##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: **Middle (6 -- 8)**

Name of Principal: **Mr. Ray Honeycutt**

Official School Name: **Pocahontas Middle School**

School Mailing Address: **12000 Three Chopt Road**

**Richmond**, **Virginia** **23233-1134**

School Code Number: **043**

Telephone: **(804) 364-0830** Fax: **(804) 364-0848**

Website/URL: [http://henrico.k12.va.us]{.underline} E-mail
[rehoneyc@henrico.k12.va.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent: **Mr. Frederick S. Morton IV**

District Name: **Henrico County** Telephone**: (804) 652-3720**

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. Stuart P. Myers**

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 Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for 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 2005-2006 school
    year.

3.  If the school includes grade 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 2000 and has not received the 2003, 2004, or 2005
    *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: \_\_[44]{.underline}\_ Elementary
schools

\_\_[12]{.underline}\_ Middle schools

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

\_\_[11]{.underline}\_ High schools

\_\_\_\_\_ Other

\_\_[67]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$7,105]{.underline}

Average State Per Pupil Expenditure: [\_\$8,552]{.underline}

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       158       142         300

  **K**                                                     **8**       155       144         299

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       132       118                    250                                            

                                    **TOTAL                                                   849
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the students in the school: [3]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

**(2 % unspecified)**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[4]{.underline}\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      14
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      16
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    30
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 849
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0353356
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[\_3]{.underline}\_\_\_%

\_\_[23]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: [\_\_\_8\_\_\_\_]{.underline}

Specify languages: Chinese, Mandarin, Japanese, Farsi, Portuguese,
Arabic, Russian, Korean

9\. Students eligible for free/reduced-priced meals:
\_\_\_[2]{.underline}\_\_%

Total number students who qualify: \_\_\_[17]{.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:
\_\_\_[13]{.underline}\_\_\_%

\_\_[111]{.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.

\_\_[9]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[31]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[56]{.underline}\_Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance \_\_\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_[6]{.underline}\_Mental Retardation \_\_[2]{.underline}\_Visual
> Impairment Including Blindness
>
> \_\_[6]{.underline}\_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) [\_\_\_3\_\_\_]{.underline}
[\_\_\_\_\_\_\_]{.underline}

Classroom teachers [\_\_43\_\_\_]{.underline}
[\_\_\_4\_\_\_]{.underline}

Special resource teachers/specialists [\_\_17\_\_]{.underline}
[\_\_\_\_\_ \_]{.underline}

Paraprofessionals [\_\_\_5\_\_\_]{.underline}
[\_\_\_7\_\_\_]{.underline}

> Support staff [\_\_\_12\_\_]{.underline} [\_\_\_1\_\_\_]{.underline}
>
> Total number [\_\_\_80\_\_]{.underline} [\_\_\_\_\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers:
\_\_[20:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

  Daily teacher attendance  95%         92%         94%         94%         94%

  Teacher turnover rate     2%          1%          2%          1%          1%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

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

**PART III - SUMMARY**

Pocahontas Middle School is located in suburban Henrico County, just
west of Richmond, the capital of Virginia. In a relatively short period
of time, the school has developed a proud tradition for excellence.
Opened in February 2000 with 600 students, the school today has
approximately 850 students and 75 staff members. The students represent
varied cultures and bring unique backgrounds to the classrooms. With a
highly trained and energetic teaching staff, Pocahontas offers an
exciting and enriched learning environment. The students routinely score
high marks in all areas of assessment. The reason for this success is
not a secret; hard work, dedication, and a strong desire for excellence
combine to make this vision happen. Inclusion, enjoyment of learning,
and exploration are reflected throughout the school.

Pocahontas Middle School is devoted to the development of the whole
child. Respect, Integrity, Commitment, and Community represent the
cornerstone principles of this school's philosophy. The uniqueness and
dedication of the faculty, staff, and students characterize the
fundamental strength of this learning environment.

