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

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

#### Cover Sheet

Name of Principal Mr. Dennis Young

Official School Name Meadowland Elementary School

School Mailing Address 729 Sugarland Run Drive

City Sterling State Va Zip 20164-1199 Code+4 (9 digits total)

Tel. [(703-444-7430 )]{.underline} Fax [( 703-444-7435)]{.underline}

Website/URL
<http://cmsweb2.loudoun.k12.va.us/meadowland/site/default.asp>

Email Dyoung63@aol .com

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 

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

District Name Tel. ( )

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

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

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

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

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

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

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

1\. Number of schools in the district: 38 Elementary schools

8 Middle schools

1 Junior high schools

7 High schools

[54]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$8,117

Average State Per Pupil Expenditure: \$7,657

**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
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. Number of years the principal has been in her/his position at this
school.

23 years

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

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

  **K**       39        33                     **72**       **7**                             

  **1**       38        33                     **71**       **8**                             

  **2**       32        43                     **75**       **9**                             

  **3**       37        39                     **76**       **10**                            

  **4**       44        39                     **83**       **11**                            

  **5**       27        40                     **69**       **12**                            

  **6**                                                     Other       7         5           12

                                    **TOTAL                                                   458
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 65.8% White

the students in the school: 7.68% Black or African American

16.23% Hispanic or Latino

######  10.09% Asian/Pacific Islander

.2% American Indian/Alaskan Native

100% Total

7\. Student turnover, or mobility rate, during the past year: 12.12%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 26
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 30
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        56
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    462
              school as of October 1             

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

  **(6)**     Amount in row (5) multiplied by    12.12
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 19%

88 Total Number Limited English Proficient

Number of languages represented: 7

Specify languages: Spanish, Korean, German, Tangrina, French, Farsi,
Russian

9\. Students eligible for free/reduced-priced meals: 12%

56 Total Number Students Who Qualify

10\. Students receiving special education services: 9%

44 Total Number of Students Served

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

4 Autism 1 Orthopedic Impairment

\_\_\_\_Deafness 6 Other Health Impaired

\_\_\_\_Deaf-Blindness 7 Specific Learning Disability

\_\_\_\_Hearing Impairment 20 Speech or Language Impairment

2 Mental Retardation \_\_\_\_Traumatic Brain Injury

2 Multiple Disabilities \_\_\_\_Visual Impairment Including Blindness

2.  Emotionally Disturbed

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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

Classroom teachers 22

Special resource teachers/specialists 12 4

Paraprofessionals 9

> Support staff 7 2
>
> Total number 52 6

12\. Student-"classroom teacher" ratio: 21-1

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

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

  Daily student attendance [97.2]{.underline}   [96.16]{.underline}   [96.07]{.underline}   [96.25]{.underline}   [96.46]{.underline}

  Daily teacher attendance [93.6]{.underline}   [90.3]{.underline}    [92.8]{.underline}    [93]{.underline}      [92.5]{.underline}

  Teacher turnover rate    [8]{.underline}      [11]{.underline}      [11]{.underline}      [14]{.underline}      [9]{.underline}

  Student dropout rate     [N/A]{.underline}                                                                      

  Student drop-off rate    [N/A]{.underline}                                                                      
  ------------------------ -------------------- --------------------- --------------------- --------------------- ---------------------

##### [PART III ‑ SUMMARY]{.underline}

Meadowland School, Sterling, Virginia, has had the same motto since it
was founded in 1979, **"High Standards with a Touch of Love"**. A
snapshot of our school would reveal that our school is known for an
emphasis in two areas. The first is our use of programs that incorporate
goal setting. The second is our achievement in mathematics.

To make our motto a reality, we have designed programs that encourage
participation. These programs are built around two themes.

"The child who is not required to do what he cannot do, never does what
he can do."

"Children will become achievers only if they learn to function in
competition in a positive and productive manner."

