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					Speedwell Elementary School
        2008 SACS

                 Section 1
                Committee Members
              Alan Rouse -- Principal
 Donna Horton – Reading Coach (committee chair)
     Matthew Mullenix – Guidance Counselor
        Walter Midkiff – Physical Education
Bridgett Midkiff – Parent/Community Representative
                           Speedwell Elementary School
                                   Standard 1
Vision 1.1
The vision of Speedwell Elementary School is to provide a safe and orderly learning
environment that ensures that all students become life-long learners through
comprehensive instruction in all areas of curriculum with particular emphasis on reading
instruction and citizenship.

Communicates Vision and Purpose 1.2
We believe that communication is a key element in providing quality education
experiences for children. We provide numerous opportunities for both internal and
external communication. Recognizing the need for stakeholder involvement, Speedwell
Elementary School will communicate our vision and goals through the following venues:
       School vision and goals will be posted on the school web page
       Vision and goals were presented to the faculty and the PTO board for approval
       School vision to be posted in all classrooms
       Vision and goals presented in the Principal’s Newsletter

Mission Statement
Tigers can learn.
 I am proud to be a responsible person.
Good citizens make good choices.
Everyone can be involved.
Respect Everyone and Everything.
Speedwell Elementary School is a safe place where I can learn to read and be a
successful life long learner.

Goals 1.3
The faculty and staff of Speedwell Elementary will strive:
          to provide differentiated instruction to meet the needs of all students
          to involve all stakeholders in school development
          to ensure the further development of our guidance curriculum to promote
          good citizenship, teamwork, responsibility, and a strong sense of self-worth
          to make certain that all Reading First instructional strategies and intervention
          structures remain in tact at the conclusion of the grant period

School Profile 1.4
        Speedwell Elementary School is located in the unincorporated community of
Speedwell, which is located in southwestern Wythe County. The community has a small
business district centered on U.S. Route 21 (Grayson Turnpike). These businesses are
locally owned and include two small gas station/convenience stores, an insurance agency,
a used car lot, a small garage, and a restaurant. A United States Post Office, a volunteer
fire department, and a volunteer rescue squad are located in the same general area.

        The first school in Speedwell was a four-frame building located just south of Dry
Run Creek. The faculty was composed of two high school teachers, one of which served
as the school’s principal, and two elementary school teachers. Mr. John Pugh and Mr.
Boyd Rhudy were two early principals of the school. The present school building was
constructed in 1935 on a twelve-acre tract of land at the intersection of route 21 and route
749. Between 1935 and 1948, the following schools were consolidated with Speedwell
School: Asbury, Zion, Speedwell Negro, Fleming, Shiloh, Henley, Slates Springs, Lick
Mountain, Mountain View, New Hope, Edgewood, and Cripple Creek High School. In
1948, an addition in the back of the original building was completed to help
accommodate the increase in enrollment. In 1954, Cripple Creek Elementary School was
consolidated with Speedwell School. At the same time, all students in grades eight
through twelve were transferred to Rural Retreat High School, leaving Speedwell as an
elementary school with an enrollment of 430 students.

        In 1974, a major building program was completed. This addition helped to
modernize the existing building with the addition of an office complex, a large open-
space classroom area, a conference room, and a gymnasium. Additionally, the existing
auditorium was renovated to become a new library. Since this time, the classroom space
adjacent to the library has been wired and furnished to create a computer lab. Many other
projects have improved the overall physical plant such as renovations to the roof, floor
tile, window coverings, new door locks, along with a complete renovation of the

       During the 2002-03 school year, students in grades six and seven were moved to
the new Rural Retreat Middle School located fourteen miles north of Speedwell. During
the 2004-2005 school year, Wythe county public Schools added a four year old Pre-
Kindergarten program for at risk students. Our program allows for eighteen four year
olds with a full-time teacher and a paraprofessional. Speedwell elementary School has an
enrollment of 153 students in grades Pre-K through five. Educational Services are
provided by a faculty of and staff of approximately thirty individuals. This includes a
principal, a reading coach, and grade level teachers, special service teachers including
Special Education services and three Special Education paraprofessionals, a librarian, a
guidance counselor, a secretary, a school nurse, as well as specialists in music, art, and
physical education.

Instructional Staff – School Profile 1.4

       Name                Title               Degree Held            Years of
Katrina Hall       Pre Kindergarten         BA Elementary        13 Years
Amy Grubb          Kindergarten             BS Elementary        6Years
Donna North        Kindergarten             BA Elementary        2 Years
Lindsay Jackson    First Grade              Masters Degree       5 Years
Tonya Hall         First Grade              BA Elementary        1 Year
Kathy Williams     Second Grade             BS Elementary        35 Years
Shana Lovern       Third Grade              BS Elementary        7 Years
Veta Craig         Fourth Grade             BS Elementary        34 Years
Wendy Horton       Fifth Grade              BS Elementary        9 Years
Barbara Grubb      Title I                  BS Elementary        26 Years
                   Reading/Math             Education
Debbie Keyser      Resource                 BA Education         20 Years
Matthew Mullenix   Guidance                 Masters Degree       1 Year
Walter Midkiff     Physical Education       BA Physical          3 Years
Erin Sandstrom     Library/Media            MS Library Science   5 Years
Donna Horton       Reading Coach            MS Reading           22 Years
Sarah Minnick      Reading Recovery         BA Elementary        14 Years
Erin Simons        Art                      BA Fine Arts         2 Years
Sandra Dutton      Music                    BA Music             28 Years
Doris Ratliff      PALS Tutor               BS Elementary        31 Years
Andrea Caudill     PALS Tutor               BA Psychology        2 Years
20 Teachers                                                      266 Years Total

Professional Development -- School Profile 1.4
There are many professional development opportunities for our teachers. Most of this
professional development has been in the area of reading instruction provided by the
Reading First initiative. We have a full time reading coach who has the responsibility of
providing teachers with ongoing professional development that primarily focuses on
reading instruction, but also on the integration of reading instruction in all areas of the
curriculum. In addition to reading first, there are a number of PD activities provided by
the division. Other Professional Development opportunities are provided by the principal
through a variety of workshops based on the needs of our teachers.

