##### REVISED March 13, 2006

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Carolyn S. Dixon, Principal]{.underline}

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

Official School Name [Kilby Shores Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_[111 Kilby Shores Drive]{.underline}

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

\_[Suffolk]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[VA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[23434-6403]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_[Suffolk
City]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School Code
Number\*\_\_\_\_\_\_\_\_\_[0230]{.underline}\_\_\_\_\_\_\_\_\_

Telephone [(757) 925-5575]{.underline} Fax [(757) 925-5569]{.underline}

Website/URL <http://www.spsk12.net/schools/schools_kses.htm> E-mail
[carolyndixon@spsk12.net]{.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. Milton Liverman]{.underline}

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

District Name [Suffolk Public Schools]{.underline} Tel. [( 757 )
925-6750]{.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

President/Chairperson [Mrs. Lorraine Skeeter]{.underline}

(Specify: 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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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: [12]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[3]{.underline} High schools

[1]{.underline} Other (Alternative)

[20]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 7,264]{.underline}

Average State Per Pupil Expenditure: [\$ 8,552]{.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
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [15]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} 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**    16        2                      **18**       **7**                             

  **K**       67        57                     **124**      **8**                             

  **1**       66        57                     **123**      **9**                             

  **2**       48        50                     **98**       **10**                            

  **3**       54        51                     **105**      **11**                            

  **4**       67        56                     **123**      **12**                            

  **5**       43        49                     **92**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   683
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [40]{.underline} % White

the students in the school: [59]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

[0]{.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:
[30]{.underline}%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **83**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **126**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **209**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **707**
                            the school as of October 1  

  **(5)**                   Total transferred students  .30
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           30
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: [0]{.underline}

Specify languages: [N/A]{.underline}

9\. Students eligible for free/reduced-priced meals: [51%]{.underline}

Total number students who qualify: [370]{.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: [11]{.underline} %

[72]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [17]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [23]{.underline} Specific Learning
Disability

[0]{.underline} Emotional Disturbance [27]{.underline} Speech or
Language Impairment

[0]{.underline} Hearing Impairment [2]{.underline} Traumatic Brain
Injury

> [0]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.underline} 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} [0]{.underline}

Classroom teachers [39]{.underline} [0]{.underline}

Special resource teachers/specialists [9]{.underline} [1]{.underline}

Paraprofessionals [24]{.underline} [0]{.underline}

> Support staff [14]{.underline} [1]{.underline}
>
> Total number [88]{.underline} [2]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[18:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  97.1%       96.4%       96%         95%         96%

  Daily teacher attendance  96.6%       95.9%       94.9%       95.7%       97%

  Teacher turnover rate     8%          4%          4%          6%          6%

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The faculty and staff at Kilby Shores Elementary School demonstrate and
communicate their vision and mission of establishing a strong foundation
for lifelong learning through achievement by promoting responsible
citizenship, academic excellence, and character traits for successful
living. The focus of our beliefs is that the learning environment,
process, and outcome of each child as an individual as well as the
school as a whole is of utmost importance as we all "Set Sail --
Charting our Course Towards Excellence".

Students who attend Kilby Shores Elementary from Kindergarten through
fifth grade have the opportunity to attend a minimum of twelve field
trips. By the end of their elementary career, students have visited all
of the area museums as well as Jamestown, Yorktown, Williamsburg, an
opera, ballet, symphony and other cultural events. Students participate
in a grade level assembly production once a year and attend a minimum of
twenty assembly programs -- cultural and educational.

Learning is not limited to the "formal" classroom setting. Students are
actively involved in the learning process through PTA performances,
(song, dance, speaking parts), Science Fair, Young Writers, Bank Day,
Reflections Contest, Thanksgiving Feast (Kindergarten and pre-school),
Indian Day, and Colonial Craft Day (for fourth grade). Other grade
levels visit these events.

Parents are kept abreast of student progress through progress reports,
report cards, quarterly newsletters, and the school Infoline.
Recognition and achievement is evident throughout the building with wall
displays, which include the Tree of Knowledge (first through fifth grade
honor roll) and the AR Wall (top Accelerated Readers). Positive student
and class behavior is rewarded through special recognition: Golden Note,
Golden Crayon, Golden Mouse, Whale of a Crew and Random Acts of
Kindness.

