##### *REVISED 3/17/05*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

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

Name of Principal [Mr. Walter D. Peterson]{.underline}

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

Official School Name [Clearmont Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address­ [1175 Clearmont School Rd]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[\_\_\_\_\_Burnsville\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_N.C.\_\_\_\_\_\_\_\_\_\_28714-0190\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [­­­\_\_\_\_\_\_Yancey
County\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}School Code
Number\*\_\_\_\_\_[995-320]{.underline}\_\_\_\_\_\_

Telephone [( 828 ) 682-2337]{.underline} Fax [( 828 )
682-3656]{.underline}

Website/URL [www.yanceync.net/ces](http://www.yanceync.net/ces) E-mail
[wdpeterson \@yanceync.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. Vernon Chapman]{.underline}

District Name [Yancey County]{.underline} Tel. [( 828 )
682-6101]{.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

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.

**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: [\_\_6\_\_]{.underline}
Elementary schools

[\_\_2\_\_]{.underline} Middle schools

[\_\_0\_\_]{.underline} Junior high schools

[\_\_1\_\_]{.underline} High schools

[\_\_\_\_\_]{.underline} Other

[\_\_9 \_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\$8,566\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$6,741\_\_\_\_\_]{.underline}

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[10]{.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**                                                  **7**                             

  **K**       11        9                      **20**       **8**                             

  **1**       12        6                      **18**       **9**                             

  **2**       7         10                     **17**       **10**                            

  **3**       15        8                      **23**       **11**                            

  **4**       8         14                     **22**       **12**                            

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

  **6**                                                                                       

                                    **TOTAL                                                   125
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [\_\_98\_\_\_]{.underline}% White

the students in the school: % Black or African American

[2]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
[\_\_\_\_10\_\_\_\_]{.underline}%

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

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

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

  **(3)**                   Subtotal of all transferred 12
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 125
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0
                            by total in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_0\_\_\_]{.underline} %

[\_\_0 \_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_1\_\_\_\_]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_\_62\_\_\_]{.underline} %

Total number students who qualify: [\_\_\_\_78\_\_]{.underline}

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

10\. Students receiving special education services:
[\_\_9\_\_\_\_]{.underline} %

[\_\_11\_\_\_\_]{.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.

\_\_[1\_]{.underline}Behavioral Emotionally Disabled

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

\_\_\_\_Deafness \_[1]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[8]{.underline}\_\_Specific Learning Disability

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

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_[6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[20]{.underline}\_\_\_ \_\_\_[4]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_[21 TO
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   2000-2001   1999-2000

  Daily student attendance   96 %        94 %        94 %        94 %        96 %

  Daily teacher attendance   94 %        93 %        92 %        96 %        93 %

  Teacher turnover rate      17 %        0 %         0 %         0 %         0 %

  Student dropout rate       N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

# Part III -- SUMMARY

Clearmont Elementary School is located approximately 10 miles north of
Burnsville in rural Yancey County in the mountains of western North
Carolina. Clearmont School has been the heart of this economically
disadvantaged community since 1918. The present building first opened as
a 1^st^ -- 12^th^ grade school in 1937. Most of the current students
represent the 4^th^ generation in their family to receive their
education within the sturdy rock walls of Clearmont School. At this
time, approximately 70% of our faculty and staff attended Clearmont
School as students. Our custodian (Clearmont Class of 1957) has been on
the job for the past 27 years; his father was custodian the previous 25
years. Three teachers have parents who also taught at Clearmont. Eight
faculty and staff have children who attended or are now enrolled in the
school. The campus is used most weekends for family reunions, birthday
parties, funerals, church, or political events. This school is the
center of educational and social activities for this community. Their
past, present, and hope for a brighter future are focused on and around
Clearmont School.

Today, Clearmont has an enrollment of 125 students in grades
Kindergarten through 5^th^ grade. We have one class per grade level with
an average of a little more than 24 students per class. The school is a
Title I school with 64% percentage of students on the Free/Reduced lunch
program. This is the highest percentage of Free /Reduced lunch of all
the schools in the county. The small, community school atmosphere
creates a warm learning environment that helps our students overcome
their economic disadvantage.

