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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_X_Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Sam Parks]{.underline}

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

Official School Name \_\_\_[Yuma Elementary
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address\_[Route 3 Box
264]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Gate
City]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[VA]{.underline}\_\_\_\_\_\_\_[24258-9409]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Scott]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_\_\_\_\_[084-0790]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone\_\_\_\_[276-386-3109]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Fax\_\_[276-386-3274]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Website/URL [http://www.scott.k12.va.us]{.underline} E-mail
[yesprinc@scott.k12.va.us]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent[\* Mr. James B.
Scott]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District
Name\_\_\_\_\_\_\_[Scott]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Tel.
\_\_[276-386-6118]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Lowell Campbell

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_[7]{.underline}\_
Elementary schools

\_\_\_[3]{.underline}\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_[3]{.underline}\_ High schools

\_\_\_\_\_ Other

\_\_[13]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_[1277]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_[4967]{.underline}\_\_\_\_

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

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

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

4\. \_\_[2]{.underline}\_\_\_ Number of years the principal has been in
her/his position at this school.

\_\_[9]{.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**                                                  **7**                             

  **K**       12        14                     26           **8**                             

  **1**       9         11                     20           **9**                             

  **2**       9         15                     24           **10**                            

  **3**       18        11                     29           **11**                            

  **4**       13        20                     33           **12**                            

  **5**       10        11                     21           **Other**                         

  **6**       11        9                      20                                             

                                    **TOTAL                                                   173
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of \_\_[98]{.underline}\_\_% White

the students in the school: \_\_\_[2]{.underline}\_\_% Black or African
American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
\_\_\_[17]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      12
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      17
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    29
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 173
                            the school as of October 1  

  **(5)**                   Total transferred students  .17
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           17
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages:

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

Total number students who qualify: \_\_[87]{.underline}\_\_\_

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

10\. Students receiving special education services:
\_\_\_[21]{.underline}\_\_\_%

\_\_\_[37]{.underline}\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_[14]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[5]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[18]{.underline}\_Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_[1]{.underline}\_\_
\_\_\_\_\_[1]{.underline}\_\_

Classroom teachers \_\_\_[11]{.underline}\_\_
\_\_\_\_\_[1]{.underline}\_\_

Special resource teachers/specialists \_\_\_\_[1]{.underline}\_\_
\_\_\_\_\_[6]{.underline}\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_[2]{.underline}\_\_

> Support staff \_\_\_\_[6]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[19]{.underline}\_\_ \_\_\_\_[10]{.underline}\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_[16:1]{.underline}\_\_

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

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

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

  Daily teacher attendance   95%         96%         95%         94%         95%

  Teacher turnover rate      14%         7%          29%         21%         0%

  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}**

Yuma Elementary School is one of seven elementary schools in Scott
County, Virginia. The school has 173 students enrolled in kindergarten
through sixth grade. The twelve full-time teachers are able to provide
comprehensive individualized instruction to students in small classes.
The school is located on state route 614 approximately eight miles south
of Gate City, Virginia, and one mile north of the Tennessee state line.
There has been a school at this site since 1884.

The Yuma community is a rural area with many small family farms. A large
majority of the residents are employed in various industries in the
nearby Tri-Cities area. Scott County is one of the most economically
disadvantaged counties in Virginia. Fifty one percent of the students at
Yuma Elementary qualify for free or reduced lunches.

Yuma Elementary School has a mission to enable students to gain
outstanding academic achievement as measured by the Virginia State
Standards of Learning. The faculty, staff, and parents of Yuma
Elementary School believe that we must work cooperatively to create a
climate of high expectations. Our mission is to provide the best
possible well-rounded educational program at Yuma Elementary School to
enable students to succeed academically, socially, and physically. We
believe that each student at Yuma Elementary can achieve their maximum
potential of his/her ability. Our goal is to maximize students' learning
that will result in each student experiencing success. An effective and
frequent collaborative partnership among home, school and a strong PTA
program support this mission.

