##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: [Elementary PreK-5]{.underline}

Name of Principal: [Miss Mary Ann Bowen]{.underline}

Official School Name: [W. H. Taylor Elementary School]{.underline}

School Mailing Address: [1122 West Princess Anne Road]{.underline}

[Norfolk, Virginia 23507-1261]{.underline}

State School Code Number: [0150]{.underline}

Telephone: [(757) 628-2525]{.underline} Fax: [(757)
628-2531]{.underline}

WebsiteURL:
<http://ww2.nps.k12.va.us/education/school/school.php?sectiondetailid=536>

E-mail: [mabowen@npsk12.com]{.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. Stephen C. Jones]{.underline}

District Name: [Norfolk Public Schools]{.underline} Tel. [(757)
628-3830]{.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: [Mr. Barry Bishop]{.underline}

I 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: **[35]{.underline}** Elementary
schools

[**9**]{.underline} Middle schools

[**0**]{.underline} Junior high schools

[**5**]{.underline} High schools

**[12]{.underline}** Other

**[61]{.underline}** **TOTAL**

2\. District Per Pupil Expenditure: **\$[9,132.00]{.underline}**

Average State Per Pupil Expenditure: **\$[9,202.00]{.underline}**

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

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

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

4\. [**12**]{.underline} Number of years the principal has been in
her/his position 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**    **10**    **6**                  **16**       **7**                             

  **K**       **39**    **38**                 **77**       **8**                             

  **1**       **45**    **36**                 **81**       **9**                             

  **2**       **31**    **37**                 **68**       **10**                            

  **3**       **32**    **29**                 **61**       **11**                            

  **4**       **35**    **35**                 **70**       **12**                            

  **5**       **33**    **28**                 **61**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **434**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [42]{.underline} % White

the school: [50]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

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

**100 % Total**

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

7\. Student turnover, or mobility rate, during the past year:
[15]{.underline}% (2005/06)

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

  **(2)**                   Number of students who      29
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    62
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 411
                            the school as of October 1  

  **(5)**                   Total transferred students  .151
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

(2006/07)

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

Number of languages represented: 3

Specify languages: Spanish, Arabic, Japanese

9\. Students eligible for free/reduced-priced meals: [33]{.underline} %

Total number students who qualify: [142]{.underline}

10\. Students receiving special education services: [7]{.underline} %

[30]{.underline} Total Number of Students Served

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

Autism Orthopedic Impairment

Deafness [1]{.underline} Other Health Impaired

Deaf-Blindness [18]{.underline} Specific Learning Disability

Emotional Disturbance [11]{.underline} Speech or Language Impairment

Hearing Impairment Traumatic Brain Injury

> Mental Retardation Visual Impairment Including Blindness
>
> Multiple Disabilities

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

    Number of Staff

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [22]{.underline} [0]{.underline}

Special resource teachers/specialists [10]{.underline} [3]{.underline}

Paraprofessionals [5]{.underline} [0]{.underline}

> Support staff [6]{.underline} [2]{.underline}
>
> Total number [44]{.underline} [5]{.underline}

Average school student-classroom teacher ratio: [20:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage

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

  Daily student attendance  97%         96%         95%         96%         96%

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

  Teacher turnover rate     8%          7%          0%          0%          6%

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

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

**PART III ‑ SUMMARY**

W. H. Taylor Elementary is an urban school located in the West Ghent
section of Norfolk. The original, historic school opened its doors in
1917. The new facility opened in 1999. It is a highly advanced
technological school; however, components of the old school have been
incorporated into the new building to preserve the historic presence in
a pleasing way.

Prior to the state mandated Standards of Learning (SOL) tests and before
President Bush's "No Child Left Behind" legislation, Norfolk Public
Schools was committed to providing every child with a quality education.
It is the philosophy and belief of Norfolk Public Schools that a quality
education is one that will prepare students to become life-long
learners, and will focus on skills that will enable them to adjust to
the ever-changing world. As part of Norfolk Public Schools, Taylor
educators are committed to providing "world class" learning
opportunities. We embrace the intellectual and social/emotional
characteristics of powerful literacy.

