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

*U.S. Department of Education*

Type of School: Elementary (PreK -- 5)

Name of Principal: Mrs. Jennifer K. Moore

Official School Name: J.E.B Stuart Elementary School

City: Richmond

School Mailing Address: 3101 Fendall Avenue

Richmond, Virginia 23222-2699

School Code Number: 338

Telephone: (804) 780-4879 Fax: (804) 780-4320

Website/URL: [www.richmond.k12.va.us](http://www.richmond.k12.va.us/)

E-mail: <jmoore4@richmond.k12.va.us>

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. Deborah Jewell-Sherman

District Name: Richmond City Telephone: (804) 780-7710

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 Chairperson: Mr. David Ballard

I have reviewed the information in this application, including the
eligibility requirement on page 2, and certify that to the best of my
knowledge it is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board 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: 31 Elementary schools

9 Middle schools

0 Junior high schools

5 High schools

16 Other

61 TOTAL

2\. District Per Pupil Expenditure: \$5,525.00

Average State Per Pupil Expenditure: \$3,070.00

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ X\] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[11]{.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**    13        18                     **31**       **7**                             

  **K**       25        36                     **61**       **8**                             

  **1**       32        37                     **69**       **9**                             

  **2**       32        27                     **59**       **10**                            

  **3**       32        23                     **55**       **11**                            

  **4**       38        38                     **76**       **12**                            

  **5**       33        34                     **67**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   418
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 0% White

the students in the school: 99% Black or African American

1% Hispanic or Latino

0% Asian/Pacific Islander

0% 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:
[28%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      68
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      52
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    120
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 422
                            the school as of October 1  

  **(5)**                   Total transferred students  .28
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           28
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

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

Number of languages represented: [\_\_\_3\_\_\_\_]{.underline}

Specify languages: Spanish, French, and Tribal Language

9\. Students eligible for free/reduced-priced meals: [80%]{.underline}

Total number students who qualify: [338]{.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: [17%]{.underline}

[71]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [17]{.underline} Other Health Impaired

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

\_\_\_\_Emotional Disturbance [32]{.underline} Speech or Language
Impairment

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

> [4]{.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}\_\_\_ \_\_\_
[0\_\_\_\_\_]{.underline}

Classroom teachers [\_\_25\_\_\_]{.underline} \_\_[\_
0]{.underline}\_\_\_\_\_

Special resource teachers/specialists [\_\_ 3\_\_\_]{.underline}
\_\_\_[10]{.underline}\_\_\_\_\_

Paraprofessionals \_\_\_[5\_\_\_\_]{.underline}
\_\_\_\_[0]{.underline}\_\_\_\_\_

> Support staff \_\_\_[8\_\_\_\_]{.underline}
> [\_\_\_\_2\_\_\_\_\_]{.underline}
>
> Total number [\_ 43]{.underline} [12\_\_\_\_\_]{.underline}

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

divided by the FTE of classroom teachers: \_[16:1\_]{.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   95%         95%         95%         95%         95%

  Daily teacher attendance   92%         92%         92%         93%         92%

  Teacher turnover rate      9%          4%          11 %        15 %        10 %

  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

J.E.B. Stuart Elementary School is a school with *stars* as its mascot.
The stars represent the light that shines through each child who manages
to achieve despite the obstacles that many face daily. It is a Title I
school, which serves approximately 420 students located on the north
side of Richmond, Virginia. Richmond Public Schools serves approximately
25,000 students.

The site for the school, 3101 Fendall Avenue, was purchased in the early
1920's and the building was ready for occupancy in September, 1922. In
1928, due to rapid growth in the Northside area, eight rooms were added
to the building. Several renovations have taken place within the
building, creating the present cafeteria and a larger media center. Due
to the damage from Tropical Storm Gaston in 2004, the entire lower floor
of the building was destroyed. The most recent renovations in 2005
provided the school with 4 remodeled classrooms and a media center.

