##### Revised March 18, 2005

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: **Elementary (Pre-K -- 5)**

Name of Principal: **Mrs. Hilda J. Puryear**

Official School Name: **Chase City Elementary School**

County: **Mecklenburg**

School Mailing Address: **5450 Highway Forty-seven**

**Chase City, Virginia 23924-3728**

School Code Number: **058-0910**

Telephone: **(434) 372-4770** Fax: **(434) 372-5294**

Website/URL: <http://www.mcpsweb.org/> E-mail: <hpuryear@meck.k12.va.us>

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

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

(Principal's Signature)

Name of Superintendent: **Dr. Frank Polakiewicz**

District Name: **Mecklenburg County** Telephone: **(434) 738-6111**

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

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

(Superintendent's Signature)

Name of School Board Chairperson: **Mr. B. A. Bowen**

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

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

(School Board Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: **7** Elementary Schools

**2** Middle Schools

**0** Junior High Schools

**2** High Schools

**1** Other (Alternative Education Grades 8-12)

**12** TOTAL

2\. District Per Pupil Expenditure: **\$ 7,106.00**

Average State Per Pupil Expenditure: **\$ 8,186.00**

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

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

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

4\. [**11**]{.underline} Number of years the principal has been in
her/his position at this school.

**[NA]{.underline}** If fewer than three years, how long was the
previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    9         7                      **16**       **7**                             

  **K**       49        32                     **81**       **8**                             

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

  **2**       39        41                     **80**       **10**                            

  **3**       45        42                     **87**       **11**                            

  **4**       35        44                     **79**       **12**                            

  **5**       48        31                     **79**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   514
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of **47%** White

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

**1%** Hispanic or Latino

**0%** Asian/Pacific Islander

**0%** American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year[:
**12**]{.underline} %

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  **33**
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           **28**
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   **61**
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of **514**
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  **.12**
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          **12**
  --------- -------------------------------------------- ------------------

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

**1** Total Number Limited English Proficient

Number of languages represented: **[1]{.underline}**

Specify languages: **Spanish**

9\. Students eligible for free/reduced-priced meals: **63%**

Total number students who qualify: **319**

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_\_**[15]{.underline}**\_\_%

\_\_\_\_**[79]{.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 \_**[12]{.underline}**\_Other Health
Impaired

\_\_**[0]{.underline}**\_Deaf-Blindness \_**[39]{.underline}**\_Specific
Learning Disability

\_\_**[4]{.underline}**\_Emotional Disturbance
\_**[19]{.underline}**\_Speech or Language Impairment

\_\_**[0]{.underline}**\_Hearing Impairment
\_\_**[0]{.underline}**\_Traumatic Brain Injury

> \_\_**[5]{.underline}**\_Mental Retardation
> \_\_**[0]{.underline}**\_Visual Impairment Including Blindness

\_\_**[0]{.underline}**\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_**[2]{.underline}**\_\_\_
\_\_\_\_**[0]{.underline}**\_\_\_

Classroom teachers \_\_**[30]{.underline}**\_\_\_
\_\_\_\_**[0]{.underline}**\_\_\_

Special resource teachers/specialists \_\_\_**[8]{.underline}**\_\_\_
\_\_\_\_**[2]{.underline}**\_\_\_

Paraprofessionals \_\_\_**[13]{.underline}**\_\_
\_\_\_\_**[0]{.underline}**\_\_\_

> Support staff \_\_\_**[20]{.underline}**\_\_
> \_\_\_\_**[2]{.underline}**\_\_
>
> Total number \_\_\_**[72]{.underline}**\_\_
> \_\_\_\_**[8]{.underline}**\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_**[18:1]{.underline}**\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  95%         96%         95%         94%         96%

  Daily teacher attendance  97%         97%         97%         96%         96%

  Teacher turnover rate     12%         13%         7%          5%          5%

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

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

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

Chase City Elementary is a Title I school located in Mecklenburg County,
a part of Southside Virginia which historically is known for its low
socio-economic status and the problems associated with a lack of
resources. For example, Chase City is located 75 miles from the nearest
cultural center and has no recreational facilities. According to the
National Institute of Family Literacy, 38% of the adults in the Chase
City area are Level 1 readers, possessing only basic reading skills.
Thus, the school's mission is to provide educational opportunities for
pre-kindergarten through fifth grade students, despite the economic,
cultural, educational, and social barriers.