Yuma Elementary School provides a full range of educational
opportunities to help prepare all students to become active and
productive citizens. The focus of our curriculum is on the Standards of
Learning (SOL) objectives as approved by the Virginia General Assembly
and required by the Standards of Quality. To meet these standards,
teachers use a variety of techniques based on Bloom's Taxonomy, such as
innovative and creative hands-on learning, and team teaching. Technology
is used to enhance the curriculum and the computer lab is used daily for
each class.

Another key component for the success of the students has been the
remedial program, especially helping those students "at risk" to prepare
for and pass the SOL. The special education teacher works with
identified special needs students between sixty to one hundred fifty
minutes each day based on their Individualized Education Plan. In
addition, Yuma Elementary is a targeted assistance Title I school. The
Title I teacher works daily with the "at risk" students in grades K-3 in
mathematics and reading as needed. Teachers utilize "time on task" and
have a strong desire to make every teaching activity pertinent to the
improvement of the minds and health of the students. The success of our
students is the most important goal in our school. The students are
recognized each nine weeks in an awards program to reward academic and
behavioral achievements.

Students are encouraged to improve and maintain good health through
daily structured fitness activities. Fitness challenges are held
throughout the year with awards and incentives. Emphasis on health and
fitness is provided for staff members by a county wellness program.

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

**1. School Assessment Results**

In 1995 the Virginia Board of Education adopted the Virginia Standards
of Learning to ensure that all students are provided a quality
education. The standards emphasize the importance of instruction in the
four core areas: English, mathematics, science and social studies. The
assessment of the standards informs teachers and parents of the
achievements of the students as set forth by the standards and also
holds schools accountable for student's achievement.

SOL tests that are administered in the spring are given in grades three,
four, five and six. A 600 point scaled score is used to determine levels
of achievement. Those students who score 399 or below are not considered
proficient, while those students that score 400-499 are in the
pass/proficient category. Any student whose score is between 500 and 600
is considered advanced.

Yuma Elementary is a fully accredited Virginia K-6 school. To be fully
accredited as an elementary school, a combined adjusted pass rate of at
least 75% on the English test in grades three and five is required.
Under the requirements of *No Child Left Behind Act of 2001*, the school
has achieved academic excellence by reaching the Adequate Yearly
Progress (AYP) requirements. Elementary schools must also achieve a
combined adjusted pass rate of at least 70% in mathematics for the third
and fifth grade. In the third grade, 50% of the students must pass the
history and science assessments. The fifth grade science requirement is
a 70% pass rate. The history achievement level is 70% for grades four,
five, and six.

Yuma Elementary performs well above the required pass rate. This is
impressive considering the number of economically disadvantaged
students. In 2000, 46.6% of the third graders passed English while 80%
passed in 2004. In 2000, 80% of the students passed mathematics compared
to 91% in 2004. In 2002, only 62% of the fifth grade passed the English
test compared to 83% in 2004. In 2002, the mathematics pass rate was 50%
compared to 100% in 2004. The significant gains in student achievement
rates are a direct result of Yuma Elementary aligning its curriculum
with the Virginia Standards of Learning.

The disaggregated data also shows the disabled students have performed
at an outstanding level over the past two years. This performance of
disabled students has actually helped improve the overall school test
scores because the pass rate has been at or near 100% recently. This is
a direct result of making use of testing accommodations offered by the
Virginia Department of Education. This group has also benefited from
mainstreaming. Collaboration among the teachers helps to ensure that the
special needs of these students have been met in the least restrictive
manner.

The disaggregated data also shows the economically disadvantaged
subgroup at Yuma Elementary continues to perform at a higher academic
level than the non-economically disadvantaged population. The most
recent data indicates 92% of the economically disadvantaged students
passed the SOL tests. The data from these two subgroups should help
dispel any myths that disabled and economically disadvantaged students
cannot perform well on standardized tests.

At Yuma Elementary the staff and faculty take great pride in the fact
that the educational needs of our students are being met. This is a
direct result of the hard work of our students, teachers, and parents.
Detailed scores may be found at the Virginia Department of Education Web
site: [www.pen.k12.va.us/](http://www.pen.k12.va.us/).

