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

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

###### Cover Sheet

Name of Principal [Mrs. Terry Martin]{.underline} (Specify: Ms., Miss,
Mrs., Dr., Mr., Other) (As it should appear in the official records)

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

School Mailing Address [1010 Indian Branch Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Darlington South Carolina 29532-4564]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 843 )398-2400]{.underline} Fax [(843)398-2397]{.underline}

Website/URL [www.darlington.k12.sc.us](http://www.darlington.k12.sc.us/)
E-mail <TerryM@darlington.k12.sc.us>

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

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

(Principal's Signature)

### Name of Superintendent\* [Dr. Rainey Knight]{.underline} (Ms., Miss, Mrs., Dr., Mr., Other) 

### District Name [Darlington County School District]{.underline} Tel. [(843) 398-5100]{.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[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_]{.underline} (Superintendent's Signature)

##### Name of School Board 

##### President/Chairperson [Dr. Thelma P. Dawson]{.underline} 

#####  (Ms., Miss, Mrs., Dr., Mr., Other) 

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

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

(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 2003-2004 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 1998.

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: [14]{.underline} Elementary
schools

[0]{.underline} Middle schools

[3]{.underline} Junior high schools

[4]{.underline} High schools

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

[22]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\_\$5,653.13
\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\_\_\$8,720.85\_\_\_\_
\_\_]{.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]{.underline} Number of years the principal has been in her/his
position at this school.

[7]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       84        76                     **160**      **7**                             

  **1**       76        67                     **143**      **8**                             

  **2**       59        63                     **122**      **9**                             

  **3**       81        65                     **146**      **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other       25        17          42
                                                            **4K**                            

                                    **TOTAL                                                   613
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [33.12]{.underline} % White

the students in the school: [65.25]{.underline} % Black or African
American

[1.14]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 39
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 22
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        61
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    604
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.10
              total in row (4)                   

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

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [76]{.underline} %

[465]{.underline} Total Number Students Who Qualify

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

10\. Students receiving special education services: [13.2]{.underline} %

[81]{.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.

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

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

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

[12]{.underline} Hearing Impairment [56]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

[1]{.underline} 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) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [28]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [11]{.underline} [3]{.underline}

Paraprofessionals [15]{.underline} [2]{.underline}

> Support staff [13]{.underline} [1]{.underline}
>
> Total number [69]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
[22.8]{.underline}

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

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

  Daily student attendance     95.4%       96.1%       95.0%       94.9%

  Daily teacher attendance     95.8%       95.7%       96.1%       95.6%

  Teacher turnover rate        15.4%       19.2%       16.5%       18.6%
  ---------------------------- ----------- ----------- ----------- -----------

###### PART III ‑ SUMMARY

Our school is truly a place for children. The mission of Pate Elementary
School is to prepare all students to become productive citizens by
providing diverse learning experiences in a safe, positive, and
appropriate environment supported by the total community. To achieve
this, we strive to provide a quality education for all students. Despite
the high poverty level, lack of parent education, and other historically
disadvantaged characteristics, our school has risen to the high
standards set forth by the state. High expectations for all students is
what we believe, no excuses allowed. Students can and do learn at our
school, as evidenced in part by our excellent PACT scores. The level of
progress into the higher levels on PACT is phenomenal. In 2000, 2001,
and 2002 the school received an overall "Excellent" status based on the
conditions set by the Educational Oversight Committee for the SC School
Report Card. The school has been recognized for its efforts by being
asked twice to present at SC Title I Conferences and by earning the NCS
Learns Honor Roll school status. We work diligently to ensure that the
students continue to get the quality education they deserve so they can
become positive contributing members of society.

In order to provide a quality education, teachers and staff members are
also held to high expectations. Rigorous staff development enables our
teachers to have all necessary information in providing instruction to
the students. Initiatives such as Working on the Work, South Carolina
Reading Initiative, and Math Solutions, are just a few assets to our
instructional program. As teachers participate in these initiatives they
are moving towards being researchers in their field. Teachers are given
all necessary training to ensure they have the knowledge needed of the
school's core curriculum. The faculty and staff are professionals and
leaders in education.

Students are given the opportunity at our school to be successful in all
areas. They are provided with numerous leadership opportunities to build
confidence and capability. Students take an active role in being
positive contributors at the school. They assist with cleaning the
grounds, raising and lowering the flag, making announcements,
participating in after school programs, performing in PTA performances,
and most of all, conducting themselves in a manner conducive to
learning. The school is proud of the accomplishments of the students and
highlights their successes whenever possible.