Given these substantial long-term economic and educational barriers,
Chase City Elementary School's mission is focused on *sharing, growing,
and succeeding together.* Several years ago, the prevailing attitude
demonstrated by teachers focused on what the child lacked; now teachers
are focusing on what the child knows. This idea has revolutionized Chase
City Elementary! The school celebrates reaching goals and learning. The
students wear buttons that say it best: "**Ask me what I learned
today!**"

School practices have changed. A Building Leadership Team composed of
administrator, teacher, parent, and community representatives was
established in 1999 to maintain vigilance over the goals, needs, and
activities at Chase City Elementary. The climate of shared
decision-making fosters a willingness to work together to meet common
goals and to be risk-takers without penalty. Time on task is important
every day, and implementing and sharing best practices is an
expectation. Instruction has moved from teacher-centered,
non-collaborative, textbook-oriented, and unfocused toward data-driven,
student-centered, multi-sensory, collaborative, and curriculum-oriented.

Data-driven instruction helps Chase City Elementary to recognize and to
improve achievement for all demographic groups. The school uses not only
data from the Virginia Standards of Learning assessments but also
additional data such as Accelerated Reader reports, Phonological
Awareness Literacy Screening results, Developmental Reading Assessments,
benchmark tests, and end-of-grade tests. Direct, intensive instruction
is utilized for academically at-risk students during the school day as
well as for remediation. Staff development geared toward incorporating
researched-based instructional practices such as using movement, rhythm,
and music has improved acquisition and retention for all demographic
groups.

With the pressure of high stakes testing, the school has worked to
combat the effects of stressors in students, parents, and faculty
members. The school has partnered with the county extension department
to educate students on healthy foods and the benefits of exercise.
Movement songs are played on the intercom each morning to boost brain
activity. Students in test-taking grades are adopted by staff members
who support and encourage. A buddy system is in place to link faculty
members during stressful times. Faculty members relieve stress through
fun "field trips" and free after-school yoga classes. Staff and parents
attend in-service sessions on stress, depression, obesity, and other
wellness issues.

Despite the school's challenging demographics, the school culture
embraces the fact that all children must be successful. The
Instructional Support Team assists teachers with strategies for
struggling students. An ambitious and energetic staff has written grants
totaling more than \$100,000 to provide creative opportunities for
students. An active Parent Teacher Association and business education
partnerships have funded incentives and enrichment activities. Thus,
data-driven instruction, teamwork, and a positive attitude enabled Chase
City Elementary to be the first school in Mecklenburg County to be fully
accredited by Virginia, to be the first rural school in America to
receive the VH1 *Save the* *Music* Award, and to be a recipient of the
National Chase School Change Award.

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

**1. School Assessment Results**

The Commonwealth of Virginia has established Standards of Learning (SOL)
to ensure all students are provided a quality education. At the end of
grades 3 and 5, students participate in criterion-referenced assessments
in the areas of English-Reading, Literature, and Research (reading),
English-Writing (writing), math, science, and history. Third grade
reading and writing scores are combined into one score, while fifth
grade reading and writing scores are reported separately. Scores are
reported on a scale from 0-600. Proficiency is demonstrated by a score
of 400 or more. Advanced proficiency is demonstrated by a score of 500
or more.

Chase City Elementary School, one of seven elementary schools in
Mecklenburg County, was the first to become fully accredited, having met
the state's standards of proficiency in 2000. School scores for third
grade reading have increased from 50% in 2000 to 81% in 2004. In math,
CCES third grade students increased their proficiency from 62% in 2000
to 93% in 2004. Fifth grade students have had similar gains. In reading,
students have increased their proficiency from 71% in 2000 to 92% in
2004. Similarly, fifth grade math scores increased from 56% in 2000 to
91% in 2004. In addition to earning the status of full accreditation,
Chase City Elementary School has also met the provisions for Annual
Yearly Progress (AYP) as set by the standards of No Child Left Behind
for the years 2003 and 2004.

