##### *2006-2007 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: [Dr. Regina V. Schwab]{.underline}

Official School Name: [Shady Grove Elementary School]{.underline}

School Mailing Address[: 12200 Wyndham Lake Drive]{.underline}

[Glen Allen Virginia 23059-5495\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

School Code Number: 710

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

County: [Henrico]{.underline}

Telephone: [(804)- 364-0825]{.underline} Fax: [(804)-
364-0825]{.underline}

Web site/URL: [http://henrico.k12.va.us](http://henrico.k12.va.us/)
E-Mail: [rvschwab@henrico.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. Frederick S. Morton IV]{.underline}

District Name: [Henrico County]{.underline} Telephone: [(804)
652-3720]{.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 Chairperson: [Dr. Lloyd E. Jackson,
Jr.]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: \_[43]{.underline}\_\_Elementary
schools

\_[10]{.underline}\_\_Middle schools

\_\_[0]{.underline}\_\_Junior high schools

\_ [9]{.underline}\_\_High schools

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

\_[64]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure: [\_\$7,637]{.underline}\_

Average State Per Pupil Expenditure: [\$9,202]{.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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

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

[N. A]{.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**       57        74                     **131**      **8**                             

  **1**       73        60                     **133**      **9**                             

  **2**       69        62                     **131**      **10**                            

  **3**       66        78                     **144**      **11**                            

  **4**       67        50                     **117**      **12**                            

  **5**       65        64                     **129**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   785
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [90%]{.underline} White

the students in the school: [1%]{.underline} Black or African American

[1%]{.underline} Hispanic or Latino

[5%]{.underline} Asian/Pacific Islander

[1%]{.underline} American Indian/Alaskan Native

**100% Total** (includes 2% unspecified)

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:
[7%]{.underline}

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      30
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      26
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

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

  **(4)**                   Total number of students in 772
                            the school as of October 1  

  **(5)**                   Total transferred students  .0725
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           7%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [2]{.underline}%

[14]{.underline} Total Number Limited English Proficient

Number of languages represented: [8]{.underline}

Specify languages: Japanese, Korean, Indonesian, Farsi, Spanish, Greek,
Chinese, and Russian

9\. Students eligible for free/reduced-priced meals: [1%]{.underline}

Total number students who qualify: [10]{.underline}

> .

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

\_\_\_[50]{.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.

[2]{.underline} Autism Orthopedic Impairment

Deafness [4]{.underline} Other Health Impaired

Deaf-Blindness [12]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [29]{.underline} Speech or
Language Impairment

[1]{.underline} 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) [2]{.underline}

Classroom teachers [35]{.underline}

Special resource teachers/specialists [8]{.underline} [11]{.underline}

Paraprofessionals [2]{.underline} [1]{.underline}

> Support staff [12]{.underline} [12]{.underline}
>
> Total number [59]{.underline} [24]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [22:1]{.underline}

13\. Over the past five years, the number of classroom teachers at Shady
Grove has ranged from 35.50 to 42. Turnover rate during the past three
years is a function of the following factors: 2003-2004: one retirement,
two transfers to a new middle school, one leave request to stay home
with baby; 2004-2005: three leave requests to stay home with babies, two
family relocations to jobs out of state, two transfers; 2005-2006: one
family relocation to another state, one promotion to central office, one
career change, one transfer, and one disability retirement.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  98%         97%         97%         97%         98%

  Daily teacher attendance  95%         92%         90%         92%         92%

  Teacher turnover rate     13%         17%         10%         5%          3%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

One of 44 elementary schools in Henrico County, Virginia, Shady Grove
Elementary, home of the "Shady Grove Cardinals," provides a highly
supportive and challenging educational environment for 785 students in
Grades K-5. Although we are one of the largest elementary schools in
Henrico County, we maintain a small-school, family climate among
students, parents, and staff. Experienced grade level teaching teams
that are close-knit both professionally and personally, a collaborative
approach to administrative decision-making, and our 780 registered
family volunteers are the essential ingredients that create an
environment where students are safe, secure, and focused on learning.