An essential component to a successful school is the people "behind the
scenes" that support the school. Parents are active in attending
meetings, keeping communication open between themselves and the school,
volunteering when available, and making sure the students are doing what
needs to be done for them to achieve. This would include assisting with
homework, making sure the children's needs are being met, and
encouraging the students to perform well, both academically and
socially. Many parents serve as classroom parents or participate with
the various decision-making committees at the school. Community members
also serve on these committees. The community supports the school and
involves itself, whether physically or financially, to assist in
providing what students need to learn at high levels. Local businesses
take an active role in the school and attend during special activities
to show their support. Without the support of the total community, our
school would not be the exceptional one that it is.

Our school exemplifies what a quality school is. The school works to
meet the needs of the customers: the parents, volunteers, community
members, and visitors, that walk through its doors daily. The school
evaluates its programs continuously to make sure students are being
provided with the most current researched based instruction that can be
given. Our school is proud of the accomplishments of the students and
feels confident in their abilities to succeed in the future, which is
what education is all about.

###### PART IV -- INDICATORS OF ACADEMIC SUCCESS

**Meaning of School's Assessment Results:**

The South Carolina curriculum standards provide the core understandings
that every student is expected to learn. Legislation known as the
Educational Accountability Act of 1998 called for the development of a
K-12 system of rigorous standards and a state test that assessed the
learning of those standards in grades 3-8. Pate Elementary third grade
students are tested each spring with the Palmetto Achievement Challenge
Test (PACT) published by the South Carolina State Department of
Education. This assessment measures how well the students are learning
the South Carolina Curriculum Standards in English Language Arts and
mathematics. PACT is a criterion-referenced test. There are four levels
of performance: Below Basic, Basic, Proficient and Advanced.

Below Basic indicates a student who has not met expectations for student
performance based on the curriculum standards. A student who performs at
this level is not prepared for work at the next grade level and an
Academic Assistance Plan must be developed for the student.

The next level of performance is Basic. At this level a student is
meeting minimal expectations for the grade level based on the South
Carolina Curriculum Standards. This indicates that the student is
minimally prepared to work at the next grade level.

A performance rating of Proficient on PACT shows that a student has met
the expectations at the specific grade level and is well prepared for
work at the next grade level. The attainment of this level or higher
represents the goal for all students.

The Advanced level represents students who have exceeded expectations
for student performance based on the South Carolina Curriculum
Standards. The definition of an Advanced level of attainment is a
student who is very well prepared for work at the next grade level.

Pate Elementary has shown continuous progress over the past five years
since the first administration of PACT in the spring of the 1998-1999
school year. The results of this first test showed only 26% of the
students scored basic or above in math and only 47% of the students
scored basic or above in ELA. The spring 2000 results yielded 41.7%
basic or above in math and 51.1% basic or above in ELA. The results of
the 2001 spring administration showed a significant rise in student
achievement (ELA, 76.5% basic or above/ math, 77.3% basic or above). The
2002 spring assessment produced results of 92.1% basic or above in ELA
and 88.5% basic or above in math. Although the 2002 spring assessment
garnered some of the highest scores on PACT in the state, the 2003
results were even better. The 2003 math scores showed that 94.3% of our
students were performing at or above basic and the ELA scores reflected
92.7% of our students were performing at or above basic. In 2003, 100%
of the students in third grade were tested. These results show the
continuous advancement of students into the highest levels of
performance. Our students are reaching these challenging levels of
academic mastery due to support from parents, staff, and the community,
ongoing professional development opportunities, and an engaging,
satisfying, standards-based curriculum. South Carolina's Assessment
System, considered one of the best (ranked 8^th^ out of 50 states) in
the United States by the Princeton Review in 2001, represents the high
expectations for learning that we have for all of our students at Pate
Elementary.