Clearmont's vision statement is **"A Brighter Future for Our
Students."** Acting on this vision, Clearmont's faculty recently applied
for and received a major federally funded technology grant in connection
with the Enhancing Education Through Technology (EETT) portion of "No
Child Left Behind". This grant, called The IMPACT Grant, is a one
million three hundred and fifty dollar grant designed to create a
technology rich, collaborative learning environment. As an IMPACT model
school, collaboration, flexible scheduling of the media and computer
lab, technology integration, and high quality staff development are the
foundation of the educational offering at Clearmont. As a direct result
of the grant, Clearmont has a full time Media Center Coordinator, a full
time Technology Facilitator, and a full time Technician. All of our
classrooms have interactive white boards, ceiling mounted data
projectors, and document cameras. Our teachers have laptop computers and
PDA's. We have two mobile laptop labs each with 25 Dell laptop
computers. We have wireless Internet connectivity through out the
school. Our students are allowed to checkout laptop computers for home
use. The laptops go home with an Internet dialup account. Our teachers
benefit from high quality staff development that includes attending
state and national conferences.

The hard work by the highly qualified, veteran staff combined with
visionary leadership has resulted in a marked increase in student
achievement as reflected by North Carolina's End Of Grade (EOG)
assessment program. Clearmont student achievement has increased from a
5-year average of below 80% of its students at or above grade level to
99 % of its students at or above grade level in just 3 years. The last
two years, Clearmont was recognized as a North Carolina "School of
Excellence- High Student Growth". Last years EOG scores ranked 3^rd^
highest in western North Carolina schools, which were among the highest
in the state. Clearmont has consistently made "Annual Yearly Progress"
(AYP) as defined by NCLB. This is a wonderful accomplishment for this
small, rural school.

**[Part IV- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  **North Carolina's Testing Program and Clearmont's Assessment
    Results**

During the final two weeks of each school year, all students in grade 3,
4 and 5 take the state-required multiple-choice North Carolina End-of
Grade (EOG) tests in Reading and Mathematics. The scores on the tests
are one way to assess how well each child is doing in school and how the
school as a whole is doing compared to other schools in North Carolina.
The North Carolina-developed tests are aligned with the state-mandated
curriculum described in the *North Carolina Standard Course of Study,*
which is closely aligned with national curriculum standards. Four
achievement levels represent predetermined performance standards and are
reported for each student in reading and in math. Students achieving
Level III and Level IV are considered to consistently demonstrate
mastery of the grade-level subject matter and skills and are well
prepared for the next grade level.

North Carolina's testing program recognizes schools with awards and
recognition. The award or recognition a school receives is determined by
the school's attainment as reflected in the growth composite and the
performance composite. ABCs awards and Recognition Categories are; Honor
Schools of Excellence, School of Excellence, School of Distinction, and
School of Progress.

Clearmont Elementary School has made dramatic progress over the last
four years. Before this, (from 1996- 2000) Clearmont averaged 75 percent
of its students at or above Achievement Level III. Over the next four
years (2001-2004), Clearmont students have shown impressive gains
averaging 92 percent on End of Grade tests. In the school year
2000-2001, Clearmont was first recognized as a School of Distinction
jumping from 73 percent to 86 percent of its students at or above
Achievement Level III. In the 2002-2003 school year, Clearmont made
another impressive jump having 97 of its students score at or above
Achievement Level III. This is the first year that Clearmont became a
School of Excellence. This is also the year that the staff began
planning for and implementation of the IMPACT Model Grant. For the
2003-2004 school year, 99 percent of the students achieved at or above
Achievement Level III and met AYP therefore receiving Honor School of
Excellence recognition. There were no discrepancies among subgroups. In
fact, for the 2002-2003 and 2003-2004 school years, 100% of Clearmont
Elementary School's fifth grade students passed both the math and
reading sections of North Carolina's EOG testing. For our scores to go
from a low of 73 in the spring of 2000 to a high of 99 in the spring of
2004 is a tribute to the hard work and dedication of Clearmont's
students and teachers, along with continued involvement and support from
our parents. More information about North Carolina's ABC testing program
can be obtained at:
[www.ncpublicschools.org/](http://www.ncpublicschools.org/) .

