##### *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 [Mr. C. Clarke Magruder]{.underline}

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

Official School Name [Leesburg Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [Leesburg Elementary School]{.underline}

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

[323 Plaza St., NE, Leesburg VA 20176-2499]{.underline}

City State Zip Code+4 (9 digits total)

County [Loudoun]{.underline} School Code Number\* [008]{.underline}

Telephone [( 703 ) 771-6720]{.underline} Fax [( 703 )
771-6725]{.underline}

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

E-mail [cmagrude@loudoun.gov]{.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. Edgar B. Hatrick]{.underline}

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

District Name [Loudoun County Public Schools]{.underline} Tel. [( 703 )
771-6400]{.underline}

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

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

Name of School Board

President/Chairperson Mr. John A. Andrews

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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: [42]{.underline} Elementary
schools

[11]{.underline} Middle schools

[1]{.underline} Junior high schools

[8]{.underline} High schools

[2]{.underline} Other

[64]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,159]{.underline}

Average State Per Pupil Expenditure: [\$8,182]{.underline}

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ x \] 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.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    9         15                     **24**       **7**                             

  **K**       45        41                     **86**       **8**                             

  **1**       47        67                     **114**      **9**                             

  **2**       28        56                     **84**       **10**                            

  **3**       45        58                     **103**      **11**                            

  **4**       43        44                     **87**       **12**                            

  **5**       45        41                     **86**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   584
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [79]{.underline} % White

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

[7]{.underline} % Hispanic or Latino

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

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

[1]{.underline} % Non Specified

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: 6 %

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

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

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

  **(3)**                   Subtotal of all transferred 34
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 584
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0
                            by total in row (4)         

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

8\. Limited English Proficient students in the school: [3 %]{.underline}

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

Number of languages represented: [4]{.underline}

Specify languages: [Spanish, German, Punjabi, Vietnamese]{.underline}

9\. Students eligible for free/reduced-priced meals: [10 %]{.underline}

Total number students who qualify: [59]{.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: [12 %]{.underline}

[68]{.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.

[16]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

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

[7]{.underline} Hearing Impairment [16]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[10]{.underline} Serious Emotional Disturbance

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} [0]{.underline}

Classroom teachers [24]{.underline} [0]{.underline}

Special resource teachers/specialists [14]{.underline} [4]{.underline}

Paraprofessionals [13]{.underline} [0]{.underline}

> Support staff [10]{.underline} [3]{.underline}
>
> Total number [63]{.underline} [7]{.underline}

12\. Average school student-"classroom teacher" ratio:
[22:1]{.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 %        96 %        96 %        96 %        96 %

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

  Teacher turnover rate      13 %        16 %        9 %         10 %        \* %

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

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

> \* Data not available

Part III -- Summary

Description of School

Leesburg Elementary School currently has an enrollment of 575 students.
It was built in 1980, twenty five years ago. Today, Loudoun County,
Virginia is the one of the fastest growing counties in the United
States, part of suburban Washington, D.C. In 1980, however, it was
largely rural. At that time, the school was located on the outskirts of
the town of Leesburg in the midst of rolling hills and farmland.

The school was built in an emerging suburban community within walking
distance of Loudoun House, Loudoun County's first subsidized low-cost
housing complex. Leesburg Elementary was also a center for several of
the county's special education programs. When the school opened its
doors, it served a diverse population.

The culture and climate of the school developed around the diverse needs
of Leesburg's students. It was typical for staff and children throughout
the school to work and learn with students with special needs. Adapting
the curriculum and teaching strategies to meet the needs of students
became something that staff members did on a regular basis. The school
defined its mission during these early years. Leesburg Elementary became
a school where children who were different from other students in the
system were accepted and made to feel welcome.

Teachers at the school throughout its 25 years of operation were at
times confronted with students who had highly divergent needs. The staff
learned to work together as a team to meet those needs. Leesburg
Elementary staff members developed a strong identity with the children
they served and the school where they worked. The staff worked hard and
put in long hours. They volunteered for after school programs and
students were supported and mentored.