W. H. Taylor is a school where parents, staff, students and other
stakeholders work together through the school improvement process.
Parents and staff, as a part of a school-based management strategic
planning process, wrote the present mission statement. It reflects the
specific values of Taylor School and common goals and priorities of
Norfolk Public Schools -- the driving force behind all educational
services and opportunities offered at Taylor. We are a school committed
to excellence in a nurturing environment that provides the foundation
for lifelong learning. We believe that children can achieve their
potential through partnerships among home, school, and community. With
high academic standards and respect for others and ourselves, we promote
enthusiastic learning and responsibility, and give our children the
opportunity to advance in a technological world.

The student population is rich with cultural and racial diversity. One
third of the students are eligible for the Free or Reduced Lunch
program. The Special Education program is the inclusion model, a
collaborative effort in planning and instruction with regular and
special education teachers working with challenged students in the
regular classroom. The gifted students learn in flexible groups in the
regular classroom setting with a gifted cluster teacher. A gifted
resource teacher plans with the classroom teachers on a regular basis to
deliver exciting learning experiences for identified students.
Twenty-two classroom teachers serve pre-kindergarten through grade five.
Other full time resource teachers serve the areas of communication
skills, literacy, math, media, special education, guidance and health
and physical education. Part-time resource teachers serve technology,
art, music, chorus and strings. All teachers and support staff are
highly qualified and competent in the content areas they teach and have
the ability to relate this content to the students' learning
experiences. Teachers utilize effective classroom management and
teaching strategies to ensure learning at high levels for ALL students.
Various ongoing assessments are used to determine students'
understanding and to plan classroom instruction.

In 2003, The National PTA certified W. H. Taylor as a Parent Involvement
School of Excellence through 2006. This is an unprecedented distinction
that is well deserved because of the involvement of all stakeholders
past and present. Other Taylor volunteers contribute their time in the
Student Mentorship Program assisting at-risk students in attaining
academic success, improving attitudes toward school and enhancing
self-esteem. Recent outcome measurements show tremendous academic and
behavioral successes among the mentorship program participants. Our
success in the past has come from the teamwork of dedicated families
collaborating with highly trained educators to offer their best to our
students.

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

1.  **Assessment Results:**

The Virginia Standards of Learning (SOL) for public schools set high
expectations for student learning and achievement on a statewide basis
and then measure student progress in meeting those standards through
regular testing. The SOL program consists of state developed,
criterion-referenced tests designed to measure student mastery. At W. H.
Taylor Elementary the core areas of English (reading and writing),
mathematics, science and history/social science (including geography,
economics, and civics) and technology are tested in grades 3, 4 and 5 in
the spring of each school year. These tests measure content knowledge,
scientific and mathematical processes and reasoning.

Assessment results are reported on a scale of 0-600. Scores of 400-499
are considered pass/proficient and scores 500 or above rank as
pass/advanced. Beginning in the school year 2003-2004, Virginia's public
schools must achieve pass rates of 75 percent in English in grades 3 and
in grade 5, and 70 percent in all applicable core academic areas to
become Fully Accredited. W. H. Taylor remains fully accredited since the
2001-2002 school year. State SOL scores are reviewed to determine
Adequate Yearly Progress (AYP) described in the No Child Left Behind
Act. Tying school accreditation to student achievement year to year
ensures accountability.

It has been our goal all along that progress would increase in a "stair
step" approach where eventually, all students would meet the respective
SOL pass rates in all four content areas. Along with yearly improvement
pass rates, there were two other significant goals that were approached
with laser-like focus; narrowing the achievement gap in disaggregated
data by ethnicity and improving student performance to an advanced
proficiency level for more students each year. Taylor's teachers aligned
the curriculum with each SOL, restructured daily class schedules and
devoted more time to students with academic weaknesses. Professional
development was dedicated to improving areas of weakness. This focus
remained essential in remedial actions that would help each student
achieve success.