2.  **Using assessment Data to Understand and Improve Student Learning**

The principal compiles and distributes to every teacher the information
on Clearmont's End of Grade testing results as soon as the data becomes
available. The principal meets with the teachers individually to review
and discuss the results before the end of the school year. During the
summer break, the principal reviews the testing data once again. During
this second review, data is disaggregated in a variety of different
ways. All subgroups or potential subgroups are studied to expose areas
of weakness that should be addressed for that particular subgroup at the
next grade level. One of the major pieces of data that is examined is
the *Summary Goal* report for each student subgroup as identified by
NCLB. This report gives data on student performance on each performance
goal of the EOG test.

In addition to examining test score to show student performance,
Clearmont looks at trends in the test results that might indicate areas
where teacher instruction might need more support. This information also
helps drive our staff development activities. At the beginning of the
next school year, the principal meets with each individual teacher and
examines this disaggregated testing data to discuss strategies to
address any area of concern. Teachers see this as a necessary step in
giving them the support they need to insure academic success for
Clearmont's students.

As a result of these meetings, plans are made to address the needs
identified by our testing data. These plans include how we schedule our
Title One program and the emphasis of that program at the different
grade levels and with the different subgroups. This data also drives how
we schedule our after-school enrichment and remediation activities
during the school year. These activities are concentrated in the early
months of the spring semester. This allows teachers to have sufficient
time to more accurately identify the individual needs of our students.
Our after school enrichment and remediation program is driven by
educational technology as a part of the IMPACT program. Activities
include software and online resources that allow our teachers to track
the individual progress of our students.

3.  **Communication of Student Performance to Parents, Students and the
    Community**

Clearmont School's performance on North Carolina's ABC assessment is
communicated in a variety of ways to our parents, students and the
community. Students and parents receive a report on how the student
performed on the End of Grade Tests in Reading and Mathematics. This
information shows how the student did in relation to the school district
and the state average. This information includes the achievement level
of the student, which can be a Level I, II, III or IV. Level III & Level
IV are considered as showing adequate yearly progress. This data is also
placed in the student's cumulative folder.

In addition to this individual student data, every year our parents
receive a printed copy of our school report card. This report card
details information about how Clearmont School performed on the
assessment tests in relation to other schools in the district and the
state. It indicates how the school did in regards to AYP and the
requirements of NCLB. A website for more detailed information is
included in the information sent to parents.

Our parents and community members can receive information about North
Carolina's assessment during Parent/Teacher Organization (PTO) meetings.
After a detailed PowerPoint presentation, parents and community members
are given the opportunity to ask questions about the testing process in
North Carolina.

All school level testing information is made available to the local
newspaper and radio station as well as the regional newspaper and
television station. Data provided includes student growth gains, school
composite score, AYP information, and ABC status.

4.  **Sharing Success with Others**

Clearmont has made a special effort to share its success and the IMPACT
model with other schools in the local school system, neighboring school
systems, and across the state. Clearmont's teachers and principal have
made over 10 formal presentations about our IMPACT program including
presentations at N.C State University's Friday Center, Wake County
Schools, Mitchell County Schools and several at the North Carolina
Education Technology Conference. Many of these presentations have come
at the request of the North Carolina Department of Instruction.

Clearmont has hosted visits and guests for staff development activities
from over twenty different schools including two high schools, two
middle schools, and one school from Tennessee. Staff development
activities include training on unique technology and software for use in
the classroom. Many of the staff development activities emphasize the
major components of the IMPACT model including integration of
technology, collaboration, and flexible scheduling of the media center
and computer lab.