# 

The school believes that successful students are the shared
responsibility of the school, the families, the community, and the
children themselves. The Pocahontas learning experience will prepare
students for living successfully and responsibly in the 21^st^ century.

Pocahontas Middle actively pursues its mission to help each child:

-   Experience a varied, engaging, and challenging course of study;

-   Receive instruction in an environment fostering individual learning
    styles that promote achievement and success;

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-   Utilize state of the art technology tools and software;

-   Engage in meaningful research, thus developing strong investigative
    skills;

-   Think critically and apply problem-solving strategies;

-   Learn to appreciate individual talents and abilities;

-   Receive experiences designed to foster respect, dignity, and a sense
    of fairness for all;

-   Develop a sense of balance within the social, emotional, physical,
    and intellectual self; and~~,~~

-   Learn in a safe environment characterized by a commitment from all
    participants to respect individual differences, act with integrity,
    and care for and support their community with honor and service.

In addition to excellent teachers, dedicated student learners, and
supportive parents and community, Pocahontas enjoys a first-rate
facility that supports all aspects of development for students in the
middle years. Students enjoy varied offerings in the areas of fine and
technical arts, music, sports, intramural, and club activities.

Decision making is a shared responsibility at the school. The Leadership
Team is made up of teachers and administrators who regularly meet and
discuss school practices and policies. From these discussions plans are
developed and implemented. School goals and issues are routinely
discussed with the representatives from the student government council
and the school's PTA Executive Board. The goal is shared ownership of
decisions; when this goal is accomplished the school experiences
success.

Although the majority of students score significantly above state
averages, the school is very cognizant of students who may struggle. An
individual plan for improvement is written for any student who is
performing below average; the plan evaluates current and past
methodologies, student strengths, instructional strategies, and multiple
sources of data. The school, parents, and students are partners in this
process.

# Part IV Indicators of Academic Success

**1. School Assessment Results**

Pocahontas Middle School participates fully in the Commonwealth of
Virginia's Standards of Learning (SOL) assessment program. Additionally,
the school benefits from assessment data collected through the
administration of the Henrico Assessment (HA) tests. Students not tested
through SOL are administered the HA. Eighth-grade students take SOL
tests in English, mathematics, science and civics. Students taking high
school credit courses in algebra, geometry, world history and/or Earth
science also take an end-of-course test in each class completed. SOL
scores are reported on a scale from 0-600. Proficiency is demonstrated
by a score of 400 plus. Scores of 500 or above represent advanced
proficiency.

The school has each year met the state's criteria for full accreditation
and the provisions for Adequate Yearly Progress (AYP) as established by
the standards of the *No Child Left Behind Act of 2001* (NCLB). The 2005
mean pass rates for Grade 8 ranged from 94% to 99% in the four core
subject areas. One hundred percent of all students taking end-of-course
and alternative assessments were successful. Data analyzed over the past
five years indicate that all mean pass rates fell between 94% and 100%.
No subject area experienced a statistically significant change over the
five-year period.

Pocahontas Middle School enjoys the benefits of a stable learning
environment. Based on data provided by the Henrico County Public Schools
department of research and planning, 94% of the students live in
two-parent families; 87% of the eighth graders completing the 2004-2005
school year attended Pocahontas Middle for all three years; and the
attendance rate for each of the past two years has been 97%. The data
also indicate that the correlation between the sixth grade ability
scores (Otis-Lennon) and achievement scores (Stanford 9) continues to
show a positive gain. There was an 11-point positive difference between
ability (73) and achievement (84) percentiles in 2003-2004 and a
24-point positive difference in 2004-2005 (percentile scores of 61 and
85, respectively).

The state Web site used to complete this document is
[www.pen.k12.va.us/](http://www.pen.k12.va.us/). Additional data are
from the HCPS department of research and planning.