SOL Scores – School Profile 1.4
2006-2007 Results


 60%                                                         Math

 40%                                                         Reading
        Grade 3 Grade 4 Grade 5

Five Year Trends in SOL Testing Grades 3 -- 5

Grade 3



          60%                                      Math
          40%                                      History

          20%                                      Reading

                2003 2004 2005 2006 2007

      Grade 4



          60%                                   Math

          40%                                   History

                2003 2004 2005 2006 2007

Grade 5


   20%                                                  Science

           2003 2004 2005 2006 2007

Students – School Profile 1.4

Population Distribution – 155 Total Students by Grade

          Pre –K   Kindergarten    First       Second   Third     Fourth   Fifth
Boys        9          14           11          13        11       13        9
Girls       5          14           17           8         8       12       11
Total      14          28           28          21        19       25       20

Ethnic Distribution

          White              98%
    African American          1%
    American Indian           1%

Other Student Information

% Free Lunch                                         37%
% Reduced Lunch                                      17%
% Total Free and Reduced Lunch                       54%
% Enrolled in Special Education                      15%

Attendance – School Profile 1.4

Three Year Trends by Percentage:
Note: Percentages not available for 2008 April – June at the time of this report.

                     2005                 2006                2007                  2008
August               99.3                 98.8                96.6
September            96.4                 96.8                95.3
October              97.7                 95.8                96.7
November             95.7                 94.4                92.3
December             92.9                 92.9                92.7
January                                   93.7                93.6                  94.05
February                                  93.4                93.5                  92.7
March                                     93.9                95.1                  94.6
April                                     96.1                95.6
May                                       94.0                95.2
June                                      94.9                92.6

Community Information – School Profile 1.4 provided by: and

                        SPEEDWELL, VA 24374
                     DEMOGRAPHICS & POPULATION

People                                     Speedwell, VA   United States
Population                                 807             293,655,400
Pop. Density                               32.7            80
Pop. Change                                28.66%          5.88%
Median Age                                 38.6            37.6
Households                                 338             108,954,329
Household Size                             2.36            2.6
Male Population                            50.13%          48.65%
Female Population                          49.87%          51.35%
Married Population                         61.43%          58.89%

Single Population                          38.57%          41.11%

Age 0 to 4                                 6.00%           6.74%
Age 5 to 9                                 5.87%           6.73%
Age 10 to 14                               6.77%           7.10%
Age 15 to 17                               4.47%           4.32%
Age 18 to 20                               3.07%           4.37%
Age 21 to 24                               5.36%           5.53%
Age 25 to 34                               12.01%          13.47%
Age 35 to 44                               14.69%          14.86%
Age 45 to 49                               7.15%           7.51%
Age 50 to 54                               7.54%           6.73%
Age 55 to 59                               6.64%           5.66%
Age 60 to 64                               5.87%           4.44%
Age 65 to 74                               8.17%           6.45%
Age 75 to 84                               4.98%           4.41%

Age 85 and over
                                  1.40%         1.70%

White                             99.26%        77.53%
Black                             0.64%         12.35%
Asian                             0.13%         3.58%
American Indian                   0.26%         0.89%
Other                             0.51%         5.65%
Hispanic                          1.40%         12.73%
                                  99.00%        87.27%

Married, w/children               24.94%        27.90%
Married, no children              32.95%        31.04%
Single, w/children                7.05%         9.43%
Single, no children               35.14%        30.05%
Divorced                          7.92%         7.64%
Separated                         4.41%         2.82%
Widowed                           8.02%         7.42%
Now Married                       57.62%        57.73%
Never Married                     22.17%        24.39%

                                   Speedwell,   United
                                   VA           States
Median Home Age                    24           27
Median Home Cost                   $169,000     $217,200
Home Appreciation                  -0.50%       9.80%
Homes Owned                        75.02%       64.07%
Housing Vacant                     9.98%        14.48%
Homes Rented                       14.44%       21.45%
Property Tax Rate
                                   $6.05        $13.28

Less Than $20,000                  3.27%        3.01%
$20,000 to $39,999                 8.00%        4.37%
$40,000 to $59,999                 12.73%       5.74%
$60,000 to $79,999                 14.55%       7.07%
$80,000 to $99,999                 19.27%       8.41%
$100,000 to $149,999               25.45%       19.74%
$150,000 to $199,999               5.82%        14.06%

$200,000 to $299,999                    4.73%         16.59%
$300,000 to $399,999                    3.27%         8.21%
$400,000 to $499,999                    0.00%         4.53%
$500,000 to $749,999                    2.18%         4.75%
$1,000,000 or more
                                        0.00%         1.86%

1999 to October 2005                    25.27%        10.15%
1995 to 1998                            7.42%         6.69%
1990 to 1994                            7.69%         6.70%
1980 to 1989                            10.16%        14.75%
1970 to 1979                            10.71%        17.11%
1960 to 1969                            9.34%         12.78%
1950 to 1959                            6.32%         11.64%
1940 to 1949                            6.87%         6.64%
1939 or Earlier                         16.21%        13.55%

                                         Speedwell,   United
                                         VA           States
2 yr College Grad.                       9.93%        8.22%
4 yr College Grad.                       9.94%        15.16%
Graduate Degrees                         1.49%        7.16%
High School Grads.                       64.63%       79.62%

                                        Speedwell,    United
                                        VA            States
Unemployment Rate                       5.00%         4.60%
Recent Job Growth                       0.24%         1.40%
Future Job Growth                       16.11%        11.90%
Sales Taxes                             5.00%         6.00%
Income Taxes                            5.75%         5.02%
Income per Cap.                         $20,086       $24,020
Household Income

                                        $32,926       $44,684


Income Less Than 15K                              20.12%   13.64%
Income between 15K and 25K                        17.07%   11.21%
Income between 25K and 35K                        17.38%   11.46%
Income between 35K and 50K                        17.68%   15.84%
Income between 50K and 75K                        17.68%   19.28%
Income between 75K and 100K                       3.66%    11.53%
Income between 100K and 150K                      2.44%    10.70%
Income between 150K and 250K                      1.83%    4.43%
Income between 250K and 500K                      1.52%    1.31%
Income greater than 500K
                                                  0.61%    0.61%

Management, Business, and Financial Operations    12.99%   13.61%
Professional and Related Occupations              13.28%   20.24%
Service                                           17.51%   14.75%
Sales and Office                                  18.93%   26.74%
Farming, Fishing, and Forestry                    1.69%    0.74%
Construction, Extraction, and Maintenance         9.89%    9.48%
Production, Transportation, and Material Moving   25.71%   14.44%

Discipline 1.4
        One of the most important lessons education should teach is discipline. It is the
shared responsibility of the home and school to accomplish this goal. It is the training
that develops self-control, character, and efficiency. Discipline is the key to good
conduct and proper consideration for other people. Recognizing and praising good
behavior and taking corrective action when necessary maintain good discipline.

       We expect that each student will learn to practice self-discipline and show respect
for themselves, others, and their environment. Students must show respect and follow
classroom and school rules.

