##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Merle Stables]{.underline}

Official School Name [Lancaster Primary School]{.underline}

School Mailing Address [36 Primary School Circle]{.underline}

[Lancaster Virginia 22503- 2336]{.underline}

City State Zip Code

Tel. [( 804 ) 435-3196]{.underline} Fax ([804) 435-0989]{.underline}

Website/URL [www.lcs.k12.va.us/lps/]{.underline} Email
<mstables@lcs.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.

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

(Principal's Signature) (Date)

Name of Superintendent [Dr. Randolph Latimore, Sr.]{.underline}

District Name [Lancaster County Public Schools]{.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.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature) (Date)

Name of School Board Mr. Joseph Wiggins

President/Chairperson

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.

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT**

1\. Number of schools in the district: 1 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

3 TOTAL

2\. District Per Pupil Expenditure: \$4,906.26

Average State Per Pupil Expenditure: \$2,774.72

**SCHOOL**

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

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

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       48        41                     **89**       **7**                             

  **1**       45        46                     **91**       **8**                             

  **2**       57        52                     **109**      **9**                             

  **3**       50        39                     **89**       **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     **Pre-K**   43        27          70

                                    **TOTAL                                                   448
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\* Pre-K is included on this chart and for special education figures.
All other figures

include just kindergarten through third grade.

6\. Racial/ethnic composition of 47 % White

the students in the school: 52 % Black or African American

.33 % Hispanic or Latino

.34 % Asian/Pacific Islander

.33% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 9 %

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

  **(2)**     Number of students who transferred 14
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        35
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    391
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.09
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    9
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 0

0 Total Number Limited English Proficient

Number of languages represented: 0

Specify languages: none

9\. Students eligible for free/reduced-priced meals: 60.44%

275 Total Number Students Who Qualify

10\. Students receiving special education services: [15]{.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.

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

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [4]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [51]{.underline} Speech or Language
Impairment

[2]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[10]{.underline} Developmentally Delayed

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [31]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [4]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [12]{.underline} \_\_\_\_\_\_\_\_

> Support staff [5]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [54]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: 15:1

13\. Attendance patterns

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95.96%      99.74%      96.2%       90.7%       91.75%

  Daily teacher attendance 94.5%       94%         95%         95%         95%

  Teacher turnover rate    13.5%       11.4%       8.8%        21.2%       22.8%

  Student dropout rate     NA          NA          NA          NA          NA

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Lancaster Primary School, located in rural Lancaster County, Virginia,
provides instruction for approximately 500 students pre-kindergarten
through third grade. The student population is over 50% minority
(African American) and over 60% of the student population are eligible
for free or reduced priced meals. Our mission is to provide an
educational environment where all students reach their full potential
and where they are actively engaged in acquiring skills which are
relevant to the real world.

Lancaster Primary School offers instruction in reading, writing,
mathematics, social science, and science. Additionally, students are
enrolled in classes for visual arts, performing arts, physical
education, library skills and computer technology. Character education
also enhances the curriculum and is supported by the Parent-Teacher
Association. Most importantly it is our goal to make learning fun. The
art department holds an annual art show each year in conjunction with
the middle school and high school. Students also participate in a
yearbook cover contest. Musical performances enhance students self
esteem, while supporting basic skills in math and reading. Students
produce a school newspaper each year. Computer assisted instruction is
provided in the basic skills of reading and math through our two
computer labs. Accelerated Reader is also utilized throughout the
school. Numerous after-school programs support and enrich what our
students are experiencing in their classrooms. More than half of the
student population stays after school for remediation or enrichment.
Volunteers work during the day and in our after school reading tutorial
program.

Our staff is committed to creating a community of learners in which all
participants (students, staff, parents, and community) have an equal
share in the responsibilities of developing the students' potential,
creating a safe environment, and cultivating independent citizens. Our
staff regularly reviews the mission statements and beliefs. The staff
believes: it is essential that students, families, the community, and
all school personnel share the responsibility for supporting the
school's mission and display respect for themselves and one another; all
students are valued individuals who learn in various ways and should be
provided with opportunities to enhance their academic, physical,
emotional, aesthetic, and social development; a safe, orderly, mutually
supportive, and environmentally sound atmosphere improves student
learning; praise and discipline should be consistent and fairly
administered; students perform best when actively engaged in acquiring
skills that are relevant to the real world; in order for all students to
reach their greatest potential, high standards for achievement and
continuity of expectations must be established; and it is necessary for
future productive citizens to develop critical thinking skills,
creativity, technology applications, and the desire to be life-long
learners.