Volunteers, parents, and the community at large play an important role
at Kilby Shores. This is evident by the number of parents attending
Parent Teacher Conference Days, PTA meetings and student events.
Community and family involvement extends to our yearly American
Education Week and Career Week participants. These events are supported
by over 100 participants. Our business partners play an important part
in enriching the educational opportunities.

The school recognizes artistic talents and endeavors through painted
murals, artwork, a Wall of Fame, front lobby photography, Porthole
Gallery, and Artist-of-the-Month displays. Art and Music are important
and play integral roles in the lives of all of our students. Our Gifted
and Talented Art and Music students enrich our community by painting and
performing for the community (Business Partners, School Board Office,
Norfolk International Airport). Many field trips and assemblies (Young
Audiences, Opera, etc.) offer support and reinforce the importance of
exposure to and participation in the arts.

Kilby Shores Elementary School's positive atmosphere is felt throughout
the building and is exemplified through positive role models and
relationships between the administrators, staff, students, families, and
community. Model students have opportunities for leadership in grades
three, four, and five by assisting teachers, peer tutoring, working in
the School Store and serving as flag guards, Pride Patrols, and
bookworms. Specific grade levels also take part in being responsible for
our yearly Salvation Army, Toys for Tots, and canned food collections.
Students demonstrate their awareness and caring by becoming more aware
of the special needs of others through their involvement with Disability
Awareness Activities, Beanie Baby Event for fire victims, raising money
each month (via crew hops) for needy organizations -- i.e. United Way,
March of Dimes, Operation Smile, Suffolk Education Foundation, Tsunami
Victims, Hurricane Katrina Relief, and Jump Rope For Heart. The positive
environment and atmosphere modeled throughout the day at Kilby Shores is
considered - *A Way of Life -- A State of Excellence*.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results:**

The Virginia Department of Education established the Standards of
Learning (SOL) for Virginia Public Schools, which provides the criteria
of knowledge for each grade level. The SOL assessment is given in May of
each school year at Kilby Shores. The SOL tests evaluate students'
knowledge on the SOL. SOL assessments are given for each subject for
grades three and five. Fourth grade students were tested in history.
Beginning in May 2006, students in fourth grade will be tested in all
core subjects. Four hundred is the minimum passing score. A score
between 400 and 499 is pass/proficient; a score between 500 and 600 is
pass/advance. The pass rate for each grade and subject is calculated
based on the percentage of students who earn a passing score.

Scores for each grade level (third, fourth, fifth) are combined to
obtain the school's overall SOL pass rate. Combined scores have yielded
full accreditation for Kilby Shores for the past six years. Current
combined SOL scores for Kilby Shores are as follows: English/reading
78%; mathematics 89%; science 76%; and history 70%. Third and fifth
grade English/Reading scores have improved over the past five years.
Third grade English/Reading scores have increased by 18 percentage
points. Fifth grade mathematics scores have increased from 83% - 95%.

The gaps in achievement between subgroups consistently lessen as
students matriculate through Kilby Shores. Third-grade Black students in
2003 received a pass rate of 55% in English/reading. Relatively the same
group, in 2005 obtained a pass rate of 84% in English/reading.
Third-grade White students in 2003 received a pass rate of 79% in
English/reading. Reasonably the same group, in 2005 earned a pass rate
of 100% in English/reading. The gap in achievement for Black and White
students in the area of English/reading decreased from 24 percentage
points in 2003 to 9 percentage points in 2005. Similarly, third-grade
Black students in 2003 received a pass rate of 70% in Math. Reasonably
the same group, in 2005 achieved a pass rate of 91% in mathematics.
Third grade White students in 2003 received a pass rate of 92% in
mathematics. Relatively the same group, in 2005 received a pass rate of
100% in mathematics. The achievement gap for Black and White students in
the area of mathematics reduced from 22 percentage points in 2003 to 8
percentage points in 2005.

