##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind Blue Ribbon Schools Program***

Name of Principal **Ms. Holly Hawthorne**

Official School Name **Arlington Traditional School**

School Mailing Address **855 North Edison Street**

**Arlington, Virginia 22205-1209**

Tel. **(703) 228-6290** Fax **(703) 522-1482**

Website/URL **www.arlington.k12.va.us/schools/traditional/index.html**

E-mail: **hhawthor@arlington.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)

Superintendent: **Dr. Robert G. Smith**

District Name: **Arlington Public Schools** Tel. **(703) 228-6010**

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.

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

(Superintendent's Signature)

School Board Chairperson: **Mr. Frank Wilson**

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 Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of 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 2003-2004 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 1998.

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**

1\. Number of schools in the district: **22 Elementary schools**

**5 Middle schools**

**0 Junior high schools**

**3 High Schools**

**6 Other:**

**Stratford Program (6^th^-12^th^ severe disabilities)**

**H-B Woodlawn Secondary Program**

**Arlington Mill High School Continuation Program**

> **Langston High School Continuation Program**
>
> **New Directions Alternative High School Program**
>
> **Career Center (serves all high schools)**

**36 TOTAL**

2\. District per Pupil Expenditure: **\$13,309 (2003-2004)**

Average State per Pupil Expenditure: **\$7,450 (2002-2003)**

**SCHOOL**

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.  Number of years the principal has been in her/his position at this
    school: **12 years** (March 1992 to present)

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**       **41**    **27**                 **68**       **7**       0         0           0

  **1**       **34**    **26**                 **60**       **8**       0         0           0

  **2**       **37**    **28**                 **65**       **9**       0         0           0

  **3**       **28**    **37**                 **65**       **10**      0         0           0

  **4**       **35**    **37**                 **72**       **11**      0         0           0

  **5**       **38**    **30**                 **68**       **12**      0         0           0

  **6**       0         0                      0            **preK \*** **13**    **7**       **20**

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

Number as of January 2004

There are three (3) classrooms per grade level, K-5.

> \* Virginia Preschool Initiative (16 students "at risk" - qualify for
> free or reduced lunch).
>
> Special education countywide program (four students).

6.  Racial/ethnic composition of the students in the school: **65%
    White**

**8% Black or African American**

**15% Hispanic or Latino**

**12% Asian/Pacific Islander**

**0% American Indian/Alaskan Native**

**100% Total**

7\. Student turnover, or mobility rate, during the past year: **3.68 %**

> (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.)
>
> **Data available for October 2002 to June 2003**

  --------- ------------------------------------- ------------------------
  **(1)**   Number of students who transferred    **10**
            ***to*** the school after October 1,  
            2002 until the end of the year, June  
            2003                                  

  **(2)**   Number of students who transferred    **5**
            ***from*** the school after October   
            1, 2002 until the end of the year,    
            June 2003                             

  **(3)**   Subtotal of all transferred students  **15**
            \[sum of rows (1) and (2)\]           

  **(4)**   Total number of students in the       **408**
            school as of October 1, 2002          

  **(5)**   Subtotal in row (3) divided by total  **.0368**
            in row (4)                            

  **(6)**   Amount in row (5) multiplied by 100   **3.68**
  --------- ------------------------------------- ------------------------

8\. Limited English Proficient students in the school: **20%**

**84** Total number Limited English Proficient

students

Number of languages represented: **19** (not including English)

Specify languages:

1.  Amharic

2.  Arabic

3.  Bengali

4.  Bulgarian

5.  Cambodian (Khmer)

6.  Chinese (Mandarin)

7.  Farsi (Persian)

8.  French

9.  German

10. Hindi

11. Japanese

12. Korean

13. Portuguese

14. Russian

15. Spanish

16. Tigrinyan

17. Urdu

18. Ukrainian

19. Vietnamese

9\. Students eligible for free/reduced-priced meals: **13%**

**54** Total number students who qualify

10\. Students receiving special education services: **19%**

**78** Total number of students served

(72 K-5

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

4 Autism 2 Orthopedic Impairment

0 Deafness 16 Other Health Impaired

0 Deaf-Blindness 24 Specific Learning Disability

0 Hearing Impairment 14 Speech or Language Impairment

0 Mental Retardation 0 Traumatic Brain Injury

1 Multiple Disabilities 0 Visual Impairment Including Blindness

16 Developmental Delay\* 1 IDEA\*\*

\* Developmental Delay designation is used in Virginia (Arlington) for a
young child (3-9 years old)

> whose learning is significantly limited, impaired, or delayed and
> exhibited by difficulties in one or more of the following areas:
> receptive and/or expressive language; cognitive abilities; physical
> functioning; social, emotional, or adaptive functioning; and/or
> self-help skills.

\*\* IDEA is a designation given to a child who is eligible for special
education services but whose

designated disability has not been determined.

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) 1 1

Classroom teachers (K-5) 18 0

preK\* 2 0

Special resource teachers/specialists 10 11

Paraprofessionals 9 2

> Support staff 7 4
>
> Total number 47 18
>
> \*Virginia Preschool Initiative (VPI) and Special Education

12\. Average school student - "classroom teacher" ratio: **1:22 (K-5
teachers)**

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance **97.1**    **96.8**    **97.0**    **97.0**    **96.7**

  Daily teacher attendance \*          \*          \*          \*          \*

  Teacher turnover rate    \*          \*          \*          \*          \*

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

\* This information was not available from Arlington Public Schools.

14\. **(*High Schools Only*)** Show what the students who graduated in
spring 2003 are doing as of September 2003.

> **Not Applicable**

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

Arlington Traditional School (ATS) is part of the Arlington Public
Schools system, which has one of the nation's most diverse and
sophisticated student populations. Arlington's 19,120 students come from
around the world and speak more than 80 different languages. More than
30 programs are offered to meet individual student needs. One unique
countywide program is that offered at Arlington Traditional School for
children in preK through 5^th^ grade. Parents of prospective students
must attend an orientation at both the neighborhood school and at
Arlington Traditional School. Applications for Kindergarten are
submitted between February 1 and April 15 for the following school year.
The student body is drawn by a random lottery from this diverse
population based solely on the application process and without regard to
any other factor, with the exception that siblings and Virginia
Preschool Initiative students are given preference.