Each subgroup continues to make similar growth. Third grade Black
students have marked progress in reading and math. In 2000, only 39% of
Black third grade students tested at the proficient level in reading. In
2004, 83% reached proficiency. Third grade math levels show similar
progress: 52% in 2000 to 90% in 2004. Those gains are maintained at the
fifth grade level. Reading scores progressed from 63% in 2000 to 87% in
2004. Math scores for Black fifth grade students increased from 43% to
85% from 2000 to 2004, respectively.

At the same time, White third grade students increased their proficiency
from 61% to 82% in reading and from 73% to 100% in math. Fifth grade
students show similar success. In reading, White students increased
their proficiency from 78% in 2000 to 98% in 2004. Math totals show
comparable progress from 68% in 2000 to 98% in 2004.

Chase City Elementary School is a Title I school with more than 60% of
students receiving free or reduced meals. In the past three years that
data has been available, moderate gains can be seen in all areas except
third grade reading for economically disadvantaged students. Several
other factors contribute to this anomaly; but most are directly related
to the ongoing affects of generational poverty. However, the percent of
students testing in reading and math has increased to 100% due to NCLB
legislation. Further disaggregation of the data reveals steady progress
in K-3 reading and a need to revitalize the K-3 writing program.

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

**2. Use of Assessment Data to Improve Student and School Performance**

Chase City Elementary School's Building Leadership Team has set as its
first priority using data to drive instruction and to secure achievement
for all subgroups. Specifically, Chase City Elementary uses data
provided from benchmark tests, in-school assessments, and the SOL test
results not only to analyze the achievement of subgroups, but also to
ascertain the strengths and weaknesses in the curriculum. For example,
the Standards of Learning (SOL) for each subject area are subdivided
into strands or specific skills. Through conferences and staff
development, all Chase City Elementary faculty members have been trained
to disaggregate their students' data through strand analysis. This
intensive study of the test scores explicitly shows where mismatches in
curriculum and testing take place so that corrections can be made.
Currently, the writing program for kindergarten through third grade is
the focus of improvement as a direct result of strand analysis. The
outcomes of strand analysis also form the basis for remediation and add
to teacher "buy-in" as they discover their own areas of strength and
weakness. Supporting grades can also appreciate how their instruction
impacts the SOL test results. Now Chase City Elementary has a method,
fully endorsed by the faculty, to know not only *who* needs remediation,
but also *what* specific areas will be targeted. The results are clear
as achievement is improving each year for every student.

**3. Communication of Student Performance**

Chase City Elementary communicates student progress and performance
through a variety of ways. All students have daily assignment books to
use as a communicator between home and school. Prompt feedback on daily
assignments, on Accelerated Reader tests, on Computer Curriculum
Corporation results, and on benchmark tests allows the students to know
immediately how successful they are. In addition to teacher-student
conferences, the guidance counselor meets individually with each student
scheduled to participate in the state assessment to set goals for
success. Student goals are shared with teachers and parents.

Student progress is shared through weekly papers, report cards,
parent-teacher conferences, newspaper articles, and presentations to the
PTA. Student success is recognized on a daily basis through intercom
announcements and displays throughout the hallways. Two parent-teacher
conferences are scheduled during the year, but teachers meet with
students and parents whenever needed. Also, the school sends two
articles monthly to the three county newspapers spotlighting students
and activities.

State assessment results are shared with students, parents, and the
community through newspapers, PTA meetings, assessment reports, and the
Virginia School Report Card. Strategies for increasing student
performance are shared at grade-level parent meetings throughout the
year.

**4. Sharing School Successes**

Sharing success is a hallmark of Chase City Elementary school culture.
School success is shared at the national, state, regional, and district
levels. Over 75% of the faculty has presented or modeled proven
strategies. In 2003-2004, Governor Warner and the Virginia Department of
Education selected Chase City Elementary to serve as a PASS school in
the Governor's Partnership for Achieving Successful Schools program.
Members of the faculty have presented at Fordham University's National
Principals Leadership Institute, Virginia Board of Education, Governor's
Round Table, Virginia Superintendent's SOL Expo, Virginia Association of
Supervision and Curriculum Development, Virginia Association of
Elementary School Principals, Virginia Council of Administrators of
Special Education, Longwood University, Southside Virginia Community
College, Mecklenburg County School Board, Mecklenburg County
Business-Education Partnership, Leadership Mecklenburg, and numerous
civic clubs. Presently, Chase City Elementary is in the second phase of
validation as a model site for the Instructional Support Team Initiative
in Virginia.