All schools realize the importance of developing self-esteem. The
hallmark of our school is that we believe that self-esteem doesn't
produce enhanced achievement but achievement produces enhanced
self-esteem. Therefore, we try to create an atmosphere where children
develop self-esteem by being involved in meeting goals in a variety of
programs. We have developed nine programs that include pre-set goals and
a reward system when the goal is achieved. Some say that students should
not be rewarded for schoolwork, however, we believe that just as in the
adult world, students like to be rewarded and recognized for their
efforts. Salesmen receive bonuses for attaining pre-set goals; soldiers
earn medals for achievements. We constantly tinker with the programs and
rewards to maintain a high level of participation.

Our [Poetry Master]{.underline} program is an example of a program that
was created to allow success for all students. It also provides
opportunities for students to exceed the minimum level. Students in all
grades, k-5, are given a specific grade appropriate poem of the month to
memorize. For students who want to go beyond this level we have
identified additional poems or speeches that are slightly more
challenging. Some choices that can be memorized are Chief Joseph's
speech, "[I Will Fight No More Forever"]{.underline} and Patrick Henry's
speech, ["Give Me Liberty or Give Me Death."]{.underline}

\*Each student that recites the poem for the month is recognized by
having his/her picture taken. The pictures are arranged and displayed in
the foyer.

\*When a child memorizes his fourth poem he/she earns a [Poetry
Master]{.underline} ribbon.

\*When a child memorizes all nine of the monthly poems, he/she is
declared a [Poetry Master]{.underline} and is given a special
certificate at the end of the year.

\*If a child memorizes one additional poem/speech, she/she will be
declared a [Grand Poetry Master]{.underline} and is recognized at the
awards program at the end of the year.

\*If a child memorizes two additional poem/speeches, he/she will be
declared a member of the [Royal Order of the Mustang]{.underline} and
will be given a pin at the awards program at the end of the year.

In a school with a population of 450, we will have 325 monthly [Poetry
Masters]{.underline} and at the end of the year, we will have 120
students join the [Royal Order of the Mustang.]{.underline}

As the student population has become more diversified over the years,
these participation programs have become more important. In 1979 a close
look at one first grade class's scores would reveal that 46% of the
students scored at or above the 90% on a Metropolitan Achievement Test.
Only one student scored below the 50% and that child scored 42%. There
was one minority child in this class. By 1996, of 78 kindergarten
students taking the "Ohio Word Test" 38 students scored in the lowest
three stanines. Of this year's 69 kindergarten students, 57% are white
and 43% are minority.

Our population has changed, but what has remained steadfast is our
belief that "excellence is not a matter of chance, but a matter of
choice" and for our students we want that choice to be achievement.

Another area that represents Meadowland is our achievement in the area
of math. Although our math curriculum will be discussed on a later page,
we are quite proud that on recent state testing 96% of our students
passed and 70% of the third grade students and 37% of the fifth grade
students had an advanced proficient score. On the most recent
standardized test, our scores at grades 3,4 and 5 were 82%, 88% and 88%.

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

**#1**

Grade 3 and 5 Mathematics and Reading Virginia Standards of Learning
Assessments

Edition: 2001-2002 Harcourt Educational Measurement

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

"Limited English Proficient" (LEP) students in grades 3 and 5 may
exercise a one-time exemption from SOL assessments. Every year "English
as a Second Language" (ESL) students are assessed with the "IDEA
Proficiency Test (IPT).

Students with a 504 plan or an Individualize Educational Plan (IEP) plan
must participate in the Standards of Learning Assessments in at least
one of the four content areas (English, Mathematics, History and
Science) Students who do not participate in the Standards of Learning
Assessment are evaluated with a locally selected criterion reference
measure.

For the state and school, results from the SOL tests are expressed as
Scaled Scores ranging from 0-600. Scores below 400 are classified as
"Fail", 400-499 are classified as "Pass, Proficient" and scores from
500-600 are classified as "Pass, Advanced." The cut scores were adopted
by the *Virginia Board of* *Education*. The cut scores define the skills
and knowledge that separates the students who are proficient in a
particular content area from those who do not meet the content
standards.