At ATS we believe that great schools do not happen by chance, they
happen by design. We set high expectations and teach our children how to
reach them. From the first day of school, in every classroom, we
consistently teach the *ABCs of Success -- [A]{.underline}cademics,
[B]{.underline}ehavior, and [C]{.underline}haracter*. We are
distinguished by a twenty-five year history of success. Teachers
constantly refine their techniques and seek means for positive student
achievement. The traditional philosophy and exemplary methods that set
us apart from other schools include the following:

-   Teacher guided instruction in self-contained classrooms

-   Emphasis on basic education in the core academic areas

-   Regular homework assigned at all grade levels with parent monitoring

-   Written weekly summary of student progress communicated to parents

-   Promotion based on grade level mastery

-   Consistent behavior, dress, and grooming standards

-   Weekly assembly programs reinforce philosophy and build community

The vision of ATS is clear and understood by all stakeholders. *We
provide students with a* *structured environment where every child is
engaged in responsible and productive learning. Each student is
challenged to reach his or her optimal potential, to become a life-long
learner, and to contribute as a caring member of our diverse, changing
world.* We celebrate our school spirit every Friday by wearing our
colors, blue and gold, that signify the importance of achieving one's
personal best and following the Golden Rule. Everyone brings a good
attitude and big smile to school each day.

We are proud to have a diverse student body and well-educated faculty.
Our teachers are known for their dedicated professionalism. Among
elementary schools in Arlington, we consistently realize very high
scores on all standardized tests (such as Stanford 9 Achievement,
Degrees of Reading Power, Phonological Awareness Literacy Screening, and
Virginia Standards of Learning). The Virginia Standards of Learning
tests put ATS among the top-ranking elementary schools in Virginia
(*2^nd^ overall in 2003 out of approximately 1,400 elementary schools in
the stat*e)*.* Each year, over half the graduating fifth graders at ATS
earn the President's Education Award for academic excellence. Our
students are known also for their participation in fine and performing
arts programs. In many cases they have been recognized for excellence
and have won various awards.

ATS is very family oriented. We have a strong relationship with parents,
and our Parent Teacher Association (PTA) is very active. Parents work as
volunteers in the school and also advise many school and county
committees. An important example of PTA collaboration is our
after-school enrichment program. There, students learn foreign language,
art, dance, drama, chess, and quilting among an array of opportunities
presented each year. PTA volunteers also maintain their own webpage
linked to our site. Our home-school connections are robust. Together we
ensure a safe, nurturing and orderly environment with a climate
conducive for learning.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them.**

*ATS students scored 2^nd^ in the entire state of Virginia on the spring
2003 Standards of Learning Assessments (SOL).* We have performed in the
top ranks within the Arlington district and statewide (at or above the
98% level), since SOL testing began in 1998. We meet all state and
Southern Association of Colleges and Schools (SACS) requirements. In
addition, we met No Child Left Behind (NCLB) Adequate Yearly Progress
(AYP) goals in 2003.

The SOL assessments were developed to test student mastery of learning
objectives specified by the curriculum taught in all Virginia
classrooms. The SOLs are criterion-referenced achievement tests. Every
spring, 3^rd^ and 5^th^ grade students are assessed in reading and
mathematics. In reading, students must develop essential understandings
in oral language, reading, and writing. In mathematics, students are
expected to develop skills in number sense, computation, estimation,
measurement, geometry, probability and statistics, patterns, functions,
and algebra. After testing, individual student performances are rated
against the minimum pass/proficient scaled score (400) and a
pass/advanced level scaled score (500). Each SOL test is divided into
small categories that show various areas tested within the overall test.
Mean scaled scores in the reporting categories of 0-50, help determine
individual and group strengths and weaknesses. A mean scaled score of 30
or higher represents a strength, while an area with a mean scaled score
of less than 30 may be one in which additional help is needed. A focused
improvement plan can be drawn from these results.

Reading assessment is continuous. Assessments help track all students'
progress in the developmental process of *learning to read*, so that
they can *read to learn*. Formal assessments begin in preK with
Phonological Awareness Literacy Screening (PALS), the state required
screening tool. PALS tests are administered in fall and spring for
students in preK through 3rd grade. PALS measures children's knowledge
of important literacy fundamentals such as phonological awareness,
alphabet knowledge, knowledge of letter sounds, spelling, concept of
word, word recognition in isolation, and oral passage reading. We use
PALS as a diagnostic tool to give teachers explicit information about
what students know in order to guide their teaching. We use the
Developmental Reading Assessment (DRA), comprised of running records and
comprehension questions, as our oral/silent reading portion of the PALS
test. The DRA is also used as a mid-year check for all at-risk students
in 1^st^ through 3^rd^ grades. Additionally, we use the Degrees of
Reading Power (DRP) to assess students in 2^nd^ grade (spring) and 4^th^
grade (fall). The majority of our students perform above national
standards on the DRP. Students who do not meet the benchmark receive
extra instruction.

In the fall, 4^th^ grade students take the Stanford Achievement Test,
Ninth Edition (Stanford 9). It is a test of content typically taught in
schools across the United States, and the purpose is to compare students
to a representative national sample of students. It is a standardized,
norm-referenced test that was normed in 1995. The reading test assesses
vocabulary and comprehension. The mathematics test evaluates problem
solving and procedures. Percentile ranks reflect how well a student
performs on a test in comparison to all the students in the national
normed group. For example, the 50^th^ percentile indicates that a child
scored higher than 50% of the students in the national normed group.
Over the past three years our students' scores for reading and
mathematics are in the 81-92 percentile rank. That means that the
average ATS student *scored from the top 19% to the top 8% of the
national norm*. Our students consistently score among the highest in
Arlington County and in Virginia.

