- Number of Students: 540
- Percent Eligible for Free and Reduced Lunch: 71%
- Percent of Limited English Proficient: 41%
- Percent of Special Education: 11%
- White: 12%
- Black: 27%
- Hispanic: 48%
- Asian: 6%
- Native Hawaiian or Other Pacific Islander: 4%
- American Indian or Alaska Native: 0%
- Multiracial: 3%
- Other: 0%
Minnieville Elementary School is a phenomenal school located in Woodbridge, Virginia, and has been serving the community for over 40 years. Minnieville serves a highly diverse, high second language learner population and high economically disadvantaged student population. Minnieville's Vision is that Students will Soar for Excellence! Minnieville's Mission focuses on Committment, Collaboration and Community.
As the student population continued to become more ethnically, linguistically, and economically diverse, it was imperative that the school community seek out and implement sound instructional strategies and methodologies to ensure the professional expertise of the staff would be effectively utilized. With the support of the division and under the guidance of several effective school administrators, the professional learning community framework began to evolve and take shape to allow teachers to meet the needs of the diverse student population as state standards and accountability measures began to rise. Every aspect of the instructional decision making, instructional planning, assessment implementation, academic and behavior intervention framework, and community involvement efforts are carried out through the PLC process. Teams are empowered to collaboratively set norms, create goals, develop instructional plans, create and share resources, and share ownership over all student successes and challenges. Specific schoolwide systems have been put in place to allow transparency and clear understanding of schoolwide procedures processes for all staff. Decision making has become a shared process with staff, students and families as well. The administrative team plays a pivotal role in ongoing grade-level instructional planning meetings and data talks. Minnieville works hard to develop outside-the-box strategies and methodologies to meet the needs of an extremely diverse and academically challenging student population. Creative scheduling is collaboratively planned to ensure interventionists have the daily time needed to implement tiered interventions. Shared ownership and collaboration among reading specialists, ESOL staff, support specialists, and teachers is a part of the school culture as teams of teachers enter into classrooms to support guided reading instruction through the school's “PRESS IN” (Pushing IN Reading Exceptional Support Specialists) model. New families to the country are provided weekly classes about the American school system and through a partnership with a language learning software company, taught English as well. In addition to this, Parents and Families are actively sought out to participate in the day to day operations of the school. Volunteer hours are monitored and planned for. Community partnerships are also sought out to support the school.
Like all schools with a diverse student population, challenges continue to arise. State benchmark mandates and assessments continue to evolve, and daily challenges beyond the school walls are presented. Even with these challenges, the PLC processes at Minnieville have allowed our school to continuously raise student achievement, implement effective systems for academic and behavioral interventions, meet the needs of our family community, and help shape our learners for the challenges of the 21st century.
1. Monitoring student learning on a timely basis.
As a school, Minnieville has implemented effective strategies for monitoring student learning on a timely basis. For general instruction, all grade-level teams utilize the PLC process with a standards-based team unit planning document. Before each unit-of-study teams examine the state learning objectives and pull out essential objectives that will be mastered. Essential vocabulary for the unit is also documented. Teams then co-create or revise a common formative assessment to be administered at the end of the unit. A SMART goal is created for the unit, and additional quizzes and assessments are discussed and created that will effectively monitor the learning objectives. Opportunities for support from ESOL and ENCORE teachers (e.g., art, music, computer, and PE) are also discussed as well as administrative support for the unit. Teachers then discuss, share, and document instructional strategies that can be used in the teaching of the unit. This plan is continuously shared and revised throughout the teaching of the unit. Next, the common formative assessment is given, and the results are discussed with the teachers and administration. Pass averages and pass rates are discussed as well as subgroup data (e.g., white, black, SPED, Hispanic, and ESOL). Teams then discuss whether or not their SMART goal was reached. Strategies for the students who did not meet the benchmark are discussed as well as a plan to deliver them remediation for the unit. Extension opportunities are also discussed for students who continuously meet or surpass the benchmark as well. This system is done for every unit in every subject area in every grade.
2. Creating systems of intervention to provide students with additional time and support for learning.
Minnieville has worked hard to implement a system of tiered interventions for both academic and behavior concerns and has also looked for creative ways to schedule effective time for enhanced classroom instruction. Each student's academic and behavioral data is monitored through a classroom yearlong data spreadsheet. Student data containing reading instructional levels, math levels, ESOL levels, writing levels, behavior levels, and overall instructional averages are updated and monitored through monthly intervention meetings with the administration and support specialists. If a child has consecutively fallen behind the grade-level expectations for 4 to 6 weeks, an intervention is allotted to that student. Those interventions (Tier 2) are in the form of additional guided reading or guided math support, after-school tutoring, vocabulary/phonics support, guidance support, or additional ESOL support. These supports are given in addition to the classroom instruction and are monitored. If the child continues to not meet the grade-level expectations, then further (Tier 3) supports are given. These daily supports are also given in addition to the classroom instruction. Tier 3 supports include specific research-based interventions given by a specialist. All progress from the students receiving interventions is done monthly and shared with the students’ families.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
Professional learning community teams are an essential aspect in every area of Minnieville teams. In addition to grade-level PLC teams, the school also organizes its ESOL teachers, SPED teachers, and ENCORE teachers (e.g., art, music, PE, library, and technology) into collaborative teams as well. Effective schoolwide discipline teams, math teams, language arts teams, science/social studies teams, and community Involvement teams operate as well. Each team has its own SMART goal(s) that address areas of need, and specific plans and strategies are delivered and monitored to assess the effectiveness of the team's efforts. In addition to these teams, the administration also meets monthly with its leadership team and its parent advisory team to share schoolwide data, monitor budgetary uses, and discuss schoolwide concerns and needs.
Assessment Results at Passing Level for All Students
|Grade 3||English: Reading||80||68||92||75||89||76|
|Grade 3||History and Social Science||92||85||n/a||n/a||n/a||n/a|
|Grade 4||English: Reading||74||70||90||77||87||77|
|Content Specific||Virginia Studies||96||n/a||94||n/a||97||87|
|Grade 5||English: Reading||84||73||76||78||85||81|
|Grade 5||English: Writing||81||70||n/a||n/a||n/a||n/a|
Teacher Incentive Performance Award 2011–2012, 2012–2013, 2014-2015
TIPA is a performance-based compensation system that exists in schools with 50% or more of students qualifying for free or reduced lunch. Approximately one-third of the schools in Prince William County are eligible for TIPA and include all three levels: elementary, middle, and high. TIPA focuses on improving performance and rewarding an entire certificated staff based on the school’s performance on a set of 23 locally-developed school effectiveness criteria. These criteria include a focus on student achievement and growth, teaching force quality, and school climate.
School of Excellence Award 2012-2013, 2014-2015, 2015-2016
Schools earn the coveted distinction by demonstrating high levels of performance, as evaluated by state accreditation and Virginia academic Annual Measurable Objectives. Schools of Excellence must also attain an overall score of at least 90 out of 100 points on PWCS Strategic Plan-based measures. The School of Excellence distinction is the highest recognition awarded to a school by the Prince William County School Board.
Virginia Distinguished TItle 1 School 2014-2015
Prince William County 2016-2017 Principal of the Year Nathaniel Provencio
Dale City Civic Association Teachers of the Year Brian Raska, Ashley Hoyle, Angela Hunt
2014-2015, 2015-2016 Prince William County School Business Partnerships of the Year