The state is looking at a score of 70% passing to meet basic
requirements. On the most recent SOL test, our school results were:

3^rd^ Grade Math Pass, Proficient Pass Advanced Total Passing

Meadowland 24% 73% 97%

State 40% 40% 80%

5^th^ Grade Math

Meadowland 57% 38% 95%

State 55% 16% 71%

3^rd^ Grade Reading

Meadowland 57% 34% 91%

State 55% 16% 71%

5^th^ Grade Reading

Meadowland 64% 29% 93%

State 61% 17% 78%

We are proud not only of the percentage of students passing, but the
percentage of students who received a "Pass, Advanced" score.

  -------------- ---------- ------------------------- ----------- ----------- ----------- ----------- -----------
  **Meadowland                                                                                        
  Elementary                                                                                          
  School**                                                                                            

  **Loudoun                                                                                           
  County Public                                                                                       
  Schools**                                                                                           

  **Standards of                                                                                      
  Learning Test                                                                                       
  Results**                                                                                           

                                                                                                      

  Grade 3 Math                                        1997-1998   1998-1999   1999-2000   2000-2001   2001-2002

  Testing month:                                                                                      
  May                                                                                                 

  SCHOOL SCORES                                                                                       

                 TOTAL                                                                                

                            At or above Proficient    66          75          71          66          77

                            At Advanced               41          37          49          44          58

                 Number of                            80          79          77          71          79
                 students                                                                             
                 tested                                                                               

                 Percent of                           3.6%        7.1%        3.8%        7.8%        3.7%
                 students                                                                             
                 excluded                                                                             

                 Number of                            3           6           3           6           3
                 students                                                                             
                 excluded                                                                             

                 SUBGROUP                                                                             
                 SCORES                                                                               

                 1\. Asian                                                                            
                 Students                                                                             

                            At or above Proficient    5           6           6           7           5

                            At Advanced               4           2           3           3           4

                 2\. Black                                                                            
                 Students                                                                             

                            At or above Proficient    8           8           7           11          6

                            At Advanced               3           2           2           5           2

                 3\.                                                                                  
                 Hispanic                                                                             
                 Students                                                                             

                            At or above Proficient    7           2           6           9           10

                            At Advanced               3           0           4           7           7

                 4\. White                                                                            
                 Students                                                                             

                            At or above Proficient    46          59          52          39          56

                            At Advanced               31          33          40          29          45

  STATE SCORES                                                                                        

                 TOTAL                                                                                

                            Percent at or above       63%         68%         71%         77%         80%
                            Proficient                                                                
  -------------- ---------- ------------------------- ----------- ----------- ----------- ----------- -----------