The consistent, outstanding performance by ATS students on standardized
testing is the result of deliberate and focused adherence to our
*Traditional* program. The collaboration of supportive parents,
dedicated teachers, and hard-working students ensures high student
achievement at ATS.

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Assessment is a *daily* process at ATS, focusing on needs and guiding
learning for each student. We use data not only to measure progress, but
also to determine instructional needs for individual students and/or
student groups, as well as to identify academically at-risk or
potentially gifted students. Weekly teacher-team meetings focus on ways
to refine and implement instructional strategies. We execute *precision
teaching* that targets areas of weak performance. For example, when a
student does not meet the fall benchmark for the PALS test in third
grade, we review the test results, the student's assessment history, and
consider alternative instructive methods. The teaching team (classroom
teacher, reading specialist, special educator) creates a focused
intervention plan tailored to the specific needs of that student. That
plan could include differentiating the instruction to provide necessary
accommodations, modifications or remediation, tutoring, etc.
Interventions are reconsidered constantly to determine whether or not
the strategies help the student. Teachers use assessment, embedded in
ongoing classroom instruction, to tailor instruction to the individual
and/or collective needs of students.

*All* test results and report cards are *reviewed and analyzed* by the
administrators and teachers throughout the year. They follow-up
regularly paying particular attention to students who are at risk.
During the summer, our school's administrator and lead teachers examine
Virginia SOL test scores. The analysis is presented to teachers prior to
the opening of the school year so that teachers can develop plans for
instruction. The staff updates "curriculum maps" to prioritize the
sequence and schedule for teaching specific state and county standards.
Students at risk receive intensive, precise instruction from classroom
teachers and specialists during and after school. We have instituted
many unique programs that support student achievement. Tutoring is
offered before and after school. Mentoring relationships and service
opportunities are designed to help students succeed. We are data-driven,
results-oriented and continually improving our practices. When
appropriate, students are given another year to grow, the gift of time.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Communicating student performance is a priority at ATS. Classroom
teachers maintain effective communication by using *daily* assignment
notebooks and sending written individual academic progress reports to
parents *weekly*. Teachers review individual performance and test scores
with students. Formal report cards are issued *quarterly* to students
and parents. School administrators and teachers interpret standardized
test scores with students and send the results to parents. Student
performance and assessment data is published in the ATS brochure, posted
on the school's website, and shared in monthly articles in the PTA
newsletter.

Results of educational evaluations are discussed in detail with parents
at special education meetings. Parent conferences are scheduled twice
yearly (fall and spring). The kindergarten, preK, and ESOL/HILT teachers
schedule special evening events and home visits throughout the year.

At weekly Friday assemblies, we celebrate student performance and
showcase individual achievements for the entire student body, parents
and our community. We publish a Local School Report Card, school
brochure and grade level brochures to share programs and student
performance.

The Parent Teacher Association (PTA) uses two important vehicles for
communicating -- their WebPages linked with our school's site and their
monthly publication, *The Printed Page*. PTA members also host community
events (ATS Spring Fair and 25^th^ Anniversary Celebration) and
educational programs (Internet Safety). They sponsor academic evenings
(Science and Technology Night, Math Night). Parents and teachers also
report newsworthy achievements within Arlington County via the
*Newscheck* (Arlington Public Schools newsletter) and the Minority
Achievement Network. We keep our ATS business partners (Safeway, Kiwanis
International, *The Jefferson* Retirement Community), Uganda Children
Project, local newspapers, and the Bluemont Neighborhood Civic
Association informed.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

ATS has a long history of consistent traditional education and has been
recognized as an exemplary program numerous times. We have shared this
success with many visiting groups such as Governor George Allen and the
Commission on Champion Schools, the Lexington Group and the Educational
Leaders Council. Various news and media groups such as the Congressional
Quarterly, Council for Basic Education, National Public Radio (NPR),
CBS*, Richmond Times Dispatch*, and *The Washington Post* have also
recognized us.

If we are recognized as a No Child Left Behind Blue Ribbon School, we
will share our program in a variety of ways. We will open our school for
visitors, present at statewide, regional and national conferences, and
work with other schools who may be invited to complete Blue Ribbon
applications.

We will continue activities that reflect our success. We already work
closely with the secondary schools to ensure appropriate academic
placement of our graduates. Our students are very well prepared for
middle school and beyond. We will participate in planning countywide and
regional staff development, join educational research teams, and
collaborate with other schools as part of Professional Development Plans
(PDP). We share our successes in the Arlington Public Schools monthly
*Newscheck* and *Minority Achievement Newsletter*.

We will expand our community outreach by designing new ways for our
school community to contribute as caring members of our diverse,
changing world. This year, we have begun building a relationship with
the community of teachers and learners at our partner-school, *The
Arlington Academy of Hope* in Bumwalukani Village in Uganda. This kind
of outreach will enliven our mission to act in purposeful ways to share
our program and to produce students who achieve inside and outside
Arlington.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).**

The ATS curriculum is based on the rich and rigorous Arlington County
curriculum that incorporates the Virginia Standards of Learning. Our
teachers are trained in best practices enhanced by the latest research.
For example, we use backward planning, curriculum mapping, brain-based
learning (Eric Jensen) and "Understanding by Design" (the model by Grant
Wiggins and Jay McTighe). Grade level teams and specialty teachers have
created color brochures outlining their programs. The arts program is
integrated with core academic curriculum and supports the SOLs; details
provided under question #3.

