##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ x \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: [Mrs. Sherry F. Robinson]{.underline} (As it should
appear in the official records)

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

Official School Name: [Bee Log Elementary School]{.underline} (As it
should appear in the official records)

School Mailing Address: [55 Bee Log Road\_\_\_\_]{.underline} (If
address is P.O. Box, also include street address.)

[Burnsville\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_NC\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 28714-6164\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County: [Yancey]{.underline} State School Code Number\*
[995-308\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 828 )682-3271]{.underline} Fax [( 828
)682-3790]{.underline}

Web site/URL: [http://www.yanceync.net/bles
E-mail](http://www.yanceync.net/bles                          E-mail):
[sfrobinson@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.

(Principal's Signature) [Mrs. Sherry Robinson]{.underline} Date:
[2-5-07]{.underline}

Name of Superintendent\* [Dr. Barbara
Tipton\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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.

(Superintendent's
Signature)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of School Board : Mrs. Van Thomas

President/Chairperson

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

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.

(School Board President's/Chairperson's
Signature)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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

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

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

\_\_\_\_\_ Other

\_\_[9]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$7878.00]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$7328.00]{.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
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ x \] Rural

4\. [1.5]{.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**                                                  **7**                             

  **K**       7         5                      **12**       **8**                             

  **1**       6         3                      **9**        **9**                             

  **2**       5         6                      **11**       **10**                            

  **3**       4         2                      **6**        **11**                            

  **4**       6         5                      **11**       **12**                            

  **5**       4         5                      **9**        **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   58
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

[2]{.underline} % 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:
\_[12%]{.underline}

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

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

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 58
                            the school as of October 1  

  **(5)**                   Total transferred students  12
                            in row (3) divided by total 
                            students in row (4)         

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

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_[52]{.underline}\_\_%

Total number students who qualify: \_[29]{.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:
> \_\_[21]{.underline}\_\_%

\_\_[12]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance [9]{.underline}\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [3]{.underline}\_\_\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_[3]{.underline}\_\_\_\_\_\_
\_[1]{.underline}\_\_\_\_\_\_

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

Paraprofessionals \_[3]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_[3]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_[9]{.underline}\_\_\_\_\_ \_[5]{.underline}\_\_\_\_\_\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [19:1\_]{.underline}

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

  ----------------------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student           97%         96%         98%         96%         92%
  attendance                                                              

  Daily teacher           89%         98%         97%         98%         98%
  attendance                                                              

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

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

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

**Part III -- Summary**

Narrative snapshot of school:

Bee Log Elementary School sits in a rural valley in the shadow of the
Appalachian big Bald Mountains. The building is adjoined by pasture land
and a native trout steam. The current building, built through funding of
WPA in 1935-1936, was constructed from field rock donated and laid by
community members. The school accommodated grades 1-12 until 1958. From
1958-1976 it housed grades K-8. It is presently the smallest K-5 school
in the state of North Carolina, with an enrollment of 60 students.

The origin of the school's unique name began during the early 1800's as
Scotch-Irish settlers migrated from Virginia to the rugged mountains of
Western North Carolina. Land was cleared, homes were built, and
communities were formed and named. Bee Log received its name from a
tree, occupied by a swarm of honeybees, that had fallen across the
creek. Thus, came the term "cross at the Bee Log".

The Bee Log campus and grounds reveal the dedication of both young and
old in the community. Senior citizens mentoring students and school
staff have developed herb, medicinal, rose, and heirloom gardens.
Outdoor classroom areas provide access to pond life, bird sanctuaries, a
working greenhouse, and endless opportunities to study animal habitats.
Student, staff, and volunteers work together in the greenhouse to
produce perennials and annuals for campus bedding areas. Our students
put in many hours of gardening, mulching, landscaping, graveling, and
planting in the spring.

Bee Log School's mission is to provide students with an education which
empowers them to make a successful life, make a quality living, and make
a significant difference. The vision statement is "Make a life, make a
living, make a difference". We're confidently meeting our commitment to
this through ensuring employment of high quality faculty, enforcing high
academic standards, consistently following curriculum mandates,
delivering high quality curriculum instruction, encouraging community
involvement, taking advantage of our natural surroundings, and promoting
a positive school wide environment.

