooftop on Writing Scores" to a
broad state-wide audience. As a result, many participants visited Eaton
to receive on-site training. The school has hosted both the North
Carolina Teaching Fellows and Principal Fellows, who will carry Eaton's
programs and ideas to new schools. Additionally, several staff members
have taught or lectured at our local university, University of North
Carolina at Wilmington. Staff and students shared successes at school
board meetings and on a county television broadcast. The
Superintendent's Forum is a place where teacher representatives exchange
ideas. Classroom teachers consistently receive "Renaissance Model
Classroom" and "Renaissance Model Library" awards, and were honored to
be part of a roundtable at the "National Reading Renaissance Conference"
to share those successes. When we open our doors to sharing, we realize
that it is a mutually beneficial experience.

Page 9 of 18

PART V -- CURRICULUM AND INSTRUCTION

**1. Description of School Curriculum:**

Like all North Carolina public schools, Eaton follows the *North
Carolina Standard Course of* Study for instruction in English Language
Arts, Mathematics, Science, Social Studies, Technology Skills,
Information Skills, Healthful Living, and the Arts. "Cross-curricular
learning" is at the heart, or core of each area of instruction;
therefore no subject area is taught in isolation. Lessons are structured
so that learning connections will be made which will extend beyond the
parameters of the subject, and encourage children to "learn by doing."
The production of unique work products is encouraged in science and
social studies. By expecting a portion of each child's day to include
self-selected activities, students' interest and motivation to achieve
are heightened. The most significant program contributing to overall
student success is *Write From the Beginning* and *Thinking Maps*. Both
programs utilize graphic organizers to guide student thinking and
organize concepts.

Cross-curricular learning and learning by doing can clearly be
demonstrated by the use of the *Full Option Science System,* (FOSS
Kits), from University of California at Berkley. All kindergarten
through fifth grade students actively collaborate, using these specially
prepared, restockable, hands-on science/math kits to learn about the
world through experimentation and problem solving. It is Eaton's
expectation that students routinely use concrete manipulatives to
understand abstract ideas in both science and math. While completing
weekly science kit lessons, curricular areas are connected through:
student inquiry, research, writing, analysis and project construction.
Each week a progressively more complex science kit project is
implemented. Cross-curricular project study such as this, whether
indoors in classrooms and computer labs, or outdoors in the school
garden, intersect every area of curriculum.

Art, music, physical education teachers and the guidance counselor
regularly plan with classroom teachers to reinforce key content in their
respective programs. Students in physical education learn to throw a
ball at various angles, learn about relative location on fields, and
compass directions. They calculate scores mentally, graph results, and
work collaboratively to solve problems, crossing into math and social
studies. Music class integrates the arts, language skills, and research
skills regularly. Our music program crosses into the English Language
Arts domain and visual arts when the children become songwriters,
playwrights, presenters and performers. The guidance program objectives
are integrated throughout lessons using *Character Education*
foundations. Because of the commitment to team planning, teachers know
what key concepts to reinforce at each grade level.

Social Studies curriculum blends with all reading, writing and the arts.
This was demonstrated when third graders created a school wide faux "wax
museum", and invited the community to hear autobiographical speeches.
Students wore costumes made in visual arts class as they recited
well-researched life stories of "self-selected" historical figures.

Similarly, the literature rich reading program (*McGraw-Hill*) is the
basis of cross-curricular thematic integrated learning. Units of study
often spin off from basal reader themes. Written responses to
literature, as well as student discussion groups, promote creative and
critical thinking. Seminar style discussions promote respect and
tolerance for peer opinion, an important life long character building
attribute.

The Media center, which is considered the hub of learning at Eaton
Elementary, helps make the integration of subject matter a reality for
learners. The Media Center allows students and teachers to use the
facility as needed for research study, informational skill lessons, and
self-selected reading. Classes can schedule large blocks of time for
guided cross-curricular studies with the support of the media
coordinator and curriculum specialist.