In addition to this, Clearmont's IMPACT program includes a Sister School
piece that is designed to provide collaboration and staff development
opportunities with these Sister Schools. Tipton Hill Elementary, in
Mitchell County, and Harkers Island, in Carteret County, are Clearmont's
two sister schools. Collaboration activities have included students from
these schools developing presentations about their local communities and
their individual counties and sharing with the other schools. The
principals and selected staff from these schools have benefited by
attending the best state and national education technology conferences
all across the United States. Conferences attended include, The National
Education Computing Conference, the Florida Educational Technology
Conference, and the North Carolina Educational Technology Conference.
Clearmont continues to look for opportunities to share our successes and
learn from other schools' successes.

**[Part V -- CURRICULUM AND INSTRUCTION]{.underline}**

> **1. Describe in one page the schools curriculum.**

Clearmont Elementary School strongly emphasizes the *North Carolina
Standard Course of Study* in implementing our core curriculum. As a
recipient of the North Carolina IMPACT model grant, we are able to
integrate technology into all areas of our core curriculum at a more
advanced level. Our core subject areas consist of English Language Arts,
Math, Science, and Social Studies in the classroom, along with an Arts,
Music, and Physical Education programs delivered by subject area
specialist teachers.

Following the NC standard course of study, our English Language Arts
program focuses on the three language strands: oral language, written
language, and media/technology use. The spiraling design that allows for
same skill development to progress over time is assisted by the use of a
networked digital portfolio of each student. Sample written, audio, and
sometimes-digital video of student work and skill level allows teachers
to assess strengths and weaknesses. Using this digital documentation,
teachers can continually assess student ability and growth. Our written
language is supported not only by development of handwritten skills but
also by content and comprehension using distance educational cooperative
learning opportunities with "ePals" and producing digital copies of
written work to publish and share. Oral language is encouraged and
developed by presentations and multimedia products.

Our Mathematics program is highly integrated into the other subject
areas using technology to prepare graphs charts and provide visual
connections to mathematical concepts. A strong emphasis is placed on
building a solid understanding of number facts, the computational
process and operations concepts, and developing problem solving skills.
Blending these concepts with the study of other subject areas promotes
the contextual use of mathematics and its application while helping
students continually practice and build skills throughout the entire
school year.

Our Science and Social Studies curriculums are also highly supported by
our access to new technologies. Starboards and visual presenters along
with Internet resources allow for classrooms to be interactive and more
student-led in investigating ideas emphasizing concepts. Students are
able to virtually dissect and investigate animals or owl pellets as well
as access maps and current events for social studies. The supporting
technology aids our teachers in addressing different learning styles.

Study of the arts is provided weekly in music and art classes for all
grade levels. Our local Toe River Arts Council that schedules events
featuring local and traveling cultural artists also supports this
program.

The quality of curricular instruction our students receive is greatly
enhanced by the collaborative efforts of the classroom teacher, media
coordinator, and technology facilitator. The implementation of the North
Carolina IMPACT model using flexible scheduling to allow project-based
learning to thrive gives life and vigor to the curriculum and classroom
setting. The blend of technology and integrated subjects gives Clearmont
students a richer and deeper understanding of the emphasized North
Carolina standards so as to prepare them for an information age of
literacy.

**2A.** **Clearmont's Reading Curriculum**

Clearmont Elementary reading curriculum is based on the *North Carolina
Standard Course of Study*, which is closely aligned with the *National
Reading Standards* for English/Language Arts. Teachers use a variety of
strategies and methods to address the different learning styles of our
students. Representatives from every elementary school in the system
selected the Scott Foresman textbook for use throughout the county. All
of our K-2 teachers work with students in areas including phonemic
awareness, phonics, vocabulary instruction and sight-word recognition.

Collaborative teaching is a major part of Clearmont's IMPACT program.
Teachers receive high quality staff development and given extra planning
time to work with our Media Center Coordinator and our Technology
Facilitator to develop collaborative reading activities for our
students. Flexible access to the media center and computer lab allows
for this type of collaboration to occur. Clearmont's Title I teacher
works in conjunction with the regular classroom teachers to reduce class
size specifically for reading instruction. K-2 classes are split into
two or three small groups and participate in reading activities that
last from 20-30 minutes per group. Groups then rotate so that all
students benefit from all activities.