**Use of Assessment Data:**

The faculty and staff analyze standardized test scores to review program
effectiveness and identify areas needing improvement. Third grade
teachers meet with the administrators as a group and individually to
further analyze PACT scores. Data analysis meetings continue throughout
the year to make sure the needs of our students are being met. State
report card surveys completed by parents and faculty are studied to
plan, update, and/or change the instructional program. These survey
results are studied by the faculty, staff, School Improvement Council,
PTA Board, and Title I Board. The coordinating teacher meets with grade
levels on a weekly basis to discuss assessments and provide different
teaching strategies to use in the classroom. All classroom teachers
maintain grade books, anecdotal records, and work sampling. The teachers
of kindergarten and first grade students conduct the *South Carolina
Readiness Assessment* three times a year. This assessment looks at
students from the personal and social, English/language arts, and
mathematical aspects. All students in grade one are administered the
*Reading Recovery Leveled Text Assessment* three times a year. The
classroom teachers, literacy teacher, and administrators study the
results at the beginning of the year. A mid-year meeting is held to
determine if the program is meeting the needs of the students. The final
testing process in first grade tells us our strengths and needs.
Students in grades two and three are administered the *Developmental
Reading Assessment* by the classroom teacher three times a year. The
scores for the *Developmental Reading Assessment* and *Reading Recovery
Text Level Assessment* are plotted on a class profile and studied by the
classroom teacher, coordinating teacher, and administrators. These
end-of-the-year results are analyzed student-by-student, class-by-class,
grade level by grade level, and by the school as a whole. Math pre-tests
and post-tests are administered during the first and last months of the
school year to determine needs and to document instructional progress in
all grades. In addition, third graders are monitored more frequently
using results from the *SuccessMaker* lab, which provides practice on
skills that are highly correlated to SC standards. Weekly grade level
team meetings and periodic cross-grade level meetings are held to
improve instruction and to assess the effectiveness of the curriculum.

**Communicating Student Performance:**

The school's monthly newsletter, *Pate 2 Parent*, classroom newsletters,
the local newspaper, e-mail, the school's website, the school handbook,
the district's behavior guidelines, and various pamphlets provide
communication between the school, parents and the community. Panda
folders are sent home each Monday with the students. Teachers include
flyers about school events and activities, graded papers, and progress
reports of the students' academic and social success in these folders.
Interim reports and report cards are sent home quarterly. Good News
Notes postcards are sent home quarterly to each child. Communication
notes are sent home with students as needed. Extra effort is made to
notify students about the good things the students are doing through the
postcards, phone calls, good time notes, and Terrific Kids certificates,
pencils and bumper stickers. A school article is printed in the local
newspaper weekly to highlight events and successes of our school.
Parents have received State Report Cards from the SC Department of
Education the last three years. As new students enroll in our school
from November 1^st^ to the end of the school year, a copy of the
school's report card is provided to them. Schoolwide Open House
sessions, parent-teacher conferences, parent workshops, parent volunteer
meetings, regularly scheduled PTA meetings, School Improvement Council,
and Title I meetings provide an opportunity for two-way communication
between parents and community. A bulletin board is located in the
hallway to highlight students, faculty, and parents and their successes.
Meetings with the school's leadership team, grade levels, faculty, and
committees are held on a regular basis. A monthly invitation is sent to
parents to meet with the principal. During these meetings, the principal
shares assessment data, effective instructional practices, and opens
discussion for parents to share suggestions/concerns/questions regarding
student achievement at Pate. The school regularly communicates to
parents and the community student performance and assessment data.

**Sharing Success:**

Pate Elementary is committed to sharing its success with other schools,
districts and the nation. We believe that it is only through meaningful,
consistent, and frequent interaction and collaboration with other
educators that we continue to grow as professionals and as a school. In
the past, we have presented our success story at state conferences, the
South Carolina Education Oversight Committee and at the Darlington
County School District Board of Education meeting.

Our numerous awards and exemplary student achievement data, has
generated interest in Pate and what we offer our students. Schools and
districts from across South Carolina visit us. Our doors are open for
sharing our numerous successes and we are proud to show every visitor to
our school the programs we believe have made a difference. Visitors
visit classrooms to observe our effective practices in action, talk with
students and parents, ask questions of our faculty and participate in a
round-table discussion with administrators and teachers.

Presently, we are constructing a website to include the numerous awards,
programs and practices that have contributed to the success of our
school. We encourage our teachers to offer professional development to
other teachers across the state. Our successes have been written about
in local and state newspapers.

We continue to explore avenues that will allow us to share our
outstanding accomplishments with other schools. Of interest to us at
this time is having teachers publishing exemplary lessons on our web
site to share with other educators. This would allow us to share
effective practices with others who have time and budget constraints
that do not allow them to leave their schools.