Kilby Shores is a Title I school with 51% students who receive free or
reduced lunch. The disparities between non-economically disadvantaged
students and economically disadvantaged have improved. Third grade
non-economically disadvantaged students in 2003 received a pass rate of
80% in English/reading. Relatively the same group, in 2005 earned a pass
rate of 89% in English/reading. Third grade economically disadvantaged
students in 2003 received a pass rate of 52% in English/reading.
Reasonably the same group, in 2005 received a pass rate of 89% in
English/reading. The gap in achievement for non-economically and
economically disadvantaged students in the area of English/reading
decreased from 27 percentage points in 2003 to .2 percentage points in
2005. Similarly, third grade non-economically disadvantaged students in
2003 received a pass rate of 95% in mathematics. The same group, in 2005
received a pass rate of 95% in mathematics. Third grade economically
disadvantaged students in 2003 received a pass rate of 65% in
mathematics. Comparatively the same group, in 2005 earned a pass rate of
95% in mathematics. The achievement gap for non-economically
disadvantaged and economically disadvantaged students in the area of
mathematics reduced from 31 percentage points in 2003 to .5 percentage
points in 2005.

The Web site utilized to complete this document is
[www.pen.k12.va.us/]{.underline}.

2.  **Using Assessment Results**

Kilby Shores Elementary School employs various assessment tools to
monitor and evaluate student progress and achievement. Assessment data
is used to enhance curriculum and redirect instruction. Expectations for
student achievement are defined by the Standards of Learning (SOL)
developed by the Virginia Department of Education. Kilby Shores
administers the SOL tests in grades three, four (Virginia Studies) and
five each year. Third and fifth grade students take SOL assessments in
the four core areas. Fourth grade students previously completed only the
History SOL test. This year, fourth graders will be tested in all core
areas. In addition, Suffolk Public Schools requires local cumulative
assessments in grades one and two at the end of the year.

Throughout the year, ongoing assessments at the end of each nine weeks
are given for all grade levels. Local assessment data is collected via
the Standards of Learning Online (SOLO) record keeping program provided
by Suffolk Public Schools. Every student is given three opportunities to
take the locally-developed SOL assessment to show mastery of each SOL
objective. Teachers re-teach objectives based on individual student
performance. Various testing tools and programs are utilized throughout
the school year, such as the Phonological Awareness and Literacy
Screening K-3 (PALS), STAR (Standardized Test to Assess Reading) Reading
Testing (which evaluates independent instructional reading levels and
reading zones), and STAR Math Testing (which evaluates independent
instructional math levels). Reports are generated and distributed to
parents and administrators on a nine-weeks schedule.

Disaggregated state SOL test scores are organized by grade level, race,
disability, and other subgroups. Kilby Shores uses the data to develop
yearly school improvement plans. Data is used to identify students who
are eligible to receive Title I, SOL tutoring, PALS tutoring support
services as well as development of individual education plans in special
education programs.

3.  **Communicating Assessment Results**

Kilby Shores Elementary communicates student performance and progress in
numerous ways. Students are given a student handbook, a daily planner,
the Elementary Weekly Communicator as well as access to the Infoline,
all of which are essential for successful communication between school
and home. Student feedback consists of daily assignments, Accelerated
Reader, Accelerated Math, Math Facts in a Flash, and the SOLO report.
Benchmarks test and PALS are also a means to communicate student
performance. The guidance counselors meet with all classes once a month
to share successful strategies on test-taking skills. Teachers are
available for conferences with students and parents. Parents are aware
of student goals through the Curriculum Reference Guide for Parents,
which was sent home at the beginning of the school year.

We promote student progress through the Honor Roll Tree, Hats Off toYou
Crew (Kindergarten Honor Roll), Star Reader display, the Shoreline
Newsletter, interim reports, report cards, two parent-teacher
conferences, a school Web site, the local newspaper and cable channel,
incentives from our business partners, PTA programs and school
assemblies.

Parents, students and the community are kept informed of state
assessments through the newspaper, the Virginia school report card,
assessment reports, and the Suffolk Public Schools Web site. The School
Improvement Team, Student Advisory Team, instructional resource meetings
and staff meetings serve as an ongoing means for sharing strategies to
increase student achievement.

4.  **Sharing Success**

The Kilby Shores Staff are leaders and lifelong learners who
continuously improve and expand their professional skills. Many staff
members have been able to share their expertise at the district and
state level through various professional growth programs. Staff members
have taught graduate courses through the University of Virginia, which
focused on comprehension strategies and early reading development and
provided taped lessons for the local Cable station, School Connection.
Several staff members are currently participating in our district-wide
Professional Development Academy topics such as comprehension
strategies, substance abuse and the adolescent brain, and hands on
mathematics and language arts centers are shared. Our Guidance
Department staff has conducted district- and state-level workshops
focusing on test-taking skills and presented numerous parent workshops.
Our Music and Art Department has written several original screenplays,
which enhanced learning of specific grade-level History/Social Science
Standards of Learning. These resources were shared at district-wide
Grade Level Meetings.