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

Yuma Elementary School identifies the importance of assessment and
utilizes the results in a variety of ways to improve student
performance. The staff of Yuma Elementary uses an assortment of weekly
assessments that include tests, quizzes, classroom observations,
A+dvanced Learning System, and Riverdeep Learning Management computer
programs. Remedial and classroom teachers give the following pre- and
post-evaluations: A+SSESS Reading and Mathematics, Standardized Test for
the Assessment of Reading (S.T.A.R), Algebra Readiness Diagnostic Test
(ARDT), and the Phonological Awareness Literacy Screening (PALS). These
pre-test scores are used as a means to format curriculum content and to
differentiate instruction based on students' individual needs.

All assessment scores are used to align curriculum and instruction for
the Virginia Standards of Learning. Data is used to identify at-risk
students for the Title I program, after school reading and mathematics
instruction, SOL remediation, and the summer enrichment program. Regular
classroom teachers collaborate with the remedial instructors to ensure
that each student's weaknesses are identified and improved upon
throughout the year. This use of assessment has proven successful.

Data obtained from the Virginia SOL testing program is analyzed on a
question-by-question basis to insure that all students have mastered all
of the standards. This analysis also shows the teachers where changes
need to be made in the curriculum. This detailed use of data is
especially beneficial to teachers who teach the same subject and grade
level each year.

**3. Communication of Student Performance:**

Communication about student performance to parents, students, and the
community is very important to the staff of Yuma Elementary. Teachers
use a variety of methods to accomplish this objective. Parents receive
communication of student progress through the use of mid-nine week
reports, nine-week report cards, parent/teacher conferences, two open
houses, telephone calls, weekly papers, and written communication from
the teacher. Parents also receive information of student progress from
state test results (PALS and SOL), along with reading scores for
S.T.A.R. (Standardized Test for the Assessment of Reading) tests and
reading and mathematics scores for Advanced Learning System's A+SSESS
tests. In addition, teachers communicate with parents and students
through the use of the school Web site, homework hotline, daily or
weekly homework assignment folders, and Accelerated Reader progress
reports.

The school offers kindergarten orientation before each school year to
acquaint parents and students with school guidelines, achievement
standards, and curriculum. Parents are provided information to help
prepare their child for kindergarten and academic life.

To recognize the performance of the students, Yuma Elementary has an
awards program each nine weeks. Students are recognized for first and
second honor roll, perfect attendance, improvement in subject areas,
citizenship, and Accelerated Reader. Students who meet set goals in
Accelerated Reader are recognized and awarded with a special activity
each nine weeks and at the end of the school year. Student achievements
are recognized through daily intercom announcements, notices on the
school marquee, nine-weeks awards, as well as with displays of student
work throughout the school.

Communication and recognition are essential to our students' success.
Yuma Elementary continues to provide this to our students, parents, and
community. Student success is shared with students, parents, and the
community through PTA meetings and programs, newspaper articles, and the
Virginia School Report Card.

# 4. Sharing School Success

The faculty and staff of Yuma Elementary are dedicated to sharing
success not only within the school, but also throughout the community,
the local school division, and other school divisions. Teachers from our
school conduct workshops intended to share with other teachers the
innovative methods that have lead to the improvement of student
performance. The staff also takes an active role in the professional
development meetings held by the Scott County School System. These
meetings are used to share creative teaching practices that have been
successful. Yuma's teachers look forward to these meetings that occur on
a continuing basis.

Some of the topics that have been presented by Yuma staff are *Word
Study for Diagnostic Reading, Riverdeep: A Computer Approach to
Individual SOL Skills, Understanding the Parts of an IEP, Special
Education-Understanding the Referral and Eligibility Process, Sharing
Goals Between Mainstream and Special Education, 504-Understand the
Plan.*

Yuma Elementary has had the opportunity to train a host of future
teachers. Members of our faculty serve as mentors to new teachers within
our school, as well as, local college students pursuing a career in
education. The importance of these services cannot be overemphasized.
Yuma teachers are gracious when asked to share their secret for success.
Yuma Elementary teachers are always anxious to share their knowledge and
innovative approaches to education.