Located on 20 acres of land in the Far West End of Henrico County, Shady
Grove Elementary sits in the heart of the planned community of Wyndham.
Most students come from supportive, two-parent homes and live either
within walking distance or a short bus ride from the school. Our
students represent White, African-American, Asian, Hispanic and American
Indian backgrounds.

Opened in 1992, our beautiful school facility contains 36 classrooms, a
Multi-purpose Room with a stage for student performances, a Media Center
and Computer Lab, spacious music and art rooms, a cafeteria, and an
outdoor classroom. Staff members currently include 35 classroom
teachers, one full-time and one part-time special education teacher, and
music, physical education, and art resource teachers. The administrative
team consists of the principal, assistant principal, a full-time
resource teacher who provides remediation and enrichment to students,
and one full-time and one part-time school counselor. Itinerant teachers
provide special services including gifted education for primary
students, speech and occupational therapy, and English as a Second
Language support. A school social worker and school psychologist are
also assigned to Shady Grove on a part-time basis.

Shady Grove's mission statement reflects our commitment to provide a
flexible and challenging curriculum in which teachers differentiate
instruction to address diverse learning styles, interests, and readiness
levels of students. Above all, helping students balance the development
of a life-long sense of personal worth and dignity with a growing
commitment to respecting and valuing others is our most important goal.
To that end, we develop a school theme each year that serves as the
focus for our character education program. For example, this year our
theme is "Believing It's Cool to CARE." CARE is an acronym that stands
for the values of Courtesy, Achievement, Respect for Others, and Effort.
Throughout the year, we develop classroom and school-wide programs to
focus on these values and to recognize students who model them for
others.

In order to build self-efficacy in our students and prepare them to live
in a rapidly changing society, we emphasize commitment to the
development of reading, oral and written communication skills, and
problem-solving strategies. To achieve these goals, we seek also to
constantly expand the efficient and effective use of technology that
encourages students to become active and enthusiastic learners and to
live in an information-rich society.

Finally, to keep our mission statement "alive" on a daily basis, our
staff has developed the following set of shared commitments:

-   We believe that all students can learn and that "it's our job to
    make sure they do."

-   We engage in collaborative team planning that focuses on modeling
    enthusiasm for learning, solving instructional problems, and
    promoting individual student achievement.

-   We believe that everyone is important and that all opinions are
    valued.

-   We provide mutual help among staff members.

-   We maintain a commitment to continuous learning for both our
    students and ourselves.

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

**1. Assessment Results:**

Students at Shady Grove Elementary are assessed at Grades 3, 4, and 5 by
the Commonwealth of Virginia's Standards of Learning (SOL) assessment
program. The assessment program consists of criterion-referenced tests
based on the standards that drive curriculum in Reading, Mathematics,
Science, and Social Studies throughout elementary schools in the state.
While Grade 3 and Grade 5 students have been tested yearly since 1996,
assessments in reading and math were added for Grade 4 students in
Spring 2006 in response to the provisions of the No Child Left Behind
Legislation. Students are scored on a scale from 0-600 with a score of
400-499 representing a proficient level of performance and a score of
500-600 representing an advanced performance level. Shady Grove's school
results can be found on the Virginia Department of Education website,
[www.pen.k12.va.us/](). The Henrico County Public Schools Department of
Research and Planning provided additional data contained in this
application.

Shady Grove students also complete norm-referenced ability testing in
Grade 3 in the form of the Otis-Lennon School Ability Test and
norm-referenced achievement testing in Grade 4 through the Stanford 10
Achievement Test. In addition, students in all non-SOL grade levels are
assessed yearly through the Henrico Assessment Tests (HAT) that provide
diagnostic data about the extent to which individuals and groups have
achieved the grade-level standards. These assessments are extremely
helpful for planning instruction at the next grade level.