Heritage and culture are deeply embedded in the Bee Log Community. Mrs.
Sheila Ramsey, a community member and past principal, wrote a grant and
founded the "Front Porch Pickers" several years ago. She continues to
teach "old time" guitar lessons as a part of the after school program.
We recently participated in quilting lessons through the Toe River Arts
Council partnership and followed up with a school display of 40 quilts
donated by students and community members. We have also committed our
school for an exterior quilt square which will be mounted on the
building, in partnership with Toe River Arts Council, in a county wide
effort to preserve this unique talent and heritage. Community members
will be on the committee to select pattern, size, color, and location of
the square.

Due to small enrollment, our classes are structured in combination
classrooms of K-1, 2-3, and 4-5 groups. Teachers, the media coordinator,
and computer lab assistant work collaboratively to ensure aligned
curriculum on a daily basis. All teachers write grants on a yearly basis
to acquire teaching tools which would not be possible otherwise. Because
of this, all classrooms have StarBoards, LCD projectors, Elmos or
document cameras, and the Classroom Response System.

A small faculty means that each member must be willing to do multiple
jobs, teach multiple subjects, assume multiple roles, serve on multiple
committees, commit to extra hours of service, and be flexible with
scheduling.

Maintaining Bee Log Elementary School's high academic status is a
continual progression of dedication and hard work. In addition to the
regular school day, our faculty conducts an after school tutoring
program which addresses academic weaknesses in preparation for the
end-of- grade tests and offers students additional opportunities to grow
through music and foreign language. This is another effort to ensure the
success of all students and prepare them for a future quality life.

**Part IV -- Indicators of Academic Success**

**1. Assessment Results:** All North Carolina public elementary schools
must participate in end-of-grade tests, in reading and mathematics, at
the end of each academic school year. This is a multiple choice
assessment for 3^rd^, 4^th^, and 5^th^ grades, which is aligned with the
state mandated curriculum outlined in the NC Standard Course of Study.
Student performance on the end-of-grade assessments is classified
achievement levels of I, II, III, and IV, with levels III and IV
considered proficient. The four achievement levels represent the
following performance standards for reading and math:

-   Level I: Students performing at this level do not have sufficient
    mastery of knowledge and skills in the subject area to be successful
    at the next grade level.

-   Level II: Students performing at this level demonstrate inconsistent
    mastery of knowledge and skills that are fundamental in the subject
    area and are minimally sufficient to be successful at the next grade
    level.

-   Level III: Students performing at this level consistently
    demonstrate mastery of the grade level subject matter and skills and
    are well prepared for the next grade level.

-   Level IV: Students performing at this level consistently perform in
    a superior manner clearly beyond that required to be proficient at
    grade level work.

Developmental scale scores indicate academic growth made by each student
in that particular school year, based on pretest scores for 3^rd^ grade
and previous year scores for 4^th^ and 5^th^ grades. Whole school scores
are then compared school to district, school to state, and district to
state. It is by these comparisons that the state of North Carolina
determines the growth and status of each school, and whether or not each
school meets expected or high growths, and its adequate yearly progress
(AYP). The following statuses are obtained based on performance
compositions: NC Honor School of Excellence (means at least 90% of
students were proficient for two consecutive years), NC School of
Excellence (at least 90% of students were proficient for that particular
year), NC School of Distinction (at least 80% of students were
proficient), NC School of Progress (at least 70% of students were
proficient), No Progress School, Priority School, and Low Performing
School. North Carolina's targets for AYP reflect the 2005-06 benchmark
for the new mathematics end-of-grade test. The new AYP target in
mathematics is 65.8% proficient and the reading target remains at 76.7%
proficient.

Bee Log School is unique in regards to subgroups because of enrollment
size. A school must have at least forty in any given group for that
group to classify as a subgroup. Our school has only one, "whole
school".

Both the school and community are modest but exceptionally proud of the
school's academic progress and status. Bee Log School has been
recognized as a NC School of Excellence from 1998-99 through 2002-03,
and an NC Honor School of Excellence for the 2003-04 and 2004-05 school
years. We were also one of NC's 25 Most Improved Schools for the
1998-99, 2000-01, and 2003-04 school years. For the 2005-06 school year,
Bee Log School ranks as a NC School of Distinction due to new
mathematics standards. Although, we are still very proud and confident
in our student's performance at 89% proficient. The administration and
faculty have put into place strong strategic plans in reading, writing,
math for the 2006-07 school year to amend the one point deficiency and
reclaim our long running NC School of Excellence status.