Lancaster Primary School is committed to continuous improvement. Over
the past five years, student achievement has increased and full
accreditation has been achieved from the Virginia Department of
Education and Southern Association of Colleges and Schools. Students,
staff, parents, and the community are confident in and proud of their
school. We are dedicated to leaving no child behind at Lancaster Primary
School.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1**. The Commonwealth of Virginia has established Standards of
Learning (SOL) that set expectations for teaching and learning. The
SOL's are statements of knowledge and skills that every child is
expected to learn and use in solving day-to-day problems and to be a
productive citizen. These standards were developed with the assistance
of thousands of parents, teachers, business leaders, college professors,
and other educators united by their concern for quality education.
Standards of Learning tests are given in grades 3, 5, and 8, and certain
courses in high school. The tests are given in English, math, science,
and history at the third grade level. These tests measure content
knowledge, scientific and mathematical processes, and reasoning.

A student's performance is reported on a scale from 0 -- 600. A student
must receive a score of 400 or higher to pass the test. If a student
scores 400 to 499 he/she is considered to have performed at a proficient
level. If a student scores 500 or more, he or she is considered to have
performed at an advanced level.

Schools in Virginia are accredited based on the performance of total
grade levels or subject areas for the grade level/subject area tested in
that school. To be accredited by the state, a total pass rate of 70% of
the student population at each grade level in each subject is required.

Lancaster Primary School third graders have consistently improved their
performance on the Virginia Standards of Learning Tests over the past
three years. English scores have improved from 56% to 81% to 86%. The
past two years, our scores in English have exceeded the state averages
of 68% and 74%. Mathematics scores have improved from 68% to 87% to 88%.
Again, for the past two years, our scores in mathematics have exceeded
the state averages of 80% and 83%. Although tracking data for
low-socioeconomic students is not available, with 60% of the student
population on free-reduced meals, achievement in the English and
mathematics scores reflects this group's tremendous academic gains.

African American student performance has improved in English and
mathematics constantly in the past three years. English scores have gone
from a 52% to 77% to79% pass rate for African Americans. The percent of
minority students scoring at the proficient level in English has risen
from 40% to 67% to 68% with gaps in total achievement diminishing to
within 6 percentage points of the total pass rate in English for all
third graders at Lancaster Primary School. Mathematics scores for
African American students have risen 52% to 77% to 79% with minority
students' advanced scores at 15% to 37% to 31%. The gap between the
total number of students performing in the advanced range has closed to
within 16 percentage points.

Traditionally, students with disabilities have participated in testing
as indicated by their Individualized Educational Plan. Some students
have been included in all or some of the SOL tests, others have taken
the test under modified conditions, and others have been excluded. The
degree of inclusion has depended on the IEP provisions. The Commonwealth
of Virginia has developed an alternate special education assessment for
students with significant disabilities. This requires a collection of
evidence which may include observations, interviews, record reviews,
recordings, etc. Special education students are included in SOL tracking
test, Phonological Awareness Literacy Screening, and teacher made tests.
This school year, 2002-2003, all special education students at Lancaster
Primary School will participate in the English and mathematics Standards
of Learning Tests.

**2.** The use of assessment data is part of the teacher evaluation
system. Teachers set annual goals for improving student achievement at
the beginning of each year. Baseline data are gathered and then compared
to interim and end of year results. Each teacher meets with the
administration to discuss the data used. At the beginning of each year
pre-school through third grade students take the Phonological Awareness
Literacy Screening (PALS). Students who do not reach the benchmark are
given additional assistance. A computer report generated from the
Success Maker software indicates a grade level equivalent and areas
needing additional attention in math and reading. A STAR™ Reading
assessment is given to students in first grade through third grade using
the computer. The scaled score (SS) is used to compare student
performance over time and across grades and the Zone of Proximal
Development (ZPD) defines the reading level range from which a student
should be selecting books. Accelerated Reader™ quizzes are taken by the
students once they have finished reading selected books. Teachers are
required to give a Standards of Learning tracking test four times a
year. Grade levels have created these tests in math, language arts,
science, and social studies.