## 2. Use of Assessment Data to Improve Student and School Performance

An equally important component of Pocahontas Middle School's assessment
program is the use of data derived from the results. The school's
leadership team has a priority of making data-driven decisions.
Teacher-constructed tests, curriculum-based assessments, online quizzes
and student-produced portfolios supplement the performance data
available to evaluate progress. Each year this collection of data is
used to develop the school's Continuous Improvement Plan. Teams of
teachers and other professional staff analyze each subject area and the
performance of student subgroups in the area. Categories of strength and
need are identified and a plan is developed. Traditionally the school
scores above the 90^th^ percentile in all tested areas. Two challenges
exist within this area of strength. The first is identifying and
planning remediation for students who are not successful. The second is
stretching the performance of successful students to increase the number
who achieve advanced proficiency on the SOL tests.

To promote success with the curriculum, teachers continually evaluate
student performance as measured against the stated curriculum and SOL
objectives. A Plan of Action is developed for any student who is
performing in the D or F range at the end of any marking period. The
classroom teacher, counselor, and an administrator jointly develop these
plans. The plan is a working document that becomes the compass for
improvement and success. Parents and students are essential partners;
their involvement is key to the plan's success.

Increasing the number of students earning advanced scores on the
Standards of Learning (SOL) tests is a yearly goal for all teachers.
With a focus on curriculum extension, utilizing pre- and post-tests,
teachers offer instruction that is application driven. Extending the
curriculum in this manner emphasizes the students' higher level thinking
capabilities, ultimately increasing the number of advanced scorers.

**3. Communication of Student Performance**

Pocahontas Middle School utilizes a variety of means to communicate
student performance and weekly progress. Every student is provided with
an \"agenda,\" or assignment book, and is instructed on the importance
of using this tool not only to record assignments but also to share
important information about daily learning activities and requirements
with parents/guardians. The agenda book is an excellent tool for
teachers and parents to communicate important points of interest with
regard to a student\'s assignments and performance. Teachers also update
students\' grades on a weekly basis and post them through an online
system that allows parents/guardians to analyze their students\'
performance on each assignment for every class. This online system
provides a means for parents and children to communicate about classroom
performance and to communicate with teachers through email addresses
that are linked to each class. Teachers also regularly provide
performance feedback to students through the use of teacher-created
quizzes and tests (designed to measure a student\'s understanding of
material being presented for each SOL), which help prepare students for
state-wide testing in the spring. Teachers and school counselors work
together to prepare students for state-wide tests (as well as
standardized tests) and regularly send communications home regarding
test preparation and tips available on web pages.

Student progress is disseminated and highlighted through quarterly
interim reports and report cards, monthly PTA newsletters, a quarterly
student-produced newspaper, parent-teacher conferences, weekly
announcements and the school web site. Samples of student work are
displayed proudly throughout the building, highlighting the various
talents and successes. Events at Pocahontas Middle School have been
spotlighted on the county\'s television channel, including highlights of
special visitors to the school as well as special projects in which the
student body has been involved.

Results of state assessments are communicated to students and parents
through individual score reports, PTA meetings and newsletters, the
Virginia School Report Card, and the Henrico County Public Schools
website ([http://henrico.k12.va.us/]{.underline}).

**4. Sharing School Successes**

As a relatively new school, Pocahontas Middle has always operated with
an open-door policy. The school has hosted numerous visitors, ranging
from local to nationally recognized personalities with a myriad of
personal and professional backgrounds. The summative effect of each
visit is an opportunity to share the school's successes and to enhance
the school's reputation as an open venue for learning. Recent visitors
include Paul Galanti, former Vietnam POW; Paul Fayerman, Holocaust
survivor and founder of Baldwin Brass Company; Allen and Helena Zimm,
Holocaust survivors; Rodman Philbrick, young adult writer; and, Dut Yai,
one of the "Lost Boys of Sudan." Executives from Apple Computer
routinely visit the school to observe and showcase the Henrico County
Public Schools' Teaching and Learning Initiative. The feedback from
these events is always positive and supports the school's mission
statement.