Yuma Elementary staff realizes the importance of involving parents in
the school activities. Students exemplify their knowledge by
participating in PTA meetings. These programs highlight a different
curriculum skill or area each month.

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

**1. Curriculum Outline**

The Commonwealth of Virginia sets the standards of curriculum in all
Virginia Public Schools with Standards of Learning (SOL), Standards of
Quality (SOQ), and accreditation standards. Classroom teachers use SOL
Blueprints and pacing guides to incorporate all of the standards for
each grade. Using this foundation for classroom instruction, curriculum
is addressed in a way to insure that the needs of all students are met
in the least restrictive manner.

Yuma Elementary School uses a four-core curriculum plan to meet the
Standards of Learning. The four core areas are reading, mathematics,
science and social studies. Art, music, physical education, technology
and library media are integrated into each of the four core subjects
throughout the school year.

The reading/language arts curriculum uses an assortment of programs and
materials to meet the individual needs of students. The program begins
in kindergarten and first grade with the daily use of [Sing, Spell,
Read, and Write]{.underline}. This program from Pearson Learning Company
provides phonics, music, and leveled readers to teach students to read,
spell, and write. As students progress in grades two through six they
participate in the [Four Square Writing]{.underline} program. Students
participate in direct instruction, corrective reading, remedial
assistance, novel studies, and computer-based instruction.

The mathematics curriculum presents the sequential development of
skills. Individual development needs are determined by assessment and
are met by the use of hands-on activities, cooperative learning, guided
practice, direct instruction, and remedial assistance. Art, physical
education, music, and technology are integrated into the mathematics
curriculum to help students be successful in mathematics.

The emphasis in the science curriculum is on understanding of the
scientific method. A hands-on approach is encouraged and students enjoy
collecting nature items for school. Students participate in an annual
[Kids in the Creek]{.underline} day at a local farm presented by several
local, state, and federal agencies, area businesses, and educators. The
school campus is large and provides opportunities for nature study.
Eastman Chemical Company, a local chemical plant, offers guest
presenters for science classrooms and provides tours for upper grade
students. Teachers use a variety of community resources to reinforce
scientific principles.

The social studies curriculum includes history, geography, civics, and
economics. Regional Appalachian heritage is presented to students in all
grades by special activities. Native American Heritage Day and a special
visit by the Jamestown-Yorktown Foundation highlight the study of early
Virginia history. An annual trip to Thomas Jefferson's home by third
graders reinforces third grade history standards. Other historical areas
are reviewed by video field trips and streaming videos. Computer-based
activities are an integral part of reinforcement of the social studies
curriculum. Resource teachers in art, music, and library media correlate
activities to the social studies curriculum throughout the school year.

**2a. The Reading Curriculum**

The Virginia Standards of Learning (SOL) for English are organized into
three related strands to teach all students to read and comprehend a
variety of materials, to write effectively, and to speak correctly. Yuma
Elementary teachers strongly believe reading is the core of all
learning.

Teachers use a wide variety of resources to motivate students and to
augment reading comprehension skills. Students receive instruction in
comprehension, phonemic awareness, explicit phonics, fluency,
vocabulary, and test-taking strategies. Students are taught by using a
broad assortment of teaching techniques, such as shared and guided
reading. Houghton Mifflin is the adopted reading textbook series for the
school division. Instructors choose additional materials, including
novels, to motivate and instill a life-long love for reading.

The *Accelerated Reader* (Renaissance Learning Company's computer-based
comprehension program) is utilized school wide. A points reward system
is utilized to encourage independent reading. Teachers create their own
open-book tests to accompany reading stories. These tests are
constructed to familiarize students with the SOL testing format, and
coordinated to reinforce the skills being taught. Yuma's emphasis on
content-area reading and writing includes school-wide use of *S. T. A.
R.* , the *A+dvanced Learning System*, and *Riverdeep Learning
Management* computer programs.