To this end, the pass rate in all core content areas has increased, and
the achievement gap in disaggregated data by ethnicity has narrowed with
all groups achieving success at W. H. Taylor Elementary. SOL scores at
the end of the 2004-2005 academic year clearly indicate Taylor's third
and fifth grade students have attained significant progress. Grade 5
pass/proficient English scores for African American and economically
disadvantaged students rose from 57 percent to 100 percent. The
achievement gap in disaggregated data by ethnicity was closed. The
pass/proficient rate for African Americans in third grade English
increased steadily from 74 to 86 and 90 percent from 2003 through 2006.
Additionally, the advanced/pass rate increased at least 18 percent for
both subgroups in grade 3 and as high as 19 percent for the economically
disadvantaged in grade 5. For three consecutive years, the
pass/proficient rate for White students was 100 percent in fifth grade
English and in third grade mathematics.

While the pass/proficient rate for third grade mathematics has remained
consistently high in all subgroups, grade 5 students have shown
significant improvement. Scores at the end of the 2003-2004 school year
were 48 percent and 38 percent for Grade 5 African American students and
economically disadvantaged students respectively. In 2005, Grade 5
student scores in the economically disadvantaged subgroup soared to 100
percent. Grade 5 African American students' math scores reached 93
percent in 2006, and the advanced passing scores for economically
disadvantaged students leaped from 5 percent to 44 percent. All
stakeholders have worked together as a committed workforce focusing on
quality teaching and learning for all.

2.  **Using Assessment Results:**

Teachers and administrators of Norfolk Public Schools use student
performance data, reported by the Virginia Standards of Learning (SOL)
testing, to evaluate student learning and retention. Reporting
categories and test item analyses are reviewed with curriculum documents
to increase understanding of student thinking. SOL results, in
conjunction with data from other assessments, assist teachers in making
valid conclusions regarding the effectiveness of their instructions and
students' needs for instructional remediation.

Norfolk Public Schools maintains a comprehensive warehouse of electronic
data on student, school and division performance. The data is easily
accessible using an electronic software program. Teachers and
administrators can gather, sort, graph and print information from a
variety of assessment documents. Patterns in either success or failure
are discovered in the disaggregated data. This computer assisted
analysis helps teachers find ways to assist struggling groups of
students quickly and precisely.

W. H. Taylor Elementary teachers and staff examine SOL data and other
district assessments to identify areas of strength and specific areas of
need for each student. Teachers decide what instructional strategies led
to success and develop remedial strategies that will effectively improve
student performance. Additional professional development, small group
instruction, collaborative lessons, and increased parental involvement
are examples of best practices used by Taylor's teachers to improve
student achievement for all students.

The principal and the school improvement team prepare a yearly School
Accountability Plan listing the needs assessments of students based on
the data reported by the Virginia Department of Education and the
Norfolk Public Schools quarterly assessments. Specific needs are
identified and instructional strategies, professional development,
implementation and indicators are mapped out to ensure successful
student results. The School Accountability Plan serves as an
instructional compass and timeline for Taylor teachers and staff.

3.  **Communicating Assessment Results**

W. H. Taylor Elementary communicates student performance and evaluation
using informal progress reports and quarterly report cards. Informal
progress reports are sent home during the fourth week of every nine-week
grading period. Parents and guardians are also informed of student's
progress in each subject at the end of each nine weeks or quarterly
grading period. Student work habits and behavior are included in the
evaluations. Teachers use an electronic grade book to record, calculate
and submit grades. Parents and guardians may view their student's grades
online using a password-protected account.