From the standpoint of educational outreach, the staff is actively
involved in sharing best practices. A sampling of the staff's recent
participation includes presentations to the Virginia Association of
Teachers of English, Virginia State Board of Education SOL Content
Review Committee, Virginia Art Educators Association, Fourteenth Annual
Symposium on Professional Collaboration and Inclusion Education,
All-County and All-District Chorus Directorships as well as regional
technology conferences and numerous in-service Summer and Winter
Institute workshops and classes.

**Part V -- Curriculum and Instruction**

**1. Outline of Curriculum**

The social studies curriculum includes United States and world history,
geography, civics, and economics. Utilizing school and community
resources, students in each grade level experience "history alive."
SOL-centered lessons incorporate technology, research, interdisciplinary
activities, and cooperative and interactive learning. For further
enrichment, guest speakers include experts from the Jamestown-Yorktown
Foundation, government officials, service men and women, Holocaust
survivors, and the school resource officer. Although many field trips
provide experiential learning outside the classroom, students also
utilize technology in the classroom to participate in online field trips
and Web quests.

The English curriculum guides students through the process of writing
and reading in a variety of genres and on a variety of themes relevant
to middle schoolers. Students learn to recognize and express distinctive
voices as writers, readers, speakers, and listeners. In order to develop
these skills, students are engaged in a variety of projects utilizing
multimedia and technology, research methods, library skills, and daily
journal writing and writers' workshops. The goal is for students to
learn how to communicate effectively and to gain an appreciation and
enjoyment of language.

The mathematics curriculum provides a progression of the six content
strands for middle schools. Through ongoing assessment and teacher
input, the students are grouped by learning capability and interest in
order to maximize learning and provide differentiation of instruction.
Various learning styles are addressed through the use of concrete and
virtual materials. Calculators, short videos, computer software, and
multimedia presentations are used for concept introduction, tutorials,
and review. The curriculum is further enriched by Mathematics & Science
Center lessons and participation in Math Field Day and Pi Day activities
and events.

The science curriculum emphasizes both hands-on lessons and technology
in the form of virtual labs, research, review, and assessments for
student mastery of goals and objectives. Teachers relate the SOL to
everyday life. Students enjoy on-site lessons from the Virginia Science
Museum, Mathematics & Science Center of Richmond, and Henricopolis Soil
and Water Conservation. A yearly field trip to the Henrico Reclamation
Center gives students the opportunity to see science in action.

A wide variety of electives is offered to help develop a well-rounded
middle school child. In addition to health and physical education
classes, the school offers art, language, drama, journalism, yearbook,
band, chorus, strings, technology, business, family and consumer
science, and library and office aide classes.

The foreign language curriculum provides a variety of opportunities for
students. Sixth-grade exploratory classes, ESL, and both Foundations and
the first level of French, Spanish, and Latin are included in the
foreign language program. Each language focuses on the acquisition of
language skills with an emphasis on communication~~,~~ as well as the
exploration of geography, customs, art, music, and literature.

The Art Department encourages visual communication. Art is explored
through the study of art history, art criticism, aesthetics, and art
production based on the Standards of Learning and designed with a
cross-curricular approach. The art program offers year-long and
exploratory classes at each grade level as well as Art I, an advanced
high school credit class offered in eighth grade. In each class, the
core of the art curriculum is based on hands-on exploration of various
art media and techniques resulting in a variety of school and community
art exhibitions.

**2b. English**

The English language curriculum at Pocahontas Middle School consists of
grammar, vocabulary, writing, literature, and oral communication.