Chase City Elementary welcomes visitors from numerous schools interested
in creative teaching practices, innovative approaches, and resources
that improve instruction. The faculty embraces opportunities to share
the school's 'southern hospitality' and takes great pride in being asked
to present.

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

**1. Outline of Curriculum**

In the Commonwealth of Virginia, the basis for curriculum is the
Standards of Learning. Curriculum and pacing guides developed by
division content coordinators and classroom teachers incorporate
standards that are used in all seven elementary schools within the
division. With this instructional foundation in place, curriculum is
addressed in a manner to meet the diverse needs of the school
population.

The reading/language arts curriculum uses a variety of materials and
programs to meet the individual needs of students. It begins in
pre-kindergarten, kindergarten, and first grade with a systematic,
intensive, direct, explicit phonics program. It is balanced with
*Language for Learning*, the Waterford Program, listening and speaking
skills, journal writing, and spelling. As students progress from first
to fifth grades, they participate in the *Writing and Spelling Road to
Reading* *and Thinking*, Book Buddies, Accelerated Reader, direct
instruction, corrective reading, novel studies, computer-based
instruction, and a fluency program. Students learn the "pink pencil
method" for specific strategies for reading comprehension.

The math curriculum follows the sequential development of skills.
Individual needs are addressed by assessment, strand analysis,
intervention design, and implementation. Data analysis directs the use
of manipulatives, various math fact drills such as Holey Cards, Touch
Math, computer-based instruction, Drops in the Bucket,
word-problem-a-day, Math Their Way, math life skills, and movement, as
well as, rhythm, chants, and cheers to increase retention of concepts.

The emphasis of the science curriculum is understanding and using the
scientific method. A hands-on, experimental approach is encouraged and
students enjoy on-site exhibits such as Science-by-Van, Starlab, and
Ocean in Motion. Field trips are taken to the Danville Science Center,
Science Museum of Virginia, Virginia Marine Science Museum, a local
power generating plant, and nature walks and studies in nearby parks and
conservation areas. The school has a centrally located science room with
supplies and equipment for teachers to checkout to use for class
experiments and projects.

The social studies curriculum includes history, geography, civics, and
economics. Resource people, field trips, and periodicals bolster the
content. Students from pre-kindergarten through fifth grade enjoy field
trips to community facilities, Native American Day, an Indian pow-wow,
Prestwould Plantation, Appomattox Courthouse, Virginia General Assembly,
the Virginia Historical Society, Jamestown, and Williamsburg.
Kindergartners go to college for a day. Elected local and state
officials share their experiences and roles in government. The
Jamestown-Yorktown Foundation spends a day on campus with fourth and
fifth grade students. For several years, nearly every social studies
teacher has received a mini-grant from the Longwood Center for Economics
Education for hands-on economics instruction. Thus, students at Chase
City Elementary experience as well as study social studies.

Music education enhances and compliments academics at Chase City
Elementary. Because of teachers, volunteers, and grants, students may
participate in choir, songwriter's club, VH1 band, guitar club, drama,
or art lessons.

**2a. The Reading Curriculum**

The Virginia Standards of Learning establish a rigorous English
curriculum to teach all students to read fluently, to comprehend a
variety of materials, to write effectively, and to speak in standard
English. The common goals driving reading instruction at Chase City
Elementary are that reading is the foundation of all learning, that
early intervention is critical, and that all students must read 30
minutes daily.

Assessment, systematic instruction, and practice are key components of a
comprehensive reading program. Reading achievement is assessed with
tools such as SOL test results, Phonological Awareness Literacy
Screening, Developmental Reading Assessment, STAR from Renaissance
Learning, Measuring Up Tests, Computer Curriculum Corporation (CCC)
software, and curriculum-based assessments. These tools help determine
reading levels, diagnose weaknesses, and guide instructional practices.
Based on information from these tools, reading is taught both in
heterogeneously grouped classes and in small groups supported by reading
specialists and Title I teachers.