Classroom teachers meet regularly with the remediation instructors
(special education teacher, Title I instructor, and remediation
teachers) to closely monitor students' progress at each grade level.
Teachers collectively plan and actively reinforce the reading
curriculum. Students experiencing reading difficulties are closely
monitored and provided with extra instruction based on the student's
individual needs. Teachers use this approach to reading instruction
because it has proven successful.

**3. The Mathematics Curriculum**

The Virginia Standards of Learning require that students meet five
fundamental goals for mathematics. These goals include becoming
mathematical problem solvers, communicating and reasoning
mathematically, making mathematical connections, and using mathematical
representation to model and interpret practical situations. Teachers at
Yuma Elementary School participate in professional development
opportunities, use a wide variety of teaching strategies, and utilize
various resources to help students successfully achieve these goals.

Teachers at Yuma Elementary School have taken courses by Diana Freeman,
Mathematics Coordinator for the Center for Teaching Excellence at the
University of Virginia at Wise. Teachers have also participated in
conferences and workshops by Dinah Zike, Spence Rogers, Richard Hawks,
and the National Council of Teachers of Mathematics.

To accommodate different learning styles, mathematics teachers use
cooperative learning, hands-on activities, peer tutoring, group
projects, and technology. Mathematical resources include [Daily
Mathematics Review]{.underline}, SOL Coach books, [Drop in the
Bucket]{.underline}, and the [Frog System]{.underline}. The use of
manipulatives is an integral part of the mathematics curriculum. These
manipulatives include base ten blocks, Cuisenaire rods, Geoboards,
pattern blocks, flash cards, dice, and calculators.

Teachers work closely together to solidify students' understanding of
mathematical skills, concepts, and problem solving strategies. Art,
physical education, music, and technology are integrated into the
mathematics curriculum to insure that mathematical connections are made.
Students also have the opportunity to participate in an after school
mathematics program to reinforce mathematics skills. Students who reach
school wide mathematics goals are recognized with trophies, medals, and
prizes at awards ceremonies.

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

Yuma Elementary School strives to meet the individual needs of all
students by incorporating a

variety of instructional methods with everyday learning. At the
beginning of each school year,

the A+SSESS test and S.T.A.R. test are administered to students in
grades one through six.

Teachers identify the individual level of each student in the areas of
reading, language arts, and

mathematics. These data are used to target areas of weakness,
personalize instruction, and monitor individual progress.

Each grade level uses direct instruction, cooperative learning, peer
tutoring, and guided practice on a daily basis. Music and movement is
regularly used in the [Sing, Spell, Read, and]{.underline}
[Write]{.underline}, a reading program in grades K - 1. The rhythm and
repetition actively engages each student and is especially beneficial to
the special education students. Kindergartners learn sign language for
alphabet review.

Students in grades two through six are benefited by the use of the Four
Square Writing technique. The gradual progression from year-to-year
produces consistent writing experiences for all students.

Collaboration among faculty is an important component in differentiating
instruction. By integrating physical education, art, and music classes,
each student receives positive reinforcement in their learning
experience.

Yuma Elementary uses technology to enhance the curriculum. The
Accelerated Reader program is used to increase reading achievement by
allowing students to work on different levels. The computer lab enables
students to take virtual field trips, watch video clips, and to access
and research information. A remediation teacher works with the classroom
teacher to meet the individual needs of students in a small group
setting. Collaboratively, Yuma Elementary is able to differentiate
instruction to ensure the success of all students.

# 5. Professional Development

Professional development workshops are available throughout the year
coordinated by central

office supervisors and local school personnel. Teachers choose the ones
that will be beneficial for them. Teachers then share what they learned
with other staff members.

Teachers participate in workshops offered in our area by the National
Council of Teachers of Mathematics (NCTM) and the Appalachian
Mathematics and Science Partnership (AMSP). AMSP engages in several
initiatives designed to improve mathematics and science education in the
central Appalachian region. The partnership uses the expertise of
personnel from nine institutions of higher education and fifty-one
school districts in Kentucky, Tennessee, and Virginia. The University of
Virginia at Wise and the Southwest Virginia Higher Education Center
provide several content area workshops for teachers. Yuma teachers
actively participate in professional development opportunities provided
by *Putting* *Children First* (a local business education partnership
sponsored by Eastman Chemical Company). These workshops give teachers
many ideas for presenting classroom topics and include early childhood
topics.

