##### *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. Suzanne Grindstaff]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Tazewell Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[101 Parkview Drive]{.underline}\_\_\_

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

[Tazewell, Virginia 24651-1299]{.underline}\_

City State Zip Code+4 (9 digits total)

County \_\_[Tazewell]{.underline}\_\_\_\_\_\_\_\_\_\_State School Code
Number\*\_\_[092-1030]{.underline}\_\_

Telephone [( 276) 988-4441]{.underline} Fax [( 276)
988-0445]{.underline}

Web site/URL [http://tazewell.k12.va.us/schools/tes]{.underline} E-mail
[sgrindstaff@tazewell.k12.va.us]{.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.

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

(Principal's Signature)

Name of Superintendent\* [Dr. Brenda Lawson]{.underline}

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

District Name [Tazewell County]{.underline} Tel. [( 276 ) 988-8303 Ext.
222]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Mike Dennis

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.

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

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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: \_\_\_[8]{.underline}\_
Elementary schools

\_\_\_[3]{.underline} Middle schools

\_\_\_[0]{.underline}\_ Junior high schools

\_\_\_[4]{.underline}\_ High schools

\_\_\_[1]{.underline}\_ Other

\_\_[16]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$7,971.00\_\_]{.underline}

Average State Per Pupil Expenditure: \_[\$9,202.00]{.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
>
> \[ x \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

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**    18        21                     **39**       **7**                             

  **K**       45        53                     **98**       **8**                             

  **1**       49        43                     **92**       **9**                             

  **2**       38        60                     **98**       **10**                            

  **3**       53        50                     **103**      **11**                            

  **4**       53        29                     **82**       **12**                            

  **5**       50        49                     **99**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   611
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [93]{.underline} % White

the school: [6]{.underline} % Black or African American

[.1]{.underline} % Hispanic or Latino

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

[.3]{.underline} % 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:
\_[7]{.underline}\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      21
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    43
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 611
                            the school as of October 1  

  **(5)**                   Total transferred students  .0703764
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           7.03764
                            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:
\_\_\_[54]{.underline}\_\_\_%

Total number students who qualify: \_\_[333]{.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:
\_\_\_[14]{.underline}\_\_\_%

\_\_\_[87]{.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.

\_[13]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[12]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[18]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[35]{.underline}\_Speech or Language
Impairment

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

> \_\_[9]{.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) \_\_ [2]{.underline} \_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[32]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[12]{.underline}\_\_\_
\_\_\_\_\_[3]{.underline}\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[29]{.underline}\_\_\_ \_\_\_\_\_[1]{.underline} \_
>
> Total number \_\_[75]{.underline}\_\_\_
> \_\_\_\_\_[4]{.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 attendance  95%         95%         96%         96%         95%

  Daily teacher attendance  95%         94%         95%         95%         95%

  Teacher turnover rate     7%          9%          0%          2%          2%

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

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

**PART III-SUMMARY**

Tazewell Elementary School enjoys a rich history dating back to 1873
when the first public school was started in a log building. A new frame
school was erected in 1906 and remained in use until 1953. Students
attended school on the same site, but in a brick facility from 1953
until 1964. In September 1964, the elementary school was moved to a new
building adjoining the grounds of Tazewell High School. That same
building is still in use today.

Due to the increase in the number of programs, notably kindergarten and
special education, nine portable buildings were added to the school in
the late 1960s. During 1990, twelve new classrooms were added to the
existing structure replacing the portables. A gymnasium was completed in
September 1990, thus completing the renovation and new building process.
With the addition of two Pre-School programs, our school campus now
extends to part of the grounds of Tazewell Middle School located
approximately two miles from the main campus of the school.

Tazewell Elementary School is located on the east side of Tazewell
approximately 3.0 miles from the county courthouse and can be reached
from Routes 19 and 460. The school serves an area of sixty square miles
including the Town of Tazewell residents. The school has 611 students in
grades Pre-Kindergarten through fifth grade. Special Education classes
are offered to 87 students and 35 students are part of the Pre-School
program. The staff consists of seventy nine members including
professional and support staff. Staff members diligently work to provide
a warm, inviting place for students to achieve success.