Richmond, the capitol of Virginia, is a large urban city that has its
share of urban area ills. Because of the city's high crime and poverty
rates, J.E.B. Stuart Elementary School serves as more than just an
elementary school for many of the students. It is a place where students
feel safe, appreciated, and nurtured so that they can explore and learn.
The expectations are high for every child. No child is allowed to have
an excuse for not learning.

The north side of Richmond is a predominantly African-American community
where many of our students walk to school with an adult or are driven to
school by family. This provides an opportunity for parents and other
family members to be involved daily. Because it is a school that focuses
on changing students' lives, we take a holistic approach to working with
students. Thus, our students are able to achieve at a high level because
everyone involved with the student is growing and developing. The
faculty and staff are constantly trained and pushed to excel. Parenting
classes are offered at the school. Children's health needs are addressed
collectively and individually. Consequently, we try to create a world
around each child that will inhibit his failure.

The school's mission is to strengthen basic and higher level thinking
skills, motivate and encourage a sense of self-worth, and to encourage
parental involvement. Emphasis is given to the development of the whole
child. Teachers focus on child development as well as academic
development. Each child is praised for the progress made and the school
celebrates reaching goals. The focus for the students of the school is
on academics. One way the school encourages academic focus is through
the use of school uniforms. The students, faculty, and staff wear
uniforms on Mondays, Wednesdays, and Fridays.

Stuart has a great team of professionals who work well together to meet
the needs of many of their students who face difficulties. Whether a
student is homeless, seriously ill, or a victim of abuse or neglect, the
team works diligently to find academic solutions for each student. The
school staff has created strong links between its resources and
community agencies. One such agency provides a service for students who
have behavioral/emotional challenges in school. The agency provides
training for the parent, teacher and student, while a counselor for all
students involved is at school the entire day.

The School Planning and Management Team (SPMT) determine the school's
direction. This is a team composed of administrators, teachers, support
staff, parents, community representatives, and students when appropriate
wherein everyone has representation. The team works together to develop
and enforce the goals of the school. This process provides for
togetherness and better communication on all levels. Some of the
accomplishments of the team are goal-oriented staff development,
improved internal communication, increased PTA membership and parental
involvement, and significant improvement in student behavior and
attendance. The SPMT continues to closely monitor the endeavors of the
entire school and revises policies and procedures as deemed necessary.

J.E.B. Stuart Elementary takes pride in moving each of our students from
good to great. The hardworking, ambitious, and enthusiastic faculty and
staff have implemented data-driven instruction and innovative technology
so that our school is fully accredited by the Virginia Department of
Education. This proves that the administration, faculty, staff, and
students are all stars.

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

**[Part IV -- 1 assessment Results]{.underline}**

Each year the students in the Commonwealth of Virginia are given a test
based on the Standards of Learning Objectives (SOL). The Virginia
Department of Education established these objectives in order to provide
all students with a quality education. Students in grades 3 and 5 are
given a criterion-reference assessment in the areas of English-reading,
literature, and research (reading), English-writing (writing),
mathematics, science, and history. Third grade reading and writing
scores are combined into one score. Fifth grade scores are reported
separately. Assessment results are reported on a scale of 0-600. Scores
of 400-499 are considered proficient and scores of 500 or above are
labeled advance proficient.

J.E.B. Stuart Elementary achieved full accreditation in 2000. As one of
the first schools in Richmond City to become fully accredited, J.E.B.
Stuart Elementary School's scores in third grade reading have risen from
39 percent in 2000 to 98 percent in 2005. In math, the third grade
scores went from 38 percent in 2000 to 100 percent in 2005. Fifth grade
scores reflect similar growth. In reading, fifth grade scores increased
from 40 percent in 2000 to 97 percent in 2005. Fifth grade mathematics
scores showed a gain from 28 percent in 2000 to 100 percent in 2005.
J.E.B. Stuart Elementary has also met the provisions for Adequate Yearly
Progress (APY), as set by the standards of *No Child Left Behind Act of
2001* (NCLB) for the years 2003, 2004 and 2005.