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|   | d |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   | N |                         | 0    | 1    | 4    | 3    | 4    |
|   | u |                         |      |      |      |      |      |
|   | m |                         |      |      |      |      |      |
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|   | t |                         |      |      |      |      |      |
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|   | d |                         |      |      |      |      |      |
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|   | d |                         |      |      |      |      |      |
|   | e |                         |      |      |      |      |      |
|   | d |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   | S |                         |      |      |      |      |      |
|   | U |                         |      |      |      |      |      |
|   | B |                         |      |      |      |      |      |
|   | G |                         |      |      |      |      |      |
|   | R |                         |      |      |      |      |      |
|   | O |                         |      |      |      |      |      |
|   | U |                         |      |      |      |      |      |
|   | P |                         |      |      |      |      |      |
|   | S |                         |      |      |      |      |      |
|   | C |                         |      |      |      |      |      |
|   | O |                         |      |      |      |      |      |
|   | R |                         |      |      |      |      |      |
|   | E |                         |      |      |      |      |      |
|   | S |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   | 1 |                         |      |      |      |      |      |
|   | \ |                         |      |      |      |      |      |
|   | . |                         |      |      |      |      |      |
|   | A |                         |      |      |      |      |      |
|   | s |                         |      |      |      |      |      |
|   | i |                         |      |      |      |      |      |
|   | a |                         |      |      |      |      |      |
|   | n |                         |      |      |      |      |      |
|   | S |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | u |                         |      |      |      |      |      |
|   | d |                         |      |      |      |      |      |
|   | e |                         |      |      |      |      |      |
|   | n |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | s |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At or above Proficient  | 6    | 7    | 8    | 6    | 6    |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At Advanced             | 1    | 1    | 3    | 3    | 4    |
+---+---+-------------------------+------+------+------+------+------+
|   | 2 |                         |      |      |      |      |      |
|   | \ |                         |      |      |      |      |      |
|   | . |                         |      |      |      |      |      |
|   | B |                         |      |      |      |      |      |
|   | l |                         |      |      |      |      |      |
|   | a |                         |      |      |      |      |      |
|   | c |                         |      |      |      |      |      |
|   | k |                         |      |      |      |      |      |
|   | S |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | u |                         |      |      |      |      |      |
|   | d |                         |      |      |      |      |      |
|   | e |                         |      |      |      |      |      |
|   | n |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | s |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At or above Proficient  | 3    | 3    | 10   | 10   | 5    |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At Advanced             | 1    | 0    | 0    | 2    | 0    |
+---+---+-------------------------+------+------+------+------+------+
|   | 3 |                         |      |      |      |      |      |
|   | \ |                         |      |      |      |      |      |
|   | . |                         |      |      |      |      |      |
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|   | t |                         |      |      |      |      |      |
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|   | d |                         |      |      |      |      |      |
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|   | n |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | s |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At or above Proficient  | 4    | 2    | 8    | 4    | 12   |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At Advanced             | 0    | 0    | 1    | 0    | 3    |
+---+---+-------------------------+------+------+------+------+------+
|   | 4 |                         |      |      |      |      |      |
|   | \ |                         |      |      |      |      |      |
|   | . |                         |      |      |      |      |      |
|   | W |                         |      |      |      |      |      |
|   | h |                         |      |      |      |      |      |
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|   | e |                         |      |      |      |      |      |
|   | S |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | u |                         |      |      |      |      |      |
|   | d |                         |      |      |      |      |      |
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|   | n |                         |      |      |      |      |      |
|   | t |                         |      |      |      |      |      |
|   | s |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At or above Proficient  | 57   | 45   | 50   | 52   | 49   |
+---+---+-------------------------+------+------+------+------+------+
|   |   | At Advanced             | 18   | 12   | 16   | 26   | 22   |
+---+---+-------------------------+------+------+------+------+------+
| S |   |                         |      |      |      |      |      |
| T |   |                         |      |      |      |      |      |
| A |   |                         |      |      |      |      |      |
| T |   |                         |      |      |      |      |      |
| E |   |                         |      |      |      |      |      |
| S |   |                         |      |      |      |      |      |
| C |   |                         |      |      |      |      |      |
| O |   |                         |      |      |      |      |      |
| R |   |                         |      |      |      |      |      |
| E |   |                         |      |      |      |      |      |
| S |   |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   | T |                         |      |      |      |      |      |
|   | O |                         |      |      |      |      |      |
|   | T |                         |      |      |      |      |      |
|   | A |                         |      |      |      |      |      |
|   | L |                         |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+
|   |   | Percent at or above     | 47%  | 51%  | 63%  | 67%  | 71%  |
|   |   | Proficient              |      |      |      |      |      |
+---+---+-------------------------+------+------+------+------+------+

  -------------- ---------- ------------------------- ----------- ----------- ----------- ----------- -----------
  **Meadowland                                                                                        
  Elementary                                                                                          
  School**                                                                                            

  **Loudoun                                                                                           
  County Public                                                                                       
  Schools**                                                                                           

  **Standards of                                                                                      
  Learning Test                                                                                       
  Results**                                                                                           

                                                                                                      

  Grade 3                                             1997-1998   1998-1999   1999-2000   2000-2001   2001-2002
  Reading                                                                                             

  Testing month:                                                                                      
  May                                                                                                 