Page 10 of 18

**2. Reading Curriculum:**

The *McGraw-Hill* reading series meets all of the goals and objectives
of the reading components of the

The *North Carolina Standard Course of Study* for the *English Language
Arts Curriculum*, of which reading is a part. It is the center of our
program, but not the sole program. Basal literature is shared whole
group as well as small group. Flexible groups of five to six students
are matched to thematically related, supplemental books "below, on, or
above" level. Following the small group instruction, all students are
able to participate in cross-curricular reading activities, in books at
appropriate levels, because they use the same theme and vocabulary words
as the basal. All students can read successfully about the same topic.
Thematic reading units are enhanced by periodic novel studies. It is
very important to us that students be matched to appropriately leveled
books, whether for basal reading, novel study, or pleasure. Students who
need extra support beyond the leveled texts, receive individual
instruction from a specialist, or receive additional direct reading
instruction using the *Scientific Research Associate* (SRA) program.
This is a prescriptive repetitive oral reading program that is excellent
for students below grade level. We believe that children, who practice
daily self-selected reading, become life long readers. Therefore, we
chose the *Accelerated Reader* program, which is part of the nationally
recognized *Reading Renaissance* program, because it monitors daily
self-selected reading. Each child is tested to determine an independent
reading level. Children select books, which match that level. Computer
quizzes monitor individual student progress. The curriculum specialist
designs customized reading lists based on the interest of at-risk
readers. It is essential to match students with books, read to them
daily, and celebrate their successes. With the implementation of the
programs we have chosen, every child can be a successful reader.

**3. Self-Help/Daily Living Curriculum:**

One of the most critical components of our school's mission statement is
the component that "**All"** means "**All"**. The curriculum area that
we are most proud of is our self-help/daily living curriculum, which
serves our severe and profound special needs students. The primary
purpose of this special education program is to help students with
severe disabilities lead successful and personally fulfilling lives now
and in the future. The curriculum is designed to prepare the students to
function as independently as possible in an integrated society. It
includes a broad range of skills that are chronologically
age-appropriate and useful to the learner. Skills are developed to
increase autonomy, encourage constructive codependence, and nurture
problem solving in the home, school, and community. These students
participate in the state's alternative assessment, consistently
achieving 100% proficiency. We attribute their success to many factors,
first and foremost of which is the phenomenal staff. The lead teacher
individualizes the curriculum to meet each student's needs on a daily
basis. There are many specialized resources available that support the
curricula. The most valuable resource used is the A*ssistive
Technology/Augmentive* C*ommunication* program. Both hardware and
software are used to increase and provide appropriate alternatives to
communication, mobility, academic performance and other motor skills.
These are needed to assist in the curricula goals and the Individualized
Education Plan's (IEP). Many specialized equipment and materials have
been obtained through competitive award winning grants written by the
teacher. Eaton is an inclusive school and welcomes students to
participate in all programs and activities.

Page 11 of 18

**4. Different Instructional Methods to Improve Student Learning:**

Instructional methods vary from "skill and drill" to ocean studies
aboard a ship at sea! A balanced curriculum warrants a balanced
instructional approach. The instructional day begins with student led
character building thoughts for the day, a pledge to our country, and a
respectful moment of silence. Each classroom has a brief paper-pencil
mini-assessment of isolated skills from the previous day. This provides
both an "anchor" to the day and a connection to previous learning.
Beyond that, methods vary significantly throughout the school. Several
teachers use center-based instruction, others a "whole group to small
group" approach. Both allow for teachers, assistants, and parent
volunteers to differentiate instruction to an individual learner's
needs. Music, song, and chants are regularly used to reinforce learning.
Some methods result in noisy excitement and others near silence as faint
classical music encourages creative writing, while teachers and trained
volunteers conference with students. A key instructional method is the
consistent use of high level question stems from [Dimensions of
Thinking,]{.underline} by Robert J. Marzano. These question stems
promote critical thinking. Learning logs provide opportunity for student
reflection. Teachers use technology available, such as: computers,
*AlphaSmarts,* overhead visuals, tape recordings, cameras, and
television video equipment. A variety of computer software programs are
used to reinforce skills and create spreadsheets from student collected
data. Making multi-dimensional constructs provides hands-on
collaborative discovery for learners. Field trips, videos, and the media
center are used to connect learning to the real world. Whole body
kinesthetics are used, not just for sports, but to teach concepts like
parallelism, and perpendicularity. Colored yarns pasted on paper, allow
math students to "touch and feel" various angles. Eaton teachers provide
a great variety and balance of instructional methods appealing to the
visual, auditory, kinesthetic, emotional, and intellectual learning
styles of all students.