The range of pass rates for SOL Assessments over the past three years
are as follows:

Grade 3 Reading- 96% to 99%

Grade 3 Mathematics- 98% to 100%

Grade 5 Reading- 97-98%

Grade 5 Writing- 99 to 100%

Grade 5 Mathematics - 95% to 100%

Grade 4 SOL Tests in Reading and Mathematics were given for the first
time in Spring 2006. Shady Grove fourth graders achieved a 100% pass
rate in both areas.

Teachers and administrators at Shady Grove also track the advanced pass
rates of their students and strive to increase the number of students
performing at that level. The most significant gains in advanced pass
rates have been made in Grade 3 Reading with the scores ranging from 41%
advanced pass rate in June 2004 to 70% advanced pass rate in June 2006.
Advanced pass rates in mathematics at Grade 5 have shown a gradual
increase in the last three years from 67% in June 2005 to 70% in June
2006. In the first administration of the fourth grade SOL tests in June
2006, our advanced pass rates were 82% in reading and 87% in
mathematics.

We are also mindful of the match between the ability and achievement
scores of our students as measured by norm-referenced tests. We strive
to ensure that achievement levels match or exceed student ability levels
as measured by the Otis-Lennon tests. In Fall 2006 the mean achievement
total for our fourth graders was 87% (National Percentile) as compared
to the mean composite ability level of 80% (National Percentile.)

Finally, attendance and tardy data indicate that Shady Grove students
and their families maintain a strong commitment to prompt and regular
attendance at school. The data further reflect that this commitment is
consistent among all sub-groups. The mean attendance rate for the school
in 2005-2006 was 98.07%.

**2. Using Assessment Results:**

At Shady Grove, assessment data play a pivotal role in the following
areas: (1) overall school improvement efforts including the Continuous
Improvement and Staff Development Plans; (2) grade-level instructional
planning; (3) diagnosis of individual learning needs; and (4)
benchmarking progress throughout the year. Overall school improvement
efforts begin in the summer with the arrival of Standards of Learning
(SOL) Scores for students in Grades 3, 4, and 5 and Henrico Assessment
Test (HAT) Scores for students at all other grade levels. We compare our
scores with district averages, with the scores of demographically
similar comparison schools in the surrounding area, and with our own
performance in previous years. The data are analyzed to identify areas
of relative strength and weakness. For example, in the 2005-2006 school
year, our analysis of fourth and fifth grade writing scores produced a
focus on K-5 writing for our school improvement plan. In 2006-2007, we
noted a drop in advanced pass rates between Grades 4 and 5 that led us
to focus on mathematics in our school improvement plan.

SOL and HAT item analysis reports are used to identify target areas for
consideration in instructional planning. In response to identified
needs, grade level teams may adjust their pacing guides to provide more
time for areas of weakness and lesson plans may be revised to develop
new approaches for teaching or re-teaching content or skills. Finally,
new materials may be purchased to support the needs that are identified.
For example, in 2004-2005 a site license for Kidspiration Software was
purchased to support our writing initiative.

The data are also used to identify students in need of enrichment or
remediation. Pullout groups are formed and are offered before, during,
or after-school depending on student needs. SOL style cumulative
assessments that are given at the end of the first, second, and third
quarters augment and update our understanding of individual student
progress. These SOL style assessments, which are developed and
administered by the grade level teaching teams, indicate how well
students are mastering the concepts and skills of their grade levels.
Combined with the year-end data from SOL and HAT Assessments, they
provide valuable benchmarks of student progress. Quarterly cumulative
assessment data also supports consistency in program implementation
across and among the grade levels.