The faculty at Tazewell Elementary believes the purpose of education is
to help each individual develop his physical, intellectual, emotional,
social, and spiritual potential to his fullest. The function of the
school is to help every child pursue and foster his own desirable
aptitudes, to cultivate the habit of critical thinking, to gain command
of the integration of knowledge and skills, and to appreciate and desire
worthwhile activities. The staff endeavors to help each child realize
and recognize his potential. To do this, the faculty strives to
understand each child, his individuality, and his worth. The faculty not
only uses its professional skills but also depends on the community and
parents to work together to provide for the needs of all children.

The mission of Tazewell Elementary School is to provide a quality
education for all students, while recognizing the uniqueness of each
child. For students, challenging learning experiences are provided
realizing that all children can and do learn. Tazewell Elementary School
maintains high expectations for student achievement by recognizing and
adjusting for individual needs. Teachers promote self confidence and
self-esteem with an emphasis on problem solving skills in all subject
areas, students experience mastering and success. Tazewell Elementary
School provides a pleasant, safe environment that encourages and
supports creativity, cooperation, and accountability. Staff members
welcome parent involvement and encourage them to be active participants
in the decision making process to ensure continued school improvement in
student performance.

Tazewell Elementary School is the largest elementary school in the
district. Staff members take great pride in the welcoming, open
relationship that has been achieved with our community and our parents.
The children have a *home* at Tazewell Elementary. Many graduates find
their way back to Tazewell Elementary in the form of student teachers,
high school volunteers, parent volunteers, community volunteers,
teachers, and even principals. The current principal is a ***proud***
former student of Tazewell Elementary School.

**PART IV: INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results:** Each year, students in grades three, four,
and five at Tazewell Elementary are formally tested in reading and math.
Fifth grade students are assessed in writing in March of each year. The
students are given the Virginia Standards of Learning assessment each
May to measure growth in the core areas of reading, math, science, and
social studies. The Standards of Learning test is developed by the
Commonwealth of Virginia Item Writing Committee and designed around the
mandated standards for each grade level. Students are tested on the
essential skills and knowledge of the state reading and math curriculum.
The Standards of Learning assessment is measured on a scale of 0-600.
Students scoring 501-600 are considered Pass/Advanced while scores of
400-499 are rated Pass/Proficient. A student who scores below 400
receives a Fail/Does Not Meet Criteria rank.

Tazewell Elementary School has met Full Accreditation Status every year.
The state accreditation rating for 2006-2007 is based on the spring 2006
SOL test scores. The school must have 70% of the students pass the four
core areas to be Fully Accredited. The exception is that in grades 3 &
5, there must be a 75% pass rate in reading. Tazewell Elementary has
also met the provisions for Adequate Yearly Progress (AYP) as
established by the *No Child Left Behind Act of 2001.* The school passed
29 AYP elements in the last three years. Reading and math scores have
shown a steady growth since 1998 on the Virginia Standards of Learning
Tests. Third grade reading scores in 1998 indicate a 59.2% pass rate
while math scores show a 62.2% pass rate. The 2006 scores show the third
grade reading scores at a 78.5% pass rate and the math scores are at a
92.4% pass rate. While reading scores have not grown as significantly as
the math scores, Tazewell Elementary School continues to include third
grade reading as part of the annual goal for improvement. In 1998, fifth
grade students produced a 70% pass rate in reading. In 2006, the fifth
grade students produced a 97.3% pass rate. Math scores for fifth grade
students in 1998 were at a 44% pass rate. The scores from spring 2006
show a 95.6% pass rate.

Tazewell Elementary School has a predominantly white population with a
relatively low mobility rate. These students continue to make steady
gains on assessments. The number of students identified in the
disadvantaged subgroup seems to be on the rise. This subgroup has not
seen a dramatic rise in scores, but is seeing a small gain in reading
and math. The students with disabilities made a significant gain in
2006. The students made gains from 47.05% to 90.32% in reading and in
math the student rates went from 35.29% to 93.54%. In science, the
students with disabilities made a small gain. Tazewell Elementary has no
LEP students.

