#####  REVISED 3/15/05 RRR

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

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Anne S.
O'Toole\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [2801 Robious Crossing
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Midlothian\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Virginia\_\_\_\_\_\_\_\_
23113-5602\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Chesterfield]{.underline} School Code Number\*
[\_\_\_73\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 804 ) 378-2500]{.underline} Fax [( 804 )
378-2507]{.underline}

Website/URL
<http://www.chesterfield.k12.va.us/Schools/Robious_ES/home.html>

E-mail [anne_o'toole@ccpsnet.net]{.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\* [Dr. Billy
Cannaday\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Chesterfield County Public Schools]{.underline} Tel. [(
804 ) 748-1411
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Dianne Pettit

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [36­]{.underline} Elementary
schools

[12]{.underline} Middle schools

\_\_\_ Junior high schools

[10\_]{.underline} High schools

[1\_]{.underline} Other -- Technical Center

[59]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_[\$6,875]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_[\$4,229]{.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.

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:

Note: The information provided is as of October 1, 2004.

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

  **PreK**    10        5                      **15**       **7**                             

  **K**       48        49                     **97**       **8**                             

  **1**       63        47                     **110**      **9**                             

  **2**       57        49                     **106**      **10**                            

  **3**       42        48                     **90**       **11**                            

  **4**       52        43                     **95**       **12**                            

  **5**       50        61                     **111**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **624**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [88]{.underline} % White

the students in the school: [8]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

\_\_\_ \_\_%Unspecified

**100% Total**

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

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

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)
>
> Note: Information provided is for the 2003-2004 school year.

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

  **(2)**                   Number of students who      11
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 37
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 538
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .0687
                            by total in row (4)         

  **(6)**                   Amount in row (5)           6.87
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages:

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

Total number students who qualify: \_\_[26]{.underline}\_\_\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_[14]{.underline}\_\_\_\_%

\_\_\_[86]{.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.

\_[7]{.underline}\_\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_[0]{.underline}\_\_\_Deafness \_\_[2]{.underline}\_\_Other Health
Impaired

\_[0]{.underline}\_\_\_Deaf-Blindness \_[32]{.underline}\_\_Specific
Learning Disability

\_[1]{.underline}\_\_\_Hearing Impairment \_[36]{.underline}\_\_Speech
or Language Impairment

\_[1]{.underline}\_\_\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_[0]{.underline}\_\_\_Multiple Disabilities
\_\_[2]{.underline}\_\_Visual Impairment Including Blindness

\_[5]{.underline}\_\_\_Emotional Disabilities
\_\_[9]{.underline}\_\_Developmentally Delayed

Note: Nine students qualify in two disability categories.

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 \_\_[26]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[15]{.underline}\_\_\_\_\_
\_\_\_[6]{.underline}\_\_\_\_

Paraprofessionals \_\_[13]{.underline}\_\_\_\_\_ \_\_\_[1\_\_
\_]{.underline}

Support staff \_\_\_[2]{.underline}\_\_\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

> Total number \_\_ [58]{.underline}\_\_\_\_\_
> \_\_\_[8]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[24:1]{.underline}\_\_\_

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

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

  Daily student attendance  96%         95%         93%         95%         96%

  Daily teacher attendance  97%         95%         94%         97%         97%

  Teacher turnover rate     8%          11%         6%          6%          14%

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

#  Note: Higher teacher turnover rates in 1999-2000 and 2002-2003 due to retirements 

# [PART III -- SUMMARY \_\_\_\_\_\_\_\_\_]{.underline}

#  

Founded in 1970, Robious Elementary School is located in Midlothian,
Virginia, a suburban community in Chesterfield County which borders the
state capital. Anyone visiting Robious Elementary is sure to notice the
bright red caboose sitting out front. Secured from Southern Railroad in
1988, the caboose is a reminder of the Midlothian area's rich history.
Long recognized throughout the Richmond area for its high academic
standing, the school prides itself on facing the challenges of preparing
young people to become tomorrow's leaders. The school currently serves
just over 600 students in grades K-5.