        Each class will develop classroom expectations that will be discussed with the
students on the first day of school and parents will be given a copy of these expectations.
All classes will use a color card system to indicate the level of student performance in
behavior. Students will be asked to pull cards when the appropriate behavior is not being
observed. Each parent and guardian will be expected to sign these expectations of the

School-Wide Discipline Plan
        Each student will be expected to behave in an appropriate manner in all areas of
the building, including the cafeteria, gym, playground, restrooms, hallways, classrooms,
and busses.
Each student will observe the following three rules in above-mentioned areas:

              BE SAFE
              BE PEACEFUL
              BE RESPECTFUL

Faculty and staff members will recognize students who promote positive behavior by
issuing ―Kid Cash.‖ Students may accumulate the cash throughout the year to spend on
items at the end of each six weeks or throughout the school year in the classroom as
deemed by the teacher. The student will be responsible for the keeping up with his or her
money collected and WILL NOT be replaced. The teacher will help the student to
organize and encourage responsibility. The student may also be rewarded for
attendance at school, academic achievement, homework, any action that is positive to
student learning.

Rules for Kid Cash 1.4
   1. Money cannot be ―ask for‖ from the student.
   2. Money cannot be exchanged with other students.
   3. Money will not be replaced—responsibility.
   4. Money cannot be taken from a student for negative behavior.
   5. Money will not interrupt the educational process of the day.

Cash in on Kid Cash Reward System
Students will learn the value of money by earning and saving with their kid cash. They
may choose at the end of each six-week period to spend a little or save for the end of the
year event. All events are subject to change and notifications will be made in advance.
Our goal is to reward students for positive behavior and teach them the economic basics
of earning and saving, supply and demand, and basic principles of math such as adding,
subtracting, etc.

1st six weeks   buy a ticket to wear your hat day.
2nd six weeks   Movie Choice at School Day/Popcorn and Drink
3rd six weeks   Game Hour –Bring your favorite game to school to play with friends
4th six weeks   buy a ticket to wear your PJs for a day.
5th six weeks   Movie Choice at School Day/Popcorn and Drink, Snack
6th six weeks   To Be Announced—BIG EVENT for the end of the year!

  Office Referrals        Office Referrals             Suspensions             Suspensions
      06—07                   07 – 08                     06--07                  07--08
155                     86**                      14                     4**

**Compiled through February 08

Survey Information 1.4
Teacher Surveys Results
All of our teachers were surveyed and given the opportunity to share what they believe
are the strengths of our school as well as weaknesses or areas of concern. The following
strengths were noted:
        The curriculum at our school is based on clearly defined learning standards.
        The education offered to students at our school is of high quality.
        Teachers hold high expectations for student learning.
        Our school is doing a good job teaching language arts (reading, writing, speaking,
        Our school offers a school environment that is conducive to learning.
        Our school offers strong support for student learning.
        The overall size of our school has a positive impact on student achievement.
        Our students are cooperative and teachable.
        The school staff has a very high level of commitment to student success.
        Teachers feel safe in their working environment.

The following areas of concern and suggestions for school improvement were noted:
       Lack of teacher planning time.
       Conflicts among teachers.
       Inconsistency among the administration.
       Attendance policy needs to be stronger in dealing with students who have
       attendance problems.
       Faculty concerns cannot be addressed openly during staff meetings.
       Not enough time or emphasis placed on teacher collaboration.
       Too much focus on SOL test scores and a lack of focus on individual student
       achievement and learning.
       There is a need for securing and maintaining a principal with both classroom and
       leadership experience.
       Safety issues of our open space classroom area.
       Better utilization of staff members to provide enrichment type programs for
       students that would also allow more time for teachers to do remedial education
       with lower level students.

Community Survey Results
We surveyed sixteen community members. The following strengths were noted:
      Overall size of the school and it’s low student to teacher ratio
      Teachers and staff provide an environment that is welcoming
      The environment of our school is conducive to learning
      The reputation for academic achievement
      Teachers that really care about all students

The following areas of concern were noted:
       Lack of overall technology
       Lack of parking
       A need for a new heating and cooling system
       Long bus rides for students
       The overall age of the building

Student Survey Results
We surveyed five third grade students, five fourth grade students, and five fifth grade
students. The following strengths were noted:
       Students are treated fairly
       Teachers are willing to help them learn
       Good extra curricular activities and field trips
       The principal
The following areas of concern were noted:
       More lunch menu choices
       Old classrooms
       Not enough time for favorite subjects
       More books are needed
       Lack of air conditioning

Parent Survey Results
We surveyed twenty-two parents. The following areas of strength were noted:
      School administration and staff are friendly and supportive
      The school is clean
      Small class size
      Teachers are willing to help all students
      The educational program offered to our students is of high quality
      Teachers are willing to individualize instruction
      Teachers are willing to be contacted to address parental concerns
      Learning environment is positive

   The following areas of concern were noted:
          Lack of air conditioning
          Increase the level of safety for buses
          A need for increased opportunities for performing arts
          Too much emphasis on SOLs
          No fence that separates school and private property in the back
          More stability of the principal’s position
          Increase communication
          Increase parent involvement

General Program Overview 1.5 and 1.6
Speedwell Elementary School is a fully accredited school under state standards. Our
overall curriculum is guided by the Virginia Standards of Learning, Reading First in
Virginia, and our mission statement in conjunction with our vision and purpose. We
sincerely want all of our students to become life-long learners. The first step in the
accomplishment of this goal is for us to ensure a comprehensive reading program, and for
our staff to model that they are learners as well.

 Citizenship is another top priority for Speedwell. We strive to educate our young people
in this area by using the Character Counts program and character education to drive our
guidance program. Our current full time Guidance Counselor is one of our least
experience teachers, and we believe that our guidance program will develop as he does.
Other tools utilized in this area are Project Wisdom which are daily messages dealing
with character education issues that are read to students each day by the principal as part
of our morning announcements. In addition to our guidance program, our school has had
the benefit of becoming a pilot program in our division for Family Preservation Services.
This is a non- profit government funded counseling service that provides our school with
one full-time counselor that serves about eight students. This program is strictly
voluntary for eligible parents to choose if their child participates in this program.

 Our school enjoys a rich tradition of academic excellence, and we hold a reputation for
high student achievement rates within our district. Recently, Speedwell received
statewide recognition for being one of only eighty-nine recipients across the state to
receive the Governor’s Award for Academic Excellence. Our staff is composed of a nice
mixture of new and experienced teachers who take a tremendous amount of pride in their
work. We currently have a very low retention rate of approximately four to five students
per year. Our mission statement is read and recited by the student body each morning.
We are currently making plans to post our school vision throughout the school.


The system provides governance and leadership that promote student
performance and system effectiveness.

