MYRTLE BEACH ELEMENTARY th Avenue North Myrtle Beach, South. 2-3 Elementary School

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1 MYRTLE BEACH ELEMENTARY th Avenue North Myrtle Beach, South Grades Enrollment 2-3 Elementary School 661 Students Principal Janice L. Christy Superintendent Dr. Cynthia Elsberry Board Chair Will Garland THE STATE OF SOUTH CAROLINA ANNUAL SCHOOL 2011 REPORT CARD RATINGS OVER 5-YEAR PERIOD YEAR ABSOLUTE RATING GROWTH RATING 2011 Good Below Average 2010 Good At-Risk 2009 Excellent At-Risk 2008 Good Below Average 2007 Good At-Risk DEFINITIONS OF SCHOOL RATING TERMS Excellent School performance substantially exceeds the standards for progress toward the 2020 SC Performance Vision Good School performance exceeds the standards for progress toward the 2020 SC Performance Vision Average School performance meets the standards for progress toward the 2020 SC Performance Vision Below Average School is in jeopardy of not meeting the standards for progress toward the 2020 SC Performance Vision At-Risk School performance fails to meet the standards for progress toward the 2020 SC Performance Vision SOUTH CAROLINA PERFORMANCE VISION By 2020 all students will graduate with the knowledge and skills necessary to compete successfully in the global economy, participate in a democratic society and contribute positively as members of families and communities.

2 Percent of Student PASS Records Matched for Purpose of Computing Growth Rating Percent of students tested in whose test scores were located 100 ABSOLUTE RATINGS OF ELEMENTARY SCHOOLS WITH STUDENTS LIKE OURS* Excellent Good Average Below Average At-Risk * Ratings are calculated with data available by 11/09/2011. Palmetto Assessment of State Standards (PASS) English/Language Arts Mathematics Met Not Met Science Social Studies Met Not Met Writing Met Not Met 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 school. Definition of Critical Terms "" means the student demonstrated exemplary performance in meeting the grade level standard. Met "Met" means the student met the grade level standard. Not Met "Not Met" means that the student did not meet the grade level standard.

3 School Profile Our School Change from Last Year Elementary Schools with Students Like Ours Median Elementary School Students (n=661) First graders who attended full-day kindergarten N/R N/R Retention rate 0.8 Down from Attendance rate 95.9 Up from Served by gifted and talented program 11.6 Down from With disabilities other than speech 7.4 Down from Older than usual for grade 0.2 Up from Out-of-school suspensions or expulsions for violent and/or criminal offenses Teachers (n=42) 0.2 Up from Teachers with advanced degrees 73.8 Up from Continuing contract teachers 88.1 Down from Teachers returning from previous year 90.4 Up from Teacher attendance rate 95.8 Up from Average teacher salary* $50,107 Up 6.6 $46,745 $46,773 Professional development days/teacher 21.5 days Up from 12.3 days 11.2 days 10.5 days School Principal's years at school 2.0 Up from Student-teacher ratio in core subjects 19.9 to 1 Down from 20.1 to to to 1 Prime instructional time 88.5 Down from Opportunities in the arts Good No Change Good Good SACS accreditation Yes No Change Yes Yes Parents attending conferences 99.5 Down from Character development program Excellent No Change Excellent Excellent Dollars spent per pupil** $8,846 Up 2.0 $7,423 $7,447 Percent of expenditures for instruction** 68.1 Up from Percent of expenditures for teacher salaries** 59.8 Up from * Includes current year teachers contracted for 185 or more days. ** Prior year audited financial data are reported.

