Harbison West Elementary 257 Crossbow Drive Columbia, SC PK-5 Elementary School RATINGS OVER 5-YEAR PERIOD. Year Absolute Rating Growth Rating

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1 Harbison West Elementary 257 Crossbow Drive Columbia, SC Grades Enrollment PK-5 Elementary School 447 Students Principal Franklin L. Foster Superintendent Dr. Herbert Berg Board Chair Paula Hite THE STATE OF SOUTH CAROLINA ANNUAL SCHOOL 2008 REPORT CARD RATINGS OVER 5-YEAR PERIOD Year Absolute Rating Growth Rating 2008 Below Average Good* 2007 Below Average Below Average 2006 Average At-Risk 2005 Average At-Risk 2004 Good At-Risk * The School s 2008 Growth Rating was raised one level because of substantial improvement in the achievement of students belonging to historically underachieving groups of students. The Growth Rating may or may not have been affected by the performance of these groups in prior years. DEFINITIONS OF DISTRICT RATING TERMS Excellent District performance substantially exceeds the standards for progress toward the 2010 SC Performance Goal Good District performance exceeds the standards for progress toward the 2010 SC Performance Goal Average District performance meets the standards for progress toward the 2010 SC Performance Goal Below Average District is in jeopardy of not meeting the standards for progress toward the 2010 SC Performance Goal At-Risk District performance fails to meet the standards for progress toward the 2010 SC Performance Goal SOUTH CAROLINA PERFORMANCE GOAL By 2010, South Carolina s student achievement will be ranked in the top half of the states nationally. To achieve this goal, we must become one of the fastest improving systems in the country.

2 Percent of Student PACT Records Matched for Purposes of Computing Improvement Rating Percent of students tested in whose test scores were located 97 ABSOLUTE RATINGS OF ELEMENTARY SCHOOLS WITH STUDENTS LIKE OURS* Excellent Good Average Below Average At-Risk * Ratings are calculated with data available by September 30. Palmetto Achievement Challenge Tests (PACT) English/Language Arts Mathematics Advanced Proficient Basic Below Basic Science Social Studies Advanced Proficient Basic Below Basic Our School Elementary schools with Students Like Ours * Elementary schools with Students Like Ours are Elementary schools with Poverty indices of no more than 5 above or below the index for the Definition of Critical Terms Advanced Exceeded expectations, Very high score, very well prepared to work at next grade level Proficient Met expectations, Well prepared to work at next grade level Basic Met standards, Minimally prepared, can go to next grade level Below Basic Did not meet standards, must have an academic assistance plan, the local board policy determines progress to the next grade level

3 School Profile Students (n=447) Our School Change from Last Year Elementary Schools with Students Like Ours Median Elementary School First graders who attended full-day kindergarten No Change Retention rate 0.5 Down from Attendance rate 96.3 Down from Eligible for gifted and talented 10.8 Up from With disabilities other than speech 15.3 Up from Older than usual for grade 0.3 Up from Out-of-school suspensions or expulsions for violent &/or criminal offenses Teachers (n=53) 0.0 No Change Teachers with advanced degrees 64.2 Down from Continuing contract teachers 66.0 Down from Teachers with emergency or provisional certificates 0.0 No Change Teachers returning from previous year 75.3 Down from Teacher attendance rate 95.3 Up from Average teacher salary $47,009 Up 0.6 $45,126 $45,345 Professional development days/teacher 11.9 days Down from 14.0 days 12.7 days 12.6 days School Principal's years at school 3.0 Up from Student-teacher ratio in core subjects 15.4 to 1 Down from 17.6 to to to 1 Prime instructional time 89.5 Up from Opportunities in the arts Good No Change Good Good SACS accreditation Yes No Change Yes Yes Parents attending conferences 99.4 Up from Character development program Excellent No Change Excellent Excellent Dollars spent per pupil* $11,840 Up 21.1 $6,779 $7,052 Percent of expenditures for instruction* 65.4 Up from Percent of expenditures for teacher salaries* 60.2 Down from * Prior year audited financial data are reported.