2.1 Establishes and communicates policies and procedures that provide for the
effective operation of the system via:
           Wythe County Public Schools policy manual
           Wythe County Public Schools Parent/Student handbooks
           Wythe County Public Schools’ website
           Wythe County Teacher Evaluation Handbook
           School Registration/Orientation

2.2 Recognizes and preserves the executive, administrative, and leadership authority
of the administrative head of the system via:
          File GA-WCPS indicates that all Wythe County Public School (WCPS)
          employees answer to the Superintendent of Schools
          File GA-WCPS indicates that the Superintendent of WCPS answers to the
          Wythe County School Board (WCSB)

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and
regulations via:
           WCPS complies and continually updates all local, state, and federal laws,
           standards, and regulations
           Superintendent of WCPS disburses copies of new laws, standards, and
           regulations to specialized personnel

2.4 Implements policies and procedures that provide for the orientation and training
of the governing board via:
           Orientation and continuous training for members of the governing board
           Required attendance of members for training sessions

2.5 Builds public support, secures sufficient resources, and acts as a steward of the
system’s resources via:
           Monthly School Board Meetings open to public
           Board availability to stakeholders assistance with questions and concerns
           during operational hours
           Superintendent’s knowledge of resources, expenditures, and economy is used
           to present and support an accurate operational budget
           Responsible management of the system’s resources
           Standards of Quality
           Five Year School Plans
           Principals’ budget requests
           Current and Projected Growth Data
           Prioritization of needs for future growth as resources become available

2.6 Maintains access to legal counsel to advise or obtain information about legal
requirements and obligations via:
          WCSB maintains access to legal counsel
          Expenditure budget allows $20,000 for legal fees

2.7 Maintains adequate insurance or equivalent resources to protect its financial
stability and administrative operations via:
            Expenditure budget allots money for insurance covering property and buses

2.8 Provides for systematic analysis and review of student performance and school
and system effectiveness via:
          Mid-six weeks reports
          Six weeks report cards
          Continuing progress reports for below benchmark students
          County-wide scheduled parent-teacher conferences
          Parent-teacher-principal conferences for individual students as needed
          Grades PreK-3 P.A.L.S. testing (3 times per year)
          Grades K-3 DIBELS testing (3 times per year)
          Grades 3-5 S.O.L. testing (end of year)
          Grades K-5 Flanagan testing (end of year)
          Grades K-2 Stanford 9 testing (end of year)
          Grades K-3 Literacy Leadership meetings
          S.O.L. update meetings with grades 3-5 and Title 1 teachers (monthly)
          Wythe County Public School teacher performance evaluations
          SACS review
     Suggestions for improvement:
        Systematic tracking and utilization of individual and class performance data
          from year to year to determine school system effectiveness and focus
        Principal needs to continue to become more knowledgeable of the process and
          utilization of systematic analysis

2.9 Creates and supports collaborative networks of stakeholders to support system
programs via:
       School web-page
       Principal newsletters to parents/guardians
       Teacher newsletters to parents/guardians
       School Board meetings
       P.T.O. meetings (monthly)
       School faculty meetings (bi-monthly)
       Principal staff meetings
       Principal to teacher bulletin (daily)
       Events marquee

     Suggestions for improvement:
       A consolidated school calendar of upcoming events and activities to
         stakeholders (including dates and times for school-wide assemblies, programs,
         events, School Board Meetings, P.T.O. Meetings, and submitted community
         activities (examples: Athletic Boosters, Girls Scouts, and 4-H Clubs)
       Principal needs to become a better liaison between school board/central office
         and faculty/stakeholders

2.10 Provides direction, assistance, and resources to align, support, and enhance all
     parts of the system in meeting organizational and student performance goals
          Master schedule
          Principal to teacher bulletin (daily)
          School faculty meetings (bi-monthly)
          Grades K-3 Literacy Leadership meetings
          S.O.L. update meetings with grades 3-5 and Title 1 teachers (monthly)
          An open-door policy to provide assistance upon request
          Attempts are made to secure sponsors and funds for resources (examples:
          Food Lion Grant, Foundation for Excellence Grants, P.T.O. support, budget
     Suggestions for improvement:
        Principal needs to acquire more knowledge of all grade-level curriculum
        Principal needs to better involve faculty and students in the leadership of the

2.11 Provides internal and external stakeholders meaningful roles in the decision-
     making process that promote a culture of participation, responsibility, and
     ownership via:
          School Registration/Orientation
          P.T.O. meetings (monthly)
          Family Literacy Night
          County-wide scheduled parent-teacher conferences
          Parent-teacher-principal conferences for individual students as needed
          An open-door policy for stakeholders to meet with principal
          S.A.C.S. stakeholder surveys

     Suggestions for improvement:
       A consolidated calendar of upcoming events and activities to stakeholders
         (including dates and times for school-wide assemblies, programs, events,
         School Board Meetings, P.T.O. Meetings, and submitted community activities
         (examples: Athletic Boosters, Girl Scouts, and 4-H)
       Principal needs to become a better liaison between school board/central office
         and faculty/stakeholders
       Principal needs to better involve internal and external stakeholders in the
         decision-making and leadership of the school
       Leadership needs to seek more organized and consistent ways to involve
         students and parents
       Leadership needs to provide more opportunities for stakeholder input and/or
         feedback (examples: provide response questions and parent comment sections
         on school newsletters, six-weeks survey of stakeholder expectations and
         concerns, etc.)
       Leadership needs to encourage and promote more external stakeholder
         involvement and collaboration

2.12 Assesses and addresses community expectations and stakeholder satisfaction
          P.T.O. meetings (monthly)
          An open-door policy for community stakeholders to meet with principal
          Principal considers community expectations and satisfaction in decision-
          Principal reviews parent input from S.A.C.S. surveys

    Suggestions for improvement:
       Leadership needs to provide more opportunities for community input and/or
       Leadership needs to take a more diverse approach in assessing and addressing
         community expectations
       Principal needs to become a better liaison between community and staff

2.13 Implements an evaluation system that provides for the professional growth of
all personnel via:
           Wythe County Teacher Evaluation Handbook
           Wythe County Public School teacher performance evaluations
           Mentor Teacher Program
           Evaluation of the degree of success of Teacher Goals
           Teacher completion of required professional development hours as set forth
           by Wythe County Public Schools

    Suggestions for improvement:
       A more effective mentor support program/network

Standard 3: Teaching and Learning – The system provides research-
based curriculum and instructional methods that facilitate achievement for
all students


3.1 Develops, articulates, and coordinates curriculum based on clearly-
defined expectations for student learning, including essential knowledge and

                    Our curriculum is based and aligned to the Virginia Standards of
                    Learning and follows Reading First guidelines required by NCLB.