Additional information on the state assessment system may be found at:

www.ncpublicschools.org/

**2. Using Assessment Results:** The principal disaggregates Bee Log
Elementary School's testing data and meets with individual teachers.
Both strengths and weaknesses are addressed for all goals and objectives
and for individual students. Summary Goal Reports are carefully studied
to identify strong and deficient goal content areas. From this each
teacher determines their own teaching strength and strives to address
areas where goals are weaker. Professional Development is planned as
teachers assess their own areas of improvement. Together, the principal
and teachers assess curricular materials that need to be ordered based
on this data. Additional software is purchased for the lab to address
weak goals. Teachers adjust teaching methods, strategies, and lesson
plans, and begin researching best practices to improve individual
student, whole class, and school wide performance. Teachers also keep
portfolios on each student to benchmark and track progress based on
weaker goals and objectives. Teachers write grants to fund materials
needed to address these goals. Developmental scale scores for reading
and math are calculated to determine each student's growth from the year
before. This is also an excellent tool for the principal to use to
measure where the strongest growth per class is in the school. The
principal and classroom teachers collaborate and put together a strong
strategic plan based on the data for the upcoming year. Kindergarten,
first, and second grade teachers are also involved in the curriculum
planning process as they are recognized as vital elements of success in
third, fourth, and fifth grades. Reading, writing, and math plans are
mapped and aligned grades K-5 according to needs targeted from
assessment results. These results are excellent indicators of students
who need additional tutoring both during the regular school day and
after school program. Results also show how much to school must grow to
acquire the desired status. This is something the principal and teachers
look at to set both personal and individual goals.

**3. Communicating Assessment Results:** Bee Log Elementary School is
unique in that parents, students, and the community are very confident
in the academic success and status of the school. There is a strong
perception and expectation that Bee Log School will do well. The small,
close-knit, and well informed community takes great pride in this
prestigious tradition. The school's hallway is adorned with multiple
banners of academic awards, honors, and successes for visitors to
acknowledge. The school has a beautifully prepared and informative web
page with direct access to the NC School Report Card. Assessment results
are posted in several local and area newspapers. Bee Log School prepares
a wonderful full color year book with awards and successes listed. These
go to many community members and are sold at community events held
within the school. Alumni requests copies of these throughout the school
year. Third grade pretest results, and third, fourth, and fifth grade
end-of-grade assessment results are sent home to parents. Teachers and
the principal meet with individual parents to communicate and address
both strengths and weaknesses and encourage the support of the student's
educational success for each school year. Teachers meet with individual
students to celebrate their progress and address areas of weakness. All
classroom and benchmarking assessments are sent home for parents to view
and many times parents are asked to attend parent/teacher conferences
regarding these. Daily communication is available through the use of
each student's "Study Buddy". All students record their assignments and
homework in these to take home at the end of each school day and both
teachers and parents may make comments if needed. Mid-term reports and
report cards are sent home on a timely basis. PTO meetings are another
opportunity to share assessments results and offer parents tips for
success.

**4. Sharing Success:** Bee Log Elementary School is known county wide
for its willingness to share successes and instructional methods with
neighboring colleagues. Because instructional practices and academic
successes are recognized, teachers are contacted, on a regular basis by
the county wide mentor for beginning teachers, to allow collaboration
and classroom observation for those with less than four years of
experience. Bee Log School desires for all students to succeed and
gladly accommodates educators who are seeking to further their
professional knowledge. Curriculum materials, prepared by the principal,
are shared and copied for these beginning professionals. Our teachers
take responsibility as leaders and mentors to these individuals and keep
open communication with them. We welcome students who are visiting in
our community to tour our school and visit classrooms. The doors are
always open to many visitors throughout the regular school year. Many
times, our teachers are invited to present instructional methods and
content knowledge at county wide workshops and school administrator
meetings. The county wide curriculum director visits and shares observed
strategies with other schools. Bee Log School recently hosted a Ruby
Payne poverty workshop and invited a neighboring school of more than
twenty teachers to participate. Our teachers are often selected as grade
level chairs who share content knowledge at county wide monthly
meetings. We partnership with the local high school and colleges in
accepting interns and student teachers. Bee Log School and NC State
University have partnershiped for the past three years in Dr. John
Nietfeld's reading strategy research project. We hosted forty visitors
from NCSU last spring and shared the successes of these strategies with
them. The informative web page is readily available to anyone who wishes
to pull ideas. The guidance counselor schedules visiting speakers who
gather ideas to share with other schools.