**3. Communicating Assessment Results:**

Shady Grove families play a very active role in the education of their
children. Their support for the school program contributes significantly
to the quality of education at our school and to the success of our
students. To celebrate successes and to identify areas where additional
support may be needed, parents are kept informed of their children's
progress in many ways. With the financial support of our PTA, students
in Grades 3 through 5 receive assignment books for recording short and
long-term assignments. Folders containing student work samples are sent
home weekly at all grade levels. In addition to quarterly report cards,
progress reports are provided at the mid-term of the marking period for
children in the upper grades and, as needed, for students on other grade
levels. Teachers also provide parents with bi-weekly newsletters to
report on classroom activities and special events. A comprehensive
Parent and Student Handbook describes the overall school program and the
school website contains additional information about grade level
curriculum and extra-curricular opportunities. With the support of the
PTA, parents also receive a monthly newsletter containing curriculum
information and an overview of school activities for the month. Finally,
each year parents receive copies of the Curriculum Essentials Cards that
outline grade level curriculum in each subject area.

As soon as the SOL Results arrive in the summer, the school
administration mails a complete report to parents describing and
interpreting the performance of individual children. Parents are invited
to contact the principal if they have any questions regarding their
children's results. School-wide results are reported on the Henrico
County school district website, on the Virginia Department of Education
website, and in the Richmond Times-Dispatch Newspaper.

**4. Sharing Success**

We greatly value the opportunity to share ideas with colleagues from
other schools and to receive their feedback. Toward that end, our
faculty has participated periodically in staff development activities
aimed at sharing best practices with staff from neighboring schools. At
these events, grade level teams meet with their colleagues from other
schools to share implementation ideas and sometimes specific lesson
plans. Shady Grove teachers share their expertise with others in
additional important ways. Several faculty members are part of the
Virginia Commonwealth University's Clinical Faculty and regularly
collaborate with university supervisors to mentor student teachers in
our building. Other staff members participate in district cohorts for
educational leadership programs or share information by conducting
presentations at professional meetings. For example, members of our
Child Study Team recently delivered a presentation at the Virginia
School Board Association Meeting.

To network with other administrators, the principal participates in a
Professional Learning Community with colleagues from the surrounding
area. This group of principals engages in book discussions and shares
their experiences with one another. During the 2006-2007 school year the
principal will also spend a day shadowing another principal and sharing
ideas. The assistant principal participates in the Next Generation
Leadership Academy, a regional program located at the University of
Richmond.

Henrico County Public Schools' cable television channel (Channel 99)
makes bi-annual visits to each school and features examples of classroom
programs in a show entitled *Teacher Feature.* The show is broadcast
several times during the week following the visit. Broadcast times are
distributed to the school community and everyone is encouraged to watch.

Finally, based on the contributions of Lead Teachers regarding
highlights of their grade level programs, the principal writes a monthly
news article on school activities for a local newspaper. The article
also features pictures that portray the accomplishments of individuals
or groups of students within the school.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

The curriculum at Shady Grove Elementary is based on the Virginia
Standards of Learning and the Essentials of the Curriculum for Henrico
County Public Schools. Students receive instruction daily in Language
Arts, Mathematics, Science, and Social Studies. They also receive weekly
lessons in art, music, and physical education, and participate in
regular visits to our library, which operates on a flexible schedule to
provide for maximum student access. A progressive series of technology
skills has been identified for each grade level. Students apply
technology skills across the curriculum and create technology portfolios
to demonstrate mastery of the technology standards.

The Language Arts curriculum is organized around oral language, reading,
and writing strands. Students are encouraged to utilize listening and
speaking skills in order to give and follow directions, participate in
discussions, and ultimately make oral presentations and reports at
increasing levels of sophistication across the grades. Reading
instruction is the heart of the Language Arts curriculum. Teachers
follow a sequential program of instruction as described in the Houghton
Mifflin Reading Series. Beginning in the primary grades, students are
also taught the writing process and use the steps of prewriting,
writing, revising, editing, and publishing.