3.2 Establishes expectations and supports student engagement in the learning
process, including opportunities for students to explore application of higher
order thinking skills and investigate new approaches to applying their

                    Our teachers provide a wide variety of learning experiences in an
                    attempt to meet the needs of each individual student. Teachers use
                    research based methods as presented in the Reading First program
                    and as expressed in Bloom’s Taxonomy.

3.3 Ensures that system-wide curricular and instructional decisions are based
on data and research at all levels

              The teachers use the following in making instructional
                    *STAR Reading and Math Assessments
                    *Title I Reading and Math
                    *SOL Student Performance by Question Report
                    *PALs scores
                    *Flanagan Achievement Tests
                    *Stanford Testing
                    *SOL Released Tests
                    *Reading First Assessment tools
                    *Reading Recovery

3.4 Supports instruction that is research-based and reflective of best practice

                    *Houghton Mifflin Reading Series
                    *PALs Tutoring Program
                    *Reading Recovery
                    *Waterford Early Learning Program
                    *Quick Reads Computer Program
                    *Ways to Success Math Program
                    *Star Reading and Math Assessments

3.5 Supports a curriculum that challenges and meets the needs of each
student, reflects a commitment to equity, and demonstrates an appreciation
of diversity

             All of the programs listed in Indicators 3.3 and 3.4 help provide a
             challenging curriculum that meets the needs of our diverse school
             population. In addition, we also provide the following:
                     *After school and summer remediation
                     *Use of centers to provide extended learning experiences
                     *Use of visual arts
                     *Audio aids
                     *Video clips in presentations
                     *Designing hands-on activities
                     *Designing unit lessons to cover all of the multiple intelligences

3.6 Allocates and protects instructional time to support student learning

                    Our Reading instructional time is allocated for and protected with a
                    daily 90 minute block to support student learning.
                    The administration strives to keep instructional time free of
                    interruption as much as possible. Announcements are only made
                    before or after school except in the case of an emergency situation.

3.7 Maintains articulation among and between all levels of schooling to
monitor student performance and ensure readiness for future schooling or
                   It is part of the mission of our school to help students become life-
                   long learners.
                   Virginia SOLs contain essential knowledge for future learning.
                   Historically, our student have done very well in their future
                   Participation in Step-Up Day. Where students visit the middle
                   school prior to their graduation.
                   Field trips to college campuses

3.8 Supports the implementation of interventions to help students meet
expectations for student learning
            Reading Recovery
            Title I Reading
            Title I Math
            Quick Reads
            After school Remediation
            Summer School

3.9 Maintains a system-wide climate that supports student learning

                   Our classroom teachers attempt to keep a calm and quiet
                   atmosphere conducive to student learning. The school is kept
                   secured with interior and exterior locks for the student’s safety.

3.10 Ensures that curriculum is reviewed and revised at regular intervals

                   Our teachers ensure that curriculum is reviewed and revised in
                   regular intervals by using the following:
                   *Flanagan Student Achievement Booklets
                   *Flanagan Pre and Post Tests
                   *Flanagan Grade Level Tests
                   *Flanagan Simulation Tests
                   *SOL Released Test
                   *Creative Interactive Leaning Games

3.11 Coordinates and ensures ready access to instructional technology,
information and media services, and materials needed for effective

                   Our school has ready access to the instructional technology listed
                   in Indicator 3.7. In addition our students have access to a full
                   computer lab with a variety of educational software which aids in
                   effective instruction.

                        Standard 4
                Documenting and Using Results

      The system enacts a comprehensive assessment system that monitors
      and documents performance and uses these results to improve
      student performance and school effectiveness.

4.1   Establishes and implements a comprehensive assessment system, aligned
      With the system’s expectations for student learning, that yields information
      which is reliable, valid, and free of bias

                   Under the guidelines of the Reading First Grant, Speedwell
                   Elementary uses the Phonological Awareness Literacy Screening
                   to progress monitor student achievement in Reading. This
                   screening is administered 3 times a year.

4.2   Ensures that student assessment data are used to make decisions for
      continuous improvement of teaching and learning

                   PALS assessment data is used to inform instruction. Results are
                   used to form small groups for flexible group instruction.

4.3   Conducts a systematic analysis of instructional and organizational
      effectiveness, including support systems, and uses the results to improve
      student and system performance

                   PALS data is analyzed by the Reading Coach and teachers. It
                   indicates student needs and appropriate intervention and support
                   are determined by individual performance and corrective measures
                   are put in place.

4.4   Provides a system of communication which uses a variety of methods to
      report student performance and system effectiveness to all stakeholders

      Current measures for reporting to stakeholders are:

                   State and local news releases
                   State Dept. of Education web site
                   Individual Student Reports to parents
                   School Newsletter

 4.5    Uses comparison and trend data from comparable school systems to
        evaluate student performance and system effectiveness

       SOL’s are compared at state and local levels.
       Stanford 9 is given in K-2 as guided under the Reading First Grant. The Stanford
       9 is a norm reference test and gives a national percentile which indicates the
       relative standing of a student in comparison with other students in the same grade
       in the norm (reference) group who took the test at a comparable time nationwide.

4.6    Demonstrates verifiable growth in student performance that is supported by
       multiple sources of evidence

       PALS and the SOL tests demonstrate verifiable growth in student performance
       that is supported by multiple sources of evidence. In addition to these test,
       teachers give informal reading inventories as well as Core Program Theme Test
       which support performance and student growth.

4.7    Maintains a secure, accurate, and complete student record system in
       accordance with state and federal regulations

       The PALS test is given online through the PALS web site at UVA. All records are
       electronically scored and recorded on the site. Individual and class reports are
       downloaded from the site through teacher password codes. UVA maintains the
       score history for each child in the database.

Standard 5: Resources and Support Systems: The system has the
resources and services necessary to support its vision and purpose and to
ensure achievement for all students.
Human Resources
5.1 Establishes and implements processes to recruit, employ, retain, and mentor
    qualified professional and support staff to fulfill assigned roles and

       The district director of personnel works collaboratively with the principal to
       recruit, employ, and retain qualified personnel by posting open positions and
       conducting interviews on prospective employees.
       The district provides all new personnel with a mentor to assist in fulfilling
       assigned roles and responsibilities.

5.2 Establishes and implements a process to assign professional and support staff
    based on system needs and staff qualifications as may be required by federal
    and state law and regulations. (i.e., professional preparation, ability, knowledge
    and experience)

       The district has established and implements and evaluation system that each
       school employee must undergo on a regular basis.
       The principal makes observations and holds conferences with employees
       undergoing the evaluation.
       The district and the principal maintain records for professional development and
       teacher license.