  SCHOOL SCORES                                                                                       

                 TOTAL                                                                                

                            At or above Proficient    61          60          62          58          72

                            At Advanced               20          11          20          24          27

                 Number of                            80          79          77          71          79
                 students                                                                             
                 tested                                                                               

                 Percent of                           3.6%        7.1%        3.8%        7.8%        3.7%
                 students                                                                             
                 excluded                                                                             

                 Number of                            3           6           3           6           3
                 students                                                                             
                 excluded                                                                             

                 SUBGROUP                                                                             
                 SCORES                                                                               

                 1\. Asian                                                                            
                 Students                                                                             

                            At or above Proficient    5           4           5           7           5

                            At Advanced               3           1           1           3           0

                 2\. Black                                                                            
                 Students                                                                             

                            At or above Proficient    6           7           5           9           5

                            At Advanced               1           1           1           1           1

                 3\.                                                                                  
                 Hispanic                                                                             
                 Students                                                                             

                            At or above Proficient    6           2           6           7           9

                            At Advanced               2           0           0           5           0

                 4\. White                                                                            
                 Students                                                                             

                            At or above Proficient    44          47          46          35          53

                            At Advanced               14          9           18          15          26

  STATE SCORES                                                                                        

                 TOTAL                                                                                

                            Percent at or above       55%         61%         61%         65%         72%
                            Proficient                                                                
  -------------- ---------- ------------------------- ----------- ----------- ----------- ----------- -----------

  -------------- ---------- ------------------------- ----------- ----------- ----------- ----------- -----------
  **Meadowland                                                                                        
  Elementary                                                                                          
  School**                                                                                            

  **Loudoun                                                                                           
  County Public                                                                                       
  Schools**                                                                                           

  **Standards of                                                                                      
  Learning Test                                                                                       
  Results**                                                                                           

                                                                                                      

  Grade 5                                             1997-1998   1998-1999   1999-2000   2000-2001   2001-2002
  Reading                                                                                             

  Testing month:                                                                                      
  May                                                                                                 

  SCHOOL SCORES                                                                                       

                 TOTAL                                                                                

                            At or above Proficient    76          64          67          72          70

                            At Advanced               17          21          16          24          22

                 Number of                            96          76          83          82          75
                 students                                                                             
                 tested                                                                               

                 Percent of                           0.0%        1.3%        4.6%        3.5%        6.3%
                 students                                                                             
                 excluded                                                                             

                 Number of                            0           1           4           3           5
                 students                                                                             
                 excluded                                                                             

                 SUBGROUP                                                                             
                 SCORES                                                                               

                 1\. Asian                                                                            
                 Students                                                                             

                            At or above Proficient    7           6           7           6           6

                            At Advanced               1           2           4           3           2

                 2\. Black                                                                            
                 Students                                                                             

                            At or above Proficient    4           4           7           10          4

                            At Advanced               0           1           0           4           0

                 3\.                                                                                  
                 Hispanic                                                                             
                 Students                                                                             

                            At or above Proficient    4           3           6           3           13

                            At Advanced               0           0           1           0           2

                 4\. White                                                                            
                 Students                                                                             

                            At or above Proficient    61          51          47          53          47

                            At Advanced               16          18          11          17          18

  STATE SCORES                                                                                        

                 TOTAL                                                                                

                            Percent at or above       68%         69%         68%         73%         78%
                            Proficient                                                                
  -------------- ---------- ------------------------- ----------- ----------- ----------- ----------- -----------

**#2**

We use a variety of assessment data to monitor and improve student
achievement.

Results of Phonological Awareness Literacy Screening tests (grades K-3)

\*Used by teacher to plan instruction.

\*Used to determine which students will participate in [Reading
Recovery]{.underline}.

\*Used to identify which students will receive additional instruction by
a paraprofessional.

\*Used to identify students who will attend an [Early Back]{.underline}
program in the summer.

\*Used to identify which students will receive additional reading
support by the reading specialist.

\*Used to place students in classrooms to receive effective support from
the reading specialist.