Sharing our success and helping others achieve what Pate has achieved is
a priority of the faculty and staff at Pate Elementary.

###### PART V -- CURRICULUM AND INSTRUCTION

**School Instructional Program:**

Pate's instructional program focuses on the needs of the students and SC
standards. Planning for instruction begins each summer with grade level
meetings with the principal and coordinating teacher to create long
range plans for the upcoming school year. This process enables teachers
to plan weekly instruction based on the standards. Materials such as
basals, trade books, big books, and manipulatives are used to plan for
the units that will be taught. Field trips are coordinated at this time
to supplement units of study.

The school believes that all students can achieve at a high level. In
efforts to support this belief, many programs and opportunities are
available for both students and teachers. Students are regarded as the
customer and the focus is on their needs. We strive to ensure that we
are designing instruction that is satisfying, meaningful, engaging, and
challenging. The four- and five-year-old kindergarten classes use a
variety of effective practices to meet student needs. Their daily
routine includes providing a learning environment with large group
activities, small group instruction, and center time. Some of the key
experiences included in the kindergarten curriculum are: creative
representation, language and literacy, initiative and social relations,
movement, classification, seriation, number, space, and time.

Our literacy program consists of effective practices based on scientific
research. This model provides a heavy emphasis on the five components of
a meaningful reading program which are: fluency, vocabulary,
comprehension, phonemic awareness, and phonics. Teachers use basals,
trade books, and science and social studies textbooks to teach reading
and comprehension skills. *Thinking Maps* and graphic organizers are
used to enhance the teaching of comprehension skills. Large and small
groups and paired and independent reading occurs to meet each student's
needs. Baskets of books are available for children to select books of
their interest to read. Teachers hold conferences with students to
determine strengths and areas needing improvement. Teachers also select
books on a higher level to read aloud to students to increase
vocabulary, fluency, and basic reading strategies. Building students'
fluency is a major focus of the literacy program. Students in
kindergarten through second grade participate in small literacy groups.
These thirty-minute literacy groups use *Reading Recovery* strategies to
assist and challenge students in reading and comprehension.

Another integral piece of the school's curriculum is the writing
program. Students learn to write for real purposes and to appeal to
their audience. Each year the students are expected to expand their
writing abilities to become fluent writers. With these skills they will
meet the needs of writing for everyday reasons and will be able to write
proficiently for all standardized testing purposes.

The emphasis in math is to develop strategies to solve problems and
become critical thinkers.

Pate's math program works to accelerate the students' critical thinking
skills. A math morning board in grades K-3 allows students to build on
basic math facts and skills each day. Students also practice multi-step
word problems and use math manipulatives to provide additional tools for
connecting math to the world outside the classroom. One hour of the
school day has been dedicated for math instruction, however it is weaved
throughout the entire curriculum.

Science kits provide valuable hands-on materials to integrate science
into the real world. Along with science, social studies and health are
integrated in thematic units throughout the day in each classroom.

The *SuccessMaker* Lab is utilized for students to practice skills in
the areas of reading and math. Students in grade three and select
students in grade two use the lab. Students are exposed to questions of
varying difficulty. As the students grow accustomed to working with
these types of problems, they are more at ease with their abilities to
solve them. Therefore, when PACT is given, the students will be
comfortable with the questions asked and will perform without anxiety,
affording them higher scores.

Sample PACT-like questions are an integral part of the students' lives
in grades one, two, and three. Students are able to familiarize
themselves to the format of the test. Teachers can use the results of
these sample tests to determine the strengths and weaknesses of each
child. In grade three, benchmark tests are given to assess the students'
level of performance. Individual and small group instruction can then be
designed to accelerate the students.

As a result of the belief that all students have the ability to score at
high levels, after school tutoring is provided for every third grade
student. Snacks and transportation are provided for the students.
Parents support the efforts by making sure their child attends. The
tutoring program is used to supplement students' regular day curriculum.

The high expectation for student performance is spread throughout the
school campus. Students write in journals and hear quality read-alouds
during art, music, and physical education. The media specialist
correlates her lessons to incorporate skills being taught in the
classroom. Students learn how to use the dictionary, encyclopedia, and
the computer to find information. Test taking skills are an essential
part of the guidance program.

As part of our emphasis on technology, students use computers to take
*Accelerated Reader* tests and publish their writing. Our automated
library system, digital cameras, and *Destination Station* engage
students in the use of technology.