Each subgroup continues to make growth similar to that made by the
school. The third grade scores in reading for the African-American
students rose from 67 percent in 2003 to 98 percent in 2005. In math,
the African-American students scored 88 percent in 2003 and 100 percent
in 2005. Proficiency in the fifth grade had a similar gain. In reading,
African-American students' scores reflected a level of proficiency at 87
percent in 2003 and 97 percent in 2005. Math scores for fifth grade
African-American students increased from 79 percent in 2003 to 92
percent in 2005.

J.E.B. Stuart Elementary School has a large economically disadvantaged
population. As a Title I school, 80 percent of the students receive free
or reduced lunches. Even though the disadvantaged population is large,
the students have increased the proficiency rate from 61 percent in 2003
to 97 percent in 2005 in third grade reading. In third grade math, the
proficiency score has increased from 88 percent in 2003 to 100 percent
in 2005.

The disabled population of the school has not shown the same progress as
the other subgroup. However, the proficiency scores for this group in
reading and math are in the 80^th^ percentile. In third grade reading,
the students scored 83 percent in 2003 and 83 percent in 2005. In math,
the students' scores rose from 83 percent to 100 percent proficiency.
For fifth grade reading, the scores remained at 100 percent for 2003 and
2005. In math, the proficiency of the disabled students shows a slight
decline. In 2003, the proficiency score was 90 percent and 81 percent in
2005. The fifth grade math scores indicate that more emphasis needs to
be given to the instruction of mathematics for the disabled students of
J.E.B. Stuart Elementary School.

The state website used to complete this document is
[www.pen.k12.va.us](http://www.pen.k12.va.us/).

**[Part IV - 2 Using Assessment Results]{.underline}**

J.E.B. Stuart Elementary School is committed to using data to improve
instruction. The school has created a clear connection between the
Virginia Standards of Learning, our district's curriculum, and our
assessment practices. The data provided from multiple assessments is
analyzed to maximize teacher and student performance.

The data from multiple assessments is compiled into an assessment
matrix. Our assessment matrix is more than mapping percentages and
actual numbers. It is a clear display of the connections between what
standards need to be re-taught, to whom they need to be re-taught, and
changes in instructional methods. Our teachers join forces with other
teachers on their grade level team to build and analyze the matrices.
Once the matrices are completed, the teachers use the data to address
strengths and weaknesses of the students. Also, we use the information
to modify or adjust instruction based on item analysis.

Using multiple assessments throughout the school year provides teachers,
students, and parents with valuable information about each student's
achievement. Our assessment matrices are used as part of an assessment
portfolio used to measure student proficiency and teacher effectiveness.
This assessment portfolio is the basis for student instructional
objectives and teacher goals. Based on the specific needs of the
student, we design an assessment plan to help improve individual student
achievement.

After the results of the Virginia Standards of Learning are received,
the administrators and staff analyze the data to identify strengths and
weaknesses. The staff takes part in professional development for any
areas needing improvement. The data is used to assist in the development
of the school's Plan of Improvement and to complete Richmond Public
Schools' Charting the Course document. Charting the Course is a
comprehensive plan that outlines the assessment result and needs for all
subgroups of students.

**[Part IV - 3 Communicating Assessment Results]{.underline}**

J.E.B. Stuart Elementary communicates student progress and performance
in various ways. All students have homework assignment books to write
down homework assignments and to use as a means of communication between
parents and teachers daily. Progress reports are sent home weekly and
monthly to inform parents of student progress and behavior. Weekly and
monthly newsletters are sent home regularly to help parents monitor the
objectives being taught as well as to keep parents informed of events
that occur within our school.

In addition to progress reports and newsletters, parents and teachers
conference each nine-weeks to discuss report cards. P.T.A. meetings are
scheduled monthly where parents and teachers can also discuss student
progress. Students are provided academic ceremonies as a reward for
achievement, honor and scholar roll, citizenship, perfect attendance,
etc. Parents and community leaders are invited to share in these moments
with the students. Student success is also recognized over the intercom.
Student work is displayed throughout each classroom and the hallways of
the building for parents and others to view.