Kilby Shores Elementary also welcomes visitors from various schools who
are interested in new approaches that our staff members have found to be
successful, such as STAR mathematics and writing activities. Our
students also have many opportunities to share their successes with
other schools, at both district and state levels, through events such as
the Science Fair, Young Authors, and the PTA Reflection Contest. Our
students have consistently won the most city-wide awards for writing. In
2005 our fifth-grade writing SOL score was 97%, the highest in our
district. Both our talented music and art students also participate in
various community events throughout the year.

Sharing success is a hallmark of the Kilby Shores Elementary School
culture. Both our staff and students welcome the opportunity to share
their successes with others.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

The faculty at Kilby Shores Elementary School demonstrates their mission
of establishing a strong foundation with an interdisciplinary
curriculum. The elementary curriculum for English, mathematics, science
and history/social science is based on the curriculum framework for each
grade level from the Virginia Department of Education. Kilby Shores
implements our local division's pacing guide and assessments for each
content area to assist teachers' instructional planning to meet the
diverse needs of our student population.

Reading is at the core of all learning at Kilby Shores. One hundred
twenty minutes a day is devoted to reading/language arts instruction.
Teachers employ different methods such as the *Reading Renaissance*,
guided reading, novel and author studies, Newspaper in Education, Book
Buddies, Phonics to Music, and Young Writers in conjunction with the
*Scott Foresman* reading program. Guest readers come from the
surrounding community to emphasize the importance of reading to our
children. Two Title I reading specialists provide small group
instruction in the reading lab and classrooms. Standards of Learning
(SOL) tutors and a Phonological Awareness and Literacy Screening (PALS)
assistant help to reinforce instruction. Data analysis derived from
district-produced SOL Benchmark test, STAR (Standardized Test to Assess
Reading) Reading test, PALS testing and Virginia's SOL testing provides
information that may be utilized to modify instruction and remediation
methods.

In mathematics, the school district developed its curriculum based on
the Virginia Standards of Learning. Teachers follow a pacing guide
developed and implemented by the school district that builds mathematics
concepts. The Standards of Learning are taught using innovative methods
in the *Houghton Mifflin Math* integrated with technology and
manipulatives, such as STAR math testing, Math Renaissance, Math Facts
in a Flash , Math Their Way and AIMS (Activities Integrating Math and
Science).

The science curriculum is based on the objectives set forth by the
Virginia Standards of Learning (SOL) and the National Science Education
Standards. From these objectives, our science curriculum integrates
meaningful experiences and understanding of the scientific process in
the *Harcourt Science* text, learning centers, and AIMS. Each step of
the scientific process is incorporated in Science Circus. After-school
clubs combine grades three to five in making scientific explorations
with engineering activities in the CHROME (Cooperating Hampton Roads
Organizations for Minorities in Engineering), science, technology,
gardening and ecology. All students participate in the annual Science
Fair.

The social studies curriculum includes geography, history, civics and
economics in every grade. The curriculum involves students in making
interactive notebooks with emphasis on the Essential Knowledge for the
Standards of Learning. Grade levels participate in Bank Day, Indian Day,
Colonial Day, Egypt and China Day, and All Star Virginia Day. Hallways
further display social studies content for students. Onsite docents and
field trips reinforce the curriculum.

Our curriculum is not limited to the formal classroom setting. Students
have opportunities to be actively involved in the learning process
through physical education, music, media, technology, and art classes.
Resource teachers work hand-in-hand with classroom teachers to ensure
that the curriculum is aligned with what the students are learning in
the classroom. In physical education, students develop hand-eye
coordination, following directions, and strengthen physical development
through sports and Crew Hop dances. Our music and art programs have
received grants that enhance the curricula. Our music program provides
students with the opportunity to communicate through performances for
parents and community partners. Music is taken into the classroom with
our Phonics to Music program. Original songs and programs are also
taught to reinforce the language, mathematics, science, and social
studies standards. The visual arts curriculum emphasizes the social
studies and science curricula through student's art displayed in the
school and community.