The web site where data may be found is
[www.pen.k12.va.us](http://www.pen.k12.va.us/)

**2. Using Assessment Results:** Data desegregation is a vital component
to continual school and student improvement. The staff uses the data
from the Standards of Learning assessment initially to identify the
students who pass and those who do not. The students who do not pass the
end of the year test traditionally have had the opportunity to attend a
summer remediation program for areas identified as weak for the student.
Next, the teachers use an item analysis of the test to explore
individual student deficits as well as possible weaknesses in classroom
instructional practices. Further, the results are used to help set the
curriculum and coursework for the ensuing year. The fifth grade students
transitioning to Tazewell Middle School have their math results used to
place students in particular academic classes. For example, students in
fifth grade scoring Advanced Proficiency on the math SOL may be eligible
to take seventh (7^th^) grade math during their sixth grade year.
Assessment is an on-going process at Tazewell Elementary School.
Students in grades 1-5 begin the school year by taking a STAR test for
reading comprehension. This test is administered at mid-term and end of
the year. The results are used to help flexibly group students for
reading instruction. The STAR test results help set an individual
reading goal for the school year. Students in Pre-Kindergarten through
3^rd^ grade are given the [Phonological Assessment for
Literacy.]{.underline} This test is given 3 times per year in grades
Pre-K through 2 and is used to assess phonological skills. Division-wide
benchmark tests are given each quarter and the results are used to
diagnose the student's weakness in order to formulate an individual
corrective action plan. Informal assessment is a regular part of the
classroom for every child. Teacher made assessments are an integral part
of the daily curriculum and give teachers an overview of the class
progress.

**3. Communicating Assessment Results:** Tazewell Elementary School
works to keep the lines of communication open with parents in all
program areas. Assessment results are relayed to parents in varied ways.
STAR, PALS, and Benchmark test results may be reported to parents via
report cards. They may also be reported verbally during parent
conferences or by parent letter. Copies of PALs results are placed in
the student cumulative file. Standards of Learning test results are sent
to parents attached to the first six weeks report card; however, parents
are welcome to call the school or come by the school and their child's
scores are reported to the parent verbally upon request. The school
report card is sent to parents once a year and is on the state web page.
School accreditation scores may also be accessed through the Virginia
Department of Education website. Student group scores are celebrated at
student assemblies and PTA meetings. A report of SOL results is shared
during the Principal's Advisory Council meetings held two times a year.
SOL results have been printed in the local newspapers for all subjects
tested. Each student is given a communication folder at the beginning of
each year. The students' work/performance for the week is sent home via
the folder once a week. Report cards are sent home each six weeks and
teachers use their planning period to hold parent conferences regularly.
An Open House and two Parent-Teacher Conference evenings give parents an
opportunity to hear assessment results. A parent newsletter is sent home
each month from the office with reminders of important
testing/evaluation dates and the results of the Standards of Learning
test results. Student success is on constant display in the classroom.

**4. Sharing Success:** Tazewell Elementary staff members share ideas,
strategies, techniques, and successes with other schools as staff
development opportunities. Teachers exchange successes and best
practices at district wide grade group meetings. Staff members are asked
to present strategies that have been successful for students as staff
development at other schools in the district. Teachers present parents
tips/hints in parent letters sent home weekly and at monthly PTA
meetings. For example, a teacher conducted a SMARTBOARD training one
month for the parents attending PTA. She then took the opportunity to
share how the students had mastered the technology and offered parents
the chance to partner with the school to purchase more equipment.
Community members are asked to volunteer in the school to help the
children reach success. They in turn share their experiences in the
community. The Principal's Advisory Council and the Title I PAC meetings
are wonderful chances to promote and explain the student achievements.
The school-wide e-mail system allows the staff members to communicate
easily daily success stories. Staff meetings are conducted each Tuesday
and teachers are asked to tell the group a positive about their class.
The local newspaper and local television station are always willing to
report student success to the public.

In short, Tazewell Elementary enjoys success because we share our
success with our community. We strive to continue to be a positive force
in the Town of Tazewell.

**PART V- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Tazewell Elementary School's curriculum is based
primarily on the Standards of Learning for Virginia public school
students. The Standards of Learning provide a framework for
instructional programs designed to raise the academic achievement of all
students in Virginia. They are meant to provide challenging educational
programs to public school students. These standards are a framework and
not intended to encompass the entire curriculum; therefore, teachers are
asked to incorporate the standards into a broader curriculum going
beyond the basic framework. The standards were developed through public
meetings with parents, teachers, businesses, and community
representatives to give the students of Virginia a program of education
that would be "among the best in the nation."