The mission of Robious Elementary School is to work in partnership with
students, families, and the community to ensure that each student
acquires the knowledge, skills, and core values necessary to achieve
personal success and to enrich the community. Under girding the school's
mission statement are strong beliefs about teaching and
learning---beliefs which inform all aspects of the instructional
program:

-   The central focus is the child as an individual with unique
    strengths and talents.

-   High expectations result in improved student achievement when school
    personnel and parents work together in mutually supportive ways.

-   A solid foundation in reading and math, as well as the ability and
    confidence to communicate well orally and in writing, is essential
    to all learning.

-   Technology is best learned if it is integrated into the classroom
    curriculum.

-   A positive attitude, strong work ethic, pride in work, and
    commitment to community service lay the foundation for success in
    life.

-   The visual and performing arts, as well as the study of foreign
    language, promote an appreciation of other cultures and one's own
    culture.

Student performance on the Virginia Standards of Learning Assessment is
consistently among the highest in the state. The percent of students
earning advanced scores on this assessment exceeds county averages in
all disciplines. Nearly twenty per cent of the students in grades K-5
are identified as academically gifted. Forty-six percent of students
participate in accelerated math classes offered in grades 4 and 5.
Special education students have the highest pass rates in the school
division on the Virginia Standards of Learning Assessment.

Classes are organized into grade level teams. All students rotate weekly
through art, music, physical education, library/media, and French
classes taught by full-time specialists in a "resource" cycle designed
to provide enrichment for students and planning time for teachers.
Technology instruction is integrated across the curriculum, and weekly
lessons are taught by classroom teachers in the computer lab.

Special education is offered for students with learning or emotional
disabilities, autism, and speech/language impairment. The school also
serves as a catchment site for early childhood special education.
Additionally, a full-time and a part-time speech and language therapist,
as well as a full-time reading specialist and guidance counselor, are on
staff. A part-time social worker, psychologist, occupational therapist,
and physical therapist are available as needed.

Robious Elementary is fortunate to serve students whose families embrace
the same high academic and behavioral standards which educators believe
to be critical to student success. The PTA sponsors a Caboose Camp
after-school enrichment program, a Whistlestop school carnival, Parent
University workshops, cultural arts opportunities, monthly community
service projects, and family academic and social nights. Parents
volunteer as Bonus tutors for selected students. Additionally, the
school has the most active volunteer program in the school division.

An experienced faculty, averaging fifteen years of teaching experience,
constantly seeks ways to improve their knowledge and refine instruction
through training at the local, state, and national levels. Teachers
demonstrate a willingness to implement well-researched innovative
programs, such as project-based learning.

The strong partnership among staff, students, and the community provides
the impetus for continued school success.

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

**1. Meaning of School's Assessment Results**

Robious Elementary School measures student achievement through a
combination of the Virginia State Assessment Program using
criterion-referenced tests, a school-based norm-referenced testing
program as measured by the Iowa Tests of Basic Skills (ITBS), and a
classroom assessment program in reading and mathematics utilizing the
Direct Reading Assessment (DRA) and unit tests which accompany the Scott
Foresman Mathematics Program. The state achievement tests, known as the
Virginia Standards of Learning Assessments, are administered in the
spring of the third and fifth grades. The ITBS program measures reading
and mathematics and is administered to all fifth graders jointly with an
ability test. Administration of the ITBS provides the school with a
national measure of student achievement. Informal classroom assessments
assist in creating flexible groups throughout the year. While the math
assessments are in place in grades 1-5, the DRA is in place for
Kindergarten through third grades only but will be expanded to all
grades in 2005-2006. Robious has consistently been rated as a "high
achieving" school on the state assessments and has met Virginia
accreditation standards since the program was implemented. Under the
requirements of No Child Left Behind, the school has continued to
demonstrate academic excellence by reaching the annual AYP requirements,
as well.

The Virginia Standards of Learning (SOL) were adopted in the summer of
1995 by the Virginia Board of Education to emphasize the importance of
instruction in the core academic areas of English, mathematics, social
studies, and science. The standards are intended to set reasonable
targets and expectations for what teachers are expected to teach and
students are expected to learn. The assessments of the standards are
designed to inform teachers and parents what students are learning in
relation to those standards and to hold schools accountable for teaching
the content covered. Virginia's accreditation standards are based on
school performance on these tests in terms of the percentage of the
students passing. A 600--point scaled score is used to determine levels
of "proficient" (400-499) and "advanced" (500-600). In general the
advanced rating is given for achievement levels of 90% or higher.