Many years have passed since the school first opened its doors. The
original Loudoun House complex has been closed. The buildings have been
renovated and, today it is no longer considered a subsidized housing
development. Many of the special education classes that began at
Leesburg have moved to other schools as the county's population has
grown, significantly decreasing the number of special education students
at Leesburg Elementary. The school's population has shifted; however,
the school's identity has remained intact.

Leesburg continues to be the school that it was at its beginning. It's a
place where various segments of the population are expected to make
progress as well as the school population as a whole. The staff provides
after school instruction to students in third and fifth grade in the
areas of language arts and mathematics to prepare them for the Virginia
Standards of Learning tests given at those grade levels. The classes are
held on a weekly basis and transportation is provided to make the
program more accessible.

Leesburg has always been a school where parents were actively involved.
Over the years, the school has been supported by thousands of parent
volunteer hours. This has allowed us to work on a one-to-one basis and
in small groups with many students.

Residents of Loudoun County are very supportive of the public schools.
The school system is recognized as a leader in the state of Virginia and
is gaining prominence nationally. There are high expectations in regard
to both teacher performance and student achievement. Communication
between home and school is a priority and parents are highly involved
with schools and school related issues.

Leesburg maintains a positive relationship with the community it serves.
The most recent parent survey (2003-04) indicated better than 90 percent
of the school's parents approve of the job being done by the staff to
educate their children. The school benefits from an active Parent
Teacher Organization (PTO) which sponsors activities for students
throughout the school year. The PTO also supports the school financially
by purchasing supplemental instructional materials on a regular basis.
Over the years, this support has had a significant impact on the amount
and quality of supplemental instructional materials available in the
classrooms.

In many ways, the needs of students who have presented the greatest
challenges over the years at Leesburg Elementary have made the school
what it is today. The needs of our students required us to pay close
attention to individual progress. The needs of students pushed us to
move beyond our comfort zone to try different teaching strategies,
persevering until we obtained better outcomes. The challenges the school
has faced have been its greatest blessing.

Part IV -- Indicators of Academic Success

1\. Assessment Data

The four charts at the end of the report entitled "Virginia's Reporting
Form for NCLB Blue Ribbon Data" each contain five years of test data.
Data are provided for Virginia's Standards of Learning (SOL) tests
beginning with 1999-2000 and ending with 2003-2004. Scores represent the
percentage of students passing each test. Scores for students testing at
the "proficient" level include the scores of students testing at the
"advanced" level.

SOL tests report students' progress using scaled scores. Scores range
from 0-600. Students scoring between 400-499 are considered
"proficient". Students scoring between 500 and 600 are considered to be
"advanced". During the three school years between 2001 and 2004, a high
percentage of Leesburg Elementary School students scored in the
"advanced" category range.

SOL tests are designed to assess student proficiency in mastering the
objectives contained in the Virginia Standards of Learning. At the
elementary level, SOL tests are administered to students in grades three
and five. In addition to English and mathematics, students are also
tested in science and history/ social science. In Loudoun County, the
grade five history/social science test is given in fourth grade. (The
history/social science curriculum in Loudoun County is accelerated. See
Part V, Question 1.) SOL tests are cumulative. The grade three tests
cover information taught in kindergarten through third grade. The grade
five tests focus on information covered in fourth and fifth grade.

In instances where sections of a chart are marked "N/A", data were not
available for the categories for those years. In some instances,
asterisks appear on charts. Asterisks indicate that although data were
available, the number of students in a category was so small that
individual students might inadvertently be identified if the information
was provided.

2\. Use of Assessment

The staff at Leesburg Elementary School uses assessment in a variety of
ways to improve student performance. One example of this is the use of
Virginia Standards of Learning (SOL) test data. The staff believes that
language arts skills form an essential foundation for students. Teachers
analyzed the state mandated SOL tests given at grades three and five and
concluded that progress in language arts in the primary grades was not
at the same level as other subject areas. To address this concern, all
students in grades one through three are currently assessed each quarter
with running records. Students reading below grade level are assessed
each month. The running records document growth in reading and the use
of specific reading strategies.

Students in grades one through five complete a series of writing
assignments assigned to their grade level. At the end of each quarter,
students respond in writing to specific prompts and are evaluated with a
rubric designed for their grade level. Students' progress on the
school's developmental spelling program in grades one through five is
also evaluated quarterly.