Individualized state assessment results are communicated with the
parents via mail; the parents receive a copy of the actual test results
for his/her child. State assessment results are also shared with the
community and other schools in the newspapers. The Commonwealth of
Virginia also provides Annual School Report Cards to parents. This
report provides information about students' performance as measured by
the Virginia Standards of Learning assessments.

**[Part IV - 4 Sharing Success]{.underline}**

Through exchange at principal, teacher, and other district meetings our
successes are shared. Our faculty and staff have shared instructional
and behavioral strategies and techniques that have worked in our
building for at-risk elementary students. Our faculty and staff have
attended state and national conferences and workshops wherein they have
met with educators from around the nation to explain how we achieve
success with our students. Surrounding counties and cities have
approached Richmond Public Schools for assistance in working with
at-risk populations. Thus, other districts have visited our school to
observe instructional strategies and techniques being used.

Successes are shared with the parents and community through newsletters,
the media, and partnerships. J.E. Stuart publishes a monthly newsletter
highlighting student achievements, activities and awards. A school
website is maintained and teachers have e-mail accounts that offer them
the opportunity to share with colleagues, parents, and students.
Successes are displayed on the website. Also, the PTA meetings are used
as a forum to inform parents about the successes and achievements of the
school.

Technology has made it easier to share successes with other schools.
Teachers from other schools frequently network with faculty to discuss
instructional strategies. J.E.B. Stuart's faculty is always willing to
share the successes experienced by the students. This inspires others to
aspire to reach the same successes.

The spirit of professional collaboration is the basis for much of the
success at J.E.B. Stuart. The administrators and staff are committed to
sharing what has been learned to work. Finally, J.E.B. Stuart has
submitted a proposal to Metropolitan Educational Research Consortium
(MERC) to continue sharing information that may be helpful to others.

**PART V -- CURRICULUM AND INSTRUCTION**

**[Part V -1. Outline of Curriculum]{.underline}**

Stuart Elementary School's curriculum is based on the Standards of
Learning for Virginia Public Schools. These standards describe the
commonwealth\'s expectations for student learning and achievement in
grades K-5 as well as all other grades. These standards represent a
broad consensus of what parents, classroom teachers, school
administrators, academics, and business and community leaders believe
schools should teach and students should learn.

In the four core areas of English, mathematics, science, and
history/social science, a curriculum framework also is provided that
details the specific knowledge and skills students must possess to meet
the standards for these subjects. The Standards of Learning are
reasonable targets and expectations for what teachers need to teach and
students need to learn. Richmond Public School's curriculum goes beyond
the standards. Our teachers select instructional strategies and
assessment methods appropriate for our students.

Richmond Public Schools has developed a resource called the Curriculum
Compass that vividly graphs for teachers how to pace instruction so that
standards are taught within the curriculum. The Curriculum Compass
suggests the appropriate instructional tools, activities, and even field
trips. Our administration holds our teachers accountable for using the
Curriculum Compass. Teachers must incorporate small groups, classroom
discussion, hands-on activities, cooperative groups, peer tutoring,
reciprocal teaching, and guided practice into daily lessons.

The curriculum focuses on four main areas: language arts, mathematics,
science, and social science. The focus of the language arts area is to
provide a variety of activities to develop an understanding of language
structure and enhance their ability to communicate effectively. The
focus of the mathematics area allows students to engage actively in a
variety of problem solving situations, to motivate students to develop
multiple ways of thinking and representing numbers, and to compare
situations and understand of simple operations. The focus of the science
area is to develop inquiry skills while conducting activities and
investigations to enhance higher levels of thinking. The focus of social
science is to develop in all students the requisite knowledge and skills
for informed responsible participate in public life.

In addition, the curriculum encompasses four areas of humanities:
library skills, music, art, and physical education. The emphasis of each
of these areas is to have students explore other cultures and
incorporate various concepts learned in other disciplines. Students are
encouraged to explore innate talents in these areas through
self-exploration and team building skills.