**3.** Student progress is shared with parents through interim reports,
report cards, and conferences. Interim reports are sent home to parents
half way through each grading period. Report cards are sent home every
nine weeks. Parent conferences are scheduled twice a year in the master
calendar. Folders with student work are sent home weekly with a parent
signature required. A report to the community is mailed to all residents
in Lancaster County twice a year. This report includes pictures,
articles, and test scores from all schools in the county. Our publicity
chairman also makes sure an article or two gets in the local newspaper
weekly. Parents and the community are involved with the Southern
Association of Colleges and Schools accreditation. Parents and community
take a survey and also serve on committees. The Lancaster Primary School
improvement committee meets throughout the year. It includes
administration, teachers, parents, and community members. A Virginia
school performance report card is sent home yearly which is generated
from the Virginia State Department of Education. This report includes a
comparison of Standards of Learning test scores, the accreditation
status, attendance rates, safety infractions, and teacher training
information.

**4**. School successes are shared with other schools through various
workshops and conferences. We have been selected to make presentations
at the Governor's Conference on Education, Virginia Association of
School Superintendent's Best Practices Workshop, Commonwealth
Educational Policy Institute Conference, and Virginia Family Literacy
Institute Conference. We have presented our Tea for Two after school
tutoring program, Curriculum At Home Involving Parents and Students
(CHIPS) parent-teacher-student partnership program, character heroes,
and steps to Standards of Learning success. We were the 2000-2001
recipient of the Christa McAuliffe Fellowship grant which was used to
start our CHIPS program. We have had visitors from other school
districts attend some of our CHIPS meetings. We also received funding
for an after school program from Dominion Virginia Power. The Students
Using Math and Science (SUMS) program is highlighted in a booklet
published by Dominion Virginia Power and showcased during the annual
meeting. Our administration, faculty, and staff dialogue about our
successes whenever the opportunity arises. Presentations have been made
at school board meetings, PTA meetings, and faculty meetings.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1.** Lancaster Primary is a fully accredited, rural public elementary
school serving pre-school through third grade students. Multilevel
special education classes and related services are also provided. School
enrollment is 448 students.

The school provides a comprehensive curriculum including
English/Language Arts, Mathematics, Social Studies, Character Education,
Family Life Education, Art, Music, Physical Education, Library/Media
Services, Special Education and Speech/Language Services for eligible
students. Seventy-two students participate in special education and
related services, including 51 students with speech/language disorders.
The school has a library/media center that is accessible to all students
during scheduled times each week, as well as before and after school.
Instructional resources and supplies are provided at each grade level.

Each classroom is equipped with at least one computer that is Internet
accessible. Two computer labs with 24 computers each provide access to
kindergarten through third grade Lancaster Primary Students three times
per week. Students are able to access, via computer, individualized
instruction in mathematics and reading to enhance learning in these key
curricular areas. The program permits aggregation and analysis of
student progress in reading and math. It also has capacity to isolate
strands within the reading and math areas to pinpoint areas of needed
focus for individual students. The special education program provides
various instructional equipment and resources to enhance individualized
instruction for students with a variety of learning styles, interests
and abilities. A mini computer lab affords students with disabilities
additional opportunities to practice newly-acquired academic and social
skills in the resource special education setting.

Lancaster Primary qualifies as a Title I school that provides pre-school
services for 4-year olds. Additionally, services for pre-schoolers with
disabilities are provided through a regional program that is housed at
Lancaster Primary and serves several neighboring school systems.