The grammar component of the English curriculum at Pocahontas Middle
School includes instruction in parts of speech, phrases, clauses,
mechanics, and usage. Rather than teaching grammar in isolation,
teachers use the text, *Elements of Writing*, as well as literature,
United Streaming video, and writing to strengthen students' grammar
skills. Vocabulary is not explicitly taught through the use of a
vocabulary workbook but also through literature, common study novels,
research, and educational software programs. Writing is a year-round
focus for students. Written communication skills are taught through
daily journal writing and writer's workshops where students compose
formal essays of persuasion, exposition, narration, comparison, and
imagination. Literature instruction includes reading short stories,
poetry, drama, novels, and nonfiction. The use of Reader's Theater helps
students effectively analyze and understand the literature they read. In
all English and reading classes, students complete research projects
culminating in a variety of products, including oral presentations where
they demonstrate their learning of both literature and oral
communication skills.

The reading program emphasizes reading fluency and comprehension.
Through systematic instruction and teacher modeling, students learn
strategies to help them become independent readers. Teachers partner
with the library staff to help students become effective library users.
Students identify and read works from different literary genres and
utilize the online catalog and databases for research and study.

# 3. Science

The science curriculum is organized around the Virginia Standards of
Learning. Students' logic and reasoning skills are developed in
physical, life, and Earth sciences with hands-on labs that are
simultaneously fun and challenging.

Invigorating laboratory activities reinforce the curriculum and the
students' higher-level thinking skills. Students are guided on methods
of scientific investigation through conducting laboratory activities,
participating in science fair opportunities, and utilizing state of the
art technology. Collaborations with speakers and centers, including
field trips to local museums and county facilities such as the Henrico
County's Wastewater Treatment Plant, provide real-world applications of
science. Programs from the Virginia Science Museum involve both parents
and teachers while students engage actively in a variety of scientific
investigations that extend learning. At the Henrico Reclamation Center,
students observe the purification of water before it reenters the James
River.

Technology plays an integral role in the science classrooms. Students
use *United Streaming; Quia*, for assessment and review; *Inspiration*,
a concept mapping tool; and *Brainpop*, a science- related tutorial.
Using spreadsheets to report and analyze data, students document and
draw conclusions. Online textbooks and specialized search engines such
as *Netrekker* are used to document conclusions.

K12 Planet, an online grading program, and teacher Web pages are used to
document student progress and facilitate parent-teacher communication.
Web pages include daily agendas, homework assignments, helpful science
links, and teacher e-mail contact information.

**4. Instructional Methods to Improve Student Achievement**

Pocahontas Middle School is rich in varied instructional methods.
Teachers are trained in leading strategies and techniques in integrating
technology, differentiating instruction, and keeping students actively
engaged. Methods include hands-on explorations to activate learning for
the kinesthetic/tactile learners while utilizing diverse visual
methodologies such as streaming videos for visual learners. Students
have ample opportunities to showcase their talents and knowledge through
projects that match their learning styles. Teachers craft lessons that
include differentiated instruction techniques like tiered assignments,
flexible grouping, and curriculum compacting. Students learn new
material by analyzing real-world, non-routine problems, simulations,
labs, learning centers, work stations and higher-level thinking
activities. Students often work together as a team to solve problems and
overcome challenges. Every student participates in ACE (Academics,
Clubs, and Enrichment) a class that provides time for studying,
enrichment, and remediation.

Pocahontas has embraced Henrico County's iBook initiative and
incorporates the curricula with technology skills for success both in
and outside school. Teachers constantly take advantage of the wireless
connections by challenging students with Cyberhunts, Webquests, and
research projects. Instruction includes varied sources including, but
not limited to, streaming video from *UnitedStreaming*, *Quia*,
*Brainpop*, and *Explore Learning*. For student research, the library
media center offers wonderful opportunities to learn the intricate
components of the research process including The Big 6 research model.
Technology also enhances communication efforts by providing immediate
feedback through e-mail, posting grades weekly via K12 Planet, and
maintaining a personalized Web page for homework and announcements. The
combination of enthusiastic teachers' creating curriculum abundant with
technology, differentiation, and hands-on learning makes Pocahontas
Middle School a unique and model school for the 21^st^ century.