The use of technology is an integral part of our curriculum. Our
technology curriculum is incorporated into our four core areas. To
become technologically proficient, our students must develop the skills
through integrated activities in all content areas rather than through
one specific course. The technology curriculum provides a framework for
technology literacy that begins with physical manipulation skills for
the use of technology, to intellectual skills necessary for information
use. At the elementary level, the focus is on learning to use technology
rather than learning about technology. Our students use computers for
benchmark testing, research, reading and math enhancement, and fun
activities.

**[Part V - 2a. Reading Curriculum]{.underline}**

The Language Arts Curriculum at J.E.B. Stuart is closely aligned with
the standards set by the state of Virginia. Our expectations are for
every student to read fluently and comprehensively, and to speak and
write effectively in Standard English. Every student receives direct
instruction daily in the reading to provide practice of phonemic
awareness, comprehension strategies, fluency, test-taking strategies,
etc. Teachers receive various staff development training to enhance
instruction in reading as well. The strategies are implemented in every
subject area so students are continuously guided as they apply the
strategies taught.

Reading achievement is assessed with tools such as teacher made tests,
Phonological Awareness Literacy Screening (PALS), computer-based tests
such as eduTest assessments and Accelerated Reader, and Standards of
Learning test results, Base-Line tests designed by the reading program,
and Curriculum-based tests. These various assessments help us to
determine the students' reading levels, and their strengths and
weaknesses of students and teachers. Students are heterogeneously
grouped on all levels based on the data obtained from the assessments.

Our school has several programs designed to assist students' needs. The
Special Programs for Academic and Creative Excellence (SPACE) is
implemented to challenge the students who have been identified as gifted
and talented. The Accelerated Reader Program is used to provide students
with more reading practice and to help students, parents and teachers
monitor reading and comprehension practice. We have intervention
programs such as the A.N.S.W.E.R program for grades Kindergarten through
Second grade, and the S.O.A.R. program for Third through Fifth grade.
Reading specialists and Title 1 teachers work with the students in small
group settings. We also implement an Extended Day program to provide
additional reading practice for identified students. Reading Night gives
the parents an opportunity to read with their children and to learn tips
to help their children to become better readers. Other incentives are
provided by partners and community leaders throughout the city of
Richmond.

We have high expectations of all of our students at J.E.B. Stuart
Elementary in the area of Reading. Through hard work and much practice,
our school is accredited in this area.

**[Part V - 3 Mathematics Curriculum]{.underline}**

The mathematics curriculum at J.E.B. Stuart, based on the standards of
the Commonwealth of Virginia, requires that students gain an
understanding of fundamental concepts and develop proficiency in
arithmetic, measurement, geometry, probability, data analysis,
statistics and basic algebra. Students are challenged by continuous
practice of all related skills and an abundance of real life situations
that encourage the students to apply knowledge gained. Students are
expected to implement strategies learned in centers, projects, problem
solving and other areas. Teachers provide critical thinking problems
daily and require students to apply various methods across the
curriculum.

Students apply mathematical concepts and skills and the relationships
among them to solve problem situations of varying complexities. Students
also create problems and are taught to recognize problems from real life
data and situations within and outside mathematics and then apply
appropriate strategies to find acceptable solutions. To accomplish this
goal students are expected to develop many skills and strategies for
solving a variety of problem types. A major goal of the mathematics
program is to help students become competent mathematical problem
solvers. Students participate in field trips to the grocery store, the
Mathematics and Science Center, The Planetarium, Track Meets, the mall,
and construction sites.

**[Part V - 4. Instructional Methods]{.underline}**

One of the ways that our school is unique is that the entire school is
on the same schedule for instruction all day. Each grade level team
plans together and submits one grade level lesson plan that reflects
what the entire grade level will do for the week. It incorporates
differentiated learning and small group pull-out in addition to general
instruction. The lesson plan model is a picture of the entire day. The
day begins with journal writing for all students. Reading is a primary
focus such that each student receives at least 2 ½ hours of reading
instruction daily. Students who demonstrate the need for additional
reading instruction may receive an additional 30 to 60 minutes of
instruction each day.