Technology is heavily intergraded throughout Clearmont's educational
curriculum including reading. Clearmont's teachers take advantage of the
readily accessible technology made available to them through the IMPACT
program. All of our K-2 classrooms have 5 or more wireless laptops for
use by individual or small groups of students. Our teachers also have
access to mobile laptop labs and a desktop computer lab for large-group
or whole-class activities. These computers are used to incorporate many
online resources into classroom activities. These resources include
websites and subscriptions services such as
[www.starfall.com](http://www.starfall.com/) and K-2 Learning
Milestones. Software resources include *Orchard, Accelerated Reader*,
and *STAR Reading* program. These resources allow our teachers to better
evaluate and track student progress on an individual basis. Our IMPACT
program includes an activity called *"Reading Buddies"*. In this
activity, students are digitally recorded reading books and then the
recordings are used to help lower level readers become more successful.
We have expanded this activity across grade levels and even to include
our IMPACT sister school Harkers Island Elementary School, on the coast
of North Carolina.

Clearmont's reading program also benefits from the services of the
Yancey County

Literacy Council. This volunteer group has provided high quality
tutoring service for our struggling readers over the past several years.
This one-on-one service is usually provided once a week. Our present
tutor is a former teacher, author of children's literature, and holds a
Maters Degree in Reading.

**3. Clearmont's Science Curriculum**

At Clearmont Elementary, our mission is to have an open mind to concerns
of the community, parents, staff, and students. This openness can be
achieved through the development of mutual trust among faculty,
students, and parents. Our primary concern is to provide quality
education by nurturing trust and building relationships to encourage
continual growth among students and faculty. The Science curriculum has
been a prime example of this mission. Targeted as an area of weakness
across the grade levels, we have taken the new North Carolina science
standard course of study and looked at how our new IMPACT grant could
support it and make it a successful curriculum for all grade levels. The
high emphasis of staff development of the IMPACT grant allowed members
of our faculty to attend the national Science Conference. This
conference and other staff development initiatives emphasizing best
practices have given us a strong integration of technology to enhance
our science initiatives. Online interactive sites have been marked to
support grade level NC standard course objectives.  These sites allow
for the presentation of concepts and further exploration in areas of
student interest.  Our recent purchase of a weather station allows us to
remotely send current weather conditions to computer stations in the
school.  The data can then be viewed and manipulated by students in
multiple ways to address classroom objectives.  Students also have
access to *Echologs* which have five built in sensors.  These handheld
devices log data for students to easily see in chart format on computer
screens.  The technology integration provided by the IMPACT Grant, has
allowed us to focus on higher order questioning and thinking by
eliminating the tedious work of data manipulation and bringing students
directly to the analysis stage when needed.

Easy access to the Internet allows teachers to gleam recourses to
enhance the newly revised state science curriculum. Teachers and
students have opportunities to explore and learn from interactive sites.
Normally textbooks only address 60 percent of curriculum objectives, but
use of the Internet allows teachers an abundance of resources to meet
all learning objectives. This multitude of science resources allows
teachers to tailor activities and assignments to meet the individual
learning styles of all students.

> **4. Learning Styles**

Clearmont students are not seen as being as culturally diverse as
students in other schools; however, they are diverse in their leaning
styles.   The Clearmont faculty seeks to improve student learning and
meet individual students' needs through a variety of instructional
methods.  Students participate in both small and whole group
instruction. They work together in cooperative groups, as peer tutors,
or as cross-age tutors.  The use of math manipulatives and inquiry
science investigations allows students to develop math and science
skills that build a concrete learning foundation. Use of technology
equipment in the classroom has allowed teachers to present instruction
to students with all learning styles.  Teacher-generated lessons are
created to address visual and auditory learners in a more appealing
format than found in the traditional classroom setting.\
\
The IMPACT grant has allowed instruction to become more individualized
than ever before.  Students take pretests in specific subject matter and
this information allows teachers to place each student at his/her
personal learning level.  The computer programs allow teachers to
generate lessons specifically for each student whether the student is an
exceptional needs student or one served in the differentiated
instructional program.  \
\
Students participate in after school remediation and enrichment
activities presented through computer-assisted instruction and
small-group instruction.  Community agencies, such as Yancey County
Literacy Council and the local 4-H program, help to facilitate learning
through programs provided to students at the school.    