Results of the **[Standards of Learning]{.underline}** and
**[Stanford]{.underline}** tests (grades 4 and 5)

\*Used by the teacher to plan instruction.

\*Used to identify which students will receive after-school math and
reading remediation instruction.

\*Used to place students in classrooms to receive effective support from
reading specialist.

\*Teachers have access to item analysis from the [Standards of
Learning]{.underline} test to plan instruction.

\*Results are evaluated to create the School Improvement Plan (3-year
cycle).

\*Results are used to determine placement in gifted and talented
programs.

\*Results are used to plan for differentiated instruction in math.

##### Other assessments 

\*"End of level" reading tests (4-6 per year) allow teachers to assess
progress. The principal and reading specialist also monitors the
results. These scores are used to determine which students will receive
additional support by the reading specialist.

\*In math our teachers in grades 3-5 have access to data generated from
CCC Math (Computer Curriculum Corporation) to help plan instruction.

**#3**

A variety of ways are used to communicate student performance to
parents, students and community.

Onsite programs:

-   Announcements are made over the intercom giving the names of
    students who have had success in one of our academic programs.

-   Names are included in our bimonthly newsletter of students who have
    had success in our academic programs

-   Displays (pictures and names) are maintained in our school foyer for
    recent results of each of our academic programs.

Virginia Standards of Learning Test:

-   The results are listed in the local newspaper by school.

-   The state mails home a "school report card" sharing the results of
    these tests.

-   The results are included on our school web page

-   The results are sent home in our school newsletter.

-   The results are presented and discussed at our Parent/Teacher
    Organization meeting.

Stanford Achievement Test:

-   The results are listed in the local newspaper by school.

-   The results are included on our school's web page.

-   The results are sent home in our school newsletter.

-   The results are presented and discussed at our Parent/Teacher
    Organization meeting.

**#4**

We would be able to share our success by:

-   Allowing staff from other schools to visit our building to discuss
    our instructional methods.

-   Allowing the teaching staff to do presentations at other school
    sites to discuss our instructional methods.

-   Allowing the administrative staff to do presentations at other
    school sites to discuss our programs.

-   Allowing the teaching staff to attend workshops and conferences to
    present and share ideas that we use.

-   Allowing the administrative staff to attend workshops and
    conferences to discuss our programs.

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

**#1**

Beginning with half-day kindergarten, our curriculum emphasizes strong
basic skills in reading, language arts, mathematics, social studies, and
science and includes art, music, health, and physical education. We also
have the services of a guidance counselor, reading specialists,
technology specialists, and a librarian. Special education services are
also provided to students who have disabilities.

In addition to the basic curriculum, we have a FLES (Foreign Language in
Elementary School) curriculum. This curriculum is based on the concept
that children acquire their native language naturally and can readily
acquire a second language at the same time if the environment for the
second language is similar to that of the native language environment.
Students in grades K-2 participate in this program that reflects several
of the goals of the National Standards' Five Cs for Foreign Learning-
Communication, Cultures, Connections, Comparisons, and Communities.

Students also participate in our SEARCH program. SEARCH is an enrichment
program provided for all children in grades K through 3. The SEARCH
curriculum is problem-solving based and founded in gifted education
research. The curriculum spirals developmentally through five
components: reasoning, perceiving, connecting, evaluating, and creating.
Each grade level learns about each component at increasingly more
complex and abstract levels.

Identified students in grades four and five continue their gifted and
talented education in a one day per week pull out program called FUTURA.
This program seeks to develop the intellect of the students through an
inquiry and investigative process which asks them to make informed
decisions, to exhibit sound judgements, to think critically, to solve
problems rationally and to exhibit creativity, often through authentic
applications or "real world" situations.

Computer/Technology skills are essential components of every student's
education. Our technology curriculum identifies technology skills for
improving student learning through the integration of technology across
the curriculum. Mastery of these skills results in students who are both
computer literate and competent in the application of technology tools
to support their learning needs. All students have access to four
classroom computers as well as a computer lab. The resources and trained
professional staff encourages student achievement through the use of
technology.