Classroom teachers encourage parent conferences, and a system-wide
parent teacher conference day is conducted at least once a year for all
students in Norfolk Public Schools. Monthly PTA meetings are forums for
discussing and celebrating school success stories. Taylor's parents have
been particularly committed to academic improvement by their involvement
in such activities as Accelerated Reader, Junior Great Books, and
cultural arts. Student success is also recognized on Taylor's WHOO TV
news broadcast daily from the media center. Classroom bulletin boards
and hallways are decorated with student products and works of art.

Individual state assessment results are mailed to parents, and
school/division results are reported to the public in newspapers. The
Commonwealth of Virginia also provides an Annual School Report Card to
the community. This report contains school, division and state
performance results including accreditation and adequate yearly progress
(AYP) status.

4.  **Sharing Success**

Taylor Elementary shares its school and student successes in a variety
of media exchanges. Principals, library media specialists,
communications and math resource teachers and staff members meet monthly
to share and celebrate success. A weekly electronic newsletter is
published on the Norfolk Public Schools website highlighting the
accomplishments and special events happening at different school sites
across the city. A key communicator from each school site is responsible
for sending school news published in the weekly newsletter.

The school division website reports special events, student achievements
and awards. Our elementary school website is linked within the school
division web page and provides information specific to our building
site. Teachers and staff maintain classroom web pages and contact
information offering opportunities to share with parents, other
colleagues and the school community. A calendar of school events and
announcements is a popular link notifying the public about news in a
timely manner. A school electronic bulletin board advertises both school
and student celebrations throughout the year.

Another successful strategy used to share successes is the walkthrough
process to encourage dialogue between teachers in our school system.
Following a walkthrough protocol, teachers and administrators engage in
meaningful dialogues sharing experiences and perspectives. A walkthrough
stimulates collegial and peer based sharing about teaching and learning
while providing qualitative information about best instructional methods
and student achievement. It is a format to link private successful
practices and successes with public knowledge.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

W.H. Taylor Elementary School's curriculum is based on the Virginia
Standards of Learning, which outlines learning goals and expectations
for students in the Commonwealth. For all grade levels, there are
learning objectives in each of the core content areas of reading, math,
science, and social studies. In addition, Taylor provides students with
experiences that enable ALL students to move beyond functional literacy
and basic competency to achieve Norfolk Public Schools' goal of
"Powerful Literacy" in all content areas. A powerfully literate student
is able to use a wide variety of materials to make connections between
learning and life; to analyze, synthesize, and evaluate information to
develop ideas and opinions; to move beyond mastery of curriculum content
to create personal meaning; and to accept the challenge of being
responsible for learning and growing as part of the community. The core
curriculum is the foundation for enabling students to develop their
talents and interests beyond the basic SOLs. At Taylor, we work to help
all students become academically accomplished, well-informed,
responsible, fulfilled individuals.

Norfolk Public Schools provide teachers with a comprehensive, carefully
paced curriculum guide that aligns the Virginia Standards of Learning
with the Powerful Literacy characteristics for each core content area.
The guide includes lists of supplemental resource materials to assist
teachers in their goal of providing all students with learning
experiences that challenge them at an appropriate level.

The elementary language arts curriculum integrates reading, writing,
speaking, and listening activities. It emphasizes literature and
research, word analysis strategies (phonetic/structural), understanding
a variety of print resource materials, elements of literature and
vocabulary building. Writing includes planning, composing, and revising
paragraphs, stories, letters and reports. Students edit for grammar,
capitalization, punctuation and spelling.

Mathematics focuses on mastery of number and number sense, computation
and estimation, measurement and geometry, probability and statistics, as
well as patterns, functions, and algebra. Students learn how mathematics
is used in problem-solving situations, and they learn fundamental
concepts, using math manipulatives and real-life applications, to help
them further their study of mathematics.

History and social science emphasize history, geography, economics, and
civics. The curriculum helps students develop an appreciation for self
and others as they learn about their neighborhoods, city, state, nation,
and world cultures. Because Taylor is fortunate to be located near many
historically significant locations, students enjoy frequent field trips
as well as visits from outreach programs such as the Jamestown-Yorktown
Foundation Outreach Program.