The Mathematics curriculum aims to create students who value math, are
able to communicate and reason mathematically, and can apply
mathematical understandings to the world around them. The curriculum is
organized around the following strands: number sense, measurement and
geometry, probability and statistics, and patterns, functions, and
algebraic thinking. During the six years of elementary school, students
move through a series of skills and concepts in each of these areas that
are progressive in nature.

The Science curriculum is organized around the concepts of change,
interdependence between man and his habitat, and conservation and
respect for the natural environment. Over time, students investigate a
range of elementary topics from the disciplines of biology, chemistry,
physics, meteorology, and geology. The scientific method, including
scientific reasoning and logic, observation, investigation, data
collection and reporting skills, is emphasized.

The Social Studies curriculum includes objectives in history, geography,
economics, and civics for each grade level. In kindergarten and first
grade, the curriculum focuses on famous Americans from diverse cultures
who made significant contributions to our nation. In second and third
grade, students study representative American Indian tribes, Ancient
China, Greek and Roman Civilizations, and the Kingdom of Ancient Mali.
Finally, in Grades 4 and 5, the students complete a two-year Virginia
Studies Program.

Shady Grove is very proud of its resource programs that include music,
art, and physical education. In the music program, students explore a
wide range of musical styles, periods, composers, and performers. They
sing songs, play musical instruments, respond to music with movement,
and enjoy performance opportunities. The art program provides a solid
foundation in drawing and painting skills, guides multimedia exploration
including crafts and sculpture, and promotes aesthetic awareness and
appreciation. Our physical education program encourages a healthy
lifestyle, stimulates interest in sports and games, and emphasizes good
sportsmanship. All of the resource programs focus on establishing
interdisciplinary connections with the classroom programs.

Students also benefit greatly from our library program, which teaches
students to access information efficiently and effectively, to evaluate
information critically, and to practice ethical behavior regarding
information and information technology. Finally, our students receive
monthly guidance lessons from our school counselors. These lessons focus
on developing the attitudes, knowledge, and skills of life-long
learners, promote knowledge of self that will eventually lead to
informed career decisions, and encourage the development of life skills
that lead to personal growth.

**2a. Reading:**

The Reading Program at Shady Grove Elementary School is based on the
recommendations of the Henrico County Public Schools 2005 Reading Task
Force Committee. The core program follows the Harcourt Brace Trophies
Reading Series and reflects a commitment to incorporate in reading
instruction phonemic awareness, phonics, fluency, vocabulary
development, and comprehension skills. Teachers develop pacing guides
for each grade that are based on the Harcourt scope and sequence.
Utilizing pre-testing and post-testing, they differentiate instruction
through flexible grouping based on individual learning needs. Teachers
group students for reading instruction across the grade levels based on
reading readiness at Grades 2, 3, and 4. Students are grouped by
readiness within the classrooms at Grades 1 and 5.

Teachers also give consistent attention to the role of motivation in
reading development. The Accelerated Reader Program is used throughout
the school to provide a venue in which students can challenge themselves
to stretch their reading skills. Furthermore, our school librarians are
creative in developing ways to stimulate student interest in reading.
One example is the 2005-2006 reading program entitled "20,000 Reads
Under the Sea." As part of our school-wide "Diving Into Learning" theme,
students and teachers worked together to meet the school-wide goal of
reading 20,000 books. Achievement of the 5,000, 10,000, 15.000 and
20,000 book benchmarks was celebrated in a variety of fun-filled ways.
Mystery readers, character dress-up days, team competitions such as Book
Bowl and Name That Book, and use of quality literature are other
strategies that contribute to student motivation in reading at Shady
Grove.

Struggling readers receive additional support through pullout
instruction that may be offered before, during, or after school. Our
General Resource Teacher, part-time reading support staff, and our
special education teachers focus on attainment of grade level reading
standards for all students. Assessment plays an important role in
determining and remediating student needs in small group instruction.
Finally, enrichment is also provided for students with advanced reading
levels through differentiation of instruction in the classroom and
through small group enrichment programs offered by the General Resource
Teacher, the part-time Primary Gifted Teacher, and the principal.