The data collected on students in grades one through three in the areas
of reading, writing and spelling are reviewed by the principal and
reading teacher at the end of each quarter. The reading teacher
identifies students as at-risk. The principal identifies individual
students who are not meeting quarterly expectations and also looks for
broader trends and patterns among groups of students. Additionally, the
principal schedules formal observations in classrooms, and schedules
conferences with individual teachers and grade levels. Plans are made
and strategies are implemented to address concerns.

Grades three through five use Virginia Standards of Learning tests not
only to assess the progress of individual students but also, the
strength of the instructional programs in the areas of English,
mathematics, social studies and science. At the fifth grade level,
language arts, math and science are departmentalized. When teachers
analyzed the fifth grade SOL data, they found indicators of strength in
science and needs in the area of mathematics. Consequently, the science
teacher volunteered to integrate several mathematics units into his
curriculum. This gave the math teacher more time to teach fewer units.

Leesburg Elementary School is one of several Loudoun County schools
participating in the system's new benchmark testing program. At this
time, the program is designed to provide quarterly assessment of
students' progress in grades three through five. Testing is done on-line
in the computer lab. The software provides aggregate data and data is
also disaggregated into No Child Left Behind subcategories. Teachers at
each grade level meet with the principal to analyze the data and change
instructional strategies to meet students' needs.

3\. Communication of Student Performance

Teachers at Leesburg Elementary School believe that it is essential to
foster open lines of communication between staff members and parents.
Half a day is devoted to Open House activities at the beginning of each
school year. Open House provides students and parents with the
opportunity to meet teachers in a casual setting prior to the first day
of school. Additionally, future kindergarten students and their parents
attend an orientation in the spring before the students' begin their
first year at Leesburg. At this time, parents are introduced to the
instructional program and their children spend time visiting
kindergarten classrooms. During the orientation, expectations for
students are discussed and parents receive suggestions about how to
prepare their children for kindergarten. They also receive information
related to the performance of students on a school-wide basis.

Back to School Nights are held on two separate nights in September: one
for primary students and one for children in upper elementary. During
the Back to School Nights, information is shared about the school, our
students' progress, and teachers' expectations for the coming year.
Conferences are held in October, during the later half of the first
marking period. Teachers make a substantial effort to schedule
conferences with all of their students' parents. One teacher workday and
several evenings are set aside for parent conferences.

In addition to sharing information about student assessment and
performance in person, the school publishes a newsletter and maintains a
website to distribute information on a wider basis. In Loudoun County,
web pages are maintained for individual schools and for the school
system. The school's home page focuses on reporting information specific
to Leesburg Elementary. The county's website contains extensive test
data on all schools in the system. On the LCPS site, results of
Standards of Learning tests are provided as are results for the
nationally norm-referenced Stanford 10.

4\. Sharing Success

One example of the teachers at Leesburg Elementary sharing success with
another school occurred at the beginning of the current school year. An
elementary principal from another school system contacted the school
board office and asked for recommendations for schools to visit. His
staff wanted to improve their primary language arts program and raise
test scores on the Virginia SOL tests. Several schools were suggested
for potential visits; one of these was Leesburg.

There were questions about whether simply coming to Leesburg Elementary
and observing instruction would provide the visitors with the
understanding, momentum, and strategies needed to make significant
improvement. The principal at Leesburg wanted the visiting team to be
able to talk with his teachers, ask questions, and ultimately have input
in deciding what they wanted to see. Staff members at Leesburg also
believed that one of the most important exchanges of information would
occur among teachers in an environment where individuals were being open
about the successes and difficulties they encountered.

Initially, the principal of the visiting school sent his assistant
principal and reading teacher to Leesburg Elementary. They visited
throughout the school, talking extensively with staff members. After the
visit, they shared their thoughts about which aspects of Leesburg's
program would be most beneficial for the entire visiting team to learn
about when they arrived.

The two principals worked carefully to structure the visit of the larger
group. The visiting teachers were scheduled to observe specific teaching
strategies being implemented in classrooms. A considerable amount of
time was built into the day so that the visitors could talk directly
with individual Leesburg teachers and in one case, with an entire grade
level. Although both principals were present during portions of the
conferences, there was also time scheduled when teachers spoke to
teachers without administrators being present.