The faculty of Yuma Elementary School provides several workshops
throughout the year. Topics addressed include data analysis and usage,
changes in the Standards of Learning, specific needs for special
education students, classroom management, time management, classroom
safety, instructional methods, strategies for teaching the SOL content,
and using technology in the classroom.

Local school workshops give opportunities to familiarize teachers with
new technology utilization. Some examples of school-based professional
development are: Educational Insights' [Classroom Jeopardy]{.underline},
Kidz SOLutions' [SOL to Go]{.underline} covering all topics of the
Virginia SOL and Crystal M. Tenney's [Race to the Governor's
House]{.underline}, a Virginia social studies program, and [Accelerated
Reader]{.underline}. Technology workshops sponsored by Blue Ridge Public
Television provide professional development opportunities to our
teachers. The Newspaper in Education program sponsored by *Times-News*
provides educational ideas and student newspaper subscriptions.

Motivational professional development activities offered to teachers at
Yuma Elementary are provided to implement the curriculum standards and
to improve effectiveness in preparing students to achieve on the
Virginia SOL tests. Professional development activities are provided to
teachers upon request. Additionally, the school system generously allows
teachers to attend seminars and workshops outside of the immediate area
to improve the school curriculum. Yuma Elementary teachers use available
professional development activities as a regular part of career
development.

Virginia's Reporting Form for NCLB

Blue Ribbon Data

English 3^rd^ Grade

Yuma Elementary

+---------------------+--------+--------+--------+--------+--------+
|                     | 200    | 200    | 200    | 200    | 200    |
|                     | 4-2005 | 3-2004 | 2-2003 | 1-2002 | 0-2001 |
+---------------------+--------+--------+--------+--------+--------+
| Testing month       | Ma     | Ma     | Ma     | Ma     | Ma     |
|                     | y/June | y/June | y/June | y/June | y/June |
+---------------------+--------+--------+--------+--------+--------+
|                     | This   |        |        | This   |        |
|                     | is     |        |        | is     |        |
|                     | data   |        |        | data   |        |
|                     | that   |        |        | that   |        |
|                     | is     |        |        | is     |        |
|                     | re     |        |        | re     |        |
|                     | ported |        |        | ported |        |
|                     | on the |        |        | on the |        |
|                     | W      |        |        | W      |        |
|                     | ebsite |        |        | ebsite |        |
|                     | for    |        |        | for    |        |
|                     | SOL    |        |        | 2000   |        |
|                     | Report |        |        | and    |        |
|                     | Cards[ |        |        | 200    |        |
|                     | ^1]for |        |        | 1[^3]. |        |
|                     | Virg   |        |        | Also   |        |
|                     | inia's |        |        | see    |        |
|                     | school |        |        | f      |        |
|                     | s[^2]. |        |        | ootnot |        |
|                     |        |        |        | e[^4]. |        |
+---------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES**   | []{    | []{    | []{    | []{    | []{    |
|                     | .mark} | .mark} | .mark} | .mark} | .mark} |
+---------------------+--------+--------+--------+--------+--------+
| %At or Above        | 96     | 79     | 75     |        |        |
| Proficient          |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At Advanced        | 28     | 9      | 19     |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 25     | 33     | 16     |        |        |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Percent of total    | 100    | 100    | 100    |        |        |
| students tested     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 2      | 0      | 0      | 0      | 0      |
| alternatively       |        |        |        |        |        |
| assessed            |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Percent of students | 8      | 0      | 0      | 0      | 0      |
| alternatively       |        |        |        |        |        |
| assessed            | [^5]   |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES** | []{    | []{    | []{    | []{    | []{    |
|                     | .mark} | .mark} | .mark} | .mark} | .mark} |
+---------------------+--------+--------+--------+--------+--------+
| **1. Economically   | []{    | []{    | []{    | []{    | []{    |
| Disadvantaged**     | .mark} | .mark} | .mark} | .mark} | .mark} |
+---------------------+--------+--------+--------+--------+--------+
| %At or Above        | 100    | 75     | 71     |        |        |
| Proficient          |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At Advanced        | 20     | 15     | 0      |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | \<     | 20     | \<     |        |        |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **2. White**        |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At or Above        | 96     | 79     | 75     |        |        |
| Proficient          |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At Advanced        | 28     | 11     | 19     |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | 25     | 28     | 16     |        |        |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **3. Disabled**     |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At or Above        | 100    | 67     | 25     |        |        |
| Proficient          |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At Advanced        | 17     | 33     | 0      |        |        |
+---------------------+--------+--------+--------+--------+--------+
| Number of students  | \<     | \<     | \<     |        |        |
| tested              |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| **STATE SCORES^5^** |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %At or Above        |        | 71     | 72     | 72     | 65     |
| Proficient          |        |        |        |        |        |
+---------------------+--------+--------+--------+--------+--------+
| %Above Proficient   |        | 14     | 19     | 17     |        |
+---------------------+--------+--------+--------+--------+--------+