5.  **Professional Development Program:**

Eaton teachers are committed to professional development. Teachers hold
a significant number of advanced teaching degrees and *National Board
Teacher Certifications.* The school currently leads New Hanover County
Schools with 30% of the staff nationally certified. The *System for
Evaluating and Assessing Professional Development* (*SEA*) is an
important tool to manage and evaluate the effectiveness of all
professional development. *SEA* meets the requirements of the *No Child
Left Behind Act* providing "high quality" professional development based
on "sustained, intensive, classroom-focused" activities that are
regularly evaluated for impact on student achievement. Staff select
local, regional, and national workshops based on Individual Teacher
Growth Plans and the School Professional Development Plan. The plan is
based on assessment data, scientifically based research, and a review of
the current literature. [Teaching Reading in the Middle]{.underline}
[Schools]{.underline}, by nationally recognized reading specialist,
Laura Robb, is one example of staff literature study. Professional
development on a core of school wide programs, is provided annually.
This core includes *Reading Renaissance, Thinking Maps, Write From the
Beginning, and Foss* science kits. Collaborative planning of
professional development activities, analysis of activities by SEA
system and good communication of those activities, keep both staff and
students continually learning.

Page 12 of 18

**North Carolina End-of-Grade Test Results**

**Eaton Elementary**

**Grade 3 Reading**

+--------------------------------------+-------+-------+-------+-------+
|                                      | **2   | **2   | **2   | **2   |
|                                      | 003-2 | 002-2 | 001-2 | 000-2 |
|                                      | 004** | 003** | 002** | 001** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | May   | May   | May   | May   |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 98    | 97    | 95    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 81    | 65    | 65    | 70    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 93    | 100   | 92    | 77    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Valid Scores               | 93    | 100   | 92    | 77    |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100   | 100   | 100   | 100   |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 98    | 97    | 97    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 83    | 67    | 68    | 74    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 80    | 87    | 76    | 65    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. African American                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 92    | 80    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 50    | 50    | 50    | 50    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 6     | 8     | 12    | 10    |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Socio-Economic Disadvantaged     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 98    | 98    | 87    | N/A   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 52    | 66    | 52    | N/A   |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 13    | 13    | 13    | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 82    | 80    | 80    | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

Page 13 of 18

> **North Carolina End-of-Grade Test Results**
>
> **Eaton Elementary**
>
> **Grade 3 Math**

+--------------------------------------+-------+-------+-------+-------+
|                                      | **2   | **2   | **2   | **2   |
|                                      | 003-2 | 002-2 | 001-2 | 000-2 |
|                                      | 004** | 003** | 002** | 001** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | May   | May   | May   | May   |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 99    | 100   | 95    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 81    | 70    | 60    | 70    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 93    | 100   | 92    | 77    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Valid Scores               | 93    | 100   | 92    | 77    |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100   | 100   | 100   | 100   |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 99    | 100   | 97    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 85    | 70    | 65    | 79    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 80    | 87    | 76    | 65    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. African American                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | 100   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 50    | 75    | 25    | 20    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 6     | 8     | 12    | 10    |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Socio-Economic Disadvantaged     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | N/A   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 71    | 66    | 62    | N/A   |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 13    | 13    | 13    | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 88    | 87    | 77    | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+

Page 14 of 18

> **North Carolina End-of-Grade Test Results**
>
> **Eaton Elementary**
>
> **Grade 4 Reading**

+--------------------------------------+-------+-------+-------+-------+
|                                      | **2   | **2   | **2   | **2   |
|                                      | 003-2 | 002-2 | 001-2 | 000-2 |
|                                      | 004** | 003** | 002** | 001** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | May   | May   | May   | May   |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 98    | 99    | 98    | 99    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 71    | 59    | 64    | 58    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 97    | 93    | 95    | 71    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Valid Scores               | 97    | 93    | 95    | 71    |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100   | 100   | 100   | 99    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 1     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0     | 0     | 0     | 1     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 99    | 99    | 98    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 72    | 65    | 68    | 59    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 86    | 77    | 82    | 63    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. African American                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 88    | 100   | 90    | 100   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 63    | 27    | 40    | 43    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 8     | 11    | 10    | 7     |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Socio-Economic Disadvantaged     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 99    | 87    | N/A   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 65    | 49    | 53    | N/A   |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 14    | 12    | 13    | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 83    | 81    | 77    | N/A   |
+--------------------------------------+-------+-------+-------+-------+