Several extra curricular offerings are available through after school
programs. Forty students participate in the Tea for Two (Tutoring,
Esteem and Academics) program which is designed to assist students to
improve reading skills. The MASTERS program (Math and Science Together
Educating Responsible Students) has 29 student participants. "Hands on"
activities are provided through this program via gardening and other
experiences. The SUMS program (Students Using Math and Science) provides
after school activities for 24 students. The SOL Club meets twice weekly
and is designed to assist students by providing extra help in meeting
state Standards of Learning requirements. Lancaster Primary also
provides the CHIPS program (Curriculum at Home Involving Parents and
Students). This special program is funded to provide support to parents
of preschoolers and kindergarteners, for the improvement of academic
skills and for enhancing parent-teacher partnerships. Finally, the ACE
program (Academically Challenged Endeavors) is also an after school
program providing enrichment activities for eligible talented and gifted
students.

Lancaster Primary also offers a Drama Club that provides three after
school sessions and performances during the year for Kindergarten
through third grade students.

**2.** The staff believes a balanced and integrated approach of
instruction in the reading and language arts curriculum is important for
students to become successful learners. The state-mandated Standards of
Learning Objectives are the foundation of the language arts curriculum.
Teachers, instructional assistants, and volunteers employ research-based
strategies for the acquisition of sight words, vocabulary development,
appropriate fluency, an appreciation of literature and word study,
comprehension and higher level thinking skills. The school adopted
reading textbook utilizes a whole language instructional approach.
Teachers augment instruction with additional programs, such as phonics,
and use materials that correlate with the Standards of Learning.

Students are heterogeneously grouped in homerooms. Second and third
graders are re-grouped homogeneously for forty-five minutes daily. A
reading specialist provides instruction to twenty percent of the second
and third grade students. Students receive computerized reinforcement
through programs from Computer Curriculum Corporation (CCC) and
Accelerated Reading computerized tests. Students are involved in
sustained silent and oral reading time. Teachers encourage students to
participate in the Pizza Hut's Book-It and Food Lion Roaring to Read
reading incentive programs. The school gives students four free books
through the Reading is Fundamental distribution program.

Students in kindergarten through third grades receive additional support
and reinforcement through after-school remediation and enrichment
programs on a parental consent basis. Selected second and third graders
participate in the TEA for Two after-school reading tutorial program
twice a week. They receive forty minutes of one-to-one reading support
by trained community volunteers using instructionally appropriate
materials and lessons plans written by reading specialists. Some of
these students receive thirty minutes of computerized reinforcement in
the CCC laboratory, while others go to the SOL Club for additional
instruction. Invitations are extended to forty-three percent of
pre-school, Head Start and kindergarten parents to participate in the
Curriculum at Home Involving Parents and Students (CHIPS) program twice
a month. This early intervention program instructs parents in early
literacy strategies that will enable them to be more effective in
working with their children at home. They receive modeled lesson plans
and materials on an ownership and checkout basis.

**3.** Cultivating independent citizens with critical thinking skills,
creativity, and a desire to be life long learners is the focus of the
math curriculum. Math is taught to heterogeneous classrooms of students
using the school adopted Foresman/Addison Wesley textbook. Teachers
supplement this textbook with programs such as Math Their Way, Every Day
Counts, Touch Point Math, Daily Math Problems, Mental Math, and daily
Mad Minutes. Mathematical skills are reinforced through computerized
programs such as Computer Curriculum Corporation, Performance Math, and
Math Blasters. Other subjects integrate mathematical instruction when
applicable. Teachers select individual and small groups of students
needing further support twice a week for an additional thirty minutes of
teaching. Instructional assistants and volunteers work with individual
or small groups of students on skills they have not mastered.

Teachers incorporate the use of manipulatives, transparencies, drills,
games and learning centers to aid in the attainment of mathematical
skills and concepts. They use calendars, models (money, measurement
tools, etc.), and data collection to promote realistic problem solving.

Thirty percent of second graders and twenty-seven percent of third
graders participate in after school enrichment programs called Math and
Science Together Educating Responsible Students (MASTERS) and Students
Using Math and Science (SUMS), respectively. Both programs meet for an
hour and ten minutes once a week and reinforce math and science skills.