The math curriculum identifies specific content strands in grades
Kindergarten through 5. The standards increase in complexity at each
grade level, but build on knowledge gained at the previous grade level.
Title I and Special Education services are provided for students who
have difficulty mastering the math curriculum. Differentiation of
teaching methods within the classroom assist students with the math
strands of Numbers and Number Sense, Computation and Estimation,
Measurement, Geometry, Probability and Statistics, Patterns, Functions,
and Algebra.

The focus of the reading curriculum is to teach students to read and to
develop a command of the English language. Beginning with the
Pre-Kindergarten students, a systematic approach to teaching reading is
implemented at Tazewell Elementary. Students receive instruction within
the regular classroom as well as through Title I and Special Education
if needed. Individual independent reading goals are set for each child
to meet based on their independent reading level through an Accelerated
Reading Program. The importance of reading is highly stressed at every
ability level.

Four basic core areas of Social Science are studied throughout the
elementary school years. These include history, geography, civics, and
economics. The goal is to develop knowledge and skills of the national
history in order to become a productive part of the future. Starting in
Kindergarten, the students begin to learn about interesting Americans
and the contributions that have formed our nation. The students learn
about the contributions made by ancient civilizations to our country as
well as the rich history of the Commonwealth of Virginia in grades one
through four. Fifth grade students concentrate on American history and
geography skills.

The science curriculum incorporates scientific investigation, reasoning,
and logic, force, motion, and energy, matter, life processes,
Earth/space systems, Earth patterns, cycles, changes and resources
during the kindergarten through fifth grade years. A program called
ASSET is a hands-on science curriculum used at every grade level to
teach the standards of learning and more.

The division has created a curriculum map and a pacing guide to enable
teachers to provide an aligned curriculum for the core areas. The
curriculum map suggests resources, strategies, and activities to assist
the teachers in teaching the core areas of reading, math, science, and
social science. Library skills, general music, character education
classes, health, handwriting, creative writing, physical education
classes, and some art classes are offered for students. Family Life
Curriculum classes are offered for students in grades three, four, and
five. A DARE program and a 4-H program are also offered to fourth and
fifth grade students.

Technology is incorporated into the curriculum daily through technology
standards. The students begin in Pre-Kindergarten using touch screen
computers and computer labs for instructional activities. First grade
students use Quick Writers to begin composing short stories and learning
the writing process. A portable computer lab available for third grade
students and another portable lab available for fourth and fifth grade
students are available for student learning and achievement. In
addition, a computer lab class is scheduled for each grade level
throughout the week. Tazewell Elementary School has SMARTBOARDS on every
wing accessible for all teachers to use in their instruction. These
opportunities are made available to all students at all grade and
ability levels.

**2. Reading:** Tazewell Elementary School's reading curriculum is based
on a flexible ability grouping inclusion model in grades one through
four. The classrooms contain the regular classroom teacher, the special
education teacher, and the PALS tutor (where applicable). Direct
instruction is delivered for the first thirty to forty-five minutes and
then small group skills instruction is given with the regular classroom
teacher and the special education teacher directing the small group
instruction. The small group instruction consists of phonics,
comprehension skills, partner reading, spelling, vocabulary instruction,
oral reading, silent reading or listening to taped readings, language
skills, and writing which encompasses the necessary components of
reading instruction. The flexible groups for each classroom are
determined from the student's STAR grade equivalent reading
comprehension score, classroom observation, six weeks grades, and
informal testing by the classroom teacher. The students are tested three
times a year on the STARs test and the teachers from the grade group
meet to discuss the students' progress or areas of concern from each
group to determine each student's instructional needs and the
appropriate reading instructional grouping.

Fifth grade teachers are departmentalized with the inclusion model. One
of the fifth grade teachers teaches all of the reading classes. The
special education teacher is in this classroom with the identified
special education students. The fifth grade students are also tested on
the STARs test three times a year to determine their growth and needs in
reading instruction.

Kindergarten teachers use phonemic awareness strategies and methods and
the inclusion model. The students at this level received a great amount
of oral reading instruction and phonemic awareness activities. The
identified special needs children receive small group instruction from
the PALs tutors and special education aide.