Students receive systematic instruction in phonemic awareness, explicit
phonics, fluency, comprehension and test-taking strategies. Scott
Foresman is the adopted series for the division, but the faculty
recognizes that at-risk students have special needs. Therefore, teachers
have pursued research-based instructional methods and materials such as
The Riggs Institute's *Writing and Spelling Road to Reading and
Thinking,* SRA's *Reading Mastery* and *Corrective Reading,* and
Computer Curriculum Corporation software. These resource materials
enable the school to meet the systematic instructional needs of all
students.

Chase City Elementary's reading program emphasizes daily reading
practice for comprehension. Students are encouraged to read for pleasure
using the Accelerated Reader with parents monitoring student reading
time. Family Reading Night and newsletters provide techniques for
reading with children and volunteers spend 45 minutes twice a week as
Book Buddies tutors for first graders. Area businesses support reading
by providing incentives. Thus, reading instruction at Chase City
Elementary is a school, family, and community alliance.

**3. The Math Curriculum**

Virginia Standards of Learning for Mathematics require that students
gain an understanding of fundamental concepts and develop proficiency in
arithmetic, measurement, geometry, probability, data analysis,
statistics, and algebra. Chase City Elementary encourages the NCTM's
(National Council of Teachers of Mathematics) principles of conceptual
understanding, critical thinking, and application in solving real-world
problems. Teachers help children solve complex problems through reading,
writing, discussing, demonstrating, manipulating, and computing.

In order for students to apply math skills to life, Chase City
Elementary strives for mastery of basic facts; then, teachers focus on
critical thinking/problem solving skills and the use of research-based
instructional strategies. To support school goals, teachers attended
conferences and workshops by Dinah Zike, Marcy Cook, Eric Jensen,
Activities Integrating Mathematics and Science (AIMS), and the NCTM.
Results of state assessments and practice tests are analyzed by strand
to determine individual intervention needs. Individualized interventions
take place daily as a result of data and practice provided by CCC.

To insure mastery and retention, concepts are reviewed and practiced
over time. Resources for regular practice include Every Day Counts and
Drops in the Bucket. Students strive for mastery of basic facts by
achieving school goals on Holey Cards and Mad Minute. The principal
awards "Math Whiz" buttons to recognize students who reach school-wide
goals for math facts. Teachers differentiate instruction and teach to
many learning styles, actively building new knowledge from experiences
and prior knowledge.

**4. Instructional Methods to Improve Student Achievement**

The faculty at Chase City Elementary believes that all students can and
must learn. The administration sets the tone for instruction with high
expectations, time on task, and scheduled use of all resources. To
ensure that all students will learn, instructional leaders pursue and
share research to implement brain-based strategies. Staff development
and the Instructional Support team are vehicles for delivery and support
to the instructional staff.

Brain-based instructional methods include collaboration, direct
instruction, movement, rhythm, repetitive review, rehearsal, and focus
techniques. Both special education and regular education students
benefit from the collaborative model. Direct instruction, as well as
movement, music, and rhythm, actively engage the students in learning.
Repetitive review, rehearsal, and focus techniques improve retention of
information while multisensory and multiple intelligence methods address
the learning styles of all students.

Teachers practice these brain-based instructional methods through
programs such as *Reading Mastery*, Brain Gym, Touch Math*,* and
interactive notetaking which support Robert Marzano's research findings
in [Classroom Instruction that Works]{.underline}. The results of using
these proven strategies can be witnessed by the improved achievement of
all demographic groups.

**5. Professional Development**

In addition to division-level staff development, Chase City Elementary
has its own site-based professional development plan which supports the
Building Leadership Team's school improvement plan. Both plans address
specific academic weaknesses determined by disaggregated data as well as
proactive steps for student improvement. The Instructional Support
teacher and team facilitate staff development at the school. Teachers
are encouraged to attend and participate in specific conferences with
the expectation to share information with colleagues. For example,
teachers attended workshops on K-3 writing strategies and conferences
that addressed student obesity, stress, and violence. In addition, the
Instructional Support teacher/team models successful instructional
strategies for teachers as well as provides brief staff development
sessions bi-weekly. In fact, the Instructional Support teacher allocates
one third of her time to collaborate with teachers to increase student
achievement through staff development.