**Part V - Curriculum and Instruction**

**1. Curriculum:** Bee Log Elementary School's curriculum is aligned
with the competencies, goals, and objectives set forth by the North
Carolina Standard Course of Study. North Carolina first established a
Standard Course of Study in 1898. Our curriculum addresses the
competencies for Kindergarten through fifth grades. Our curriculum is to
ensure rigorous student academic performance in all content areas. The
core curriculum areas for elementary students are: Math, English
Language Arts, Science, Social Studies, Art, Music, Physical Education,
Health, and Computer/Technology Skills.

Our state's goal in Math is to provide all students with the
mathematical knowledge, skills and confidence they will need to compete
in a technology-oriented workforce and to be informed citizens. Our Math
curriculum is divided into five strands: Number and Operations,
Measurement, Geometry, Data Analysis and Probability, and Algebra.

The purpose of the English Language Arts curriculum is to teach students
the language abilities they need to communicate effectively as
individuals and contributing members of society. The strands include:
Oral Language, Written Language, and other Media/Technology. The K-2
emphasis is on developing and refining oral language skills while
learning basic written language skills and use of media. The 3-5
emphasis is on continuing to develop basic language skills and develop
the use of these skills to learn content on other disciplines such as
Science, Social Studies, and the Arts.

Our Science curriculum provides students the opportunity to not just
read or be told about Science---they must do Science and become
scientifically literate. It is divided into strands of: Nature of
Science, Science as Inquiry, Science and Technology, Science in Personal
and Social Perspectives.

Our Social Studies curriculum ensures that students become productive
citizens. The kindergarten and first grade programs revolve around a
study of families, neighborhoods, and communities at home and around the
world. Second graders learn more about the world in which they live.
Third graders learn about the historical and contemporary people who
made a difference. Fourth graders study North Carolina, its ethnic
diversity, rich culture and geographic regions. Fifth graders study
geographic regions of the United States, Canada, Mexico, and Central
America.

Health and Physical Education are taught by the classroom teacher, and
part time county wide PE teacher and School Nurse. The Healthful Living
Standard Course of Study combines both health and physical education.
Students learn a variety of skills which enhance a person's quality of
life.

Our Arts Education curriculum focuses on four subject areas: Dance,
Music, Theatre Arts, and Visual Arts. Bee Log students receive one half
year of Music and one half year of Visual Arts per year, taught by
itinerate county wide teachers. These four disciplines are also
integrated into other subject areas on a daily basis.

Although foreign language is not funded by Yancey County at the
elementary level, Bee Log School feels that it is a vital part of
education and provides Spanish lessons in our after school program. This
program is free of cost and available to all students, Kindergarten
through fifth grades.

Bee Log Elementary School continues to exemplify high academic standards
in all content areas. Teachers assure the engagement of all students in
curriculum instructional time each day. Students who are not performing
at desired standards are addressed as "at-risk" and action plans are put
into place immediately. All teachers in our school are master level
teachers who possess high quality certification and demonstrate proven
instructional practices. Within our school's climate, it is well known
that we expect all students to aim for our high standards and be
successful. The Bee Log School morning news anchors begin each day with
"Good morning, it's a wonderful day at Bee Log Elementary School" and
"If you believe it, you can achieve it!"

**2. Reading:** Bee Log Elementary School's reading curriculum is an
integration of a county wide adopted basal text, Houghton Mifflin,
4Block Model Reading Program, and other individual teacher choice
methods. All teachers for grades K-5 follow this reading plan and
instructional adjustments are made at the beginning of each school year
if needed. The basal text is a North Carolina Planning Guide for
Balanced Literacy. The basal is used for Guided Reading time and is
supplemented with other books during small group reading time. The basal
is also used to integrate both writing and spelling with reading. The
4Block Model is a research based program that consists of Self-selected
Reading, Guided Reading, Working with Words, and Writing. Teachers use
the Word Walls to introduce words, rhymes, and other phonemic
strategies. Students use the word wall as a reference tool during
classroom writing time. Working with Words allows time to study phonetic
strategies and word formation. Students use both classroom libraries and
books from check out in the media center during their daily
self-selected reading time.\
Teacher/student reading conferences take place weekly both in small
groups and with individual students. Bee Log School also carefully
selects software for the school computer lab and classroom mini labs.
Computer programs such as Study Island, Orchard, Knowledge Works, and
Raz Kids are used. Other reading supplemental materials such as
Competitive Edge and North Carolina Coach are used. The Accelerated
Reader Program is also used as benchmark indicator for grade level
reading and comprehension.