Students with special needs are incorporated in the general classroom to
have maximum access to the general curriculum. There is at least one
classroom at each grade level taught by a special education and general
education teacher so that all students are included with their peers.
Notwithstanding, all teachers incorporate best practices into daily
classroom activities, such as pre-testing before unit tests, reading
instructions aloud for clarity during regular class work, rearranging
student groups for most effective student exchange, and breaks in
transitioning through the day. Each lesson includes all the components
of the Richmond Public Schools Instructional Model.

Fulltime Title I Mathematics and Reading specialists give students who
need additional assistance support throughout the week in small groups
and individualized instruction. These students meet with the teacher for
at least one hour each week. Many of the same students remain after
school with their regular teacher for additional help in reading and
math. During the spring, intense formalized reading and mathematics
training occurs Monday -- Thursday during our Extended Day Program.
Saturday Academy is started in May, just prior to the end-of-year
assessment. Students in grades 2 through 5 are encouraged to attended
Saturday Academy for an intensive review of objectives learned during
the school year.

Whenever possible, instruction in art, music, physical education and
library/media is integrated across the curriculum. For example, the art
teacher assisted the third grade teachers with a unit on Ancient Greece.
The art teacher had the students create mosaics and decorative vases.
Also technology is used to enrich the delivery of instruction. Teachers
are encouraged to utilize the technology available in the classroom and
media center. Students are assisted in preparing projects using
PowerPoint as part of the presentation.

**[Part V - 5. Professional Development]{.underline}**

Our school improvement plan incorporates site-based staff development
for our teachers. Based on the needs defined by assessment data,
discipline reports, and teacher interest our School Plant and Management
Team (SPMT) helps to bring to our school personnel to render workshops
and in-service sessions. Our goal with staff development is to provide
high-quality training and organizational development to improve teaching
and learning. The latest research and best instructional strategies
geared for our students and staff is the target for our staff
development. The administration, lead teachers, and committee
chairpersons are charged with finding the best training sessions and
personnel trainers for our staff. Teachers and staff are encouraged to
attend conferences and workshops at the district, state, and national
level. All staff members are encouraged to be members of professional
organizations and to share information with colleagues.

The following are training sessions from which our staff members have
benefited and have presented: Houghton Mifflin Math/Reading Seminars,
Virginia Association of Supervision and Curriculum Development
Conferences, Annual Conferences of the Virginia Federation of the
Council for Exceptional Education, Child Abuse and Neglect: Recognition,
Reporting, and Responding for Educators workshops; Virginia Preschool
Initiative District-wide Conference; Council for Exceptional Children
Annual Conferences *(Virginia Federation)*,

**Virginia's Reporting Form for NCLB Blue Ribbon Data**

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

Publication Year: 2002 -- 2005 Publisher: Harcourt Assessment, Inc.

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

  Testing month                  June          June          June

  **SCHOOL SCORES**                                          

  \% At or Above Proficient      98            90            67

  \% At Advanced Proficient      37            9             9

  Number of students tested      51            63            79

  Percent of total students      100           100           100
  tested                                                     

  Number of students             0             1             3
  alternatively assessed                                     

  Percent of students            0             .01           .05
  alternatively assessed                                     

                                                             

  **SUBGROUP SCORES**                                        

  1\. **African-American**                                   

  \% At or Above Proficient      98            90            67

  \% At Advanced Proficient      38            8             9

  Number of Students Tested      50            62            78

  2\. **Disadvantaged Students**                             

  \% At or Above Proficient      97            90            61

  \% At Advanced Proficient      27            8             9

  Number of Students Tested      33            51            57

  3\. **Disabled Students**                                  

  \% At or Above Proficient      83            67            83

  \% At Advanced Proficient      33            11            0

  Number of Students Tested      \<            \<            \<

                                                             

  **STATE SCORES**                                           

  \% At or Above Proficient      77            71            72

  \% At Advanced Proficient      19            14            19

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

**Source of state scores:**
[**http://pen2.vak12ed.edu/cgi-bin/broker?\_service=doe_prod&\_program=prodcode.doerp101rcdp001.sas**](http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas)

**Virginia's Reporting Form for NCLB Blue Ribbon Data**

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

Publication Year: 2002 -- 2005 Publisher: Harcourt Assessment, Inc.