Our school is committed to excellence. The program and curricula focus
on the students and meeting their needs. Within our program, we provide
the opportunities for students to be challenged, engaged, and satisfied.

**Reading Curriculum:**

The Pate Elementary School community believes that all students can
achieve at a high level. We strive to ensure that we are designing
quality-reading instruction that is research-based and is meaningful,
satisfying, engaging, and challenging.

Providing instruction in reading comprehension, fluency, vocabulary
development, phonemic awareness and phonics is the core of the
instructional reading program at Pate. The delivery of this instruction
is accomplished through using research-proven instructional strategies.
Each teacher provides at least one-hundred and twenty minutes of
literacy instruction each day using a balanced literacy approach that
encompasses guided reading, writing, word study, independent reading,
and conferencing with the teacher on a regular basis to determine
individual needs. In addition, students in kindergarten through second
grade participate in small literacy groups. These literacy groups use
the *Reading Recovery* strategies to assist and challenge students in
comprehension, writing and decoding. Flexible grouping is an
instructional strategy we use to allow children to move seamlessly in
and out of groups. This system is designed to meet the individual needs
of each child. All teachers at Pate realize the importance of reading
aloud to students regularly throughout the day and do so using a variety
of genres. We also understand the need for a large assortment of texts.
Therefore, each classroom is equipped with different kinds of books
where children have the opportunity to discuss what they have read with
each other. Students are immersed in a literature-rich environment. Our
use of a variety of instructional materials enables us to carefully
align these materials, test, and texts to the specific needs of our
students and helps us provide intentional and systematic instruction.
Additionally, all third grade students and identified students in second
grade who are struggling in reading participate in the computer lab
using *SuccessMaker* software. This program places children at their
instructional level and assesses their individual needs in skills,
strategies and comprehension. Children are monitored daily to ensure
they are progressing as they should. Other interventions are provided if
they are not. After-school tutoring is offered three times a week to our
third grade students to enhance the regular-day reading curriculum.

All students in kindergarten through third grade are carefully evaluated
systematically throughout the year using a variety of assessments to
determine individual needs of each student. These assessments provide
information to teachers as they plan for effective instruction with
individuals and small groups. Ongoing assessment is an integral part of
our approach to teaching reading. During conference time teachers meet
one-on-one with students to monitor progress and inform their
instruction. Therefore, teachers using the results of this data are able
to differentiate instruction for every reader in their class.

We believe this balanced, research-based approach to reading instruction
allows us to equip our students with the skills and strategies necessary
to be excellent readers, writers and life-long learners.

**Math Curriculum:**

Preparing students to become productive citizens is reflected in the
math curriculum offered daily to our students. Math is integrated
throughout all curriculum areas to ensure that students are exposed to
math in all situations, especially encounters in real life. Kathy
Richardson states, "How children experience math has a profound effect
on what they are able to learn. If we want our children to be successful
in math, it is important that we create a learning environment that
supports the development of understanding, positive attitudes, and
habits of mind that cause children to be interested, curious, and eager
to learn new mathematical ideas."

Several programs are utilized at Pate. *The Problem Solver* math program
is a resource we use with our students. It is a systematic program
designed to help elementary school students become competent and
confident problem solvers. Students are taught a four-step method
combined with ten useful problem-solving strategies that can be used as
they encounter real-world problems. In addition to this, we use
*Everyday Counts* in grade three and a math morning board in grades K-3
that allows students to build on basic math facts and skills each day.
Students also utilize the *Sunshine Math* program to practice multi-step
word problems. Another resource used is our state adopted math series.
Opportunities for additional acquisition math concepts and skills are
accomplished with the *SuccessMaker* software in the computer lab. All
of these programs and materials are used to help our students move
forward in their understanding and appreciation of mathematics and how
it helps them each day of their lives.

**Instructional Methods:**

Thirty kindergarten students are provided with literacy group
instruction beginning in December. Students who are developmentally
ready participate in these small group sessions. This program mirrors
the literacy model used with students in grades one and two. Level One
readers are used with students at the beginning of the program. Students
advance from one level to the next based on their development. As a
result of this program, we have students entering first grade who are
reading.