**2. Reading**

Reading is the name of the road each child must travel to become a
successful student at Kilby Shores. We follow systematic instruction,
which includes both phonics and comprehension skills, supplemented with
guided reading instruction. Phonological Awareness Literacy Screening
(PALS), which evaluates phonemic awareness, explicit-phonics, fluency
and comprehension abilities, is assessed and used for an individualized
curriculum for each student. Our Musical Phonics Specialist reinforces
phonics skills through music with all K-3 students.

Reading achievement is assessed by SOL test results, PALS, STAR
(Standardized Test to Assess Reading) from Renaissance Learning, the
Accelerated Reader program, and curriculum-based assessments.

We also have Title I/Reading specialists who co-teach and help plan many
hands-on and small group activities. They provide extra small group
instruction for our "at-promise" students. They constantly assess and
reassess students during groups to target areas of need.

Parents are encouraged to read with their students and participate in
Accelerated Reading activities incorporated with PTA activities.

3.  **Mathematics, Science, Art, Etc.**

Applying mathematics skills to life enhances our mathematics curriculum
in order that our students understand fundamental concepts and develop
proficiency in arithmetic, measurement, geometry, probability, data
analysis, statistics and algebra, as required by the SOL. Teachers use
researched-based instructional strategies developed by Robert Marzano,
AIMS (Activities Integrating Math and Science), Accelerated Math, Math
in a Flash, Math Facts to Music and information from the National
Council of Teachers of Mathematics (NCTM) to enrich the Houghton Mifflin
curriculum used by our district.

Each day begins with a two-minute Math Facts Drill to ensure mastery and
retention and encourage mental math. Being recognized for success during
morning announcements is a strong motivator. Students strive for mastery
and use hands-on activities and manipulatives to reinforce learning that
meets individual needs and learning styles. Additionally, music and art,
provides opportunities to put skills to use. We offer instruction in
recorder, guitar, bell plates, drums as well as vocal music. Artistic
compositions, such as design, collages, and printing necessitates the
application of measurement knowledge.

4.  **Instructional Methods**

Instruction at Kilby Shores is guided by sound principles of learning
and supports the school's mission of success by meeting high
expectations. Having a solid curriculum, teachers utilize varied
instructional approaches, management techniques, materials and resources
to meet the needs of a diverse population with multi-sensory and
multiple intelligence methods. Marzano's nine researched-based
strategies for instruction are used across the curriculum. Collaborative
planning among teachers enables correlation of instruction as students
attend resource classes, such as library, music, art, physical
education, Title I reading, special education resource classes, and
tutoring.

Regularly scheduled classroom teaching assistants for the general
population and inclusion teachers and assistants for students with
special needs offer a strong support system to meet individual needs.
Self-contained classes for students with learning disabilities, Educable
Mentally Retarded (EMR) students and pre-school students are also
available.

Clear guidelines are established for the provision of homework,
including frequency and amounts of time for different grade levels.
Varied classroom instructional practices include guided reading,
literacy circles, interactive notebooks, learning centers, and
cooperative learning. Active learning enhances content and process
understandings, allowing for students' varied learning styles and needs.
This is accomplished through the use of manipulatives, displays,
incorporation of music and art in all areas of the curriculum, field
trips, visiting experts and performers, programs, and shared student
demonstrations and role-playing based on historical information.

Technology is used to engage students both individually and
collectively. Renaissance Learning's Accelerated Reader and Accelerated
Math programs, use of a Smart Board for graphic and/or interactive
presentations, and a scheduled computer lab instructional time each week
carries learners beyond endeavors at word processing and computer
generated learning games.

Explicit instruction promotes student awareness of the correlation
between effort and success. Recognition and reward for effort and
achievement provide incentives and satisfaction for students.

5.  **Professional Development**

At Kilby Shores Elementary School, the administration provides and
supports opportunities for its faculty to attend workshops and
conferences that promote student learning achievement. Funding and
professional leave are available for staff development offered within
the system and at other locations. Time is provided within the building
for grade level networking, sharing of materials, successes,
information, and group planning. Teachers are also provided time to
observe and learn about various instructional strategies and
interventions at other sites.