Furthermore, faculty members at Chase City Elementary School were
successful in writing a staff development grant which enabled the school
to offer teachers at no cost a Longwood University graduate class which
addressed the latest research on best instructional practices and
effective teacher-parent-student conferences. This grant provided the
opportunity for every teacher to visit classrooms of model teachers in
other schools and to attend regional, state, and national reading, math,
science, and social studies conferences.

As a result of this school-based staff development plan, teachers have
acquired a repertoire of instructional practices to meet the needs of
all students. Student success and teacher knowledge have changed the
school! Chase City Elementary School has improved its promotion rate,
increased the number of students passing state assessments, and reduced
the number of referrals for special education evaluation.

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**ENGLISH 3^RD^ GRADE**

**Chase City Elementary**

**Harcourt/1999-2004**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 200   |       |
|                          | Car    |        |   |      | 0[^3] |       |
|                          | ds[^1] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001  |       |
|                          | Virg   |        |   |      | .[^4] |       |
|                          | inia's |        |   |      | Also  |       |
|                          | sc     |        |   |      | see   |       |
|                          | hools. |        |   |      | fo    |       |
|                          | Also   |        |   |      | otnot |       |
|                          | see    |        |   |      | e[^5] |       |
|                          | f      |        |   |      |       |       |
|                          | ootnot |        |   |      |       |       |
|                          | e.[^2] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 81     | 61     |   | 78   | 63    | 50    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 12     | 15     |   | 14   | 7     | 5     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 75     | 80     |   | 83   | 67    | 66    |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 99     |   | 85   | 93    | 81    |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 1      | 0      |   | 0    | 0     | 0     |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 1      | 0      |   | 0    | 0     | 0     |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SUBGROUP SCORES**      |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **1. Economically        |        |        |   |      |       |       |
| Disadvantaged**          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 76     | 56     |   | 75   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 10     | 7      |   | 11   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 51     | 45     |   | 44   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **2. Black**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 83     | 45     |   | 68   | 53    | 39    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 7      | 5      |   | 2    | 6     | 0     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 41     | 40     |   | 44   | 34    | 33    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **3. White**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 82     | 77     |   | 89   | 73    | 61    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 18     | 23     |   | 29   | 9     | 9     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 33     | 39     |   | 38   | 33    | 33    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^6]      |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 71     | 73     |   | 72   | 74    | 62    |
+--------------------------+--------+--------+---+------+-------+-------+
| %Above Proficient        | 14     | 19     |   | 17   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**ENGLISH (READING) 5^TH^ GRADE**

**Chase City Elementary**

**Harcourt/1999-2004**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 200   |       |
|                          | Car    |        |   |      | 0[^9] |       |
|                          | ds[^7] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001. |       |
|                          | Virg   |        |   |      | [^10] |       |
|                          | inia's |        |   |      | Also  |       |
|                          | sc     |        |   |      | see   |       |
|                          | hools. |        |   |      | foo   |       |
|                          | Also   |        |   |      | tnote |       |
|                          | see    |        |   |      | [^11] |       |
|                          | f      |        |   |      |       |       |
|                          | ootnot |        |   |      |       |       |
|                          | e.[^8] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 92     | 89     |   | 77   | 77    | 71    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 25     | 21     |   | 12   | 23    | 11    |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 93     | 75     |   | 65   | 74    | 85    |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 99     |   | 86   | 85    | 88    |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 1      | 0      |   | 0    | 0     | 0     |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 1      | 0      |   | 0    | 0     | 0     |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SUBGROUP SCORES**      |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **1. Economically        |        |        |   |      |       |       |
| Disadvantaged**          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 89     | 89     |   | 68   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 19     | 5      |   | 4    |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 64     | 44     |   | 28   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **2. Black**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 87     | 83     |   | 66   | 68    | 63    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 13     | 8      |   | 3    | 18    | 8     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 47     | 36     |   | 32   | 28    | 40    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **3. White**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 98     | 94     |   | 90   | 82    | 78    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 36     | 36     |   | 23   | 24    | 13    |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 45     | 36     |   | 31   | 45    | 45    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^12]     |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 85     | 82     |   | 77   | 82    | 75    |
+--------------------------+--------+--------+---+------+-------+-------+
| %Above Proficient        | 31     | 19     |   | 17   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**MATHEMATICS 3^RD^ GRADE**