Robious Elementary School students have consistently been among the top
scoring in the state in English and mathematics in both third and fifth
grades. Total percentage passing rates for the school have ranged from
88 to 100 over the past five years. Comparable passing rates for the
school district have ranged from 71 to 92 in that period of time, and
state passing rates have ranged from 61 to 87. It is noteworthy that a
significant number of Robious students pass the state assessments in the
"advanced" category. English scores indicate that 31-48% of third grade
students have scored in this range while 31-60% of the fifth graders
scored in the highest category. Mathematics assessment results revealed
that 31-51% of the fifth graders scored in the advanced range, while
70-87% of the third graders earned scores in the advanced range. When
compared to the results district wide, Robious has consistently had
higher percentages of students scoring in the advanced range.
Disaggregated data reveals that with one exception (fifth grade
mathematics in 2000) higher percentages of students with disabilities
have scored in the advanced range at Robious; a comparison of two years
of available state data revealed the same pattern of performance. The
school test results were not disaggregated by ethnicity because fewer
than ten students of each minority ethnic group are enrolled at each
tested grade level.

Norm-referenced assessment, begun this school year, also indicates the
strength of reading and mathematics achievement. The Iowa Tests of Basic
Skills were administered in November 2004, to all fifth graders. In
reading the group ranked nationally at the 83^rd^ percentile in
vocabulary and at the 85^th^ percentile in comprehension. Similarly, in
mathematics the group ranked nationally at the 84^th^ percentile in
concepts/estimation and at the 86^th^ percentile in problem solving.

Web sites posting these scores may be found at three different Virginia
Department of Education sites. Scores for 2000 may be found at
<http://www.pen.k12.va.us/sol2k/pages/21-730.html>; for 2001 at
<http://www.pen.k12.va.us/>; and for 2002-2004 at
[www.pen.k12.va.us/VDOE/src/SOLassessments.shtml](http://www.pen.k12.va.us/VDOE/src/SOLassessments.shtml).

**2. How Assessment Data Is Used to Improve Student and School
Performance**

Robious Elementary School recognizes the importance of assessment and
its relationship to educational programming. In order to inform
instruction, teachers use formal and informal assessments, including
classroom observations, interpretive questions, and item analyses from
standardized test scores. Prior to beginning a new unit of study,
teachers routinely administer pretests to determine each student's
readiness for the concepts and skills which will be taught. Those
students who demonstrate mastery of the material are challenged with
enrichment projects that may incorporate skills in the unit, but at a
more advanced level. Those students who have not acquired the requisite
skills receive small group and individualized instruction to supplement
the teacher's whole group modeling. Throughout the unit, teachers assess
student progress periodically and adjust their lessons accordingly. In
addition to paper and pencil tests, student performance is measured
through the use of rubrics that have been designed to evaluate student
achievement at basic, competent, and advanced levels.

The school has lead teachers in mathematics, language arts, science,
social studies, and technology. The lead teachers work closely with the
district instructional specialists to interpret Virginia Standards of
Learning test data and stay abreast of current research-based teaching
methodologies. Each lead teacher chairs a school wide committee of
representatives from all grade levels. The school wide instructional
committees provide leadership in assessing strengths and needs for
program improvement that will result in increased student achievement.

The school develops a five-year improvement plan which contains a
limited number of objectives developed in response to an extensive needs
assessment that includes not only a review of test data, but also the
analysis of surveys completed by staff, students, and parents.
Quarterly, the School Improvement Team revisits the five-year plan to
assess progress in reaching school wide goals. By limiting the number of
objectives, instruction is focused on research-based strategies that
have the greatest impact on student learning.