Science learning emphasizes on hands-on activities. The core curriculum
focuses on force, motion, energy and matter, life processes and living
systems, as well as Earth/space systems and cycle.

Technology is integrated into all core curriculum areas of learning.
Students learn to use technology as a tool for gathering information,
exploring content areas, and producing finished work products.

Music and art play a vital role in the curriculum at Taylor. Music
lessons are coordinated with SOLs and provide all students with an
appreciation of music as part of culture. The outstanding chorus has
been invited to perform at many special events throughout the city.
Students learn artistic skills that can be incorporated into activities
related to the core curriculum, such as story illustrations, mapmaking,
and scientific drawings. Under the guidance of the art teacher, several
Taylor students have won art awards and have had work published in the
Virginian Pilot newspaper.

Because of the high level of parental support, the PTA has funded many
arts programs such as Young Audiences, a visit from the conductor of the
Virginia Symphony, and music composition workshops with professional
songwriters. Through these programs, students are able to apply their
understanding of the core curriculum in very personal ways by creating
original stories, poetry, songs, illustrations, and other creative
expressions.

**2a. Reading:**

The W. H. Taylor Elementary School Language Arts curriculum supports the
building of powerful literacy through the instruction of text
comprehension, phonemic awareness, phonics instruction, fluency, and
vocabulary in the elementary grades. As a member of the Norfolk Public
School Division, we incorporate the division's balanced literacy
framework through the use of read-alouds, shared reading, guided
reading, independent reading, literacy work stations, systematic word
study, writer's workshop, and guided writing.

Ongoing assessment of student achievement and evaluation of data are
essential to our program data driven instruction. The Developmental
Reading Assessment is the diagnostic tool used to assess reading growth
for students in grades K-2. The Breakthrough to Literacy program for
kindergarten is a software program designed to help children discover
the relationship between speech and written text through interactive
stories. In grades 3-5, the computer-generated STAR test is administered
in September, January, and May to assess growth with self-extending and
advanced readers. Guided reading groups within each classroom provide
for differentiated instruction and facilitate student growth and
potential.

Our school has initiated several programs to assist with students' needs
and encourage reading practice. The Plato eduTest program is a
computer-based program with a test-question-bank for each of the core
curriculum subject areas. Test items are aligned with the Standards of
Learning (SOLs) set by the state. Students are assessed initially to
determine mastery of objectives. Differentiation and small group
instruction is guided by the mastery level of the class. Post-tests on
the eduTest program ensure mastery of all objectives by all students.
The Accelerated Reader program is a computer-based reading incentive
program. Each year a cross-curriculum theme is chosen to encourage
reading interests and accumulation of reading points. This year our
theme, *Rediscovering Jamestown*, coincides with 400^th^ Anniversary of
the Founding of Jamestown. With the successful completion of
computerized reading comprehension quizzes, students accumulate points
which allow them to travel as the colonists would from the departure
from London in 1609 to the establishment of the Royal Colony in 1624.

**3. Mathematics:**

Mathematics instruction at W. H. Taylor Elementary School uses a
balanced approach to mathematical literacy. This requires explicit,
systematic instruction focusing on linking conceptual knowledge and
procedural understanding. The mathematics program at W. H. Taylor
creates an environment where skills are taught in a meaningful context
through real-life expectations. This environment requires critical
thinking and reasoning. Students are expected to justify and defend
solutions (orally and in writing). Instruction focuses on a network of
ideas. Students construct and make connections in which they apply math
to real-life situations, connect branches of mathematics and other
disciplines, relate recurrent themes in mathematics, and describe and
relate math as a science of patterns.

Assessment is used as an on-going process that involves planning,
collecting data, interpreting results, and making instruction decisions.
Concrete materials, computers and calculators are used as tools for
investigation and verification. Students are actively engaged in solving
mathematical problems and thinking critically about their approaches.