5.3 Establishes and implements a process to design, evaluate, and improve
    professional development and ensures participation by all faculty and staff

       The district conducts teacher surveys to evaluate and improve professional
       The district provides designated professional development days throughout the
       school year. In addition to these designated days, teachers are required to
       complete ten hours of professional development.
       The principal schedules professional development opportunities based on school
       needs, as well as informs teacher and staff of available professional development

5.4 Ensures that staff are sufficient in number to meet the vision and purpose of the
    school system and to meet federal and state law and regulations, if applicable

       The district director of personnel and the principal collaboratively review the
       standards of quality to determine system needs and to assign professional and
       support staff.

Financial Resources
5.5 Engages in long-range budgetary planning and annually budgets sufficient
    resources to support its educational programs and to implement its plans for

       All principals are required to submit a budget to the superintendent for the
       upcoming school year in January of each year. Budget items include allotments
       for the general operation of the school as well as requests for improvements to the
       physical plant.

5.6 Ensures that all financial transactions are safeguarded through proper
    budgetary procedures and audited accounting measures

       The school secretary also serves as the schools bookkeeper. All financial
       transactions must go through both the principal and the bookkeeper. The division
       hires a private company to perform audits of the school’s budgetary practices each
       summer. The superintendent requires that the principal submit a plan of action to
       correct any areas of concern pointed out through the audit process.

Physical Resources
5.7 Maintains sites, facilities, services, and equipment to provide a safe, orderly,
    and healthy environment

       School based custodial staff in conjunction Wythe County Public Schools
       Maintenance staff maintain the physical appearance, maintenance, and cleanliness
       of the school site

5.8 Establishes and implements written security and crisis management plans with
    appropriate training for stakeholders

       The principal and school staff has established a crisis management plan with
       appropriate training for staff and students that is on going throughout the school
       year. Fire, lock down, tornado, Amber Alert, and school evacuation drills are

5.9 Implements processes and plans for maintaining and improving sites, facilities,
    and equipment that is up-to-date and sufficient to accomplish the system’s goals

       The principal proposes for the budget to include necessary upgrades to improve
       site, facility and equipment at the annual budget meeting of Wythe County Public

5.10 Provides technology infrastructure and equipment that is up-to-date and
    sufficient to accomplish the system’s goals

       Computers are in place in every classroom for use by teacher and students.
       Grades Kindergarten through Third has access to computer equipped with a
       reading program provided by Reading First. The computer lab is equipped with
       computers to accommodate class size.
       Teachers and students have access to televisions, VCRs, DVD players, CD
       players, LCD projectors, lap top computers, and SMART board equipment.

Support Systems
5.11 Provides and coordinates support services that meet the health, counseling,
    nutrition, safety, co-curricular, transportation, and special learning needs of all

       A full-time school based guidance counselor instructs and counsels on a regular
       basis. Family Preservation Services provides eligible students with additional
       counseling services. The school nurse teaches classes on health, nutrition, and
       safety. A full-time school based special education teacher provides individualized
       educational plans for students with special learning needs. She provides pull-out
       and inclusion services. Wythe County Public Schools provides transportation to
       all students to and from school daily, either by bus or by car.

5.12 Provides student support services coordinated with the school, home, and

       Family Preservation Services, a county social worker, a school psychologist, an
       occupational therapist, a speech therapist, a physical therapist are all available to
       The principal and teachers communicate regularly with school stakeholders by
       means of the telephone, email, letters, newsletters, and conferences.

Standard 6: Stakeholder Communications and Relationships

       Speedwell Elementary School fosters effective communications and
relationships with and among its stakeholders. In fulfillment of this
standard, Speedwell Elementary School has the understanding, commitment
and support of stakeholders.


6.1 – Speedwell Elementary School fosters collaboration with community stakeholders
to support student learning through the following:

       Parent-Teacher Organization
       Booster Club
       Fall Carnival (sponsored by P.T.O.)
       Awards Day (at end of school year)
       4-H Clubs
       Class presentations/programs for monthly P.T.O. meetings
       Literacy Night
       Classroom/Grade Level Newsletters

6.2 – Speedwell Elementary School uses system-wide strategies to listen to and
communicate with stakeholders by means of:

       Outdoor Marquee
       Faculty meetings
       Daily bulletins
       Morning announcements by principal
       Parent/Teacher conferences
       Report Cards
       Weekly work folders
       Parent/Teacher/Principal phone calls and/or meetings
       Notes home

 6.3 – Speedwell Elementary School solicits the knowledge and skills of stakeholders to
enhance the work of the system by providing:

       Fire Safety Program
       Other safety programs for students such as safety with electricity , Hugs and
       Kisses, and stranger danger
       Career Day
       Community based field trips
       Trip to Jamestown for fourth grade
       D.A.R.E. Program
       Informational programs for students on health topics (provided by school nurse)
       Professional Development opportunities for staff

6.4 – Speedwell Elementary School communicates the expectations for student
learning and goals for improvement to all stakeholders by using:

       County-Wide Mission Statement
       Speedwell Elementary School Mission Statement
       No Child Left Behind Guidelines
       State of Virginia Standards of Learning Guidelines
       Speedwell School Student Handbook
       Teacher Goals for Improvement
       Various student tests to evaluate individual strengths, weaknesses,& progress with
       results used to help form instruction needs (examples: PALS; Theme Skills Tests
       from reading series)
       Statement from classroom teacher concerning classroom rules, homework
       expectations, classroom discipline system
       Principal’s Club ( monthly reward for exhibiting good citizenship)
       Six week reward system for good behavior which involves use of Tiger Bucks
       and special privileges

6.5 – Speedwell Elementary School provides information that is meaningful and useful
to stakeholders by use of:

       Evaluation of teachers by principal
       Report Cards
       Mid-term student progress reports
       Principal’s Monthly Newsletter
       Individual Class Newsletters
       Parent/Teacher Conferences (as needed)
       Notes/ Phone calls home


                                     SACS 2008

Standard 7: Commitment to Continuous Improvement
The system establishes, and monitors a continuous process of improvement that
focuses on student performance.

       Recognizing the importance for continuous improvement, the administration,
       faculty, and staff of Speedwell Elementary School employs a variety of
       assessment strategies to measure our effectiveness. We believe that everything
       we do affects student performance in one form or another. Our goal is to ensure
       that our environmental and instructional practices have positive influences on our
       students. The process for this committee to identify our commitment to
       continuous improvement primary focus was on each grade level to ensure that
       some means of assessment and improvement were in place.

7.1 Engages in a continuous process of improvement that articulates the vision and
    purpose the system is pursuing (vision); Maintains a rich and current description
    of students, their performance, system effectiveness, and the community (profile);
    employs goals and interventions to improve student performance (Plan); and
    documents and uses the results to inform future improvement efforts.