**3. How the School Communicates Student Performance**

Robious Elementary School communicates student performance in a variety
of ways. In addition to traditional nine-week report cards and
standardized test profiles, conferences with parents are scheduled
regularly. The school also hosts a Back-to-School Night each fall for
parents, as well as four Parent Universities throughout the year. These
evening sessions focus on communicating strategies parents can use to
enhance student performance. Additionally, parents and students are
invited to attend an annual Academic Night which targets one content
area. On this night, parents and students work together in interactive
workshops which showcase student knowledge in that core curriculum.

The PTA publishes a monthly newsletter with samples of student work,
assessment data interpretation, and highlights of grade level and school
wide programs. Additionally, the school website is updated monthly to
include photographs of school events, student artwork, and student
writing. Student work is sent home every Friday in a folder, and all
grade levels publish a weekly (in lower grades) or monthly (in upper
grades) newsletter. Resource teachers publish a quarterly newsletter for
parents.

**4. How the School Shares and Will Continue to Share Its Successes With
Other Schools**

The exemplary academic achievement of the students at Robious Elementary
prompts other schools to inquire about the students' successes.
Educators from other schools frequently network with the faculty to
discuss instructional methodology used at Robious. District
instructional leaders seek out members of the faculty to develop cutting
edge curriculum, pilot initiatives, and share findings district wide.
Additionally, the faculty presents successful teaching strategies at
professional conferences at the county and state levels. Two members of
the faculty teach courses on successful instructional strategies in
special education at local universities. Robious welcomes visitors to
observe instruction and to discuss their observations with members of
the faculty.

Technology has made it easier to share successes with other schools.
Faculty members create lessons and assessments which are posted on the
school district's Intranet. Teachers throughout the school district are
able to access this material for their own use. Other schools can also
access the Robious Elementary website to learn about programs currently
being implemented.

Much of the success that has been experienced by Robious Elementary can
be attributed to the spirit of professional collaboration which exists
among the faculty and across the school division. But the school's
vision is to be recognized nationally as a Blue Ribbon School of
Excellence. It is understood that with that mantle comes the
responsibility of sharing what has been accomplished with other schools
across the United States.

# PART V -- CURRICULUM AND INSTRUCTION

**1. The School's Curriculum**

In the Commonwealth of Virginia the Standards of Learning (SOL) are the
framework for curricula in every school. Within this framework, Robious
Elementary School provides exemplary instruction in mathematics,
language arts, science, social studies, French, technology/library
media, art, music, and physical education. All classes are organized
into grade level teams. There is a school wide focus on differentiating
instruction to meet the needs of all learners.

***[Mathematics]{.underline}***

The curriculum is organized into strands based on recommendations from
the National Council of Teachers of Mathematics. Instruction in each
strand is interspersed throughout each year and spirals from grade level
to grade level. Students are pre-tested at the beginning of each unit,
and instruction is adjusted based on the findings from the pretest.
Advanced learners work in small, self-directed task groups under the
teacher's guidance, while others receive direct instruction from the
teacher in small groups or individually. Manipulatives and hands-on
exploration are standard at all grade levels. Flexible grouping in
grades 4 and 5 allows students whose skills are at least a year above
grade level to receive advanced instruction daily.

***[Language Arts]{.underline}***

\]The heart of the literacy program is a balanced approach based on
effective language arts principles that emerge from research.
Instruction includes whole group mini-lessons that target one skill or
strategy, practice and application by the students individually and in
small groups, and share sessions led by students. Ongoing classroom
assessment enables teachers to determine each child's instructional
level and adjust the curriculum accordingly.

***[Science]{.underline}***

Teachers scaffold learning from grade to grade through hands-on
investigation and inquiry-based discovery. Asking a driving question
sets the stage for planning and carrying out investigations over a
period of time. Students may collaborate with other students to ask
sub-questions, find information, collect data, experiment, draw
conclusions, and share their findings with others. The Virginia SOL,
aligned with the National Science Education Standards, identify four
areas of focus at all grade levels: earth/space systems and cycles;
force, motion, energy and matter; life processes and living systems; and
scientific investigations.

***[Social Studies]{.underline}***

The SOL target four areas: history, geography, economics, and civics.
Instruction in each category is not isolated; rather, it is integrated.
The foundation is history which is taught as a story with emphasis on
role playing, simulations, and creative drama. Language arts and social
studies are integrated through the use of historical fiction, biography,
and non-fiction. Student projects often incorporate art and technology
and are researched and written for authentic audiences.