The staff of Leesburg took great pride in presenting the school and
explaining the instructional program. Sharing the successes, and being
candid about the challenges and difficulties encountered in establishing
a commitment to continuous improvement, strengthened both staffs.

In the future, staff members would appreciate the opportunity to share
our successes by hosting groups of educators interested in visiting our
school. Staff members at Leesburg Elementary maintain a web site and
publish a newsletter which both share news about the school and its
progress on an ongoing basis. Information about the school's successes
is shared with parents at regularly scheduled events throughout the
year. These include an annual orientation night for parents with
children participating in the *Steps to Literacy©* in Loudoun County
program and activities such as Back to School Night. Within the county
school system, opportunities are provided at principals' meetings to
share strategies for developing effective intervention plans. Recently,
teachers and a principal from another county school visited Leesburg and
observed instruction in the primary grades.

Part V -- Curriculum and Instruction

1\. Description of Curriculum at Leesburg Elementary School

In the Loudoun County Public School (LCPS) system, locally developed
curriculum guides direct what will be taught in all subject areas. The
guides are based on the Standards of Learning (SOL) for Virginia. The
SOL outline the basic knowledge and skills that students in Virginia's
public schools are taught in kindergarten through grade twelve.

Curriculum guides in Loudoun County are constantly being updated. Each
summer, committees focus attention on portions of the county's
curriculum and recommend revisions. The curriculum at Leesburg
Elementary School is based on the LCPS curriculum and reflects
county-wide standards and expectations.

In the area of reading, the goal of LCPS is to provide a balanced
literacy approach to instruction. *Steps to Literacy©* in Loudoun
County, a proprietary literacy program that trains kindergarten, first
and second grade teachers to use research based instructional
strategies, was implemented for the first time during the 2004-05 school
year at Leesburg Elementary.

Language arts skills are introduced, practiced and reviewed in the
context of writing and oral communication. At Leesburg, specific
standards for students' writing have been established for grades one
through five, and progress is assessed quarterly through the use of
rubrics. The school is committed to a developmental approach to spelling
and uses Word Study to present spelling skills in a sequential manner.

The math curriculum is designed to facilitate the development of
computational skills, conceptual understanding, problem solving ability,
and reasoning skills. The curriculum employs a textbook, manipulative
materials, and technological resources. Instruction at Leesburg is
augmented by a networked computer system that allows students in
classrooms and in the computer lab to access approved software and the
internet. In grades three through five, the *Successmaker©* products are
used for both remediation and enrichment. At the fifth grade level,
instruction is partially departmentalized. Each of the four classes
which make up the fifth grade receives math instruction from the same
teacher.

Although the science program at Leesburg makes use of a textbook, it
emphasizes a hands-on, experience-based approach. Teachers use science
resource kits, media, and on-line resources to teach concepts. At the
fifth grade level, instruction is departmentalized and all students
receive instruction from one teacher.

The Virginia SOL for History and Social Science are composed of four
strands: history, geography, citizenship and economics. Loudoun County
adds a fifth strand, cultures, to broaden students' awareness of our
global community. Students are accelerated through the objectives. The
first six years' objectives are covered in kindergarten through fourth
grade in Loudoun County.

In 1996, the Loudoun County School Board adopted PROJECT ACCESS, a
program designed to place state-of-the-art computer technology in every
classroom. In 2000, PROJECT ACCESS was one of 92 education technology
initiatives from around the globe selected for inclusion in the Computer
World Smithsonian Collection.

On a weekly basis, students in grades one through five receive
instruction in physical education, art and music from appropriately
certified teachers. Art instruction is provided for 50 minutes each
week. The art curriculum for Loudoun County exceeds state and national
standards and is enhanced by the integration of art history, art
criticism, and aesthetics. Students are provided with maximum
opportunity for hands-on experiences. Students receive music instruction
for two 30 minute periods each week. The curriculum consists of a
sequence of developmentally appropriate experiences leading to the
acquisition of defined skills and knowledge in the areas of creating
music, performing music and responding to music and musical experiences.
The physical education program is designed to enhance student confidence
in movement, balance, fine and gross motor control, and general physical
strength. It is taught by a certified physical education teacher for
three 30 minute periods each week and is supported by instruction from
classroom teachers.