**3. Additional Curriculum Area: Mathematics:**

The Mathematics Curriculum aims to produce in students a firm base of
understanding in mathematical skills and concepts as well as an
appreciation for the value of mathematics in other disciplines and in
the world outside the classroom. By focusing also on writing to learn in
mathematics, students develop their abilities to reason mathematically
and to communicate their ideas. The K-5 Mathematics Curriculum is
organized around the following strands: number sense, measurement and
geometry, probability and statistics, and patterns, functions, and
algebraic thinking. Students move through a series of skills and
concepts in each area that is progressive across the six grade levels.

The core program in mathematics reflects the scope and sequence found in
the Scott Foresman Series *Virginia Mathematics* and in *Mathematical
Investigations*. Teaching teams work together to develop pacing guides
based on these materials. There is a commitment at every grade level to
use hands-on manipulatives, writing in mathematics, and effective
software packages to address the needs of diverse learning styles and
readiness levels. Student progress is monitored through continuous
assessment and instruction is differentiated accordingly.
Problem-solving skills, estimation and mental computation, and data
collection and reporting are emphasized at every grade.

**4. Instructional Methods:**

The staff at Shady Grove Elementary maintains a commitment to utilize
"best practices" in instructional methodology and to foster active
learning in our students. Emphasis is placed on the development of
skills that produce increasing levels of independence. Learning
contracts, open-ended projects that provide student choice, cooperative
learning groups that foster collaborative skills, peer and
self-assessment, and writing to learn are highly valued instructional
strategies throughout the school. Furthermore, we utilize the support
and commitment of a large network of parent volunteers to provide
assistance for teachers in implementing special projects and activities.
For example, parents help to organize and implement a World Cultures
Celebration for our third graders, a Colonial Crafts Day for Grade 4,
and a Thanksgiving Feast for Grade 5. These activities are in addition
to the many ways in which parents support classroom instruction, K-5, on
a daily basis.

Instructional technology plays an important role in Shady Grove
classrooms. Students and teachers have access to five computers that are
permanently housed in every classroom, to a spacious computer lab, and
to a mobile cart containing a set of laptop computers on the order of
one per student. We also benefit greatly from the support of an
itinerant technology teacher who is on-site approximately two days a
week to assist classroom teachers in utilizing technology in their
lessons.

We are also justly proud of the programs that allow our older students
to support the younger children. Our "kindergarten buddies" program
brings children from the upper grades into kindergarten classrooms to
support reading and writing development for our youngest children. To
culminate this activity last year, a fifth grade class and a
kindergarten class together performed the short musical play, *A Froggy
Day in Linden Town.* We are proud of the way in which the "kindergarten
buddies" program helps to develop self-confidence in both sets of
students. Inspired by this success, our school counselors this year
developed a peer-tutoring program that will pair volunteers from the
upper grades with children from the lower grades who are in need of
special support.

**5. Professional Development:**

The professional development program at Shady Grove is aligned with our
Annual Comprehensive School Improvement Plan. Based on analysis of
quantitative and qualitative data regarding student performance, we
develop an annual goal for increasing student achievement. Our Staff
Development Coordinator, who is also a classroom teacher, then works
with our Lead Teachers and the school administrative team to develop a
plan for staff training that will support the improvement plan. Henrico
County Public Schools provides approximately four days of released time
for staff development activities throughout the year. Other activities
occur in after-school training events and in formal graduate programs
that staff members elect to complete.

As examples, during the 2005-2006 school year, we focused on K-5 writing
in our school. Benchmarks and rubrics for student writing at each grade
level were established and monthly writing prompts were completed.
Horizontal and vertical teaching teams met during staff development
sessions to examine and compare student work samples. This year our
school focus is on the mathematics curriculum and our staff development
is providing opportunities for dialogue, K-5, regarding consistency in
the implementation of the recently adopted mathematics series.