***[Resource]{.underline}***

All students rotate weekly through art, music, physical education,
library/media, and French classes that are taught by full-time
specialists. Each of these subjects has its own curriculum and is valued
as a specialty. However, as opportunities arise for collaboration,
resource specialists align their curricula to support and enrich
learning in the core subjects.

***[Technology]{.underline}***

Technology is an integral part of instruction in all subjects. Classroom
teachers introduce technology skills through weekly lessons in the
computer lab. Through word processing, internet research, multi-media
presentations, and content-based software, students demonstrate their
knowledge through authentic, meaningful applications.

**2a. Reading Curriculum**

Embracing the National Reading Panel Report findings, Robious Elementary
School uses a balanced literacy approach with phonemic awareness,
phonics, fluency, vocabulary, and comprehension components. All aspects
of language arts are taught daily through guided reading, small group
instruction, word study, and writer's workshop. The Harcourt Brace
Signatures Reading Series, as well as authentic literature, is used as a
springboard for instruction in skills and research-based strategies.
Teachers maintain individual reading assessment folders and writing
folders to monitor student progress and guide differentiated instruction
and flexible groups decisions.

The reading specialist provides additional support during small group
instruction time. Additionally, classroom teachers provide intervention
before and after school. Teachers of Tomorrow from the feeder high
school, as well as PTA volunteers, serve as tutors. These additional
opportunities provide our students with the tools and the confidence
they need to become successful, independent readers.

Recreational reading is encouraged through Book and Breakfast programs,
Battle of the Books, and school wide reading celebrations. A school wide
vocabulary program helps to expand students' vocabularies. Students at
each grade level are held accountable for nightly reading, which is
vital in developing lifelong readers.

The Language Arts Committee, comprised of grade level representatives
and the reading specialist, meets monthly to set goals and objectives
based on analysis of norm-referenced and criterion referenced testing
data. In addition, committee members disseminate language materials and
provide support for teachers.

The Robious reading curriculum builds a solid foundation in reading and
writing. This is essential to all future learning and is critical if
students are to become self-reliant readers, writers, thinkers, and
communicators.

**3. Foreign Language Initiative**

All elementary schools in Chesterfield County require weekly instruction
in the school's computer lab. Historically, an instructional assistant
has provided this instruction. Two years ago, the faculty wrote a
French/ technology proposal to replace the computer lab assistant
position with a foreign language specialist.

Instruction in a second language supports the goal of preparing students
for success in the twenty-first century. Research also indicates that
students who study foreign language before the onset of adolescence are
much more likely to achieve proficiency in speaking the language, score
higher on standardized tests in English, and are more creative in
solving complex problems.

The program was implemented beginning in the 2003-2004 school year.
Classroom teachers are responsible for teaching their students
technology in the computer lab, freeing a resource period for French
instruction. The French curriculum at each grade level includes five
components as defined by the Virginia SOL for foreign language:
communication, cultures, connections, comparisons, and communities.
Instruction is activity-based and includes whole and small group
activities weekly. Activities often include songs, dances, literature,
and art that extend appreciation of the language and culture. Segments
of the core curriculum, i.e. the study of the French Revolution, are
taught in French to all fifth graders. By adjusting the Virginia SOL
standards for foreign language to a developmentally appropriate level
for students in grades K-5, the foreign language specialist is helping
to provide for an easier transition to foreign language study at the
secondary level.

Robious is unique among the 36 elementary schools in the district to
offer foreign language instruction to all students.

**4. Instructional Methods**

A variety of instructional methods are used to meet the needs of all
students at Robious Elementary School. Instruction is provided in whole
group, small group, and individual settings. For the lessons that are
directed to the whole group, teachers follow the school district's
instructional model that includes establishing an anticipatory set,
demonstrating new concepts, providing guided practice, and allowing for
independent practice. It is within the guided practice component that
the individual student needs are met through targeted small group and
one-to-one instruction.