This reading approach has been chosen due to both county wide mandates
and teacher proven instructional methods. Also, because of the
professionalism and high quality instructional level of Bee Log School
teachers, the principal puts great confidence in their innate abilities
to recognize need, research products, and select materials and
strategies which they believe will support their instructional delivery.

**3. Additional Curriculum Area:** Bee Log Elementary School's mission
is to provide students with an education which empowers them to make a
successful life, make a quality living, and make a significant
difference. Our faculty agrees that a strong mathematical background is
a vital element in preparing our students to be successful participants
in the global workforce. Because of our dedication to providing a high
quality mathematics curriculum, the principal and teachers have devised
a strategic plan to address all of the new math standards. It is because
of the new standards that Bee Log School missed our traditional status
of a NC School of Excellence by one point. So, we have a great
determination to further emphasize the state mandated goals and
objectives, strengthen student knowledge, and reclaim our prestigious
status for the 2006-07 school year. The principal met with each
classroom teacher to determine which instructional materials and methods
they most value at each grade level. Then, she provided each teacher
with an organized grade level notebook of the new K-5 math resources
provided by the NC Department of Public Instruction. Finally, the
principal and teachers put into place a firm math plan after careful
collaboration and curriculum mapping across all grade levels K-5. Bee
Log School's Math Plan not only guides the mathematics instruction
during the regular school day but also support the after school math
tutoring program.

**4. Instructional Methods:** Bee Log Elementary School uses a variety
of instructional methods to improve student learning based on the
different learning styles of our students. All classroom teachers are
gifted at identifying these differences and addressing and delivering
differentiated curricular instructional methods. Because of enrollment
size, all classrooms have combination grades. Teachers must be very
organized and superb time-on-task managers. Teachers strategically
arrange seating groups, lessons for multi-level learners, peer tutoring,
cooperative learning, whole class instruction, small group instruction,
one-on-one instruction, and hands on tasks to meet the needs of all
students. Technology is largely integrated into the instructional
methods in our school. Bee Log School students are very "computer
literate". Students begin preparing power point presentations and movies
based on the curriculum they are studying in the second grade. All
classrooms have StarBoards or SmartBoards and Elmos or Document Cameras
which are used on a daily basis for the visual learners. Also, because
of enrollment, both teachers and students have the luxury of movement.
Fourth and fifth grade students utilize one end of the school. There is
a team teaching approach where students travel and rotate throughout the
day. They have Language Arts in their homeroom, math and social studies
in another room, science in the science lab, computer skills in the
computer lab, and flexible use of the media center. This provides "never
a dull moment" for those students who need to move around more often.
Second and third grade students have two large adjoining rooms where the
teacher allows them to move throughout the day for reading groups,
cooperative learning groups, and one-on-one instructional time. They
also have the freedom to use the mini computer lab in their room during
the day. Kindergarten and first grades also have two large adjoining
rooms in which the teacher allows them to rotate through learning
centers while others are engaged in instructional presentation. Each of
these unique classroom situations afford Bee Log School with an
excellent opportunity to improve student learning on a daily basis.

**5. Professional Development:** The sole purpose of seeking and
obtaining professional development for teachers is to improve student
achievement. The Bee Log Elementary School Professional Development Plan
is structured to allow teachers to seek resources, workshops, and
conferences which improve student achievement and also obtain personal,
professional goals. The principal and teachers carefully review the
School Improvement Plan, school improvement goals, and needs that arise
throughout the given school year to align effective training. Only
professional development pertaining to clearly defined goals and
objectives for student's achievement is attended. All of Bee Log School
teachers are committed to this approach. The trainings must meet certain
criteria of being rigorous and on going. All teachers who attend
professional trainings must return to school and prepare an informative
session for all other teachers and teacher assistants. This allows for a
more efficient use of professional development funds and for more
students to be effected per time and funding spent.