One day each week, students in grades four and five who are formally
identified as generally intellectually gifted, leave Leesburg and go to
another school where they participate in the FUTURA program. In
kindergarten through grade three, all students participate in SEARCH, a
program that focuses on developing thinking skills and is designed to
foster enthusiasm for discovery and learning.

This year, for the first time at Leesburg Elementary, students in grades
one through four began learning Spanish as part of the county's Foreign
Language in Elementary Schools program. In the state of Virginia, Family
Life Education (FLE) is a mandated program. Instruction is limited to
the content, strategies and resources identified in the FLE curriculum
guide.

The instructional program at Leesburg is augmented by a county-wide
summer school program that focuses on developing skills in the areas of
language arts and mathematics. In addition to this program, a portion of
Leesburg's rising third and fifth grade students participate in an Early
Back program scheduled immediately before the opening of school each
year. The Early Back program focuses on language arts and mathematics,
but also emphasizes the development of positive attitudes toward school.
During the school year, four separate classes are held after school each
week to support grade three and grade five students' progress in
language arts and math. Transportation is provided by LCPS to make this
program accessible to all students.

2a. Description of the Reading Curriculum

Leesburg Elementary School is committed to a balanced literacy approach
to language arts instruction. Teachers use locally developed curriculum
guides based on the Virginia Standards of Learning as their standard for
teaching reading. Although the materials and resources teachers use may
vary at different grade levels, goals and objectives for teaching
reading are standardized by use of the system's curriculum guides.
Students in grades three through five utilize a basal reading series,
which is supplemented with additional books and materials appropriate
for their reading level.

During the 2004-05 school year, teachers in kindergarten through grade
two were given the opportunity to participate in a new literacy program,
*Steps to Literacy©* in Loudoun County. *Steps to Literacy©* in Loudoun
County is a program that trains regular classroom teachers (kindergarten
through grade two), reading teachers and special education teachers to
use research-based strategies to teach reading. The program teaches
reading teachers to use Literacy Groups to help less proficient students
raise their reading level to the average level in the classroom. *Steps
to Literacy©* in Loudoun County provides a consistent approach to
reading instruction in which teachers employ similar strategies at each
grade level as students transition from kindergarten through grade two.
It has been effective in urban and in suburban settings, and with
students who have special education needs and those who are considered
Limited English Proficient.

From the beginning, a goal at Leesburg was to involve teachers in the
decision making process and to empower them with the knowledge they
needed to make an informed choice. Every teacher who potentially would
be involved with the program had the opportunity to spend half a day
observing it being implemented at another school in the county. Two
grade levels met with a county coordinator in two separate hour-long
question and answer sessions. The question and answer sessions were open
ended, designed to allow the teachers to explore any aspect of the
*Steps to Literacy©* in Loudoun County program. Finally, each teacher
was individually asked whether they wanted to accept or decline
participation in the program. After reviewing preliminary data from
schools already implementing the program, and taking into account their
own observations of the program being taught, all staff members
recommended participating in the *Steps to Literacy©* in Loudoun County
program.

During the next three years, the staff at Leesburg Elementary School
will examine the teaching practices and methodology currently used to
teach reading in grades three through five. Attention will be focused on
implementing effective teaching strategies and coordination of reading
instruction between the primary and upper elementary grades.

3\. Additional Curriculum Area

Writing is a critical element in the language arts curriculum. Teachers
at Leesburg believe that students' writing skills need to parallel
reading skills in their development in order for sustained progress in
the area of reading to take place.

Several years ago, the faculty concluded that the staff needed to
systematize writing instruction at our school. We found inconsistencies
in expectations for students in both the amount and type of writing
activities assigned. As part of our School Improvement Plan (required at
three year intervals for all schools in the system), we identified
improving writing instruction as one of our goals.

In grades one through five, teachers developed specific writing prompts
for each quarter during the school year. Student responses to the
prompts are evaluated by rubrics specific to their grade level. In
addition to these quarterly evaluations, writing samples are taken at
the beginning and end of the year and assessed with the same rubric. To
support the program, specific writing activities are assigned to be done
at each grade level during the year. Teachers are given discretion as to
when to integrate these activities into their instructional program
during the year.