In reading, students are actively engaged in thoughtful interactions
with the text through shared inquiry and research-based comprehension
strategies. Emphasis is on using reader/text connections, visual
structures, and metacognition. Teachers guide students through shared
inquiry helping them to make reader/text connections and visual
structures. In writing, the writer's workshop model is used at all grade
levels. At the primary level the focus is on learning to read and write,
whereas in grades 3-5 the focus is on applying reading and writing
skills across all content areas. In science and social studies,
instruction is inquiry-based. The teacher begins with a focus question,
and background knowledge is provided to help the students formulate a
hypothesis, investigate, draw conclusions, and share what they have
learned. A similar process is followed in mathematics, with use of
manipulatives as an integral part of each lesson. *Everyday Math*
*Counts* is used daily in all grades to reinforce the National Council
of Teachers of Mathematics strands.

Whenever possible, instruction in art, music, physical education,
foreign language, and library/media is integrated across the curriculum.
Technology is and will continue to be fundamental to learning in all
subject areas, and students demonstrate their knowledge through
authentic, meaningful applications. For example, every fifth grader
prepares a PowerPoint presentation on an ocean animal and uses it to
teach his/her class as part of a unit on oceanography.

**5. Professional Development**

Professional development within the building is tied directly to the
five-year school improvement plan, which is based on assessment data and
survey results. A cohesive and focused plan was developed by the
school's leadership team, which is comprised of a core group of
teachers, administrators, and parents. It is this collaboration of
effort that impacts specifically those areas identified as needing
improvement.

To help teachers stay ahead of the learning curve, a variety of
professional growth opportunities exist. The school division allocates
five half-days for school-based staff development. The focus is on
familiarizing teachers with the most current best practices for
improving instruction. A whole faculty study group is currently underway
to read and discuss several professional books. Lead teachers present
mini-workshops to grade level teams at weekly meetings. Topic specific
training sessions in technology are offered monthly.

At the district level, a three-day, summer Curriculum Academy is offered
to representative teams from each school. Master teachers and nationally
recognized educators host a series of lectures, workshops, and small
group sessions. Throughout the year, staff development days are
scheduled to reinforce and provide training on district-wide
instructional goals.

The PTA and the district Department of Instruction provide generous
funding that enables teachers and administrators to attend local and
statewide conferences.

STATE CRITERION-REFERENCED TESTS

ROBIOUS ELEMENTARY SCHOOL

Subject: English Grade: 3 Test: Virginia Standards of Learning
Assessments

Edition/Publication Year: 1999-2004 Publisher: Harcourt Assessment, Inc.

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

  Testing month                        June    June        June        May         May

  **SCHOOL SCORES**                                                                

  \% At or Above Proficient            94      97          97          94          88

  \% At Advanced                       34      46          48          33          31

  Number of students tested            79      99          113         107         91

  Percent of total students tested     99      100         98          100         99

  Number of students alternatively     1       0           NA          NA          NA
  assessed                                                                         

  Percent of students alternatively    1       0           NA          NA          NA
  assessed                                                                         

                                                                                   

  SUBGROUP SCORES                                                                  

  Students with Disabilities                                                       

  \% At or Above Proficient            89      85          95          74          53

  \% At Advanced                       11      15          25          15          20

  Number of students tested            9       20          20          34          15

                                                                                   

  **CHESTERFIELD COUNTY SCORES**                                                   

  \% At or Above Proficient            78      79          86          77          71

  \% At Advanced                       16      23          25          17          13

  Students with Disabilities                                                       

  \% At or Above Proficient            56      59          74          56          47

  \% At Advanced                       5       10          13          9           4

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Proficient            71      72          72          65          61

  \% At Advanced                       14      19          NA          NA          NA

  Students with Disabilities                                                       

  \% At or Above Proficient            44      44          48          NA          NA

  \% At Advanced                       6       4           NA          NA          NA

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

NA- Information not available for years reported

STATE CRITERION-REFERENCED TESTS

ROBIOUS ELEMENTARY SCHOOL

Subject: Mathematics Grade: 3 Test: Virginia Standards of Learning
Assessments

Edition/Publication Year: 1999-2004 Publisher: Harcourt Assessment, Inc.