**3. Science Curriculum:** The school's science curriculum takes a
hands-on approach to learning. Based on the school's mission to provide
challenging and successful learning experiences for all students, a
hands-on approach to teaching science levels the playing field for all
students. The delivery model is inclusive for science. All students
receive science instruction in a regular classroom with modifications as
needed. The division utilizes the ASSET science system to teach science
to students. The ASSET kits align with the Standards of Learning and
provide an interesting, challenging curriculum. Students in kindergarten
explore with the science kits with the [Sink or Float]{.underline}
activity kit. Students at each grade level experience investigation for
understanding through the use of the science program. Community agencies
such as 4-H and gardening clubs work with students on gardening and life
cycles. The Soil and Water Agency provides third grade students with a
field trip activity called [Soil Babies]{.underline} which helps
students master a standard of learning where they are required to
investigate and understand major components of soil. The same agency
provides a field trip science activity each year for fourth grade
students called [Food and Fiber]{.underline} which works back to a
fourth grade objective of life processes and living systems. The fifth
grade students attend a hands-on science activity called [Water
Wizard]{.underline} because they must master a standard on the
characteristics of an ocean. The fifth grade and third grade classrooms
have departmentalized the science instruction so that the students may
benefit from a teacher interested in and highly qualified to teach the
science standards. Other field trips are conducted for students that
align with the science curriculum such as Bristol Caverns for fifth
grade students to study geographic formations. The science curriculum is
considered a priority at Tazewell Elementary.

**4. Instructional Methods:** The staff at Tazewell Elementary
understands the need for continual improvement to provide the best
instruction possible for students. The staff members work to educate
themselves on the current best practices and implement those into the
delivery of instruction. During the 2006-2007 school year, students with
IEPs have been included into all curriculum areas. Students were
formerly taught reading and math in a resource setting. The school has
chosen to flexibly group students by ability in reading this school year
to attempt to improve the curriculum for every student. Learners are
provided opportunities to receive services of Title I, Special
Education, Gifted Education, and/or PALs tutoring to remediate any
individual weaknesses. Students move freely throughout the building
attending classes that are beneficial for their individual needs.
Differentiation of instruction is encouraged and expected in every
classroom in every content area. Technology is incorporated into all
classes through computers, SMARTBOARDS, computer labs, digital cameras,
and library media services. The 4-H program gives students a chance to
work in areas of talent, public speaking, leadership, and community
service. The guidance program develops character education pillars and
the total child. Physical education activities are presented at a PTA
program for students who excel athletically. The school partners with
the local health department to challenge students and staff to walk and
become more active.

Tazewell Elementary School would be considered quite flexible in
instructional delivery models. The staff is willing to implement any
strategy that will help develop the full potential of children. Grade
group meetings are held often to discuss student progress. Teachers
share ideas that work with each other regularly. Staff meetings
incorporate teaching strategies as part of the agenda. The willingness
of staff members to use a combination rich in varied teaching techniques
makes Tazewell Elementary School a place where students can become
successful.

**5. Professional Development:** Research indicates staff development is
a key component of continual growth. Tazewell Elementary and the
division understand that staff development opportunities are highly
important for staff members; therefore, teachers have three days
dedicated to division-wide staff development most years. Additionally,
each school must provide twelve hours or two days of professional
development for teachers throughout the school year. The division also
encourages teachers to attend workshops during the school year by paying
for the teacher to attend. In turn, the staff member who attends the
conference is expected to return the information to the staff in a
presentation at a staff development at the local level. The school staff
development committee analyzes data from test scores and surveys to
suggest meaningful in-services that would lead to professional
development. Individuals attend classes in their specialty area such as
the guidance counselor, speech teacher, physical education teacher, and
librarian attend state and regional meetings. Support staff are also
offered opportunities to hone skills by attending classes including CPR,
reading, and math. Twelve staff members have committed to taking classes
to receive a Masters Degree in reading. Their training is used daily to
teach students and they share this training with all staff members.
Staff members are trained on multiple topics each year that are provided
by the division after school. Staff members who wish to take college
level classes in the core subject areas are encouraged to do so and the
district office pays the tuition for the class.

The impact on students is immediate, positive, and beneficial. The
current knowledge gained helps enhance instruction for students by
providing new teaching techniques and materials. By participating in
staff development opportunities and putting these best practices to use
in the classroom, we begin to fulfill our mission of helping learners be
prepared to cope with an ever changing world. Teachers and staff members
embrace the chance to continue learning at Tazewell Elementary School.