5.  **Professional Development**

Staff development is a major component of Clearmont's IMPACT program.
Clearmont's Media and Technology Advisory Committee (MTAC) is
responsible for establishing the professional development schedules for
our staff. The core of this committee is the principal, technology
facilitator, and the media center coordinator. This group gathers
information on teacher and student needs through several means. In 2003,
the principal participated in the "Principals As Technology Leaders"
program, which included all staff participating in an in-depth
technology survey that showed technology integration strengths and
weaknesses of the Clearmont staff. The MTAC team also developed a
Teachers Needs Assessment that is given yearly to help determine what
areas need to be addressed through staff development. Clearmont's
primary means of scheduling professional development is by teacher
requests based on their students or their own individual needs as
reflected in every teacher's Individual Growth Plan (IGP). After
determining needs, the MTAC team then takes responsibility to organize
and schedule the professional development that will fit the needs of the
Clearmont teachers. Over the past two years, the Clearmont staff has
benefited from over fifty professional development opportunities.

Attendance at state and national education conferences plays a big role
in Clearmont's professional development. The Clearmont staff strives to
make the most out of conference attendance by meeting several
requirements including bringing back information and making it available
for the entire staff's benefit. Each conference attendee brings back a
conference notebook that includes things such as great ideas and copies
of handouts from quality presentations. Conference attendees also are
encouraged to do presentations for the entire staff to share the ideas
that they got while attending the conference. This unique approach to
professional conferences was featured in the nationally distributed
educational technology magazine *T.H.E. Journal. (Volume 31, No.12, July
2004)*

***CLEARMONT ELEMENTARY SCHOOL***

***No Child Left Behind - Blue Ribbon School***

***NC END OF GRADE TEST***

***GRADE 3 - MATH***

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        JUNE        JUNE        JUNE        JUNE        JUNE

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient (*LEVEL    100 %       100 %       91 %        92%         83 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       68 %        58 %        57 %        52%         42 %
  only*)                                                                               

  Number of students tested            19          24          23          25          24

  Percent of total students tested     100 %       100 %       100 %       100%        92 %

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. ECONOMICALLY DISADVANTAGED                                                       

  \% At or Above Proficient (*LEVEL    100 %       100 %       93%         86% \*      N/A
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       69 %        53 %        42 %        86% \*      N/A
  only*)                                                                               

  Number of students tested            13          15          14          14          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient (*LEVEL    89 %        88 %        75 %        73 %        72%
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       43.8 %      43 %        34 %        30 %        32 %
  only*)                                                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Scores were only available for [\>]{.underline} level III and \<
level III not by individual levels.

***CLEARMONT ELEMENTARY SCHOOL***

***No Child Left Behind -- Blue Ribbon School***

***NC END OF GRADE TEST***

***GRADE 3 -- READING***

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        JUNE        JUNE        JUNE        JUNE        JUNE

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient (*LEVEL    95 %        96 %        92 %        88 %        64%
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       58 %        58 %        57 %        40%         32 %
  only*)                                                                               

  Number of students tested            19          24          23          25          25

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. ECONOMICALLY DISADVANTAGED                                                       

  \% At or Above Proficient (*LEVEL    100 %       100 %       93 %        79 %\*      N/A
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       62 %        53 %        50 %        79 % \*     N/A
  only*)                                                                               

  Number of students tested            13          15          14          14          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient (*LEVEL    83 %        80%         78 %        76 %        74 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       47 %        45 %        41%         38 %        36 %
  only*)                                                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Scores were only available for [\>]{.underline} level III and \<
level III not by individual levels.