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

  Testing month                        June        June        June        May         May

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient            97          97          100         94          94

  \% At Advanced                       87          78          76          74          70

  Number of students tested            76          99          113         105         91

  Percent of total students tested     99          100         98          100         99

  Number of students alternatively     1           0           NA          NA          NA
  assessed                                                                             

  Percent of students alternatively    1           0           NA          NA          NA
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  Students with Disabilities                                                           

  \% At or Above Proficient            83          85          100         28          79

  \% At Advanced                       67          45          60          63          43

  Number of students tested            6           20          20          32          14

                                                                                       

  **CHESTERFIELD COUNTY SCORES**                                                       

  \% At or Above Proficient            94          89          89          84          80

  \% At Advanced                       62          57          49          47          41

  Students with Disabilities                                                           

  \% At or Above Proficient            95          73          78          68          61

  \% At Advanced                       55          37          33          29          23

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient            87          83          80          77          71

  \% At Advanced                       49          48          NA          NA          NA

  Students with Disabilities                                                           

  \% At or Above Proficient            73          59          58          NA          NA

  \% At Advanced                       28          23          NA          NA          NA

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

NA-Information not available for years reported

STATE CRITERION-REFERENCED TESTS

ROBIOUS ELEMENTARY SCHOOL

Subject: English Grade: 5 Test: Virginia Standards of Learning
Assessments

Edition/Publication Year: 1999-2004 Publisher: Harcourt Assessment, Inc.

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

  Testing month                        June        June        June        May         May

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient            99          98          95          98          95

  \% At Advanced                       60          50          38          32          31

  Number of students tested            112         101         92          101         123

  Percent of total students tested     99          100         100         100         100

  Number of students alternatively     1           0           NA          NA          NA
  assessed                                                                             

  Percent of students alternatively    1           0           NA          NA          NA
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  Students with Disabilities                                                           

  \% At or Above Proficient            96          98          81          72          100

  \% At Advanced                       38          27          19          22          12

  Number of students tested            26          22          16          18          14

                                                                                       

  **CHESTERFIELD COUNTY SCORES**                                                       

  \% At or Above Proficient            92          89          87          82          79

  \% At Advanced                       41          24          23          17          19

  Students with Disabilities                                                           

  \% At or Above Proficient            78          73          74          67          58

  \% At Advanced                       17          10          13          10          7

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient            85          82          78          73          68

  \% At Advanced                       31          19          NA          NA          NA

  Students with Disabilities                                                           

  \% At or Above Proficient            61          58          54          NA          NA

  \% At Advanced                       10          6           NA          NA          NA

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

NA-Information not available for years reported

**STATE CRITERION-REFERENCED TESTS**

ROBIOUS ELEMENTARY SCHOOL

Subject: Mathematics Grade: 5 Test: Virginia Standards of Learning
Assessments

Edition/Publication Year: 1999-2004 Publisher: Harcourt Assessment, Inc.

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

  Testing month                        June        June        June        May         May

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient            100         95          89          98          93

  \% At Advanced                       51          47          35          47          31

  Number of students tested            100         100         92          101         122

  Percent of total students tested     99          99          100         100         99

  Number of students alternatively     1           0           NA          NA          NA
  assessed                                                                             

  Percent of students alternatively    1           0           NA          NA          NA
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  Students with Disabilities                                                           

  \% At or Above Proficient            100         81          62          50          88

  \% At Advanced                       43          19          31          44          0

  Number of students tested            14          21          16          18          14

                                                                                       

  **CHESTERFIELD COUNTY SCORES**                                                       

  \% At or Above Proficient            92          83          82          76          78

  \% At Advanced                       28          24          29          22          17

  Students with Disabilities                                                           

  \% At or Above Proficient            88          56          65          58          51

  \% At Advanced                       21          7           17          13          6

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient            78          74          71          67          63

  \% At Advanced                       20          18          NA          NA          NA

  Students with Disabilities                                                           

  \% At or Above Proficient            49          42          42          NA          NA

  \% At Advanced                       7           5           NA          NA          NA

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

NA-Information not available for years reported