The after school writing tutorial program is provided for select third
grade students based on teacher recommendations. These students are
provided with various opportunities to increase their writing
proficiency skills using extension lessons developed from proven
research-based strategies. A joint effort takes place between the
coordinating teacher and the regular classroom teachers to make sure the
writing extension activities are being used effectively.

Second grade students are provided with math enrichment on a daily
basis. Twenty-five second grade students are increasing their
mathematical reasoning skills by completing computerized activities in
the *SuccessMaker* Lab. These activities are in addition to the regular
math curriculum. This enrichment opportunity will allow these students
to begin levels ahead of third graders beginning in the lab next school
year.

All students in first through third grade participate in the math
*Problem Solver* program. As a result of this program, every child in
grades one, two, and three, are exposed to solving high-level math
problems. We attribute our school's high scores on PACT mathematics to
these enrichment opportunities provided to every child.

To increase and enhance the art and music programs at our school, we
offer a chorus and an art club. The chorus is composed of students from
the third grade. The students practice weekly. They will perform at PTA
meetings and school and district functions. The art club is made up of
fifteen students in grades one through three. The students are able to
use their creativity and talent to work on individual and group
projects. The art club and chorus are assets to our school.

**Professional Development Program:**

At the end each school year the faculty and staff analyze the effective
practices of that year. Goals for the next school year are determined
based on what the teachers and administration deem as most needed. Staff
development opportunities are designed for the following school year to
meet these goals. Each year staff development on data analysis, special
education issues, meeting SC Standards, and school and safety issues are
held.

A major initiative in our instructional program is *Working on the Work*
(*WOW*). Specialized training for this initiative began with a weeklong
session in the summer of 2000 and continued until all faculty members
completed the training. As training sessions proceeded, school-wide
staff development opportunities were being provided for the entire
faculty and staff. Information from meetings is included in the school's
yearly *WOW* plan to enhance the learning of the faculty and staff. A
district *WOW* Expo was held last year to showcase the difference that
*WOW* is making in the schools. Student products and sample lesson plans
were displayed for community members, businesses, and parents, as well
as other schools in the district, to view. Teachers from our school
presented exemplar lessons to other teachers in the district. These
lessons are included on the district's *WOW* website.

All kindergarten, first, and second grade teachers, literacy teacher,
the coordinating teacher, assistant principal, and the principal have
received extensive training with *Reading Recovery* strategies and the
cueing system from *Reading Recovery* teachers as well as district
personnel.

The principal, guidance counselor, media specialist, speech pathologist,
art teacher, and exceptional and regular education teachers completed a
course on *Technology Proficiencies for Educators*. As part of this
course, each member developed a Power Point presentation that will be
shared with other faculty and staff members to use in their classroom.

We strive continuously to offer our students quality math instruction.
To gain more understanding of the complexities of teaching math and its
content we have dedicated ourselves to ongoing professional development.
*Math Solutions* is a professional development model that requires a
deep rethinking of the goals and strategies of mathematics instruction.
Developing an expertise in mathematics instruction helps our students as
they face real world situations that require complex mathematical
skills.

Third grade teachers continue to grow in the understanding of the
possibilities of the *SuccessMaker* lab through training sessions. At
least three training sessions are held a year for extensive training,
although assistance may be sought out at any time through NCS Pearson,
Inc.

Effective strategies for providing and maintaining classroom management
are discussed through *Tools for Teaching* staff development sessions. A
lead teacher at the school has been thorough trained and provides the
entire faculty and staff with these effective practices.

Pate values the time used for staff development and continues to provide
enriching experiences to the teachers so they may in turn promote
student success.

> **Grade: 3**

**Test: Palmetto Achievement Challenge Test (PACT)**

**Edition/Publication Year: 1999-2003**

**Publisher: South Carolina Department of Education**

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

All third grade students were assessed using the Palmetto Achievement
Challenge Test or Palmetto Achievement Challenge Test-Alt.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