**Reading/Language Arts** at ATS is supported by twenty-five years of
direct phonics instruction starting in kindergarten. It is a balanced
program that integrates reading, writing, speaking and listening. We
strive to develop, by direct teaching, students who are strategic
readers and effective writers across content areas. We do this by
focusing instruction on phonemic awareness, phonics, vocabulary, fluency
and comprehension. This is accomplished through systematic and explicit
teaching of phonics beginning with our youngest students and continues
by studying a variety of authentic texts in conjunction with continued
basic skill instruction. Students participate in programs such as Junior
Great Books, Word Masters Challenge, and Reading Carnival Day. From the
moment they enter ATS, students are engaged in the writing process.
Research-based methods are implemented in our primary classrooms during
Writers' Workshop, while upper level students focus on perfecting their
composition, written expression, usage and mechanics. Our students
publish their work through our Publishing Center, in our literary
magazine, [The Page and Pen]{.underline}, and through the PTA
Reflections Contest. Literature studies are supplemented by library
lessons, author studies and contests that are aligned with the goals of
the curriculum and are sponsored by the librarian. We *learn to read*,
then *read to learn* at ATS.

Instruction in **Mathematics** follows the sequential development of
skills in understanding and using numbers and number sense; computation
and estimation; measurement and geometry; probability and statistics;
patterns, functions and algebra. Teachers use manipulatives, criterion
referenced check-ups developed for the curriculum, investigations with
emphasis on problem solving, summer review packets, and ongoing
assessment. Each year we sponsor Math Month and Math Night with hands-on
family activities. Students participate in the Continental Math League
and the Virginia Math League contests.

The emphasis of the **Science** curriculum is understanding and using
the scientific method. Science projects are required for all grade 3-5
students. We encourage a hands-on approach and organize a family
oriented Science and Technology Night annually. Our third and fifth
grade students immerse themselves in studying at the Outdoor Lab
(acreage in Fauquier County, Virginia) with a day trip and an overnight
trip respectively. Students also frequent the Arlington Planetarium,
Potomac Overlook and the Gulf Branch Nature Centers. They participate in
Global Learning and Observations to Benefit the Environment (GLOBE), a
national program. Older students explore the Challenger Learning Center
(interactive space technology), Smithsonian Air and Space Museum, and
Philadelphia Science Museum. Younger students visit the National Zoo,
National Aquarium, and local farms. We are planning our own Schoolyard
Habitat.

**Social Studies** include history, geography, civics, and economics.
Children's literature is used to enhance specific units of study. Our
students compete in the National Geography Bee. Teachers engage students
in *History Alive!* and host guests from the Jamestown Foundation and
the National Cathedral. Students enjoy Colonial Day, visits to the
National Cathedral, Philadelphia, Manassas Battlefield, Arlington House,
the Robert E. Lee Memorial in Arlington National Cemetery, the National
Building Museum and the White House.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

From its inception, ATS has focused on reading as the key to acquiring
knowledge. We firmly believe that all students must *learn to read* so
that they can *read to learn*. We feel that daily assessment, formal
and/or informal, should drive instruction in our comprehensive, balanced
program. Because each student's developmental needs are assessed
throughout the reading process, we are able to provide the appropriate
instruction necessary to further each individual's learning. Specialists
and classroom teachers work collaboratively to implement instruction
that meets student needs.

In fine tuning our program over the years, we have kept the focus on
early phonemic awareness and direct phonics instruction. The staff
believes that expanding phonological awareness through language
activities, coupled with direct, systematic and explicit phonics
instruction, is key to producing strong readers. These skills are the
focus of kindergarten and primary instruction and are part of a complete
reading/writing/speaking curriculum. As students become more competent
readers, we shift our primary focus from alphabet knowledge, phonemic
awareness, phonics instruction, vocabulary development and reading text
with comprehension, to greater emphasis on fluency, advanced vocabulary
and deeper comprehension of text read. In addition to the basic text,
students read novels and examine them for setting, character, plot, and
meaning, as well as for symbols and themes. All of these skill-building
experiences make better readers and better writers with broader
viewpoints and richer vocabulary.

Every year we present a theme-based *Summer Reading Challenge*. We
expect each student to read 50 books during the summer. Star performers
will also read ten extra books, do good deeds and take family field
trips. In 2003, ATS students read over 25,000 books! Each fall, we
reward students for meeting the challenge with a Reading Carnival Day
that includes special activities, guests and a field trip. The value of
our *twenty-five year commitment* to this consistent instruction has
been validated by recent government reports, as well as brain-based
research.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Students at ATS are engaged in a full continuum of fine arts and musical
experience that supports the core academics. Studies have shown a strong
relationship between learning in the arts and the cognitive skills used
for mastering reading, writing and mathematics. We know that positive
attitudes toward understanding, connecting, creating, and performing are
developed by practicing the arts. We believe that students become
confident, cooperative and dependable by studying art and music. We
build musical creativity and confidence through public performances.

All students learn vocal music from our Music Specialist weekly. *All*
3^rd^ grade students learn to play the recorder. Students in the 4^th^
and 5^th^ grades perform in Chorus, and *all* 4^th^ and 5^th^ graders
are expected to take Instrumental Music (string, percussion or wind)
lessons and play in the school's Beginning or Advanced Orchestra/Band.
We hold spring and winter concerts and an annual music recital. The
choruses and instrumental groups perform around the county, by
invitation, throughout the year.

The ATS Art program gives students opportunities to do quality visual
art activities (drawing, painting, printmaking, ceramics, and sculpture)
and to learn about the history, purposes and creators of art from our
Art Specialist. We want to move children to a deeper understanding of
their world by viewing different cultures, thinking creatively, and
exercising self-discipline. We incorporate technology and other media
experiences. Students are encouraged to participate in school and local
contests and to display their products throughout the Arlington Business
Community. This year, we submitted 188 creative products to the PTA
Reflections Contest. We are proud of our students who achieve
award-winning results in local and area art contests.

We encourage dramatic performance. *Every year*, *each student performs*
in a play presented by their class before the entire student body at a
Friday afternoon assembly. The plays are a way that students can share
what they learn with everyone in our school community.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

We emphasize direct teaching through teacher-guided instruction informed
by student assessment. Teachers at ATS use an array of techniques to
connect children to the standards, and to help them become efficient and
effective life-long learners. Our school environment is orderly, caring
and productive. We communicate high expectations, yet respect diverse
talents and ways of learning. Teachers incorporate multi-media
technology. We also utilize collaborative small groups while encouraging
brainstorming, role-playing and creative projects. Teachers promote
active learning, focus time on task, and give prompt feedback to
students. We provide hands-on learning activities and differentiate
instruction to meet the unique needs of every student. We help students
move from strength to strength and give them the gift of another year to
grow when necessary. We value interaction and communication among
students, teachers, parents and our broader community.