Twenty-five percent of K-3 students, including special needs students,
participate in SOL clubs twice a week for an hour and ten minutes each
session. Classroom teachers facilitate the SOL Clubs using a variety of
materials to assist children in the mastery of SOL objectives.

Teachers, instructional assistants, and volunteers use a variety of
instructional methods. These include direct instruction, modeling, and
cooperative learning. Instruction is administered to individuals, small
and whole groups of students. Instruction is differentiated and
multi-sensory.

**4.** Teachers employ various instructional methods. They use graphic
organizers to assist students in organizing and retaining information.
Students benefit from the use of DRTA/DLTA---Directed Reading and
Listening Thinking Activities to facilitate the acquisition of
comprehension skills. Many teachers have integrated and correlated the
various programs taught in Pat Cunningham's Four-Blocks literacy model.
Teachers use Word Walls to integrate vocabulary in the different subject
areas. Many teachers use reading logs and response journals. Sustained
silent reading is one method of increasing fluency. Guided reading and
choral reading are used as well as listening to stories on tape. One on
one instruction is provided by teachers, instructional assistants, and
volunteers.

**5.** Several staff development activities have been provided to assist
educators and support personnel to remain abreast of recent developments
and to assist them in providing quality instruction in reading/language
arts, mathematics and other academic disciplines. Through the school
division's partnership with the College of William and Mary, several
training and technical assistance activities have been carried out at
Lancaster Primary School. The College of William and Mary staff involved
with the Partnerships for Improved Leading and Learning in Rural Schools
(PILLARS ) project have provided staff development in reading/language
arts. A reading audit was conducted and feedback was provided to
teachers and administrators.

A complete reading course, provided on-site by the University of
Virginia was available to staff members. Teachers as well as
administrators participated in this three hour college credit class.
Lancaster County School Division provided these training opportunities
at no cost to participants.

In-service activities are scheduled at the beginning of each school
year. Faculty and staff attend conferences and workshops throughout the
year. They are asked to return to the school and give a presentation to
the faculty and staff. Personnel participated in the Governor's
Conference on Education each year.

Faculty members are reimbursed 70% of the cost of classes upon
successful completion of the course work. These funds are available
through the professional development category of the school system's
budget.

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

Grade [3]{.underline} Test [Virginia Standards of Learning -- **English:
Reading +Writing**]{.underline}

Edition/publication year Publisher: [Harcourt Educational
Measurement]{.underline}

[Spring 1998-1999]{.underline}

[Spring 1999-2000]{.underline}

[Spring 2000-2001]{.underline}

[Spring 2001-2002]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[2 special education students were excluded because the IEP committee
did not feel they should take the test since they were receiving
instruction on a different grade level and were not exposed to the SOL's
being tested. They were given teacher made tests and reading tests on
the computer]{.underline}

Number excluded [2]{.underline} Percent excluded [2%]{.underline}

A student's performance is reported on a scale from 0 -- 600. A student
must receive a score of 400 or higher to pass the test. If a student
scores 400 to 499 he/she is considered to have performed at a proficient
level. If a student scores 500 or more, he or she is considered to have
performed at an advanced level.

The grade, test, and publisher are the same for all four years of test
data. Only special education students were excluded from the test. The
reason and assessments used each year are the same as listed above.

Year Number of Students Excluded Percent excluded

2001-2002 2 2 %

2000-2001 8 7 %

1999-2000 4 3 %

1998-1999 4 3 %

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

**English: Reading+ Writing**

  ------------------------------ ----------- ----------- ----------- -----------
  YEAR                           2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                  May         May         April       April

  SCHOOL SCORES (mean scaled)    464.9       444         414.0       411.0

  Total % PASSING                86%         81%         56%         61%

  Does Not Meet Benchmark        14%         19%         44%         39%

  At or Above Proficient         63%         70%         48%         56%

  At Advanced                    23%         12%         9%          5%

  Number of students tested      94          102         124         118

  Percent of total students      93%         92%         97%         97%
  tested                                                             

  Number of students excluded    2           8           4           4

  Percent of students excluded   2%          7%          3%          3%

  SUBGROUP SCORES                                                    

  1.[BLACK]{.underline} %        81%         72%         42%         46%
  Passing                                                            

  Does Not Meet Benchmark        19%         28%         57%         53%

  At or Above Proficient         68%         67%         40%         47%

  At Advanced                    13%         6%          3%          0%

  2[. SPECIAL                    62%         40%         0%          20%
  EDUCATION]{.underline} %                                           
  Passing                                                            