In addition to 1-1 ½ hours of direct instruction in mathematics each
day, there are required daily components of supplementary daily math
instruction. The purpose of the required daily components is to provide
a daily opportunity for students and their teachers to use current data
from the calendar, review problems and engage in mental math to
investigate mathematical concepts and relationships. These activities
involve a high level of student interaction and reflect the mathematical
relationships central to the curriculum at each grade level.

**4. Instructional Methods:**

Instruction at Taylor is designed to ensure that all students achieve
and surpass the SOL targets. Various assessments are used to monitor
progress so that instruction can be adjusted to meet individual needs.
K-2 students are regularly assessed using DRA and PALS testing, and 3-5
students take the Norfolk Public Schools Quarterly Tests for Higher
Standards, which monitor progress towards SOL goals.

During weekly grade level planning sessions, teachers develop lessons
that move students towards the SOL targets while challenging them to use
their intelligence and creativity in communication, reasoning, and
problem solving to go beyond those targets.

Curriculum at Taylor includes a High Scope Preschool curriculum,
departmentalized instruction in grades four and five, and inclusion
model classrooms for gifted and special education services. Some of the
current best teaching practices include differentiated instruction,
flexible grouping, literacy centers, guided reading, running records,
and technology integration. Large uninterrupted blocks of time are
devoted to literacy training and practice on all grade levels.

Collaboration among classroom teachers, resource teachers, and
administration to help students achieve the learning goals is one of the
distinguishing aspects of instruction at Taylor. The administration at
Taylor supports teachers and students by providing instructional
leadership and promoting a positive, safe environment that facilitates
teaching and learning.

Resource teachers in the areas of communication skills, literacy, math,
media, and special and gifted education work with classroom teachers to
provide classroom materials and lessons to supplement and expand on the
basic curriculum. The media and technology specialists are vital in
providing access to learning materials. They regularly work directly
with students and assist teachers in utilizing books as well as
technology tools to find the best information for learning. The gifted
resource teacher assists all teachers with high ability students,
whether or not they are identified as gifted, to challenge these groups
at an appropriate level.

Students who need additional help work in small groups or individually
with resource teachers who design lessons tailored to help them with
whatever SOLs are challenging them. To meet the needs of all students,
new efforts have been made to provide state funded tutorial programs.

**5. Professional Development:**

Norfolk Public Schools develops the capacity of its employees to
facilitate powerful teaching and learning opportunities that support the
mission of Norfolk Public Schools. This commitment to high quality
teaching and learning ensures the success of each student in a safe,
stimulating and challenging environment. Professional development
opportunities are available to teachers and staff at district and school
sites throughout the year.

Taylor educators participate in three district professional development
programs. The Teacher Induction Program provides support, encouragement,
and development for teachers new to Norfolk Public Schools. Other
programs and services include New Teacher Orientation, Beginning
Educator Support Team, Classroom Organization and Management Program,
Teacher Expectations and Student Achievement, the Teacher Mentoring
Program, District Visitation Coaching Support, and E-Mentoring. Data and
General Support to schools provide on-site and district-wide
professional development opportunities.

At Taylor Elementary, the principal, library media specialist and the
Instructional Technology Resource Teacher plan and deliver professional
development opportunities at the school level. Staff development
opportunities are provided and linked directly with corresponding
teaching strategies that produce successful student achievement. Site
based decisions are derived from staff development needs and assessment
survey results along with team member discussions. The intended purpose
of the professional development is to align and connect the *Virginia
Standards of Learning* with the cognitive domain of *Bloom's Taxonomy*
and the features of *Understanding by Design*. Also provided are the
research-based strategies from Marzano's *Classroom Instruction That
Works* as well as performance assessments in connection with Bloom's and
*Habits of the Mind* (Costa & Kallick). These instructional experiences
provide teachers with the opportunity to be become powerfully literate.