**5. Professional Development**

As a learning community, Pocahontas Middle School is dedicated to the
professional development of all members of its faculty. Opportunities
for the improvement of teaching strategies allow faculty members of
varying levels of experience to hone their expertise and delivery of
instruction. Teachers take advantage of a variety of onsite classes,
county institutes, and professional seminars at the state and national
levels; they continually take the initiative to share learning with
colleagues. The professional development activities within Pocahontas
Middle allow teachers choices tailored to their individual needs and
experience levels. The Pocahontas Mentoring Program, for example,
ensures time for collaboration between new and veteran teachers,
including peer observations. The benefits of such specialized
instruction directly enhance each teacher's ability to support the
school's improvement plan.

Pocahontas Middle also meets the challenge of Henrico County's
technology initiative through purposeful and meaningful professional
development. A full-time Technology Integration Instructor team teaches
and provides both group and individual teacher instruction for
technology integration. In planned and impromptu learning sessions,
teachers work together to incorporate computer resources and tools such
as United Streaming and other curricular software in order to create
interesting, real-world classroom experiences. Training also includes
instruction on the use of computer equipment and management tools such
as K12 Planet, eClass, and web page development, thereby enhancing
teacher, student, and parent relationships. The impact on student
achievement results from exposure to expert knowledge, an increase in
student interest, and an ability to differentiate lessons. The support
system created through professional development at Pocahontas Middle
nurtures teachers to become masters in their profession and provides
them with the tools and resources to ensure success for all students.

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

**English 8th Grade**

**Pocahontas Middle School**

**Harcourt 2002 - 2005**

  ------------------------------------- ----------- ----------- -----------
                                        2004-2005   2003-2004   2002-2003

  Testing month                                                 

  **SCHOOL SCORES\***                                           

  \% At or Above Meets State            95          93          90
  Standards**\***                                               

  \% At Exceeds State Standards**\***   43          50          38

  Number of students tested             277         284         272

  Percent of total students tested      100         100         100

  Number of students alternatively                              
  assessed                                                      

  Percent of students alternatively                             
  assessed                                                      

                                                                

  SUBGROUP SCORES\*                                             

  1\. White                                                     

  \% At or Above Meets State Standards  95          94          89

  \% At Exceeds State Standards         45          50          39

  Number of students tested             251         258         244

  2\. Disabled                                                  

  \% At or Above Meets State Standards  74          71          64

  \% At Exceeds State Standards         12          2           10

  Number of students tested             42          41          42

  \* The school has two subgroups with                          
  sufficient numbers to report.                                 
  ------------------------------------- ----------- ----------- -----------

www.pen.k12.va.us/

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

**Mathematics 8th Grade**

**Pocahontas Middle School**

**Harcourt 2002 - 2005**

  ------------------------------------- ----------- ----------- -----------
                                        2004-2005   2003-2004   2002-2003

  Testing month                                                 

  **SCHOOL SCORES\***                                           

  \% At or Above Meets State            95          94          93
  Standards**\***                                               

  \% At Exceeds State Standards**\***   51          39          48

  Number of students tested             287         277         287

  Percent of total students tested      100         100         100

  Number of students alternatively                              
  assessed                                                      

  Percent of students alternatively                             
  assessed                                                      

                                                                

  SUBGROUP SCORES\*                                             

  1\. White                                                     

  \% At or Above Meets State Standards  96          94          93

  \% At Exceeds State Standards         52          38          47

  Number of students tested             264         252         255

  2\. Disabled                                                  

  \% At or Above Meets State Standards  76          68          69

  \% At Exceeds State Standards         19          17          17

  Number of students tested             42          41          42

  \* The school has two subgroups with                          
  sufficient numbers to report.                                 
  ------------------------------------- ----------- ----------- -----------

www.pen.k12.va.us/