ATS offers a full-continuum of auxiliary services to meet students
needs. We provide special education services. Our Gifted Resource
Specialist models lessons in the classroom, collaborates with teachers
to differentiate instruction, consults with parents, and teaches small
groups of children. ESL teachers support our second language learners
and instruct children in the classroom or in small group settings. Our
Librarian works weekly with every child and develops student-centered
programs such as "Author Lunches." Our Reading/Language Arts Specialist
teaches children from each grade in small groups, meeting with every
first grader during the year.

We provide opportunity for citizenship and leadership through our
Student Council Association, safety patrol program (every 5^th^ grader
is a safety patrol for the entire year), school store, and extended day
activities. We seize every moment to motivate students in meaningful
learning every day and help them relate their learning to real life. We
host talented community members like professional writers, actors,
artists, members of Congress, scientists, judges, soldiers, and
policemen. We also have forged partnerships to engage our community in
ongoing collaboration to motivate student learning. We have
relationships with the Kiwanis International, Safeway, and The Jefferson
(a retirement community). ATS students help the Arlington County Food
Closet, Salvation Army, UNICEF, Arlington Street People's Assistance,
Leukemia and Lymphoma Society, children in Uganda and soldiers serving
in Iraq. Like their parents, students have a strong sense of
responsibility and give time to service projects.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Meaningful staff development opportunities are ongoing at ATS. Teachers
design Professional Development Plans (PDP) aimed at improving student
achievement. Teachers confer with school administrators throughout the
year to assess their plans' progress and receive feedback. For example,
six ATS teachers are collaborating as a research team following the
academic progress of our Virginia Preschool Initiative (VPI) students.
All teachers participate in at least five professional development
programs yearly -- two countywide and three school-based. Topics for
school-based staff development are decided by annual teacher surveys.
Recent topics include legal issues in special education, differentiated
instruction, No Child Left Behind updates, "Understanding by Design",
brain-based learning (Eric Jensen), emerging technology, giftedness,
crisis intervention (suicide, violence, bullying, child abuse), and
*History Alive!* At the county level, recent focus has been on using
newly adopted textbooks, Teacher Expectations Student Achievement (TESA)
training and research-based approaches in reading and writing, such as
the Reading First Initiative. The county has developed Lead Teacher and
Teacher Mentor programs to enhance instruction and student achievement.
Regular faculty meetings are another venue for staff development. Staff
members plan and attend an *annual weekend retreat* focusing on
improving student achievement. This year we will finalize our SACS
5-year peer review report and discuss mathematics investigations with
the Arlington Public Schools Math Supervisor. We encourage teachers to
compete for county, state, national and private awards that recognize
excellence in teaching. Two of our teachers recently earned National
Board Certification; another was nominated for the DisneyHand Award.
This year five teams of teachers were awarded grants for programs that
target student achievement.

**PART VII - ASSESSMENT RESULTS**

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

Grade: **GRADE 4** Test: **STANFORD 9**

Edition/publication year: 1995 Publisher: Harcourt Brace Educational
Measurement

Number of students in the grade in which the test was administered

+-----------------------------------+-----------+-----------+----------+
|                                   | 2003      | 2002      | 2001     |
+-----------------------------------+-----------+-----------+----------+
| Number of students in grade 4     | 59        | 65        | 60       |
|                                   |           |           |          |
| eligible to take the Stanford 9   |           |           |          |
+-----------------------------------+-----------+-----------+----------+
| Number of students tested         | 59        | 65        | 59       |
+-----------------------------------+-----------+-----------+----------+

What groups were excluded from testing? Why and how were they assessed?

**No groups were excluded from testing.**

All ATS students enrolled in grade 4 take the Stanford 9. However,
Limited English Proficient students take the test using nonstandard
accommodations (e.g., extended time), so their results are not included
in any of the averages reported. The results of some students with
disabilities are not included for the same reasons. Standardized test
accommodations are specified in their Individual Education Plans (IEP).
In 2001, one ATS student was exempted according to his IEP.

**TOTAL READING:** Scores are reported here as National **Percentiles**

  ----------------------------------- ----------- ----------- ------------
  **Total READING**                   2003-2004   2002-2003   2001-2002

  Testing month                       Sept 03     Sept 02     Sept 01

  **SCHOOL SCORES**                   **85**      **81**      **90**

  Number of students tested           59          65          59

  Black students tested               3           8           6

  Average percentile rank             66          76          86

  Hispanic students tested            7           4           6

  Average percentile rank             72          82          94

  White students tested               42          43          40

  Average percentile rank             87          82          90

  Free lunch students tested          N/A         N/A         N/A

  Average percentile rank                                     

  Reduced lunch students tested       N/A         N/A         N/A

  Average percentile rank                                     

  **VIRGINIA STATE AVERAGES**         **N/A**     **54**      **54**

  **ARLINGTON COUNTY AVERAGES**       **72**      **71**      **70**
  ----------------------------------- ----------- ----------- ------------

**Results are reported as percentile ranks. The national average is the
50^th^ percentile. Performance at ATS on the Reading test was well above
the national and state percentile rank. Average school percentile scores
ranged between the 81^st^ and 90^th^ percentile.**

**TOTAL MATHEMATICS:** Scores are reported here as National
**Percentiles**

  ---------------------------------- ----------- ------------ ------------
  **Total MATHEMATICS**              2003-2004   2002-2003    2001-2002