4 Report of Principal and School Improvement Council What a wonderful year it was for the Myrtle Beach Elementary School Seahawks! Angela Adderton was selected as our Teacher of the Year and MBE was recognized as a Banner PBIS School. At MBE, everyone works together to empower students through academic achievement. We use NWEA s MAP data to guide us in determining the strengths and weaknesses of each child in reading, language, and mathematics. Considered alongside classroom assessments, District benchmark assessments, and teacher anecdotal records, this data helps us work together as professionals to develop instructional plans for each learner. Intentional planning, technology integration, relevant professional development, developmentally appropriate homework, best practices, Morning Study Lab, and academic/personal goal-setting are emphasized school-wide as we strive toward continuously high academic performance for each child. At MBE, everyone also works together to empower students through social development and community involvement. The many programs and initiatives implemented with our students by faculty, staff, community members, volunteers and parents include: PBIS, Lifeskill Leaders, Stop Bullying Now, Seahawk Spirit Day, Red Ribbon Week, Fine Arts Day, the MBE Art Gallery, Seahawk Field Day, Breakfast for All, ESOL Night, Seahawk Sock Hop, World Family Night, Jump Rope for Heart, Operation Outreach, Backpack Buddies, Yoga for Kidz, Sunshine Math, Family Fun Run, March of Dimes, Make a Wish Foundation, MBE Supports the Troops, Box Tops Store, and the MBE Coat Closet, along with many more initiatives. As we reflect on a successful past and as we look forward to a promising future, MBE continues to serve as a community school dedicated to its children, helping each, along the way, to grow into respectful, responsible, and ready lifelong learners and leaders. Janice Christy, Principal Jim Creel, Jr., School Improvement Council Chair, 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 26 out of 29 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. School Improvement Status NO 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. Sanctions: Implement the restructuring plan. Continue school choice and supplemental services. 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 Our School State Objective Met State Objective Classes not taught by highly qualified teachers Yes Student attendance rate ** Yes * Or greater than last year

6 PASS Performance By Group Enrollment 1st Day of Testing Tested Not Met Met School Met or * District Met or * State Met or * Performance Objective Met Participation Objective Met English/Language Arts - State Performance Objective = 79.4 (Met or ) All Students Yes Yes Gender Male N/A N/A Female N/A N/A Racial/Ethnic Group White Yes Yes African American Yes Yes Asian/Pacific Islander I/S I/S I/S I/S I/S I/S Hispanic Yes Yes American Indian/Alaskan 2 I/S I/S I/S I/S I/S I/S I/S Disability Status Disabled No Yes Migrant Status Migrant N/A N/AV N/A N/A N/A N/A I/S 68.9 N/A N/A English Proficiency Limited English Proficient Yes Yes Socio-Economic Status Subsidized meals Yes Yes Mathematics - State Performance Objective = 79.0 (Met or ) All Students Yes Yes Gender Male N/A N/A Female N/A N/A Racial/Ethnic Group White Yes Yes African American No Yes Asian/Pacific Islander I/S I/S I/S I/S I/S I/S Hispanic Yes Yes American Indian/Alaskan 2 I/S I/S I/S I/S I/S I/S I/S Disability Status Disabled No Yes Migrant Status Migrant N/A N/AV N/A N/A N/A N/A I/S 77.6 N/A N/A English Proficiency Limited English Proficient Yes Yes Socio-Economic Status Subsidized meals Yes Yes * Adjusted to account for natural variation in performance.

7 PASS Performance By Group Enrollment 1st Day of Testing Tested Not Met Met School Met or District Met or State Met or Science All Students Gender Male Female Racial/Ethnic Group White African American Asian/Pacific Islander 5 I/S I/S I/S I/S I/S Hispanic American Indian/Alaskan 1 I/S I/S I/S I/S I/S Disability Status Disabled Migrant Status Migrant N/A N/AV N/A N/A N/A N/A I/S 42.9 English Proficiency Limited English Proficient Socio-Economic Status Subsidized meals Social Studies All Students Gender Male Female Racial/Ethnic Group White African American Asian/Pacific Islander 8 I/S I/S I/S I/S I/S Hispanic American Indian/Alaskan 1 I/S I/S I/S I/S I/S Disability Status Disabled Migrant Status Migrant N/A N/AV N/A N/A N/A N/A I/S 53.8 English Proficiency Limited English Proficient Socio-Economic Status Subsidized meals