**PART VII - ASSESSMENT RESULTS**

**[VIRGINIA'S REPORTING FORM FOR NCLB BLUE RIBBON DATA]{.underline}**

**Subject: Reading Grade: 3^rd^ Test: Virginia Standards of Learning
Assessment**

**Publication Years: 2003 -- 2006 Publisher: Harcourt Assessment, Inc.**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing month**                      **May**         **May**         **May**

  **SCHOOL SCORES**                                                      

  **% At or Above Proficient**           **79**          **71**          **73**

  **% At Advanced Proficient**           **29**          **15**          **14**

  **Number of students tested**          **104**         **85**          **98**

  **Percent of students tested**         **98**          **100**         **99**

  **Number of students alternatively                                     
  assessed**                                                             

  **Percent of students alternatively                                    
  assessed**                                                             

                                                                         

  **SUBGROUP SCORES**                                                    

                                                                         

  **1. Disadvantaged Students**                                          

  **% At or Above Proficient**           **70**          **69**          **67**

  **% At Advanced Proficient**           **10**          **15**          **11**

  **Number of Students Tested**          **58**          **31**          **34**

  **2. Disabled Students**                                               

  **% At or Above Proficient**                           **50**          

  **% At Advanced Proficient**                           **0**           

  **Number of Students Tested**                          **14**          

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

**Source of state scores: <https://plpe.doe.virginia.gov/reportcard/>**

**[VIRGINIA'S REPORTING FORM FOR NCLB BLUE RIBBON DATA]{.underline}**

**Subject: Math Grade: 3^rd^ Test: Virginia Standards of Learning
Assessment**

**Publication Years: 2003 -- 2006 Publisher: Harcourt Assessment, Inc.**

  ----------------------------------- --------------- --------------- ---------------
                                      **2005-2006**   **2004-2005**   **2003-2004**

  **Testing month**                   **May**         **May**         **May**

  **SCHOOL SCORES**                                                   

  **% At or Above Proficient**        **95**          **72**          **89**

  **% At Advanced Proficient**        **55**          **32**          **46**

  **Number of students tested**       **96**          **71**          **98**

  **Percent of students tested**      **100**         **100**         **99**

                                                                      

                                                                      

                                                                      

  **SUBGROUP SCORES**                                                 

                                                                      

  **1. Disadvantaged Students**                                       

  **% At or Above Proficient**        **95**          **66**          **86**

  **% At Advanced Proficient**        **40**          **29**          **40**

  **Number of Students Tested**       **53**          **23**          **34**

  **2. Disabled Students**                                            

  **% At or Above Proficient**                                        

  **% At Advanced Proficient**                                        

  **Number of Students Tested**                                       

                                                                      

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

**Source of state scores: <https://plpe.doe.virginia.gov/reportcard/>**

**[VIRGINIA'S REPORTING FORM FOR NCLB BLUE RIBBON DATA]{.underline}**

**Subject: Reading Grade: 5^th^ Test: Virginia Standards of Learning
Assessment**

**Publication Years: 2003 -- 2006 Publisher: Harcourt Assessment, Inc.**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing month**                      **May**         **May**         **May**

  **SCHOOL SCORES**                                                      

  **% At or Above Proficient**           **98**          **91**          **84**

  **% At Advanced Proficient**           **51**          **38**          **26**

  **Percent of students tested**         **100**         **100**         **100**

  **Number of students alternatively                                     
  assessed**                                                             

  **Percent of students alternatively                                    
  assessed**                                                             

                                                                         

  **SUBGROUP SCORES**                                                    

                                                                         

                                                                         

  **1. Disadvantaged Students**                                          

  **% At or Above Proficient**           **88**          **86**          **79**

  **% At Advanced Proficient**           **35**          **26**          **17**

  **Number of Students Tested**          **42**          **40**          **41**

  **2. Disabled Students**                                               

  **% At or Above Proficient**                           **0**           **67**

  **% At Advanced Proficient**                           **0**           **7**

  **Number of Students Tested**                          **14**          **17**

                                                                         