W. H. Taylor Elementary is fortunate to have plenty of available
technology to enhance the curriculum. Teachers and staff are trained in
using this technology, and in developing high quality lesson plans that
focus on the use of visual, nonlinguistic representations to improve
learning outcomes. Steadily climbing SOL results are indicators of the
benefits from using technologies such as wireless laptops, Smart Boards,
multimedia projectors, digital and video photography and online
reference resources. Continuous updates in emerging technologies are
available to teachers as are ongoing professional development
opportunities in all areas of instruction.

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject: **[English]{.underline}** Grade: **[5]{.underline}** Test:
**[English-Reading, Literature Research]{.underline}**

Edition/Publication Year: **[2003-2005]{.underline}** Publisher:
**[Harcourt]{.underline}**

  --------------------------------------------- --------------- --------------- ---------------
  **This is data this is reported on the        **2005-2006**   **2004-2005**   **2003-2004**
  Website for SOL Report Cards for Virginia's                                   
  schools.**                                                                    

  Testing month                                 **May**         **May**         **May**

  **SCHOOL SCORES**                                                             

  \% Pass/Proficient                            98              98              80

  \% Advanced                                   41              41              34

  Number of students tested                     62              63              64

  Percent of total students tested              99              100             100

  Number of students alternatively assessed     0               0               0

  Percent of students alternatively assessed    0               0               0

                                                                                

  SUBGROUP SCORES                                                               

  1\. **Black/African American**                                                

  \% Pass/Proficient                            96              100             57

  \% Advanced                                   22              23              9

  Number of students tested                     30              30              23

  2\. **Economically Disadvantaged**                                            

  \% Pass/Proficient                            94              100             57

  \% Advanced                                   19              17              0

  Number of students tested                     20              21              22

                                                                                

  3\. **White**                                                                 

  \% Pass/Proficient                            100             100             100

  \% Advanced                                   61              67              56

  Number of students tested                     30              24              25
  --------------------------------------------- --------------- --------------- ---------------

Source: <https://p1pe.doe.virginia.gov/reportcard/>

# FORMAT FOR STATE CRITERION-REFERENCED TESTS

Subject: **[Mathematics]{.underline}** Grade: **[5]{.underline}** Test:
**[Mathematics]{.underline}**

Edition/Publication Year: **[2003-2005]{.underline}** Publisher:
**[Harcourt]{.underline}**

+--------------------------------------------+-------+-------+-------+
| **This is data this is reported on the     | **2   | **2   | **2   |
| Website for SOL Report Cards for           | 005-2 | 004-2 | 003-2 |
| Virginia's schools.**                      | 006** | 005** | 004** |
+--------------------------------------------+-------+-------+-------+
| Testing month                              | **    | **    | **    |
|                                            | May** | May** | May** |
+--------------------------------------------+-------+-------+-------+
| **SCHOOL SCORES\***                        |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 97    | 93    | 74    |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 62    | 39    | 26    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 63    | 62    | 63    |
+--------------------------------------------+-------+-------+-------+
| Percent of total students tested           | 100   | 99    | 100   |
+--------------------------------------------+-------+-------+-------+
| Number of students alternatively assessed  | 0     | 0     | 0     |
+--------------------------------------------+-------+-------+-------+
| Percent of students alternatively assessed | 0     | 0     | 0     |
+--------------------------------------------+-------+-------+-------+
|                                            |       |       |       |
+--------------------------------------------+-------+-------+-------+
| SUBGROUP SCORES                            |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 1\. **Black/African American**             |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 93    | 90    | 48    |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 44    | 10    | 13    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 30    | 30    | 23    |
+--------------------------------------------+-------+-------+-------+
| 2\. **Economically Disadvantaged**         |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 88    | 100   | 38    |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 44    | 8     | 5     |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 21    | 20    | 22    |
+--------------------------------------------+-------+-------+-------+
| 3.  **White**                              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 100   | 100   | 96    |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 75    | 71    | 36    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 30    | 24    | 25    |
+--------------------------------------------+-------+-------+-------+

