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Table 36. Proportion of Hispanic ESL Population by % at or above Grade Level on EOGs in <br />CHCCS* <br />Middle Schools <br />Proportion Hispanic <br />Limited English <br />Proficiency Students <br />% Limited English <br />Students at or Above <br />Grade Level <br />McDougle (n =48) <br />.88 <br />35 <br />Smith (n =60) <br />.63 <br />56 <br />Culbreth (n =53) <br />.51 <br />84 <br />Phillips (n =59) <br />.14 <br />82 <br />Source: *CHCCS District Office, December 2004 <br />Actualizing the Middle School Model <br />Stanford Middle School <br />Stanford Middle School in OCS has just received the Lighthouse Award from the <br />North Carolina Association for Supervision and Curriculum Development (NC ASCD), <br />recognizing its excellence in test scores, innovative curriculum and teacher retention. Its <br />principal for the last 2 years, Dave Ebert, describes a school with a very strong middle <br />school model: very stable middle school teams who have worked together over a number of <br />years, knowing students, their families, and integrating their disciplines in instruction. <br />Stanford draws its students from rural areas. About 29% of its students are <br />African American, 1% Hispanic. Twenty -two percent of the students are classified <br />Exceptional Children (EC), and 30% of the students qualify for free or reduced lunch. <br />Ebert attributes the success of the Stanford students on the EOG tests to the <br />school's ongoing focus on reading; the 61h grade cohort that tested 77.4 proficient in 2003 <br />tested 89.6 proficient in the 71h grade (in 2004) and retained that gain through 8th grade. <br />Supported by a district grant for Corrective Reading, teachers have been trained in a <br />direct instruction reading program throughout 6th 7th and 8th grades. Students have <br />improved two to two and a half grade levels in reading. Ebert hopes to get the program in <br />the elementary schools that are feeder schools for Stanford. Reading support is also <br />provided in electives where students receive ongoing support: Charger Academy and <br />remedial reading. These are not "pull- outs;" scheduled during blocks when students are <br />taking electives, these intensive reading /support sessions are elected by students who need <br />them. In addition, using 69/72 funds, Ebert has hired eight tutors (retired teachers or <br />principals) who come to the school twice a week to work with students on math and reading. <br />These very focused efforts to bring support for struggling readers into the middle school <br />recognize that efforts to support the literacy curriculum cannot be contained in the <br />elementary grades if students are to flourish as the curriculum and the world they must <br />deal with becomes more complex and demanding. The after- school program enrolls 100 <br />children with 60 or 70 showing up on any given day. However, attendance has dropped since <br />funding was cut and free bus transportation was cut from four days to two. <br />CHCCS /OCS Final Report 57 <br />