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

**Source of state scores: <https://plpe.doe.virginia.gov/reportcard/>**

**[VIRGINIA'S REPORTING FORM FOR NCLB BLUE RIBBON DATA]{.underline}**

**Subject: Math Grade: 5^th^ Test: Virginia Standards of Learning
Assessment**

**Publication Years: 2003 -- 2006 Publisher: Harcourt Assessment, Inc.**

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  **Testing month**                      **May**         **May**         **May**

  **SCHOOL SCORES**                                                      

  **% At or Above Proficient**           **96**          **85**          **82**

  **% At Advanced Proficient**           **60**          **33**          **15**

  **Number of students tested**          **93**          **89**          **109**

  **Percent of students tested**         **100**         **100**         **100**

  **Number of students alternatively                                     
  assessed**                                                             

  **Percent of students alternatively                                    
  assessed**                                                             

                                                                         

  **SUBGROUP SCORES**                                                    

                                                                         

  **1. Disadvantaged Students**                                          

  **% At or Above Proficient**           **93**          **81**          **71**

  **% At Advanced Proficient**           **48**          **21**          **8**

  **Number of Students Tested**          **41**          **30**          **41**

  **2. Disabled Students**                                               

  **% At or Above Proficient**                                           **57**

  **% At Advanced Proficient**                                           **19**

  **Number of Students Tested**                                          **17**

                                                                         

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

**Source of state scores: <https://plpe.doe.virginia.gov/reportcard>**

**[VIRGINIA'S REPORTING FORM FOR NCLB BLUE RIBBON DATA]{.underline}**

**Subject: Reading Grade: 4^th^ Test: Virginia Standards of Learning
Assessment**

**Publication Years: 2003-2006 Publisher: Harcourt Assessment, Inc.**

  ------------------------------------ --------------- --------------- ---------------
                                       **2005-2006**   **2004-2005**   **2003-2004**

  **Testing month**                    **May**         **May**         **May**

  **SCHOOL SCORES**                                    **NA**          **NA**

  **%At or Above Proficient**          **89**                          

  **%At Advanced Proficient**          **39**                          

  **Number of students tested**        **92**                          

  **Percent of students tested**       **100**                         

  **Number of students alternatively                                   
  assessed**                                                           

  **Percent of students alternatively                                  
  assessed**                                                           

                                                                       

                                                                       

  **SUBGROUP SCORES**                                                  

                                                                       

  **1. Disadvantaged students**                                        

  **% At or Above Proficient**         **81**                          

  **% At Advanced Proficient**         **28**                          

  **Number of students tested**        **40**                          

                                                                       

  **2. Disabled Students**                                             

  **% At or Above Proficient**                                         

  **% At Advanced Proficient**                                         

  **Number of students tested**                                        
  ------------------------------------ --------------- --------------- ---------------

**Source of state scores: <https://plpe.doe.virginia.gov/reportcard>**

**[VIRGINIA'S REPORTING FORM FOR NCLB BLUE RIBBON DATA]{.underline}**

**Subject: Math Grade: 4^th^ Test: Virginia Standards of Learning
Assessment**

**Publication Years: 2003-2006 Publisher: Harcourt Assessment, Inc.**

  ------------------------------------ --------------- --------------- ----------------------
                                       **2005-2006**   **2004-2005**   **2003-2004**

  **Testing month**                    **May**         **May**         **May**

  **SCHOOL SCORES**                                    **NA**          **[NA]{.underline}**

  **%At or Above Proficient**          **86**                          

  **%At Advanced Proficient**          **34**                          

  **Number of students tested**        **91**                          

  **Percent of students tested**       **100**                         

  **Number of students alternatively                                   
  assessed**                                                           

  **Percent of students alternatively                                  
  assessed**                                                           

                                                                       

                                                                       

  **SUBGROUP SCORES**                                                  

                                                                       

  **1. Disadvantaged students**                                        

  **% At or Above Proficient**         **79**                          

  **% At Advanced Proficient**         **28**                          

  **Number of students tested**        **31**                          

                                                                       

  **2. Disabled Students**                                             

  **% At or Above Proficient**                                         

  **% At Advanced Proficient**                                         

  **Number of students tested**                                        
  ------------------------------------ --------------- --------------- ----------------------

**Source of state scores: https://plpe.doe.virginia.gov/reportcard**