**Chase City Elementary**

**Harcourt/1999-2004**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 2000  |       |
|                          | Card   |        |   |      | [^15] |       |
|                          | s[^13] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001. |       |
|                          | Virg   |        |   |      | [^16] |       |
|                          | inia's |        |   |      | Also  |       |
|                          | sc     |        |   |      | see   |       |
|                          | hools. |        |   |      | foo   |       |
|                          | Also   |        |   |      | tnote |       |
|                          | see    |        |   |      | [^17] |       |
|                          | fo     |        |   |      |       |       |
|                          | otnote |        |   |      |       |       |
|                          | .[^14] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 93     | 73     |   | 84   | 83    | 62    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 56     | 24     |   | 34   | 36    | 17    |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 75     | 83     |   | 85   | 66    | 66    |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 100    |   | 87   | 92    | 81    |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 1      | 0      |   | 0    | 0     | 0     |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 1      | 0      |   | 0    | 0     | 0     |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SUBGROUP SCORES**      |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **1. Economically        |        |        |   |      |       |       |
| Disadvantaged**          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 90     | 69     |   | 82   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 51     | 17     |   | 41   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 51     | 48     |   | 44   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **2. Black**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 90     | 59     |   | 76   | 73    | 52    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 46     | 12     |   | 22   | 24    | 3     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 41     | 41     |   | 45   | 33    | 33    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **3. White**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 100    | 88     |   | 92   | 94    | 73    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 70     | 38     |   | 49   | 48    | 30    |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 33     | 40     |   | 39   | 33    | 33    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^18]     |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 87     | 83     |   | 81   | 86    | 72    |
+--------------------------+--------+--------+---+------+-------+-------+
| %Above Proficient        | 49     | 47     |   | 40   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**MATHEMATICS 5^TH^ GRADE**

**Chase City Elementary**

**Harcourt/1999-2004**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 2000  |       |
|                          | Card   |        |   |      | [^21] |       |
|                          | s[^19] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001. |       |
|                          | Virg   |        |   |      | [^22] |       |
|                          | inia's |        |   |      | Also  |       |
|                          | sc     |        |   |      | see   |       |
|                          | hools. |        |   |      | foo   |       |
|                          | Also   |        |   |      | tnote |       |
|                          | see    |        |   |      | [^23] |       |
|                          | fo     |        |   |      |       |       |
|                          | otnote |        |   |      |       |       |
|                          | .[^20] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 91     | 79     |   | 89   | 74    | 56    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 22     | 28     |   | 18   | 19    | 8     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 93     | 75     |   | 66   | 74    | 85    |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 99     |   | 87   | 85    | 88    |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 1      | 0      |   | 0    | 0     | 0     |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 1      | 0      |   | 0    | 0     | 0     |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SUBGROUP SCORES**      |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **1. Economically        |        |        |   |      |       |       |
| Disadvantaged**          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 88     | 73     |   | 80   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 20     | 16     |   | 7    |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 64     | 44     |   | 30   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **2. Black**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 85     | 61     |   | 85   | 64    | 43    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 17     | 19     |   | 12   | 11    | 3     |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 47     | 36     |   | 33   | 28    | 40    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **3. White**             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 98     | 94     |   | 94   | 80    | 68    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 27     | 36     |   | 26   | 22    | 13    |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | 44     | 36     |   | 31   | 45    | 45    |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^24]     |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 78     | 75     |   | 71   | 72    | 64    |
+--------------------------+--------+--------+---+------+-------+-------+
| %Above Proficient        | 20     | 18     |   | 16   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+

[^1]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^2]: Data does not include re-takes on any SOL assessment.

[^3]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^4]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^5]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^6]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^7]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^8]: Data does not include re-takes on any SOL assessment.

[^9]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^10]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^11]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^12]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^13]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^14]: Data does not include re-takes on any SOL assessment.

[^15]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^16]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^17]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^18]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^19]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^20]: Data does not include re-takes on any SOL assessment.

[^21]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^22]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^23]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^24]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>