Several staff members at Kilby Shores Elementary have served as
presenters at state and at division-wide professional meetings to share
their expertise. Topics include Testing Tips and Strategies, Mathematics
Curriculum Strategies, Substance Abuse, Winning the Homework War, and
Parenting Tips on Confidence Building. Our art teacher has developed a
Virtual Virginia Tour, which is a CD presentation that highlights the
fourth-grade SOL specifically. The Virtual Virginia Tour was presented
at the Virginia Art Education Association Conference. Staff members at
Kilby Shores Elementary both individually and as a wider group devote
significant amounts of time to increasing their skills and understanding
of new research and its impact on student achievement. Opportunities for
observations and internships for college students pursuing teaching
careers are also offered at Kilby Shores Elementary. High School
students serve as positive role models by providing learning activities
such as sign language and Spanish.

The School Division's Professional Development Academy offers an array
of Professional Development options. Teachers choose topics that meet
the academic needs of their students and their professional needs.

**PART VII - ASSESSMENT RESULTS**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Subject: [English]{.underline}**

**Grade: [3]{.underline}**

**Test: [Virginia State Standards of Learning]{.underline}**

**Edition/Publication Year: [2002-2004]{.underline}**

**Publisher: [Virginia Department of Education]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 May         May         May

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    68          63          64

  \% At Exceeds State Standards**\***           12          14          6

  Number of students tested                     119         104         101

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. Black                                                             

  \% At or Above Meets State Standards          57          46          56

  \% At Exceeds State Standards                 4           4           0

  Number of students tested                     70          56          62

  2\. White                                                             

  \% At or Above Meets State Standards          83          81          76

  \% At Exceeds State Standards                 23          27          13

  Number of students tested                     47          48          38

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

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Subject: [Math]{.underline}**

**Grade: [3]{.underline}**

**Test: [Virginia State Standards of Learning]{.underline}**

**Edition/Publication Year: [2002-2004]{.underline}**

**Publisher: [Virginia Department of Education]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 May         May         May

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    84          85          80

  \% At Exceeds State Standards**\***           31          38          37

  Number of students tested                     115         108         94

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1.Black                                                               

  \% At or Above Meets State Standards          76          76          72

  \% At Exceeds State Standards                 15          19          19

  Number of students tested                     67          59          57

  2.White                                                               

  \% At or Above Meets State Standards          96          96          92

  \% At Exceeds State Standards                 52          63          64

  Number of students tested                     46          48          36

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

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Subject: [English]{.underline}**

**Grade: [5]{.underline}**

**Test: [Virginia State Standards of Learning]{.underline}**

**Edition/Publication Year: [2002-2004]{.underline}**

**Publisher: [Virginia Department of Education]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 May         May         May

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    90          89          90

  \% At Exceeds State Standards**\***           23          26          15

  Number of students tested                     96          96          99

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1.Black                                                               

  \% At or Above Meets State Standards          84          83          88

  \% At Exceeds State Standards                 14          17          12

  Number of students tested                     44          46          49

  2.White                                                               

  \% At or Above Meets State Standards          94          94          94

  \% At Exceeds State Standards                 33          36          17

  Number of students tested                     49          47          48

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

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**Subject: [Math]{.underline}**

**Grade: [5]{.underline}**

**Test: [Virginia State Standards of Learning]{.underline}**

**Edition/Publication Year: [2002-2004]{.underline}**

**Publisher: [Virginia Department of Education]{.underline}**

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 May         May         May

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    96          84          89

  \% At Exceeds State Standards**\***           22          9           15

  Number of students tested                     97          95          97

  Percent of total students tested              100         100         100

  Number of students alternatively assessed                             

  Percent of students alternatively assessed                            

                                                                        

  SUBGROUP SCORES                                                       

  1\. Black                                     91          72          83

  \% At or Above Meets State Standards          9           4           10

  \% At Exceeds State Standards                 45          46          48

  Number of students tested                                             

  2\. White                                                             

  \% At or Above Meets State Standards          100         96          94

  \% At Exceeds State Standards                 35          15          19

  Number of students tested                     49          47          47

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

**[ASSESSMENT REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject\_\_[Reading\_]{.underline}\_\_\_\_\_\_
Grade\_\_[4]{.underline}\_\_\_ Test\_\_\_\_[Stanford Acheivement Test
Series\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**Edition/Publication Year\_[9^th^/1996]{.underline}\_\_\_\_\_\_
Publisher\_[Harcourt,
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Scores are reported here as (check one): NCEs\_\_ [X]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_**