  Testing month                      Sept 03     Sept 02      Sept 01

  **SCHOOL SCORES**                  **89**      **88**       **92**

  Number of students tested          59          65           60

  Black students tested              3           8            7

  Average percentile rank            87          87           78

  Hispanic students tested           7           4            6

  Average percentile rank            87          88           90

  White students tested              42          43           40

  Average percentile rank            88          87           94

  Free lunch students tested         N/A         N/A          N/A

  Average percentile rank                                     

  Reduced lunch students tested      N/A         N/A          N/A

  Average percentile rank                                     

  **VIRGINIA STATE AVERAGES**        **N/A**     **63**       **61**

  **ARLINGTON COUNTY AVERAGES**      **80**      **79**       **79**
  ---------------------------------- ----------- ------------ ------------

**Performance at ATS on the Mathematics test was well above the national
and state percentile rank. Average school percentile scores ranged
between the 88^th^ and 92^nd^ percentile.**

No Child Left Behind

**Summary of Adequate Yearly Progress (AYP) \***

**Arlington Traditional School**

**Based on the Virginia Standards of Learning**

**Spring 2003 Assessments**

\# Tested Math Reading Made AYP

  ---------------- ---------- ---------------- ----------- ----------------
  All students     134        95% tested       95% tested  YES

  LEP students     7          N/A              N/A         
  ---------------- ---------- ---------------- ----------- ----------------

Performance Percentage State Percentage

  ------------------------------------------ ------------ ----------------
  AYP Reading Proficiency                    98           79

  AYP Math proficiency                       99           79

  AYP Reading Participation                  100          97

  AYP Math Participation                     100          97

  \% At or Above Proficient in AYP Reading   98           79

  \% at or above Proficient in AYP Math      99           79
  ------------------------------------------ ------------ ----------------

The Virginia Standards of Learning Assessments

Each student receives a scaled score ranging from 0 to 600. A scaled
score of 400 or greater is required for designation of pass/proficient.
A scaled score of 500 or greater is required for designation of
pass/advanced.

\*www.schoolresults.org

# 

> **Grade 3 Virginia Standards of Learning**
>
> **English: Literature/Reading + Writing**
>
> Edition/publication year: 1999-2003 each year new form
>
> Publisher: Virginia Board of Education
>
> Number of students in the grade in which the test was administered:

  --------------------------------- ------------ ------------ ------------
                                    2003         2002         2001

  Number of students in Grade 3     71           72           64

  Number of students tested         71           72           63
  --------------------------------- ------------ ------------ ------------

> What groups were excluded from testing? **No groups were excluded**.
>
> Scores are reported here as **Scaled scores**

+------------------------------+----------+--------------+------------+
| ##### GRADE 3 Reading        | 2        | 2001-2002    | 2000-2001  |
|                              | 002-2003 |              |            |
+------------------------------+----------+--------------+------------+
| Testing month                | May      | May          | May        |
+------------------------------+----------+--------------+------------+
| **SCHOOL SCORES**            |          |              |            |
+------------------------------+----------+--------------+------------+
| \% At or Above Proficient    | **97**   | **99**       | **93**     |
+------------------------------+----------+--------------+------------+
| \% At Advanced               | 55       | 43           | 38         |
+------------------------------+----------+--------------+------------+
| Number of students tested    | 71       | 72           | 63         |
+------------------------------+----------+--------------+------------+
| Percent of total students    | 100      | 100          | 98         |
| tested                       |          |              |            |
+------------------------------+----------+--------------+------------+
| Number of students excluded  | 0        | 0            | 1          |
+------------------------------+----------+--------------+------------+
| Percent of students excluded | 0        | 0            | 2          |
+------------------------------+----------+--------------+------------+
| **SUBGROUP SCORES**          |          |              |            |
+------------------------------+----------+--------------+------------+
| 1\. Hispanic students tested | 11       | 7            | 6          |
+------------------------------+----------+--------------+------------+
| \% At or Above Proficient    | 100      | 100          | 83         |
+------------------------------+----------+--------------+------------+
| \% At Advanced               | 45       | 57           | 50         |
+------------------------------+----------+--------------+------------+
| 2\. Black students tested    | 5        | 9            | 6          |
+------------------------------+----------+--------------+------------+
| \% At or Above Proficient    | 60       | 100          | 67         |
+------------------------------+----------+--------------+------------+
| \% At Advanced               | 40       | 56           | 0          |
+------------------------------+----------+--------------+------------+
| 3\. Limited English          | 5        | 4            | 3          |
| Proficient                   |          |              |            |
|                              |          |              |            |
| students tested              |          |              |            |
+------------------------------+----------+--------------+------------+
| \% At or Above Proficient    | 80       | 100          | 100        |
+------------------------------+----------+--------------+------------+
| \% At Advanced               | 20       | 0            | 0          |
+------------------------------+----------+--------------+------------+
| 4\. Free lunch students      | 6        | N/A          | N/A        |
| tested                       |          |              |            |
+------------------------------+----------+--------------+------------+
| \% At or Above Proficient    | 100      |              |            |
+------------------------------+----------+--------------+------------+
| \% At Advanced               | 17       |              |            |
+------------------------------+----------+--------------+------------+
| 5\. Reduced lunch students   | 1        | N/A          | N/A        |
| tested                       |          |              |            |
+------------------------------+----------+--------------+------------+
| \% At or Above Proficient    | 100      |              |            |
+------------------------------+----------+--------------+------------+
| \% At Advanced               | 100      |              |            |
+------------------------------+----------+--------------+------------+
| **VIRGINIA STATE SCORES**    | **72**   | **72**       | **60**     |
+------------------------------+----------+--------------+------------+

### Grade 5 Virginia Standards of Learning

> **English: Reading/Literature and Research**
>
> Edition/publication year: 1999-2003 each year new form
>
> Publisher: Virginia Board of Education

Number of students in the grade in which the test was administered:

  --------------------------------- ------------ ----------- -------------
                                    2003         2002        2001

  Number of students in Grade 5     63           52          53

  Number of students tested         63           52          53
  --------------------------------- ------------ ----------- -------------

What groups were excluded from testing? **No groups were excluded**.