Virginia's Reporting Form for NCLB

Blue Ribbon Data

English 5^th^ Grade

Yuma Elementary

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

  Testing month          May/June       May/June    May/June    May/June        May/June

                         This is data                           This is data    
                         that is                                that is         
                         reported on                            reported on the 
                         the Website                            Website for     
                         for SOL Report                         2000 and        
                         Cards[^6] for                          2001[^8]. Also  
                         Virginia's                             see             
                         schools[^7].                           footnote[^9].   

  **SCHOOL SCORES**      []{.mark}      []{.mark}   []{.mark}   []{.mark}       []{.mark}

  %At or Above           100            83          83                          
  Proficient                                                                    

  %At Advanced           44             28          17                          

  Number of students     18             18          23                          
  tested                                                                        

  Percent of total       100            100         100                         
  students tested                                                               

  Number of students     0              0           0           0               0
  alternatively assessed                                                        

  Percent of students    0              0           0           0               0
  alternatively assessed                                                        

  **SUBGROUP SCORES**    []{.mark}      []{.mark}   []{.mark}   []{.mark}       []{.mark}

  **1. Economically      []{.mark}      []{.mark}   []{.mark}   []{.mark}       []{.mark}
  Disadvantaged**                                                               

  %At or Above           100            88          70                          
  Proficient                                                                    

  %At Advanced           55             38          30                          

  Number of students     11             \<          \<                          
  tested                                                                        

  **2. White**                                                                  

  %At or Above           100            88          86                          
  Proficient                                                                    

  %At Advanced           44             29          19                          

  Number of students     18             17          21                          
  tested                                                                        

  **3. Disabled**                                                               

  %At or Above           100            100         33                          
  Proficient                                                                    

  %At Advanced           75             40          0                           

  Number of students     \<             \<          \<                          
  tested                                                                        

  **STATE SCORES**[^10]                                                         

  %At or Above                          85          83          78              73
  Proficient                                                                    

  %Above Proficient                     31          19          17              
  ---------------------- -------------- ----------- ----------- --------------- -----------

Virginia's Reporting Form for NCLB

Blue Ribbon Data

Mathematics 3^rd^ Grade

Yuma Elementary

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

  Testing month         May/June        May/June    May/June    May/June         May/June

                        This is data                            This is data     
                        that is                                 that is reported 
                        reported on the                         on the Website   
                        Website for SOL                         for 2000 and     
                        Report                                  2001[^13]. Also  
                        Cards[^11] for                          see              
                        Virginia's                              footnote[^14].   
                        schools[^12].                                            

  **SCHOOL SCORES**     []{.mark}       []{.mark}   []{.mark}   []{.mark}        []{.mark}

  %At or Above          100             94          75                           
  Proficient                                                                     

  %At Advanced          56              42          44                           

  Number of students    25              33          16                           
  tested                                                                         

  Percent of total      100             100         100                          
  students tested                                                                