We also use staff development to promote school-wide technology
initiatives. Last year, all staff members were trained to use
*Kidspiration Software* as part of our focus on improvement in writing.
This year we trained staff in the use of *Video Streaming,* which can be
used in every subject to incorporate technology into instruction.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**Virginia's Reporting Form for NCLB Blue Ribbon Data**

Subject [Reading]{.underline} Grade\_\_[3]{.underline}\_ Test: [Virginia
Standards of
Learning]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2002- 2006]{.underline} \_ Publisher
\_\_[Harcourt Assessment]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98          99          96          97          99
  Standards                                                                            

  \% "Exceeding" State Standards       70          50          41          57          62

  Number of students tested            116         142         132         122         131

  Percent of total students tested     100         99          96          99          100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  **[Students with                                                                     
  Disabilities]{.underline}**                                                          

  \% "Meeting" plus "Exceeding" State  100         100         86          90          100
  Standards                                                                            

  \% "Exceeding" State Standards       56          0           0           30          100

  Number of students tested            \<10        \<10        \<10        10          \<10

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_[Mathematics]{.underline}\_\_Grade[\_\_3]{.underline}\_ Test
\_\_\_\_[Virginia Standards of
Learning]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2002-2006]{.underline}\_\_ Publisher
\_[Harcourt
Assessment]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  100         100         99          98          100
  Standards                                                                            

  \% "Exceeding" State Standards       86          90          90          83          88

  Number of students tested            118         143         134         122         131

  Percent of total students tested     100         100         100         99          100

  Number of students alternatively     4           1           2           0           0
  assessed                                                                             

  Percent of students alternatively    3           1           2           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  **[Students with                                                                     
  Disabilities]{.underline}**                                                          

  \% "Meeting" plus "Exceeding" State  100         100         100         100         100
  Standards                                                                            

  \% "Exceeding" State Standards       56          60          86          50          100

  Number of students tested            \<10        \<10        \<10        10          \<10

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**Virginia's Reporting Form for NCLB Blue Ribbon Data**

Subject \_\_[Reading]{.underline} \_\_\_ Grade\_\_[5]{.underline}\_ Test
\_\_\_[Virginia Standards of
Learning\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[2002]{.underline} \_ Publisher \_\_[Harcourt
Assessment]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[\_\_\_\_\_\_\_]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  98          97          98          98          97
  Standards                                                                            

  \% "Exceeding" State Standards       53          66          62          45          51

  Number of students tested            128         113         132         107         128

  Percent of total students tested     100         99          100         98          100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  **[Students with                                                                     
  Disabilities]{.underline}**                                                          

  \% "Meeting" plus "Exceeding" State  90          100         100         75          71
  Standards                                                                            

  \% "Exceeding" State Standards       30          25          20          13          14

  Number of students tested            \<10        \<10        \<10        \<10        \<10

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject \_\_[Mathematics]{.underline}\_\_\_ Grade\_\_[5]{.underline}\_
Test \_\_\_\_[Virginia Standards of
Learning]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001]{.underline}\_\_ Publisher
\_\_\_\_\_[Harcourt
Assessment]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  99          99          100         95          98
  Standards                                                                            

  \% "Exceeding" State Standards       70          67          68          44          53

  Number of students tested            128         114         134         107         133

  Percent of total students tested     100         100         99          98          99

  Number of students alternatively     3           1           2           0           0
  assessed                                                                             

  Percent of students alternatively    2           1           1           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  **[Students with                                                                     
  Disabilities]{.underline}**                                                          

  \% "Meeting" plus "Exceeding" State  100         100         100         50          83
  Standards                                                                            

  \% "Exceeding" State Standards       40          25          40          0           0

  Number of students tested            \<10        \<10        \<10        \<10        \<10

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------