       We place a great deal of emphasis on reading instruction in our vision and in our
       mission statement (1.1 and 1.2 Section 1) knowing that this will enhance the other
       areas of the curriculum. The progress of our reading program is closely
       monitored by Ms. Donna Horton (full-time reading coach). Additionally,
       VADOE representative conducts visits and communicates with the school on
       areas that need additional support and focus. Student progress is monitored
       through or PALS testing which is conduced three times per year. This not only
       helps us to monitor the effectiveness of our reading program, but this also
       identifies areas where intervention is necessary for particular students.

       Evidence of the school profile and goals can be found in section 1 of this
       document (1.3 and 1.4). The faculty and staff of Speedwell Elementary School
       recognize that the reasoning behind this process is to develop a school
       improvement plan that will also be included in this document. This document
       will be kept on file at our school and used for future development in the area of
       school improvement. The SIP will include the formations of measurable goals as
       identified by the stake holders of this school as areas of weakness.

7.2 Engages stakeholders in the process of continuous improvement.

       Teacher committees were formed and each assigned a standard to address. A
       committee of parents and community members were asked to review each
       component, and to provide input for our school improvement plan. Survey
       information was gathered from all stakeholders and is included in our school
       profile (section 1.4).

7.3 Ensures that each school’s plan for continuous improvement is aligned with the
    system’s vision and expectations for student learning.

       The school division has provided direction throughout this process that has
       included meetings and deadlines for completion of certain sections. Each school
       is required to submit their plan in the spring of this year.

7.4 Ensures that each school’s plan for continuous improvement includes a focus on
    increasing learning for all students and closing gaps between current and expected
    student performance levels.

       The division offers instructional support by providing adequate funding for
       instructional materials, remediation, and intervention programs. Student
       outcomes are closely monitored by the principal, and a support system is in place
       to provide appropriate intervention.

7.5 Provides researched based professional development for system and school
    personnel to help them achieve improvement goals.

       The reading program at all of the division’s elementary schools is governed by
       Reading First in Virginia. This program requires on going researched based
       professional development in reading instruction. At Speedwell Elementary, it is
       part of our vision to maintain sound reading instruction in our efforts to create
       life-long learners. The school division seeks input from individual schools in
       relation to their professional development needs, as well as monitors areas for
       improvement that drive the divisions plans for professional development. Time
       during the school year is always built into the school calendar to provide
       opportunities for each school to participate in professional development activities.

7.6 Monitors and communicates the results of improvement efforts to stakeholders.

       In addition to the inclusion of stakeholders in this process and in the development
       of our school improvement plan, the division has required each individual school
       to post plans for improvement on each school’s respective web page. The
       division has a sound system for communication through monthly administrative
       staff meetings where the expectations of the superintendent and the school board
       are communicated. This process often includes for this information to be shared
       with stakeholders through the principal.

7.7 Evaluates and documents the effectiveness and impact of its continuous process of

       The division closely monitors the SACS process and sets deadlines for
       completion. Support is made available to each individual school throughout the
       process. Previous school improvement plans will be utilized in the development
       process for the current SIP.

7.8 Allocates and protects time for planning and engaging in continuous improvement
    efforts system-wide.

       The division provides time in the school calendar for teacher workdays and for
       professional development. All teachers at Speedwell have at least forty-five
       minuets of planning time each day. The first and third Wednesday of each month
       are designated as ―late Wednesday‖. This is built in contract time for all teachers,
       and is used for faculty meetings as well as planning.

7.9 Provides direction and assistance to its schools and operational units to support
    their continuous improvement efforts.

       The process for school improvement is always initiated by the division. The
       division provides a designee at the central office to guide and to provide training
       for each school throughout the process for continuous improvement. This
       includes the provision of materials and a time table for completion.

Speedwell Elementary School
        2008 SACS

                Section II
                Committee Members
              Alan Rouse -- Principal
 Donna Horton – Reading Coach (committee chair)
     Matthew Mullenix – Guidance Counselor
        Walter Midkiff – Physical Education
Bridgett Midkiff – Parent/Community Representative

SECTION II – Improvement Plan

After the completion of the process of each committee addressing all standards, the
faculty of Speedwell Elementary School met on April 2, 2008. The faculty decided to
address two areas of concern after taking into consideration the findings from each
committee, and community (including parents) input through the survey results found in
section I. Both Parents and community members alike remarked that the overall small
size of the school was one of our most beneficial characteristics. With this in mind, the
faculty decided that even with the small number of students, we did not believe that all
school resources were being maximized to help children be successful; therefore, our first
goal for school improvement will be to maximize school resources such as personnel,
volunteers, and time during the school day. The main strategy to help us accomplish this
goal will be to develop an ―at risk‖ program for students who need extra attention in
meeting both social and academic needs. This program will be developed and maintained
by the school Guidance Counselor, the Principal, and other support staff. Initially, this
program will be designed to provide the following goals for improvement:
        Provide remedial instruction during the school day with emphasis on Grades 3-5
        Provide Behavior intervention
        Social intervention
        Reading programs

We believe that no student should ever fall through the cracks at Speedwell. We have the
resources to provide extra intervention for students in need and this follows our beliefs
stated in our both our vision and our mission statement that all students can learn. The
development of this program will be an ongoing process and will include the ideas of all
stakeholders. We anticipate that this program will reduce the number of office referrals
by 30% initially, while at the same time serving as a great asset in meeting our goals for
Adequate Yearly Progress.

Secondly, the faculty and staff have recognized a need to increase parental involvement.
We are fully aware of the abundant research on the importance of parental involvement.
Even though most parents have commented through our surveys that our school does an
adequate job of involving parents, we as a staff do not feel that we provide enough
resources or proper venues for parents to truly be included in the education of our
students. We have also identified a need to provide opportunities to teach parents how to

support learning. The following goals have been identified to address this area of

       Conduct surveys of all parents to help identify what parents want and need
       Solicit information from various resources such as The Parent Institute
       The development of a parent resource center in the library
       Include programs for parents through our monthly PTO meetings with
       information such as personal health, safety, and available resources
       Additional Family Literacy Night in the fall
       Additional opportunities for parents to meet with teachers while providing
       enrichment programs for students
       Incentives for PTO attendance

The accomplishment of this goal will require a collaborative effort among the PTO and
the school staff. The construction of sound partnerships between the school and its
parents is vital to our school’s vision in providing comprehensive instruction, and
providing a safe and comfortable environment for our young people to grow and learn.
We anticipate our Average PTO membership to increase by 25% while providing
additional venues for parental involvement above the norm.

The above areas of weakness are newly identified as areas of concentration for school
improvement. As a school under new leadership, the administration, faculty, and school
community proudly take on ownership of these areas. We believe that our focus on these
two particular areas will abundantly support our school’s vision and purpose.