  Number of students    0               0           0           0                0
  alternatively                                                                  
  assessed                                                                       

  Percent of students   0               0           0           0                0
  alternatively                                                                  
  assessed                                                                       

  **SUBGROUP SCORES**   []{.mark}       []{.mark}   []{.mark}   []{.mark}        []{.mark}

  **1. Economically     []{.mark}       []{.mark}   []{.mark}   []{.mark}        []{.mark}
  Disadvantaged**                                                                

  %At or Above          100             90          71                           
  Proficient                                                                     

  %At Advanced          60              45          29                           

  Number of students    \<              20          \<                           
  tested                                                                         

  **2. White**                                                                   

  %At or Above          100             93          75                           
  Proficient                                                                     

  %At Advanced          56              39          44                           

  Number of students    25              28          16                           
  tested                                                                         

  **3. Disabled**                                                                

  %At or Above          100             67          25                           
  Proficient                                                                     

  %At Advanced          67              0           0                            

  Number of students    \<              \<          \<                           
  tested                                                                         

  **STATE SCORES**[^15]                                                          

  %At or Above                          87          83          80               77
  Proficient                                                                     

  %Above Proficient                     49          47          40               
  --------------------- --------------- ----------- ----------- ---------------- -----------

Virginia's Reporting Form for NCLB

Blue Ribbon Data

Mathematics 5^th^ Grade

Yuma Elementary

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

  Testing month          May/June        May/June    May/June    May/June         May/June

                         This is data                            This is data     
                         that is                                 that is reported 
                         reported on the                         on the Website   
                         Website for SOL                         for 2000 and     
                         Report                                  2001[^18]. Also  
                         Cards[^16] for                          see              
                         Virginia's                              footnote[^19].   
                         schools[^17].                                            

  **SCHOOL SCORES**      []{.mark}       []{.mark}   []{.mark}   []{.mark}        []{.mark}

  %At or Above           100             100         95                           
  Proficient                                                                      

  %At Advanced           78              65          24                           

  Number of students     18              17          21                           
  tested                                                                          

  Percent of total       100             94          91                           
  students tested                                                                 

  Number of students     0               0           0           0                0
  alternatively assessed                                                          

  Percent of students    0               0           0           0                0
  alternatively assessed                                                          

  **SUBGROUP SCORES**    []{.mark}       []{.mark}   []{.mark}   []{.mark}        []{.mark}

  **1. Economically      []{.mark}       []{.mark}   []{.mark}   []{.mark}        []{.mark}
  Disadvantaged**                                                                 

  %At or Above           100             100         70                           
  Proficient                                                                      

  %At Advanced           73              75          30                           

  Number of students     11              \<          \<                           
  tested                                                                          

  **2. White**                                                                    

  %At or Above           100             100         95                           
  Proficient                                                                      

  %At Advanced           78              65          24                           

  Number of students     18              17          21                           
  tested                                                                          

  **3. Disabled**                                                                 

  %At or Above           100             100         0                            
  Proficient                                                                      

  %At Advanced           100             80          0                            

  Number of students     \<              \<          \<                           
  tested                                                                          

  **STATE SCORES**[^20]                                                           

  %At or Above                           78          74          71               67
  Proficient                                                                      

  %Above Proficient                      20          18          16               
  ---------------------- --------------- ----------- ----------- ---------------- -----------

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

[^2]: ^2^<http://www.pen.k12.va.us/VDOE/src-July05/school-SOL-results-02-04.xls>

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

[^4]: ^4^ 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.

[^5]: ^5^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>.

[^6]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^7]: <http://pen.k12.va.us/VDOE/src-July05/school-SOL-results-02-04.xls>

[^8]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^9]: 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.

[^10]: 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>.

[^11]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^12]: <http://www.pen.k12.va.us/VDOE/src-July-05/school-SOL-results-02-04.xls>

[^13]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^14]: 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.

[^15]: 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>.

[^16]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>.

[^17]: <http://www.pen.k12.va.us/VDOE/src-July05/school-SOL-results-02-04.xls>.

[^18]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>.

[^19]: 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.

[^20]: 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>.