> Scores are reported here as **Scaled scores**

+--------------------------------+-----------+-----------+------------+
| **GRADE 5 Reading**            | 2002-2003 | 2001-2002 | 2000-2001  |
+--------------------------------+-----------+-----------+------------+
| Testing month                  | May       | May       | May        |
+--------------------------------+-----------+-----------+------------+
| **SCHOOL SCORES**              |           |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | **100**   | **96**    | **100**    |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 57        | 37        | 28         |
+--------------------------------+-----------+-----------+------------+
| Number of students tested      | 63        | 52        | 53         |
+--------------------------------+-----------+-----------+------------+
| Percent of total students      | 100       | 100       | 100        |
| tested                         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| Number of students excluded    | 0         | 0         | 0          |
+--------------------------------+-----------+-----------+------------+
| Percent of students excluded   | 0         | 0         | 0          |
+--------------------------------+-----------+-----------+------------+
| ##### SUBGROUP SCORES          |           |           |            |
+--------------------------------+-----------+-----------+------------+
| 1\. Hispanic Students tested   | 6         | 8         | 4          |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       | 100       | 100        |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 67        | 50        | 50         |
+--------------------------------+-----------+-----------+------------+
| 2\. Black students tested      | 8         | 9         | 5          |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       | 100       | 100        |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 13        | 11        | 20         |
+--------------------------------+-----------+-----------+------------+
| 3\. Limited English Proficient | 2         | 3         | 4          |
|                                |           |           |            |
| students tested                |           |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       | 100       | 75         |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 0         | 0         | 0          |
+--------------------------------+-----------+-----------+------------+
| 4\. Free lunch students tested | 1         | N/A       | N/A        |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 0         |           |            |
+--------------------------------+-----------+-----------+------------+
| 5\. Reduced lunch students     | 2         | N/A       | N/A        |
| tested                         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 0         |           |            |
+--------------------------------+-----------+-----------+------------+
| **VIRGINIA STATE SCORES**      | **83**    | **78**    | **73**     |
+--------------------------------+-----------+-----------+------------+

**Grade 5 Virginia Standards of Learning**

### Writing

> Edition/publication year: 1999-2003 each year new form
>
> Publisher: Virginia Board of Education

Number of students in the grade in which the test was administered:

  -------------------------------- ------------ ------------ -------------
                                   2003         2002         2001

  Number of students in Grade 5    62           51           53

  Number of students tested        62           51           53
  -------------------------------- ------------ ------------ -------------

> What groups were excluded from testing? **No groups were excluded**.
>
> Scores are reported here as **Scaled scores**

+--------------------------------+-----------+-----------+------------+
| **GRADE 5 Writing**            | 2002-2003 | 2001-2002 | 2000-2001  |
+--------------------------------+-----------+-----------+------------+
| Testing month                  | March     | March     | March      |
+--------------------------------+-----------+-----------+------------+
| **SCHOOL SCORES**              |           |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | **100**   | **100**   | **98**     |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 73        | 51        | 72         |
+--------------------------------+-----------+-----------+------------+
| Number of students tested      | 60        | 51        | 53         |
+--------------------------------+-----------+-----------+------------+
| Percent of total students      | 100       | 100       | 100        |
| tested                         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| Number of students excluded    | 0         | 0         | 0          |
+--------------------------------+-----------+-----------+------------+
| Percent of students excluded   | 0         | 0         | 0          |
+--------------------------------+-----------+-----------+------------+
| **SUBGROUP SCORES**            |           |           |            |
+--------------------------------+-----------+-----------+------------+
| 1\. Hispanic students tested   | 6         | 8         | 4          |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       | 100       | 75         |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 33        | 63        | 75         |
+--------------------------------+-----------+-----------+------------+
| 2\. Black students tested      | 8         | 9         | 5          |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       | 100       | 100        |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 50        | 22        | 40         |
+--------------------------------+-----------+-----------+------------+
| 3\. Limited English Proficient | 2         | 2         | 4          |
|                                |           |           |            |
| students tested                |           |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       | 100       | 100        |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 0         | 0         | 0          |
+--------------------------------+-----------+-----------+------------+
| 4\. Free lunch students tested | 1         | N/A       | N/A        |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 0         |           |            |
+--------------------------------+-----------+-----------+------------+
| 5\. Reduced lunch students     | 2         | N/A       | N/A        |
| tested                         |           |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At or Above Proficient      | 100       |           |            |
+--------------------------------+-----------+-----------+------------+
| \% At Advanced                 | 0         |           |            |
+--------------------------------+-----------+-----------+------------+
| **VIRGINIA STATE SCORES**      | **85**    | **84**    | **84**     |
+--------------------------------+-----------+-----------+------------+

## **Grade 3 Virginia Standards of Learning**

## 

## **Mathematics**

> Edition/publication year: 1999-2003 each year new form
>
> Publisher: Virginia Board of Education
>
> Number of students in the grade in which the test was administered:

  --------------------------------- ---------- ---- ------------- ------------
                                    2003            2002          2001

  Number of students in Grade 3     71              72            63

  Number of students tested         71         72                 62
  --------------------------------- ---------- ---- ------------- ------------

> What groups were excluded from testing? **No groups were excluded**.
>
> Scores are reported here as **Scaled scores**