                       SPEEDWELL ELEMANTARY SCHOOL
                         SCHOOL IMPROVEMENT PLAN

Goal 1: The faculty and staff of Speedwell Elementary School will to develop an ―AT
Risk‖ program to provide appropriate intervention for students both academically and

Objectives               Strategies                   Resources/Funding       Persons
Responsible        Timeline                 Evaluation
The utilization of        1. Attend PD on              N/A                     Principal            08/0
BIPS.                          Behavior intervention.                          Guidance Counselor
                          2. Provide PD for staff
                               on behavior
                               intervention models.

Provide SOL                1. Look for opportunities N/A                       Guidance, Media      08/0
remediation                   in the master                                    Specialist, and
opportunities during          schedule.                                        classroom teachers
the school day.            2. Technology class.

Provide social          1. Early bird program.          N/A                      Guidance       08/0
intervention            2. Referral process for the
strategies.             Guidance Counselor.

Provide additional         1. Monitoring at risk        N/A                      Guidance       08/0
and better                    students.                                          Principal
opportunities for          2. Offer more and better                              Staff
student motivation.           opportunities for good
                              behavior rewards.

                        SPEEDWELL ELEMENTARY SCHOOL
                            SCHOOL IMPROVEMENT PLAN
Goal 2: The faculty, staff, and stakeholders of Speedwell Elementary School will strive to
increase parental involvement by 50% over the 07/08 school year..

Objectives              Strategies                  Resources/Funding           Persons
Responsible       Timeline                 Evaluation
Increase PTO             1. Provide incentives for Surveys developed by         School Staff   08/09
attendance by 30%            attendance.              staff.                    PTO Board
                         2. Use of survey results Incentives may
                             to plan programs         require minimal
                         3. Increase                  funding by the school
                             communication of         or the PTO.
Create additional        1. Add one additional        Materials for the         School Staff   08/09
involvement                  family literacy night. parent resource center      PTO Board
opportunities            2. Create a parent           will be funded by         Librarian
                             resource center in the Wythe County
                             library.                 Foundation for
                         3. Utilize Parent            Excellence Grant.
                             Resource Institute
                         4. The creation of short
                             easy to understand
                             surveys for parents.

Increase              1. New lunch menu.            Repair of marquee      School Staff   08/09
communication         2. Repair Marquee             funded through         PTO Board
between the home      3. Review teacher             general maintenance.
and school               newsletters

Better prepare        1. Dedicate one PTO           N/A                    School Staff   08/09
parents to meet the      night for a teacher                               PTO Board
academic needs of        presented programs.
students              2. Provide PTO
                         programs on health
                         and nutrition.
                      3. Provide childcare or
                         activities for children.

   2008 –2009 SACS/CASI District Goals:
   1. All Wythe County Schools will meet or exceed federal and state
      accreditation standards.
   2. Wythe County High Schools will implement approved at risk plans in
      order to increase graduation rates.
   3. Wythe County Schools will increase stakeholder communication.

The faculty and staff of Speedwell Elementary School have worked in a collaborative
effort with all stake holders of the school community to insure that our process of
continuous improvement will directly align with our district objectives. We believe that
the above mentioned areas are vital to the success of our school in that they relate, effect,
and reflect our school mission statement. In addition to our School Improvement Plan
objectives, our staff members, in conjunction with our instructional support staff at the
central office have implemented a great number of additional activities to help us attain
our set goals.

It is always a goal for Speedwell Elementary School to meet and/or exceed all federal and
state accreditation standards. Our teachers are driven and committed to student success.
For many years, our school has enjoyed a great deal of academic success, and in fact has
always met state and federal accreditation standards. Our reading program continues to
thrive in its last year of governance under Reading First. We believe that this is the basic
foundation for learning. We have researched various ways to ensure that our reading
program will remain in tact for years to come while Reading First has provided a wealth
of professional development dealing with sustainability. We have also created and
implemented an at risk program to address the both social and academic needs of students
with the focus on intervention. The goal of our at risk program is primarily to address the
academic needs of struggling readers, transient students, and students with a history of
academic struggles. Strategies employed to address student needs will include reading
buddies, SOL remediation, small group instruction, as well as, the teaching of both
organization and study skills.

Our overall classroom technology and the availability of high speed internet this year will
make a significant impact on our curriculum and instruction. Students now have the
opportunity to take advantage of web-based programs such as Interactive Achievement
and Accelerated Reader. We have added a computer class for grades third, fourth, and
fifth which will enable students to increase their overall computer skills while they take
advantage of numerous on-line testing tutorials. Not to mention the fact that our school is
currently making plans for its first online SOL test. In addition, our SOL team will
continue to meet monthly with the purpose of conducting needs assessments, identifying
weaknesses, and developing strategies to address our instructional needs.

As research has shown, successful schools have a high level of both parental and
stakeholder involvement. Increased parental involvement has be one of our focal points

for school improvement. In addition to our goals and objectives listed in our school
improvement plan, the school staff has developed and implemented a variety of strategies
to improve parental involvement and overall communication between home and school.
We have developed and utilized a survey for our parents to better determine their needs.
Our survey results revealed that the great majority of our parents are currently satisfied
with our efforts of communication; however, it was noted that some parents would like to
see additional communications via teacher email and the school website. In response, we
are taking the necessary steps to improve our school web page, and to better publicize
teacher email addresses. In addition, our third, fourth and fifth grade teachers have
designated one afternoon per month to hold additional parent/teacher conferences. We
have developed and implemented a school wide Title I Parental involvement policy and
hosted a dinner for parents and students. Parents were given an opportunity to review the
policy and to ask questions in relation to our program.

We have hosted various programs that are community related such as our annual PTO
Fall Carnival, Family Literacy Night, Grandparents Day, and a Veterans Day program.
On September 11th of this year we honored our local Fire Department, Rescue Squad, and
Sheriff’s Department. Our school has a sound PTO program that holds regular monthly
meeting and programs. The Wythe County Public Schools Foundation for Excellence
has opened many doors for stakeholder involvement through additional funding of school
programs and by the formation of school liaison committees that make decisions on how
to best utilize the additional funds.

We believe that our set goals will improve student achievement. Furthermore it is the
belief of this staff that our goals not only relate to one another, but the are also dependant
on each other. Increased stakeholder involvement has shown to increase student
achievement. A prime example of this lies in our new attendance incentive program that
has been formed through a partnership with one of our local restaurants, Glenny’s
Kitchen. Students are recognized for perfect attendance each six weeks period and given
a gift certificate for a free meal at Glenny’s. Improved student attendance is directly
related to student performance and success. We are grateful that our community is
willing to support our efforts, and we are more than willing to let them help us.


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