The principal of Bee Log School is quick to recognize the extraordinary
professionalism displayed on a daily basis. "Teacher Efficacy" at our
school is very high. Thus, proving to be the "elephant among mice" when
it comes to improving student achievement. All teachers possess a
compelling nature in which they connect, draw, and engage their students
in learning. They have a deep content knowledge in which they know and
like their content areas. Also, they have developed superior pedagogical
skills in which they have mastered the art of teaching children. The
principal reminds them of their outstanding qualities often and
encourages each of them to continue reaching higher to challenge their
"Self Imposed Excellence" through high quality professional development.
Studies show that teachers who possess the elements of teacher efficacy
are the ones who have the ability to personally achieve higher growth.
Thus, achieving higher student growth.

**PART VII - ASSESSMENT RESULTS**

**Please see footnote on last page regarding student groups of less than
ten.**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

**Subject: [Reading]{.underline} Grade: [3]{.underline} Test: [North
Carolina End-of-Grade Test]{.underline}**

**Edition/PublicationYear: [2003]{.underline} Publisher: [NC Department
of Public Instruction]{.underline}**

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                                          May         May         May         May         May

  **SCHOOL SCORES\***                                                                                    

  \% "Meeting" plus "Exceeding" State Standards          92%         100%        100%        100%        80%

  \% "Exceeding" State Standards                         58%         63%         30%         64%         20%

  Number of students tested                              12          8           10          11          5

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

  Number of students alternatively assessed              0           0           0           0           0

  Percent of students alternatively assessed             0           0           0           0           0

                                                                                                         

  SUBGROUP SCORES                                        NA          NA          NA          NA          NA

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% "Meeting" plus "Exceeding" State Standards                                                          

  \% "Exceeding" State Standards                                                                         

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% "Meeting" plus "Exceeding" State Standards                                                          

  \% "Exceeding" State Standards                                                                         

  Number of students tested                                                                              

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

**Subject: [Math]{.underline} Grade: [3]{.underline} Test: [North
Carolina End-of-Grade Test]{.underline}**

**Edition/PublicationYear: [2006]{.underline} Publisher: [NC Department
of Public Instruction]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  75%         100%        100%        100%        100%
  Standards                                                                            

  \% "Exceeding" State Standards       17%         75%         70%         64%         20%

  Number of students tested            12          8           10          11          5

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

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

**Subject: [Reading]{.underline} Grade: [4]{.underline} Test: [North
Carolina End-of-Grade Test]{.underline}**

**Edition/PublicationYear: [2003]{.underline} Publisher: [NC Department
of Public Instruction]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100%        100%        100%        100%        100%
  Standards                                                                            

  \% "Exceeding" State Standards       78%         50%         70%         50%         45%

  Number of students tested            9           10          10          4           11

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

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

**Subject: [Math]{.underline} Grade: [4]{.underline} Test: [North
Carolina End-of-Grade Test]{.underline}**

**Edition/PublicationYear: [2006]{.underline} Publisher: [NC Department
of Public Instruction]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100%        100%        100%        100%        100%
  Standards                                                                            

  \% "Exceeding" State Standards       22%         90%         90%         50%         55%

  Number of students tested            9           10          10          4           11

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

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

**Subject: [Reading]{.underline} Grade: [5]{.underline} Test: [North
Carolina End-of-Grade Test]{.underline}**

**Edition/PublicationYear: [2003]{.underline} Publisher: [NC Department
of Public Instruction]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100%        100%        83%         100%        100%
  Standards                                                                            

  \% "Exceeding" State Standards       45%         90%         17%         64%         91%

  Number of students tested            11          10          6           14          11

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

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

**Subject: [Math]{.underline} Grade: [5]{.underline} Test: [North
Carolina End-of-Grade Test]{.underline}**

**Edition/PublicationYear: [2006]{.underline} Publisher: [NC Department
of Public Instruction]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100%        100%        83%         93%         100%
  Standards                                                                            

  \% "Exceeding" State Standards       18%         80%         33%         64%         82%

  Number of students tested            11          10          6           14          11

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

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

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

\*Bee Log Elementary School feel that all test scores are relevant, even
if there are less than 10 in some groups. Due to the small enrollment
size of our school, each student's score carries an extremely high
percentage for that grade level. Every student's score does count. One
or two end-of-grade failing scores can result in losing our school's
status. All faculty members work extremely large to overcome this
obstacle.