We support our basic curriculum with programs that encourage all
students to be engaged in activities that connect to the curriculum. We
have a variety of programs that the students take part in.

Mustang Book Club Mustang Math Club Continental Math League

Wordmaster Poetry Masters Accelerated Reading Program

Mustang Math Stars Math 24 Competition Computer Generated Math Results

Running with Math Spelling Competitions Geography Competitions

**#2**

Meadowland uses a balanced literacy approach to reading. We have chosen
this approach because students must see the reason for becoming literate
if they are to become competent in literacy performance and develop
skills that allow them to use this knowledge. A balanced program enables
the teacher to make instructional decisions that can make a difference
to the outcomes for students of all levels. This allows the teacher to
"stand in the gap" for those students who did not have the privilege of
starting the acquisition process of reading in the home prior to coming
to school.

Reading instruction is provided by each classroom teacher using a basal
series as a foundation of instruction. Our school uses "Treasury of
Literature" by Harcourt Brace. In addition, teachers use a variety of
strategies to allow students to become proficient. This includes:

-   reading aloud to students

-   shared reading with the teacher modeling reading strategies

-   interactive reading where the teacher and students share the reading
    and the teacher encourages the student to read when able

-   guided reading where the student does the reading and the teacher
    acts as a guide

-   independent reading where the student selects the text and practices
    reading at his/her independent level

Materials for reading include: charts, environmental print, basal
textbook, leveled books, trade books, student made books, computer
software, and news magazines

Reading specialists and Title 1 teachers provide extra support with
assessment and instruction. This instruction is delivered both in and
out of the classroom during and after school.

Reading Recovery instruction is available to first grade students who
are reading in the lowest quartile of the class.

A strong component of our reading program is that we create schedules
where resource teachers work directly in the regular classroom along
with the child's teacher to provides a unified approach to the
instruction. This allows us to increase collaboration and increase
student "time-on-task."

**#3**

Over the years, our achievement in the area of math has been a source of
pride for our school. Our math plan has several components that are like
cinder blocks in a wall. Taken separately, none are that unusual, but
together they give us a mosaic that allows us to surround our students
in a variety of math activities.

At the core of our math program is our "math map." We have raised the
expectation for all our students by designing a curriculum that allows
most of our students to master the skills of the next grade level. For
students who find math not an area of strength, the expectation is for
them to complete grade level work. Our "math maps" are designed not to
allow students to work below grade level.

The next step in our math philosophy is the use of review. We believe
that mastery and long term retention require that concepts be practiced
over a long period of time. We believe that math is not difficult, it is
just different. Time is the elixir that turns things that are different
into things that are familiar.

We believe that mastery of math facts is a basic tool. We have
established the "Mustang Math Club" which requires students at first and
second to master addition and subtraction facts, while third grade
students master their multiplication facts. Students joining the club
are given special pencils and have their names announced during morning
announcements.

Students in grades 3-5 participate in monthly problem solving contests
called the "Continental Math League." Scores and results are recorded
and posted. Awards are given out at the end of the year based on overall
scores. Each grade level has two divisions based on difficulty to level
the competitive playing field.

Students play a math game called "Math 24" in their rooms on a weekly
basis. On a monthly basis, all students are brought together in a large
group to play. This creates a climate of excitement.

Students have the option of participating in an at-home math program we
call "Running with Math." These students receive a math sheet each week
to work on at home. Parents are required to check the solutions and
discuss the problems with their child. Papers are returned on Friday and
the child receives two "plastic feet" to add to their collection. Other
incentives are awarded at different stages. We have 45% of our students
volunteer to participate in this program.

Our students work on a program called "CCC Math" (Computer Corporation
Curriculum) each week. Incentives are given out as they make quarterly
grade level progress. These incentives are highlighted when they earn
the opportunity to wear a "Mustang Math Star" T- shirt for the day.

Finally, teachers are asked to give math homework on a regular basis.