###### A student who performs at the ADVANCED level on the PACT has exceeded expectations for student

###### performance based on the curriculum standards approved by the State Board of Education. The student is 

###### very well prepared for work at the next grade.

**PATE ELEMENTARY SCHOOL**

# ASSESSMENT DATA

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**THIRD GRADE MATHEMATICS**

**Scores are listed as percentages**

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

  Testing month                      May     May     May     May     May

  **Total**                                                          

  At or Above Basic                  94.3    88.5    77.3    41.7    25.5

  At or Above Proficient             53.3    48.9    27.3    3.6     6.9

  At Advanced                        18.9    22.3    16.7    0       0

  Number of students tested          122     139     132     139     102

  Percent of total students tested   100     100     100     100     \*

  Number of students excluded        0       0       0       0       

  Percent of students excluded       0       0       0       0       

  **SUBGROUP SCORES**                                                

  **Free / Reduced**                                                 

  At or Above Basic                  92.4    86.5    72.4    34.5    18.4

  At or Above Proficient             48.9    45.9    21.4    3.6     2.6

  At Advanced                        15.2    18.9    11.2    0       0

  Number of students tested          92      111     98      110     76

  **African American**                                               

  At or Above Basic                  92.9    86.9    71.1    31.3    17.5

  At or Above Proficient             52.4    42.1    21.1    2.5     6.3

  At Advanced                        14.3    18.7    14.5    0       0

  Number of students tested          84      107     76      80      63

  **STATE SCORES**                                                   

  At or Above Basic                  81.6    73.6    72.2    69.0    \*

  At or Above Proficient             33.1    31.1    33.4    25.5    

  At Advanced                        11.8    12.0    16.4    9.4     
  ---------------------------------- ------- ------- ------- ------- -------

**\* No data available for 1999**

**Grade: 3**

**Test: Palmetto Achievement Challenge Test (PACT)**

**Edition/Publication Year: 1999-2003**

**Publisher: South Carolina Department of Education**

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

All third grade students were assessed using the Palmetto Achievement
Challenge Test or Palmetto Achievement Challenge Test-Alt.

> **PERFORMANCE LEVELS**
>
> Four performance levels have been established for PACT -- below basic,
> basic, proficient, and advanced. These levels indicate how an
> individual student is performing based on the curriculum standards
> assessed by the PACT.
>
> **BELOW BASIC**
>
> A student who performs at the BELOW BASIC level on the PACT has not
> met minimum expectations for student performance based on the
> curriculum standards approved by the State Board of Education. The
> student is not prepared for work at the next grade.
>
> **BASIC**
>
> Performance at the BASIC level means a student has passed the test. A
> student who performs at the BASIC level on the PACT has met minimum
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is minimally
> prepared for work at the next grade.
>
> **PROFICIENT**
>
> A student who performs at the PROFICIENT level on the PACT has met
> expectations for student performance based on the curriculum standards
> approved by the State Board of Education. The student is well prepared
> for work at the next grade. The PROFICIENT level represents the
> long-term goal for student performance in South Carolina.
>
> **ADVANCED**

###### A student who performs at the ADVANCED level on the PACT has exceeded expectations for student

###### performance based on the curriculum standards approved by the State Board of Education. The student is very well prepared for work at the next grade. 

**PATE ELEMENTARY SCHOOL**

**ASSESSMENT DATA**

**PALMETTO ACHIEVEMENT CHALLENGE TEST**

**THIRD GRADE ENGLISH/LANGUAGE ARTS**

**Scores are listed as percentages**

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

  Testing month                      May     May     May     May     May

  **Total**                                                          

  At or Above Basic                  92.7    92.1    76.5    51.1    47.4

  At or Above Proficient             57.0    48.6    46.2    13.9    15.5

  At Advanced                        9.8     3.6     3.8     0       0

  Number of students tested          123     140     132     137     97

  Percent of total students tested   100     100     100     100     \*

  Number of students excluded        0       0       0       0       

  Percent of students excluded       0       0       0       0       

  **SUBGROUP SCORES**                                                

  **Free / Reduced**                                                 

  At or Above Basic                  91.4    91      71.1    44      39.4

  At or Above Proficient             52.7    44.1    35.1    12.8    9.9

  At Advanced                        7.5     2.7     3.1     0       0

  Number of students tested          93      111     97      109     71

  **African American**                                               

  At or Above Basic                  91.8    91.7    72      38.8    42.6

  At or Above Proficient             55.3    41.7    34.7    7.5     14.8

  At Advanced                        5.9     2.8     2.7     0       0

  Number of students tested          85      108     75      80      61

  **STATE SCORES**                                                   

  At or Above Basic                  71.1    79.9    78.6    74.4    \*

  At or Above Proficient             43.8    40.7    41.6    40.0    

  At Advanced                        5.4     4.0     3.4     4.0     
  ---------------------------------- ------- ------- ------- ------- -------

**\* No data available for 1999**