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 2    |
|                               | 004- | 003- | 002- | 001- | 000- |
|                               | 2005 | 2004 | 2003 | 2002 | 2001 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | N/A  | S    | S    | S    | S    |
|                               |      | epte | epte | epte | epte |
|                               |      | mber | mber | mber | mber |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           | N/A  |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | N/A  | 36.1 | 36.0 | 36.5 | 35.6 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 95   | 92   | 97   | 101  |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | N/A  | 90   | 95   | 91   | 94   |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | N/A  | N/A  | N/A  | N/A  | N/A  |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | N/A  | N/A  | N/A  | N/A  | N/A  |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > **SUBGROUP SCORES**         | N/A  |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Disabled                | N/A  | 33.3 | 32.4 | 33.6 | 33.0 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 4    | 9    | 8    | 3    |
+-------------------------------+------+------+------+------+------+
| > 2\. African American        | N/A  | 34.2 | 33.7 | 33.8 | 34.7 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 53   | 43   | 53   | 53   |
+-------------------------------+------+------+------+------+------+
| > 3\. Caucasian               | N/A  | 38.6 | 38.0 | 39.7 | 39.3 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 42   | 49   | 41   | 46   |
+-------------------------------+------+------+------+------+------+
| > 4\. Female                  | N/A  | 36.5 | 36.2 | 37.3 | 37.8 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 40   | 51   | 54   | 53   |
+-------------------------------+------+------+------+------+------+
| > 5\. Male                    | N/A  | 35.9 | 35.8 | 35.4 | 36.2 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 55   | 41   | 43   | 47   |
+-------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          N/A         48.6        48.6        50.0        51.4

  **NATIONAL STANDARD DEVIATION**  N/A         14.0        16.6        17.0        16.6
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENT REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject\_\_[Math\_\_\_\_]{.underline}\_\_\_\_\_\_
Grade\_\_[4]{.underline}\_\_\_ Test\_\_\_\_[Stanford Acheivement Test
Series\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

**Edition/Publication Year\_[9^th^/1996]{.underline}\_\_\_\_\_\_
Publisher\_[Harcourt,
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Scores are reported here as (check one): NCEs \_\_[X]{.underline}\_\_
Scaled scores \_\_[\_]{.underline}\_ Percentiles\_\_\_\_**

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 2    |
|                               | 004- | 003- | 002- | 001- | 000- |
|                               | 2005 | 2004 | 2003 | 2002 | 2001 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | N/A  | S    | S    | S    | S    |
|                               |      | epte | epte | epte | epte |
|                               |      | mber | mber | mber | mber |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           | N/A  |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | N/A  | 35.4 | 36.2 | 34.6 | 35.6 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 101  | 91   | 99   | 104  |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | N/A  | 96   | 94   | 93   | 97   |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | N/A  | N/A  | N/A  | N/A  | N/A  |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | N/A  | N/A  | N/A  | N/A  | N/A  |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > **SUBGROUP SCORES**         | N/A  |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Disabled                | N/A  | 33.9 | 31.8 | 34.0 | 32.3 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 7    | 6    | 8    | 3    |
+-------------------------------+------+------+------+------+------+
| > 2\. African American        | N/A  | 33.8 | 34.4 | 32.7 | 33.9 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 56   | 42   | 55   | 55   |
+-------------------------------+------+------+------+------+------+
| > 3\. Caucasian               | N/A  | 37.4 | 37.8 | 37.1 | 37.5 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 45   | 49   | 41   | 47   |
+-------------------------------+------+------+------+------+------+
| > 4\. Female                  | N/A  | 35.6 | 36.4 | 34.2 | 36.3 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 43   | 51   | 55   | 53   |
+-------------------------------+------+------+------+------+------+
| > 5\. Male                    | N/A  | 35.3 | 36.1 | 35.0 | 34.8 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | N/A  | 58   | 40   | 44   | 50   |
+-------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          N/A         54.4        55.7        51.9        54.6

  **NATIONAL STANDARD DEVIATION**  N/A         15.7        13.6        13.9        14.8
  -------------------------------- ----------- ----------- ----------- ----------- -----------