Page 15 of 18

> **North Carolina End-of-Grade Test Results**
>
> **Eaton Elementary**
>
> **Grade 4 Math**

+--------------------------------------+-------+-------+-------+-------+
|                                      | **2   | **2   | **2   | **2   |
|                                      | 003-2 | 002-2 | 001-2 | 000-2 |
|                                      | 004** | 003** | 002** | 001** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | May   | May   | May   | May   |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | 100   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 85    | 90    | 84    | 85    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 97    | 93    | 95    | 72    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Valid Scores               | 97    | 93    | 95    | 72    |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100   | 100   | 100   | 100   |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | 100   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 85    | 92    | 92    | 84    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 86    | 77    | 82    | 64    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. African American                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | 100   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 75    | 73    | 40    | 86    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 8     | 11    | 10    | 7     |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Socio-Economic Disadvantaged     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | N/A   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 73    | 73    | 73    | N/A   |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 14    | 12    | 13    | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 93    | 92    | 89    | N/A   |
+--------------------------------------+-------+-------+-------+-------+

Page 16 of 18

> **North Carolina End-of-Grade Test Results**
>
> **Eaton Elementary**
>
> **Grade 5 Reading**

+--------------------------------------+-------+-------+-------+-------+
|                                      | **2   | **2   | **2   | **2   |
|                                      | 003-2 | 002-2 | 001-2 | 000-2 |
|                                      | 004** | 003** | 002** | 001** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | May   | May   | May   | May   |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 100   | 99    | 92    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 64    | 75    | 64    | 56    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 92    | 95    | 74    | 91    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Valid Scores               | 92    | 95    | 74    | 91    |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100   | 100   | 100   | 99    |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 1     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0     | 0     | 0     | 1     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 100   | 99    | 91    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 74    | 78    | 65    | 55    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 72    | 80    | 66    | 67    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. African American                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | 94    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 31    | 55    | 43    | 50    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 13    | 11    | 7     | 18    |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Socio-economic Disadvantaged     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 100   | 92    | N/A   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 53    | 76    | 64    | N/A   |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 14    | 12    | 9     | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 88    | 86    | 85    | N/A   |
+--------------------------------------+-------+-------+-------+-------+

> Page 17 of 18
>
> **North Carolina End-of-Grade Test Results**
>
> **Eaton Elementary**
>
> **Grade 5 Math**

+--------------------------------------+-------+-------+-------+-------+
|                                      | **2   | **2   | **2   | **2   |
|                                      | 003-2 | 002-2 | 001-2 | 000-2 |
|                                      | 004** | 003** | 002** | 001** |
+--------------------------------------+-------+-------+-------+-------+
| Testing month                        | May   | May   | May   | May   |
+--------------------------------------+-------+-------+-------+-------+
| **SCHOOL SCORES**                    |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 100   | 98.7  | 97.8  |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 93.5  | 97.9  | 88    | 82.6  |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 92    | 95    | 75    | 92    |
+--------------------------------------+-------+-------+-------+-------+
| Number of Valid Scores               | 92    | 95    | 75    | 92    |
+--------------------------------------+-------+-------+-------+-------+
| Percent of total students tested     | 100   | 100   | 100   | 100   |
+--------------------------------------+-------+-------+-------+-------+
| Number of students excluded          | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
| Percent of students excluded         | 0     | 0     | 0     | 0     |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| 1\. White                            |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 99    | 100   | 99    | 100   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 93    | 100   | 88    | 88    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 72    | 80    | 67    | 68    |
+--------------------------------------+-------+-------+-------+-------+
| 2\. African American                 |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 100   | 94    |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 92    | 82    | 86    | 61    |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 13    | 11    | 7     | 18    |
+--------------------------------------+-------+-------+-------+-------+
| 3\. Socio-Economic Disadvantaged     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 100   | 100   | 99    | N/A   |
|                                      |       |       |       |       |
| (on grade level)                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At Level IV                       | 79    | 84    | 88    | N/A   |
|                                      |       |       |       |       |
| (above grade level)                  |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| Number of students tested            | 14    | 12    | 9     | N/A   |
+--------------------------------------+-------+-------+-------+-------+
|                                      |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| **STATE SCORES**                     |       |       |       |       |
+--------------------------------------+-------+-------+-------+-------+
| \% At or Above Level III             | 92    | 90    | 88    | N/A   |
+--------------------------------------+-------+-------+-------+-------+

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