+--------------------------------+------------+-----------+------------+
| **Grade 3 Mathematics**        | 2002-2003  | 2001-2002 | 2000-2001  |
+--------------------------------+------------+-----------+------------+
| Testing month                  | May        | May       | May        |
+--------------------------------+------------+-----------+------------+
| **SCHOOL SCORES**              |            |           |            |
+--------------------------------+------------+-----------+------------+
| \% At or Above Proficient      | **100**    | **100**   | **100**    |
+--------------------------------+------------+-----------+------------+
| \% At Advanced                 | 76         | 79        | 81         |
+--------------------------------+------------+-----------+------------+
| Number of students tested      | 71         | 72        | 62         |
+--------------------------------+------------+-----------+------------+
| Percent of total students      | 100        | 100       | 98         |
| tested                         |            |           |            |
+--------------------------------+------------+-----------+------------+
| Number of students excluded    | 0          | 0         | 1          |
+--------------------------------+------------+-----------+------------+
| Percent of students excluded   | 0          | 0         | 2          |
+--------------------------------+------------+-----------+------------+
| **SUBGROUP SCORES**            |            |           |            |
+--------------------------------+------------+-----------+------------+
| 1\. Hispanic Students tested   | 11         | 7         | 6          |
+--------------------------------+------------+-----------+------------+
| \% At or Above Proficient      | 100        | 100       | 100        |
+--------------------------------+------------+-----------+------------+
| \% At Advanced                 | 82         | 57        | 83         |
+--------------------------------+------------+-----------+------------+
| 2\. Black students tested      | 5          | 9         | 5          |
+--------------------------------+------------+-----------+------------+
| \% At or Above Proficient      | 100        | 100       | 100        |
+--------------------------------+------------+-----------+------------+
| \% At Advanced                 | 60         | 11        | 80         |
+--------------------------------+------------+-----------+------------+
| 3\. Limited English Proficient | 5          | 4         | 3          |
|                                |            |           |            |
| students tested                |            |           |            |
+--------------------------------+------------+-----------+------------+
| \% At or Above Proficient      | 100        | 25        | 67         |
+--------------------------------+------------+-----------+------------+
| \% At Advanced                 | 40         | 50        | 33         |
+--------------------------------+------------+-----------+------------+
| 4\. Free lunch students tested | 6          | N/A       | N/A        |
+--------------------------------+------------+-----------+------------+
| \% At or Above Proficient      | 100        |           |            |
+--------------------------------+------------+-----------+------------+
| \% At Advanced                 | 83         |           |            |
+--------------------------------+------------+-----------+------------+
| 5\. Reduced lunch students     | 1          | N/A       | N/A        |
| tested                         |            |           |            |
+--------------------------------+------------+-----------+------------+
| \% At or Above Proficient      | 100        |           |            |
+--------------------------------+------------+-----------+------------+
| \% At Advanced                 | 100        |           |            |
+--------------------------------+------------+-----------+------------+
| **VIRGINIA STATE SCORES**      | **83**     | **80**    | **77**     |
+--------------------------------+------------+-----------+------------+

> **Grade 5 Virginia Standards of Learning**

### Mathematics

> Edition/publication year: 1999-2003 each year new form
>
> Publisher: Virginia Board of Education
>
> Number of students in the grade in which the test was administered:

  --------------------------------- ------------- ------------ ------------
                                    2003          2002         2001

  Number of students in Grade 5     63            52           53

  Number of students tested         63            51           53
  --------------------------------- ------------- ------------ ------------

What groups were excluded from testing? **No groups were excluded**.

Scores are reported here as **Scaled scores**

+---------------------------------+----------+------------+-----------+
| **GRADE 5 Mathematics**         | 2        | 2001-2002  | 2000-2001 |
|                                 | 002-2003 |            |           |
+---------------------------------+----------+------------+-----------+
| Testing month                   | May      | May        | May       |
+---------------------------------+----------+------------+-----------+
| **SCHOOL SCORES**               |          |            |           |
+---------------------------------+----------+------------+-----------+
| \% At or Above Proficient       | **98**   | **98**     | **100**   |
+---------------------------------+----------+------------+-----------+
| \% At Advanced                  | 60       | 41         | 53        |
+---------------------------------+----------+------------+-----------+
| Number of students tested       | 61       | 48         | 49        |
+---------------------------------+----------+------------+-----------+
| Percent of total students       | 98       | 98         | 100       |
| tested                          |          |            |           |
+---------------------------------+----------+------------+-----------+
| Number of students excluded     | 0        | 1          | 0         |
+---------------------------------+----------+------------+-----------+
| Percent of students excluded    | 0        | 2          | 0         |
+---------------------------------+----------+------------+-----------+
| **SUBGROUP SCORES**             |          |            |           |
+---------------------------------+----------+------------+-----------+
| 1\. Hispanic Students           | 6        | 8          | 4         |
+---------------------------------+----------+------------+-----------+
| \% At or Above Proficient       | 100      | 100        | 100       |
+---------------------------------+----------+------------+-----------+
| \% At Advanced                  | 50       | 50         | 25        |
+---------------------------------+----------+------------+-----------+
| 2\. Black students              | 8        | 9          | 5         |
+---------------------------------+----------+------------+-----------+
| \% At or Above Proficient       | 100      | 100        | 100       |
+---------------------------------+----------+------------+-----------+
| \% At Advanced                  | 63       | 33         | 40        |
+---------------------------------+----------+------------+-----------+
| 3\. Limited English Proficient  | 2        | 3          | 4         |
|                                 |          |            |           |
| students testes                 |          |            |           |
+---------------------------------+----------+------------+-----------+
| \% At or Above Proficient       | 100      | 100        | 100       |
+---------------------------------+----------+------------+-----------+
| \% At Advanced                  | 0        | 0          | 25        |
+---------------------------------+----------+------------+-----------+
| 4\. Reduced lunch students      | 2        | N/A        | N/A       |
| tested                          |          |            |           |
+---------------------------------+----------+------------+-----------+
| \% At or Above Proficient       | 100      |            |           |
+---------------------------------+----------+------------+-----------+
| \% At Advanced                  | 0        |            |           |
+---------------------------------+----------+------------+-----------+
| 5\. Free lunch students tested  | 1        | N/A        | N/A       |
+---------------------------------+----------+------------+-----------+
| \% At or Above Proficient       | 100      |            |           |
+---------------------------------+----------+------------+-----------+
| \% At Advanced                  | 0        |            |           |
+---------------------------------+----------+------------+-----------+
| **VIRGINIA STATE SCORES**       | **74**   | **71**     | **67**    |
+---------------------------------+----------+------------+-----------+