4 Report of Principal and School Improvement Council There were many new and wonderful initiatives at Harbison West Elementary School in the school year. Our faculty and staff were energized and excited as we carried out our slogan, Building a Brighter Future, One Child at a Time. Our top priorities continue to be teaching and learning. This year we began implementation of the Responsive Classroom Approach. This approach promoted safe, challenging, and joyful classrooms in our school in order for all students to be successful. We were fortunate to have the support of a Literacy Coach, Math/Science Coach, and a Technology Integration Specialist who assisted, modeled, and trained teachers in the use and best practices in teaching. As we continued an emphasis to meet each child s individual needs, students in kindergarten through third grade worked on their specific literacy needs during Literacy Lab. A Reading Interventionist provided intense literacy instruction for students that needed additional support, and a math GEMS teacher worked with second through fifth graders to provide extra help with mathematics. The RIT RUMBLE was a special time to accelerate the students math skills through targeted small groups, based on each student s Measures of Academic Performance score. We provided our students with many leadership opportunities through participation in the HWES Morning News Team, Newspaper Staff, Student Town Council, Safety Patrol, Super Recyclers, Book Buddies, performance during PTO programs, and strings and chorus performances within the school and community. Harbison West Elementary continued to make family involvement a priority. Parents were invited to participate in the Back-to-School Expo, Family Curriculum Nights, and Family Movie Night. We also invited and encouraged families to volunteer in the classroom, chaperone fieldtrips, and participate in the Birthday Book Lunch. The SIC and PTO worked hard to provide exciting events for the school and families. Our PTO sponsored several family events that included Harbison West Has Talent and a Spring Fling. Money raised through fundraisers supported many student activities, the purchase of instructional materials, books for classroom libraries, and staff appreciation events. Our SIC served in an advisory capacity to the principal, as decisions were made to enhance teaching and learning. The school year is going to be even better, as our staff works to meet the needs of our students and we continue Building a Brighter Future, One Child at a Time. Gail Jabber, Esq., SIC Chair Franklin L. Foster, Principal Evaluations by Teachers, Students and Parents Teachers Students* Parents* Number of surveys returned Percent satisfied with learning environment Percent satisfied with social and physical environment Percent satisfied with school-home relations * Only students at the highest elementary school grade level and their parents were included.

5 No Child Left Behind School Adequate Yearly Progress This school met 13 out of 21 objectives. The objectives included student performance, graduation rate or student attendance, and participation in the state testing program. * Definition: As required by the United States Department of Education, Adequate Yearly Progress specifies that the statewide target is met for "All Students" and for the following subgroups: Racial/Ethnic, Subsidized Meals, Disability, and Limited English Proficiency in the areas of English/Language Arts and Mathematics, as well as meeting the statewide target for "All Students" for attendance or graduation rate. NO School Improvement Status Continuing School Improvement School Improvement Key NI CSI CA RP R DELAY HOLD Newly Identified-The school missed adequate yearly progress (AYP) for two years. Sanction: Offer school choice. Continuing School Improvement-The school missed AYP for three years. Sanctions: Continue school choice and implement supplemental services. Corrective Action-The school missed AYP for four years. Sanction: Continue school choice and supplemental services. The school district takes a corrective action. Plan to Restructure-Sanctions: Continue school choice and supplemental services. Develop a plan to restructure. If the school misses AYP the next year, the school implements the restructuring plan. Restructure-The school missed AYP after two years of corrective action. Sanction: Implement the restructuring plan. The school met AYP in all subgroups and the indicator for one year, thus the delay provision applies. The school remains in the same status as last year and is referred to as in "Delay." The school made progress for one year in the subject area that identified the school for school improvement. The school remains in the same status as last year and is referred to as in "Hold." Teacher Quality and Student Attendance Our District State Classes in low poverty schools not taught by highly qualified teachers Classes in high poverty schools not taught by highly qualified teachers N/A 6.8 Our School State Objective Met State Objective Classes not taught by highly qualified teachers No Student attendance rate Yes * Or greater than last year