Source: <https://p1pe.doe.virginia.gov/reportcard/>

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject: **[English]{.underline}** Grade: **[3]{.underline}** Test:
**[English-Reading, Literature Research]{.underline}**

Edition/Publication Year: **[2003-2005]{.underline}** Publisher:
**[Harcourt]{.underline}**

  --------------------------------------------- --------------- --------------- ---------------
  **This is data this is reported on the        **2005-2006**   **2004-2005**   **2003-2004**
  Website for SOL Report Cards for Virginia's                                   
  schools.**                                                                    

  Testing month                                 **May**         **May**         **May**

  **SCHOOL SCORES**                                                             

  \% Pass/Proficient                            94              92              79

  \% Advanced                                   46              33              19

  Number of students tested                     73              67              67

  Percent of total students tested              99              100             100

  Number of students alternatively assessed     0               0               0

  Percent of students alternatively assessed    0               0               0

                                                                                

  SUBGROUP SCORES                                                               

  1\. **Black/African American**                                                

  \% Pass/Proficient                            90              86              74

  \% Advanced                                   31              28              13

  Number of students tested                     32              29              26

  2\. **Economically Disadvantaged**                                            

  \% Pass/Proficient                            87              95              80

  \% Advanced                                   35              20              10

  Number of students tested                     24              22              23

                                                                                

  3\. **White**                                                                 

  \% Pass/Proficient                            100             97              91

  \% Advanced                                   58              37              27

  Number of students tested                     37              30              23
  --------------------------------------------- --------------- --------------- ---------------

Source: <https://p1pe.doe.virginia.gov/reportcard/>

# FORMAT FOR STATE CRITERION-REFERENCED TESTS

Subject: **[Mathematics]{.underline}** Grade**: [3]{.underline}** Test:
**[Mathematics]{.underline}**

Edition/Publication Year: **[2003-2005]{.underline}** Publisher:
**[Harcourt]{.underline}**

+--------------------------------------------+-------+-------+-------+
| **This is data this is reported on the     | **2   | **2   | **2   |
| Website for SOL Report Cards for           | 005-2 | 004-2 | 003-2 |
| Virginia's schools.**                      | 006** | 005** | 004** |
+--------------------------------------------+-------+-------+-------+
| Testing month                              | **    | **    | **    |
|                                            | May** | May** | May** |
+--------------------------------------------+-------+-------+-------+
| **SCHOOL SCORES\***                        |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 97    | 94    | 93    |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 65    | 68    | 63    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 74    | 66    | 67    |
+--------------------------------------------+-------+-------+-------+
| Percent of total students tested           | 100   | 99    | 100   |
+--------------------------------------------+-------+-------+-------+
| Number of students alternatively assessed  | 0     | 0     | 0     |
+--------------------------------------------+-------+-------+-------+
| Percent of students alternatively assessed | 0     | 0     | 0     |
+--------------------------------------------+-------+-------+-------+
|                                            |       |       |       |
+--------------------------------------------+-------+-------+-------+
| SUBGROUP SCORES                            |       |       |       |
+--------------------------------------------+-------+-------+-------+
| 1\. **Black/African American**             |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 93    | 86    | 91    |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 45    | 52    | 50    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 32    | 29    | 26    |
+--------------------------------------------+-------+-------+-------+
| 2\. **Economically Disadvantaged**         |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 91    | 85    | 100   |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 52    | 45    | 30    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 24    | 22    | 23    |
+--------------------------------------------+-------+-------+-------+
| 4.  **White**                              |       |       |       |
+--------------------------------------------+-------+-------+-------+
| \% Pass/Proficient                         | 100   | 100   | 100   |
+--------------------------------------------+-------+-------+-------+
| \% Advanced                                | 78    | 80    | 82    |
+--------------------------------------------+-------+-------+-------+
| Number of students tested                  | 37    | 30    | 23    |
+--------------------------------------------+-------+-------+-------+

Source: <https://p1pe.doe.virginia.gov/reportcard/>