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

  Testing month                  June          June          June

  **SCHOOL SCORES**                                          

  \% At or Above Proficient      100           89            88

  \% At Advanced Proficient      73            34            44

  Number of students tested      51            64            79

  Percent of total students      100           100           100
  tested                                                     

  Number of students             0             1             3
  alternatively assessed                                     

  Percent of students            0             .01           .05
  alternatively assessed                                     

                                                             

  **SUBGROUP SCORES**                                        

  1\. **African-American**                                   

  \% At or Above Proficient      100           89            88

  \% At Advanced Proficient      72            35            44

  Number of Students Tested      50            63            78

  2\. **Disadvantaged Students**                             

  \% At or Above Proficient      100           87            88

  \% At Advanced Proficient      77            33            48

  Number of Students Tested      33            52            58

  3\. **Disabled Students**                                  

  \% At or Above Proficient      100           70            83

  \% At Advanced Proficient      67            0             0

  Number of Students Tested      \<            \<            \<

                                                             

  **STATE SCORES**                                           

  \% At or Above Proficient      88            87            83

  \% At Advanced Proficient      52            49            48

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

**Source of state score:
<http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas>**

**Virginia's Reporting Form for NCLB Blue Ribbon Data**

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

Publication Year: 2002 -- 2005 Publisher: Harcourt Assessment, Inc.

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

  Testing month                  June          June          June

  **SCHOOL SCORES**                                          

  \% At or Above Proficient      97            91            87

  \% At Advanced Proficient      16            33            14

  Number of students tested      73            78            87

  Percent of total students      100           100           100
  tested                                                     

  Number of students             4             3             0
  alternatively assessed                                     

  Percent of students            .05           .03           0
  alternatively assessed                                     

                                                             

  **SUBGROUP SCORES**                                        

  1\. **African-American**                                   

  \% At or Above Proficient      97            91            87

  \% At Advanced Proficient      16            33            14

  Number of Students Tested      73            78            87

  2\. **Disadvantaged Students**                             

  \% At or Above Proficient      98            91            88

  \% At Advanced Proficient      14            27            12

  Number of Students Tested      59            64            66

  3\. **Disabled Students**                                  

  \% At or Above Proficient      100           67            100

  \% At Advanced Proficient      38            0             0

  Number of Students Tested      16            \<            \<

                                                             

  **STATE SCORES**                                           

  \% At or Above Proficient      85            85            83

  \% At Advanced Proficient      29            31            19

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

**Source of state scores:
<http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas>**

**Virginia's Reporting Form for NCLB Blue Ribbon Data**

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

Publication Year: 2002 -- 2005 Publisher: Harcourt Assessment, Inc.

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

  Testing month                  June          June          June

  **SCHOOL SCORES**                                          

  \% At or Above Proficient      92            77            79

  \% At Advanced Proficient      15            20            28

  Number of students tested      73            78            87

  Percent of total students      100           100           100
  tested                                                     

  Number of students             4             3             0
  alternatively assessed                                     

  Percent of students            .05           .01           0
  alternatively assessed                                     

                                                             

  **SUBGROUP SCORES**                                        

  1\. **African-American**                                   

  \% At or Above Proficient      92            77            79

  \% At Advanced Proficient      15            21            29

  Number of Students Tested      73            78            87

  2\. **Disadvantaged Students**                             

  \% At or Above Proficient      93            73            76

  \% At Advanced Proficient      14            15            27

  Number of Students Tested      59            66            66

  3\. **Disabled Students**                                  

  \% At or Above Proficient      81            22            90

  \% At Advanced Proficient      25            0             0

  Number of Students Tested      16            0             0

                                                             

  **STATE SCORES**                                           

  \% At or Above Proficient      81            78            74

  \% At Advanced Proficient      85            80            18

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

**Source of state scores:
<http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&_program=prodcode.doerp101rcdp001.sas>**