As a result of this initiative, a program of consistent, school-wide
assessment has been implemented at regularly scheduled intervals in the
area of writing. Specific writing activities are scheduled to occur each
year at specific grade levels. This allows teachers to assess the
progress of individual students, classes or grade levels and when
necessary, to design appropriate intervention strategies. The writing
initiative produces consistency in the type of instruction which
students experience at different grade levels. In general, teachers can
now expect that students who have attended Leesburg for several years
will begin each new school year possessing specific skills, and will be
ready to handle the demands and expectations associated with their grade
level.

4\. Different Instructional Methods

This year, Leesburg Elementary is implementing the *Steps to Literacy©*
in Loudoun County program in kindergarten through grade two. This
program integrates research based strategies to teach students important
reading skills and is distinctive in several respects. This is evident
in the training program that teachers participate in before fully
implementing *Steps to Literacy©* in Loudoun County. The program
requires that all teachers (regular classroom, reading resource and
special education) employ common terminology and learn to instruct
students using similar language. Standardization also occurs through the
use of charts in the program. *Steps to Literacy©* in Loudoun County
comes with four main charts that focus on the alphabet, vowels, chunks
and rime. All charts are the same. The chart that a kindergarten student
uses to help learn letter sounds is the same chart that a child in
second grade would refer to for assistance.

*Steps to Literacy©* in Loudoun County makes use of a number of
instructional methods that are widely recognized as being effective.
Students participate in Shared Reading, read alouds with real reader
response, Guided Reading, Word Work, Four Square Writing and Literature
Circles. Remedial work is provided by our reading resource teacher and
done in groups of three or fewer children. Classroom teachers work with
five to six students during Guided Reading. The reading resource teacher
provides assistance to students in their own classrooms. This allows her
to observe the classroom teacher interacting with other students, and to
model appropriate teaching practices. By going into students'
classrooms, communication between the reading specialist and regular
classroom teachers is enhanced. When possible, special education
students work in a group with other students needing support in the
regular classroom. There is also a strong team planning element in
*Steps to Literacy©* in Loudoun County. Teachers collaborate to select
materials and plan for certain portions of the program.

5\. Professional Development

The staff development program at Leesburg Elementary is based on the
needs of our students, identified as a result of systematic analysis of
assessment data. This evaluation process is formalized in the school's
three-year school improvement plan, but also is a continuous process.

For example, grade three teachers are currently planning changes in the
language arts program for 2005-06. They plan to design a language arts
program that will maintain and extend gains realized as a result of the
implementation of the *Steps to Literacy* reading program in
kindergarten through grade two. Based on their analysis of our third
grade Virginia Standards of Learning tests, teachers concluded that
reading comprehension is an area that challenges students. To address
this need and to learn about the *Steps to Literacy©* in Loudoun County
program from second grade teachers who are currently implementing it,
teachers in grades two and three are meeting to discuss strategies for
teaching reading comprehension presented in the book, *Strategies that
Work* by Stephanie Harvey and Anne Goudvis. The suggestion to meet and
study the book originated from one of the teachers.

Staff development activities are also planned and scheduled in a
compressive and systematic manner. This year, a second cohort of LCPS
schools is implementing *Steps to Literacy©* in Loudoun County. All
teachers involved with the program attend a series of instructional
sessions throughout the year. During each session, teachers are taught
the specific skills required to implement the program. They are then
observed and evaluated by peers and by supervisors specifically charged
with ensuring that the program is implemented correctly. Accountability
and expectations for teacher performance are high. Principals receive
continuous feedback about the success or needs of the program from the
program supervisors.

Teachers also benefit from days scheduled in the calendar which are
reserved for staff development. This year, teachers at Leesburg
volunteered to participate in the initial implementation of the LCPS
benchmark assessment program. Teachers in grades three through five,
together with the school's technology teacher, worked for a day to learn
how to use the on-line assessment software for the benchmark program and
how to interpret the data it generates related to No Child Left Behind
standards.