All of these components have helped us to achieve:

Stanford Test- 3^rd^ grade total math-82% 4^th^ grade total math - 88%
5th grade total math- 88%

Virginia State Standards of Learning - 96% pass rate (half of the
students received an advanced proficiency score)

**#4**

In the area of math we have designed a program (grades 3,4 and 5) to
improve student learning. Teachers created "curriculum math maps" to
design our program. Students are provided math instruction using one of
three "math maps." This allows for about 80% of our students to be doing
some type of enrichment work in math.

-   Instruction provided using skills and an extension of those skills
    identified for the next grade level (i.e. third grade students
    master and expand skills from the fourth grade curriculum.)

-   Instruction provided combining skills identified for the present
    grade level and the next grade level (i.e. third grade students
    master the skills from the third and fourth grade curriculum)

-   Instruction provided using skills identified for the present grade
    level. (i.e. third grade students work on a third grade curriculum)
    The student count in this class would be smaller than the first two
    groups.

In reading, students in grades 1,2 and 3 needing additional help receive
support through an administrative schedule:

-   Students are assigned to two of the four classrooms. This allows the
    reading specialist to join the teacher in the room during reading
    instruction in the morning. This allows the instruction to be more
    effective and increase time-on-task for these students.

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-   In the afternoon these students are regrouped using the reading
    specialist to provide additional reading instruction. Those on or
    above grade level work in content areas in a larger group with one
    teacher. Another small group works with a teacher to reinforce
    content learning using reading strategies. The third group works
    with the reading specialist to improve reading skills.

Students in grade four who need additional support in reading meet as a
group with the reading resource teacher to read and discuss novels.

EMPOWER is the name of our program for students in grade five who need
additional support in reading. They meet three times a week with the
technology resource teacher. They work on activities that are based on
literacy-rich, authentic problem-solving, and technology integration.
Students use the internet, word processing, databases and other programs
to take on various roles such as detectives and toy developers.

After-school programs have been designed to allow some students in
grades 3, 4 and 5, the opportunity to work on technology projects.
Specific students are invited to provide us with a group that represents
a mix of academic, language proficiency and confidence levels. The
projects include such activities as creating time capsules and
documentaries on local heroes.

**#5**

As part of our "School Improvement Plan," our school has identified
three primary instructional goals.

-   The academic area of reading with an emphasis on vocabulary
    development.

-   Minority achievement in the area of reading

-   The effective use of technology in the classroom

Most of our staff development has been designed to help us reach these
three goals. At that county level we are fortunate to have a wide
variety of opportunities for teachers to expand their skills.

-   250 workshops offered on the staff development day

-   30 courses and 73 workshops offered during the summer

-   30 courses and 53 workshops offered during the fall

-   39 courses and 57 workshops offered during the spring

At the local level we have:

-   Provided workshops on improving reading fluency

-   Provided a workshop on "Explicit Comprehension Instruction for
    Teachers- Thinking Aloud."

-   Provided a workshop on "Questioning Strategies- Using Student
    Responses to Drive Instruction for Teachers."

-   Provided a program of "peer support" in reading instruction for
    teachers in their first year in the classroom.

-   Sent teachers to conferences that directly support our [School
    Improvement Plan]{.underline}. The following conferences were
    attended by staff members this year:

Teacher Source for Balanced Literacy Strengthening Your Reading and
Writing

Turn Your Students into Real Readers Skills and Content Learning of Your
ESL Students

Inclusion: Showcase for Success

-   Provided assistance and workshops by our technology resource staff
    to teachers in one-on-one, small group, grade level and whole staff
    settings. These are designed to support technology integration into
    the classroom.

-   Our technology staff model lessons that introduce new concepts to
    teachers and students.

-   Our technology resource staff collaborates with teachers to develop
    units, projects and activities directly related to instruction

All of our efforts are directed at refocusing the teacher's attention
back to student achievement and to making the adjustments necessary for
us to get the results we want. Most of our discussions focus on the
students who are not making the progress desired and what the teacher
needs to do to provide the student with the tools to succeed.