  Does Not Meet Benchmark        38%         60%         100%        80%

  At or Above Proficient         50%         40%         0%          20%

  At Advanced                    13%         0%          0%          0%

  3\. [MALE]{.underline} %       81%         80%         65%         49%
  Passing                                                            

  Does Not Meet Benchmark        19%         20%         51%         51%

  At or Above Proficient         61%         73%         39%         44%

  At Advanced                    20%         8%          10%         5%

  STATE SCORES (mean scaled)     434.8       425.2       418.5       416

  Total % PASSING                72%         65%         61%         61%

  Does Not Meet Benchmark        28%         35%         39%         39%

  At or Above Proficient         55%         53%         51%         50%

  At Advanced                    16%         11%         10%         11%
  ------------------------------ ----------- ----------- ----------- -----------

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

Grade [3]{.underline} Test [Virginia Standards of Learning-
**Math**]{.underline}

Edition/publication years Publisher: [Harcourt Educational
Measurement]{.underline}

[Spring 1998-1999]{.underline}

[Spring 1999-2000]{.underline}

[Spring 2000-2001]{.underline}

[Spring 2001-2002]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[2 special education students were excluded by the IEP committee because
the students were not receiving instruction on grade level or being
exposed to the SOL's being tested.]{.underline}

Number excluded [2]{.underline} Percent excluded [2 %]{.underline}

A student's performance is reported on a scale from 0 -- 600. A student
must receive a score of 400 or higher to pass the test. If a student
scores 400 to 499 he/she is considered to have performed at a proficient
level. If a student scores 500 or more, he or she is considered to have
performed at an advanced level.

The grade, test, and publisher are the same for all four years of
testing. Only special education students were excluded from the test.
The reason and assessments used each year are the same as listed above.

Year Number of Students Excluded Percent excluded

2001-2002 2 2 %

2000-2001 8 7 %

1999-2000 4 3 %

1998-1999 4 3 %

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

**Mathematics**

  ------------------------------ ----------- ----------- ----------- -----------
  YEAR                           2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                  May         May         April       April

  SCHOOL SCORES (mean scaled)    495.5       430         452.0       441.5

  Total % Passing                88%         87%         68%         70%

  Does Not Meet Benchmark        12%         13%         31%         30%

  At or Above Proficient         41%         40%         36%         49%

  At Advanced                    47%         47%         32%         21%

  Number of students tested      95          102         124         118

  Percent of total students      93%         92%         97%         97%
  tested                                                             

  Number of students excluded    2           8           4           4

  Percent of students excluded   2%          7%          3%          3%

  SUBGROUP SCORES                                                    

  1\. BLACK % Passing            79%         77%         52%         54%

  Does Not Meet Benchmark        20%         22%         47%         45%

  At or Above Proficient         48%         41%         38%         47%

  At Advanced                    31%         37%         15%         8%

  2\. SPECIAL EDUCATION %        77%         40%         0%          40%
  Passing                                                            

  Does Not Meet Benchmark        22%         60%         100%        60%

  At or Above Proficient         22%         20%         0%          40%

  At Advanced                    56%         20%         0%          0%

  3\. FEMALE % Passing           90%         88%         78%         71%

  Does Not Meet Benchmark        10%         12%         22%         28%

  At or Above Proficient         38%         45%         45%         57%

  At Advanced                    53%         43%         33%         15%

  STATE SCORES (mean scaled      475.4       465.2       452.3       438.2
  score)                                                             

  Total % Passing                80%         77%         71%         68%

  Does Not Meet Benchmark        20%         23%         29%         32%

  At or Above Proficient         40%         39%         39%         46%

  At Advanced                    40%         38%         32%         22%
  ------------------------------ ----------- ----------- ----------- -----------