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**ENGLISH 3^RD^ GRADE**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 200   |       |
|                          | Car    |        |   |      | 0[^3] |       |
|                          | ds[^1] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001  |       |
|                          | Virg   |        |   |      | .[^4] |       |
|                          | inia's |        |   |      | Also  |       |
|                          | sc     |        |   |      | see   |       |
|                          | hools. |        |   |      | fo    |       |
|                          | Also   |        |   |      | otnot |       |
|                          | see    |        |   |      | e[^5] |       |
|                          | f      |        |   |      |       |       |
|                          | ootnot |        |   |      |       |       |
|                          | e.[^2] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 88     | 71     |   | 90   | 72    | 72    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 17     | 25     |   | 31   | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 99     | 93     |   | 88   | n/a   | n/a   |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 99     |   | 98   | n/a   | n/a   |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 0      | 0      |   | 0    | n/a   | n/a   |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 0      | 0      |   | 0    | n/a   | n/a   |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| SUBGROUP SCORES          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 1\. Economically         |        |        |   |      |       |       |
| Disadvantaged            |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 2\. Black                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 3\. White                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 4\. Hispanic             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^6]      |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 71     | 72     |   | 72   | 65    | 61    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | n/a    | n/a    |   | n/a  | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+

\* too few students to report (see comments for Part IV, Question 1)

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**ENGLISH (READING) 5^TH^ GRADE**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 200   |       |
|                          | Car    |        |   |      | 0[^9] |       |
|                          | ds[^7] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001. |       |
|                          | Virg   |        |   |      | [^10] |       |
|                          | inia's |        |   |      | See   |       |
|                          | sc     |        |   |      | foo   |       |
|                          | hools. |        |   |      | tnote |       |
|                          | Also   |        |   |      | [^11] |       |
|                          | see    |        |   |      |       |       |
|                          | f      |        |   |      |       |       |
|                          | ootnot |        |   |      |       |       |
|                          | e.[^8] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 96     | 93     |   | 90   | 86    | 82    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 59     | 23     |   | 23   | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 78     | 101    |   | 96   | n/a   | n/a   |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 102    |   | 98   | n/a   | n/a   |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 0      | 0      |   | 3    | n/a   | n/a   |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 0      | 1      |   | 3    | n/a   | n/a   |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| SUBGROUP SCORES          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 1\. Economically         |        |        |   |      |       |       |
| Disadvantaged            |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 2\. Black                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 3\. White                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 4\. Hispanic             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^12]     |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 85     | 82     |   | 78   | 73    | 68    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | n/a    | n/a    |   | n/a  | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+

\* too few students to report (see comments for Part IV, Question 1)

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**MATHEMATICS 3^RD^ GRADE**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 2000  |       |
|                          | Card   |        |   |      | [^15] |       |
|                          | s[^13] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001. |       |
|                          | Virg   |        |   |      | [^16] |       |
|                          | inia's |        |   |      | See   |       |
|                          | sc     |        |   |      | foo   |       |
|                          | hools. |        |   |      | tnote |       |
|                          | Also   |        |   |      | [^17] |       |
|                          | see    |        |   |      |       |       |
|                          | fo     |        |   |      |       |       |
|                          | otnote |        |   |      |       |       |
|                          | .[^14] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 94     | 83     |   | 93   | 84    | 84    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 71     | 58     |   | 50   | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 99     | 93     |   | 88   | n/a   | n/a   |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 99     |   | 98   | n/a   | n/a   |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 0      | 0      |   | 0    | n/a   | n/a   |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 0      | 0      |   | 0    | n/a   | n/a   |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| SUBGROUP SCORES          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 1\. Economically         |        |        |   |      |       |       |
| Disadvantaged            |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 2\. Black                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 3\. White                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 4\. Hispanic             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^18]     |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 87     | 83     |   | 80   | 77    | 71    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | n/a    | n/a    |   | n/a  | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+

\* too few students to report (see comments for Part IV, Question 1)