***CLEARMONT ELEMENTARY SCHOOL***

***No Child Left Behind - Blue Ribbon School***

***NC END OF GRADE TEST***

***GRADE 4 - MATH***

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        JUNE        JUNE        JUNE        JUNE        JUNE

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient (*LEVEL    100 %       95 %        100 %       100 %       91 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       65 %        86 %        66 %        54 %        48 %
  only*)                                                                               

  Number of students tested            23          22          18          24          23

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. ECONOMICALLY DISADVANTAGED                                                       

  \% At or Above Proficient (*LEVEL    100 %       92 %        100%        100%\*      N/A
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       56 %        75 %        57%         100% \*     N/A
  only*)                                                                               

  Number of students tested            16          12          7           14          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient (*LEVEL    95%         92%         88%         87%         85 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       60 %        59%         43 %        40 %        41 %
  only*)                                                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Scores were only available for [\>]{.underline} level III and \<
level III not by individual levels.

***CLEARMONT ELEMENTARY SCHOOL***

***No Child Left Behind - Blue Ribbon School***

***NC END OF GRADE TEST***

***GRADE 4 - READING***

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        JUNE        JUNE        JUNE        JUNE        JUNE

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient (*LEVEL    96 %        91 %        94 %        87%         57 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       52 %        73 %        56%         33%         22 %
  only*)                                                                               

  Number of students tested            23          22          18          24          23

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. ECONOMICALLY DISADVANTAGED                                                       

  \% At or Above Proficient (*LEVEL    94 %        84%         100%        86 % \*     N/A
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       38 %        58 %        57 %        86 % \*     N/A
  only*)                                                                               

  Number of students tested            16          12          7           14          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient (*LEVEL    84 %        81 %        75 %        75 %        72 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       42 %        42 %        33%         31 %        30 %
  only*)                                                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Scores were only available for [\>]{.underline} level III and \<
level III not by individual levels.

***CLEARMONT ELEMENTARY SCHOOL***

***No Child Left Behind - Blue Ribbon School***

***NC END OF GRADE TEST***

***GRADE 5 - MATH***

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month \-\--                  JUNE        JUNE        JUNE        JUNE        JUNE

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient (*LEVEL    100 %       100 %       91%         100%        96 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       91 %        88 %        57%         57 %        67 %
  only*)                                                                               

  Number of students tested            22          17          23          21          24

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. ECONOMICALLY DISADVANTAGED                                                       

  \% At or Above Proficient (*LEVEL    100 %       100 %       86 %        84 % \*     N/A
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       88 %        86 %        50 %        83 % \*     N/A
  only*)                                                                               

  Number of students tested            8           7           14          12          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient (*LEVEL    94%         90 %        87%         87 %        83 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       64 %        62 %        53 %        50 %        49 %
  only*)                                                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Scores were only available for [\>]{.underline} level III and \<
level III not by individual levels.

***CLEARMONT ELEMENTARY SCHOOL***

***No Child Left Behind - Blue Ribbon School***

***NC END OF GRADE TEST***

***GRADE 5 - READING***

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        JUNE        JUNE        JUNE        JUNE        JUNE

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient (*LEVEL    100%        100 %       74 %        24 %        87 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       68 %        58 %        30 %        33 %        58 %
  only*)                                                                               

  Number of students tested            22          17          23          21          24

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

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. ECONOMICALLY DISADVANTAGED                                                       

  \% At or Above Proficient (*LEVEL    100 %       100 %       64%         67 % \*     N/A
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       50%         86 %        29 %        67 % \*     N/A
  only*)                                                                               

  Number of students tested            8           7           14          12          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient (*LEVEL    90%         86%         83%         83 %        79 %
  III & IV*)                                                                           

  \% Above Proficient (*LEVEL IV       44%         44%         40 %        39 %        39 %
  only*)                                                                               
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Scores were only available for [\>]{.underline} level III and \<
level III not by individual levels.