8 PASS Performance By Group Enrollment 1st Day of Testing Tested Not Met Met School Met or District Met or State Met or School Attendance Rate District Attendance Rate Writing All Students N/A N/AV N/A N/A N/A N/A Gender Male N/A N/AV N/A N/A N/A N/A Female N/A N/AV N/A N/A N/A N/A Racial/Ethnic Group White N/A N/AV N/A N/A N/A N/A African American N/A N/AV N/A N/A N/A N/A Asian/Pacific Islander N/A N/AV N/A N/A N/A N/A Hispanic N/A N/AV N/A N/A N/A N/A American Indian/Alaskan N/A N/AV N/A N/A N/A N/A Disability Status Disabled N/A N/AV N/A N/A N/A N/A Migrant Status Migrant N/A N/A N/A N/A N/A N/A I/S 40.5 N/A 97.8 English Proficiency Limited English Proficient N/A N/AV N/A N/A N/A N/A Socio-Economic Status Subsidized meals N/A N/AV N/A N/A N/A N/A

9 PASS Performance By Grade Level Grade Enrollment 1st Day of Testing Tested Not Met Met Met or English/Language Arts N/A N/A N/A N/A N/A 5 0 N/A N/A N/A N/A N/A 6 0 N/A N/A N/A N/A N/A 7 0 N/A N/A N/A N/A N/A 8 0 N/A N/A N/A N/A N/A N/A N/AV N/A N/A N/A N/A 5 N/A N/AV N/A N/A N/A N/A 6 N/A N/AV N/A N/A N/A N/A 7 N/A N/AV N/A N/A N/A N/A 8 N/A N/AV N/A N/A N/A N/A Mathematics N/A N/A N/A N/A N/A 5 0 N/A N/A N/A N/A N/A 6 0 N/A N/A N/A N/A N/A 7 0 N/A N/A N/A N/A N/A 8 0 N/A N/A N/A N/A N/A N/A N/AV N/A N/A N/A N/A 5 N/A N/AV N/A N/A N/A N/A 6 N/A N/AV N/A N/A N/A N/A 7 N/A N/AV N/A N/A N/A N/A 8 N/A N/AV N/A N/A N/A N/A Science N/A N/A N/A N/A N/A 5 0 N/A N/A N/A N/A N/A 6 0 N/A N/A N/A N/A N/A 7 0 N/A N/A N/A N/A N/A 8 0 N/A N/A N/A N/A N/A N/A N/AV N/A N/A N/A N/A 5 N/A N/AV N/A N/A N/A N/A 6 N/A N/AV N/A N/A N/A N/A 7 N/A N/AV N/A N/A N/A N/A 8 N/A N/AV N/A N/A N/A N/A

10 PASS Performance By Grade Level Grade Enrollment 1st Day of Testing Tested Not Met Met Met or Social Studies N/A N/A N/A N/A N/A 5 0 N/A N/A N/A N/A N/A 6 0 N/A N/A N/A N/A N/A 7 0 N/A N/A N/A N/A N/A 8 0 N/A N/A N/A N/A N/A N/A N/AV N/A N/A N/A N/A 5 N/A N/AV N/A N/A N/A N/A 6 N/A N/AV N/A N/A N/A N/A 7 N/A N/AV N/A N/A N/A N/A 8 N/A N/AV N/A N/A N/A N/A Writing N/A N/AV N/A N/A N/A N/A 5 N/A N/AV N/A N/A N/A N/A 6 N/A N/AV N/A N/A N/A N/A 7 N/A N/AV N/A N/A N/A N/A 8 N/A N/AV N/A N/A N/A N/A 3 N/A N/A N/A N/A N/A N/A 4 N/A N/A N/A N/A N/A N/A 5 N/A N/A N/A N/A N/A N/A 6 N/A N/A N/A N/A N/A N/A 7 N/A N/A N/A N/A N/A N/A 8 N/A N/A N/A N/A N/A N/A