# Virginia's Reporting Form for NCLB Blue Ribbon Data

**MATHEMATICS 5^TH^ GRADE**

+--------------------------+--------+--------+---+------+-------+-------+
|                          | 200    | 200    | 2 |      | 2000  | 1999  |
|                          | 3-2004 | 2-2003 | 0 |      | -2001 | -2000 |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 1 |      |       |       |
|                          |        |        | - |      |       |       |
|                          |        |        | 2 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 0 |      |       |       |
|                          |        |        | 2 |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Testing month            | Ma     | Ma     | M |      | May   | May   |
|                          | y/June | y/June | a |      | /June | /June |
|                          |        |        | y |      |       |       |
|                          |        |        | / |      |       |       |
|                          |        |        | J |      |       |       |
|                          |        |        | u |      |       |       |
|                          |        |        | n |      |       |       |
|                          |        |        | e |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
|                          | This   |        |   |      | This  |       |
|                          | is     |        |   |      | is    |       |
|                          | data   |        |   |      | data  |       |
|                          | that   |        |   |      | that  |       |
|                          | is     |        |   |      | is    |       |
|                          | re     |        |   |      | rep   |       |
|                          | ported |        |   |      | orted |       |
|                          | on the |        |   |      | on    |       |
|                          | W      |        |   |      | the   |       |
|                          | ebsite |        |   |      | We    |       |
|                          | for    |        |   |      | bsite |       |
|                          | SOL    |        |   |      | for   |       |
|                          | Report |        |   |      | 2000  |       |
|                          | Card   |        |   |      | [^21] |       |
|                          | s[^19] |        |   |      | and   |       |
|                          | for    |        |   |      | 2001. |       |
|                          | Virg   |        |   |      | [^22] |       |
|                          | inia's |        |   |      | See   |       |
|                          | sc     |        |   |      | foo   |       |
|                          | hools. |        |   |      | tnote |       |
|                          | Also   |        |   |      | [^23] |       |
|                          | see    |        |   |      |       |       |
|                          | fo     |        |   |      |       |       |
|                          | otnote |        |   |      |       |       |
|                          | .[^20] |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| **SCHOOL SCORES**        |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 97     | 90     |   | 75   | 92    | 90    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | 48     | 38     |   | 19   | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 77     | 101    |   | 96   | n/a   | n/a   |
| tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of total         | 100    | 101    |   | 97   | n/a   | n/a   |
| students                 |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of students       | 0      | 0      |   | 3    | n/a   | n/a   |
| alternatively            |        |        |   |      |       |       |
|                          |        |        |   |      |       |       |
| Assessed                 |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Percent of students      | 0      | 0      |   | 3    | n/a   | n/a   |
| alternatively assessed   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| SUBGROUP SCORES          |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 1\. Economically         |        |        |   |      |       |       |
| Disadvantaged            |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 2\. Black                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 3\. White                |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| 4\. Hispanic             |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | \*     | \*     |   | \*   |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| Number of Students       | \*     | \*     |   | \*   |       |       |
| Tested                   |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| ## STATE SCORES[^24]     |        |        |   |      |       |       |
+--------------------------+--------+--------+---+------+-------+-------+
| %At or Above Proficient  | 78     | 74     |   | 71   | 67    | 63    |
+--------------------------+--------+--------+---+------+-------+-------+
| %At Advanced             | n/a    | n/a    |   | n/a  | n/a   | n/a   |
+--------------------------+--------+--------+---+------+-------+-------+

\* too few students to report (see comments for Part IV, Question 1)

# 

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

[^2]: It does not include re-takes on any SOL assessment.

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

[^4]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^5]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^6]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^7]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^8]: It does not include re-takes on any SOL assessment.

[^9]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^10]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^11]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^12]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^13]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^14]: It does not include re-takes on any SOL assessment.

[^15]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^16]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^17]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^18]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^19]: <http://www.pen.k12.va.us/VDOE/src/index.shtml>

[^20]: It does not include re-takes on any SOL assessment.

[^21]: Use 2000 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^22]: Use 2001 data
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>

[^23]: This data was reported prior to the implementation of NCLB in
    Virginia. It does include re-takes on all SOL assessments. No
    subgroup data is available for either of these years.

[^24]: For 2001-2002, 2002-2003, and 2003-2004.
    <http://pen2.vak12ed.edu/cgi-bin/broker?_service=doe_prod&instit_id=0&_program=prodcode.st_sol_by_grade_report.sas>

    The state percentage passed indicated on this Website is equivalent
    to the percent above proficient.

    For 2000-2001 and 1999-2000 see
    <http://www.pen.k12.va.us/VDOE/Assessment/school-by-school-pass-01.xls>