6 PACT Performance By Group Enrollment 1st Day of Testing Tested Below Basic Basic Proficient Advanced School Proficient District Proficient State Proficient Performance Objective Met Participation Objective Met English/Language Arts - State Performance Objective = 58.8 (Proficient and Advanced) All Students No Yes Gender Male N/A N/A Female N/A N/A Racial/Ethnic Group White Yes Yes Africian American No Yes Asian/Pacific Islander 4 I/S I/S I/S I/S I/S I/S I/S I/S Hispanic 6 I/S I/S I/S I/S I/S I/S I/S I/S American Indian/Alaskan 1 I/S I/S I/S I/S I/S I/S I/S 47 I/S I/S Disability Status Disabled No Yes Migrant Status Migrant N/A I/S I/S I/S I/S I/S I/S N/A N/A English Proficiency Limited English Proficient 6 I/S I/S I/S I/S I/S I/S I/S I/S Socio-Economic Status Subsized meals No Yes Mathematics - State Performance Objective = 57.8 (Proficient and Advanced) All Students No Yes Gender Male N/A N/A Female N/A N/A Racial/Ethnic Group White Yes Yes Africian American No Yes Asian/Pacific Islander 4 I/S I/S I/S I/S I/S I/S I/S I/S Hispanic 6 I/S I/S I/S I/S I/S I/S I/S I/S American Indian/Alaskan 1 I/S I/S I/S I/S I/S I/S I/S 46.2 I/S I/S Disability Status Disabled No Yes Migrant Status Migrant N/A I/S I/S I/S I/S I/S I/S N/A N/A English Proficiency Limited English Proficient 6 I/S I/S I/S I/S I/S I/S I/S I/S Socio-Economic Status Subsized meals No Yes * Adj - Adjusted to account for natural variation in performance.

7 PACT Performance By Group Enrollment 1st Day of Testing Tested Below Basic Basic Proficient Advanced School Proficient District Proficient State Proficient School Attendance Rate District Attendance Rate Science All Students Gender Male Female Racial/Ethnic Group White Africian American Asian/Pacific Islander 3 I/S I/S I/S I/S I/S I/S Hispanic 4 I/S I/S I/S I/S I/S I/S American Indian/Alaskan N/A I/S I/S I/S I/S I/S I/S I/S Disability Status Disabled Migrant Status Migrant N/A I/S I/S I/S I/S I/S I/S N/A 98.8 English Proficiency Limited English Proficient 4 I/S I/S I/S I/S I/S I/S Socio-Economic Status Subsized meals Social Studies All Students Gender Male Female Racial/Ethnic Group White Africian American Asian/Pacific Islander 3 I/S I/S I/S I/S I/S I/S Hispanic 4 I/S I/S I/S I/S I/S I/S American Indian/Alaskan 1 I/S I/S I/S I/S I/S I/S I/S Disability Status Disabled Migrant Status Migrant N/A I/S I/S I/S I/S I/S I/S N/A 98.8 English Proficiency Limited English Proficient 6 I/S I/S I/S I/S I/S I/S Socio-Economic Status Subsized meals * Adj - Adjusted to account for natural variation in performance.

8 PACT Performance By Grade Level Grade Enrollment 1st Day of Testing Tested Below Basic Basic Proficient Advanced Proficient and Advanced* English/Language Arts N/A N/AV N/AV N/AV N/AV N/AV N/AV 7 N/A N/AV N/AV N/AV N/AV N/AV N/AV 8 N/A N/AV N/AV N/AV N/AV N/AV N/AV N/A I/S I/S I/S I/S I/S I/S 7 N/A I/S I/S I/S I/S I/S I/S 8 N/A I/S I/S I/S I/S I/S I/S Mathematics N/A N/AV N/AV N/AV N/AV N/AV N/AV 7 N/A N/AV N/AV N/AV N/AV N/AV N/AV 8 N/A N/AV N/AV N/AV N/AV N/AV N/AV N/A I/S I/S I/S I/S I/S I/S 7 N/A I/S I/S I/S I/S I/S I/S 8 N/A I/S I/S I/S I/S I/S I/S Science N/A N/AV N/AV N/AV N/AV N/AV N/AV 7 N/A N/AV N/AV N/AV N/AV N/AV N/AV 8 N/A N/AV N/AV N/AV N/AV N/AV N/AV N/A I/S I/S I/S I/S I/S I/S 7 N/A I/S I/S I/S I/S I/S I/S 8 N/A I/S I/S I/S I/S I/S I/S Social Studies N/A N/AV N/AV N/AV N/AV N/AV N/AV 7 N/A N/AV N/AV N/AV N/AV N/AV N/AV 8 N/A N/AV N/AV N/AV N/AV N/AV N/AV N/A I/S I/S I/S I/S I/S I/S 7 N/A I/S I/S I/S I/S I/S I/S 8 N/A I/S I/S I/S I/S I/S I/S