Virginia L. Murray Elementary School

School Information

School Name: Virginia L. Murray Elementary School
School Address:  3251 Morgantown Road
                        Charlottesville, VA 22903
School Phone:  (434) 977-4599
School Fax:  (434) 979-5416
Principal:  Andy Grider
Principal E-Mail:  agrider@k12albemarle.org

Demographics

Number of Students:  255
Number eligible for Free and Reduced Lunch:  7%
Percent of Limited English Proficient:  11%
Percent of Special Education:  12.5%
Racial/Ethnic Percentages:

• White  (83%)
• Black  (4%)
• Hispanic  (6%)
• Asian/Pacific Island  (7%)
• Other (0%)

Present Student Achievement Data in at least three points to demonstrate trends – for example, three consecutive years or the first, third, and fifth years. The data report should always include the most recent school year and should always offer a basis of comparison (for example, state scores, national scores, similar SES schools)..  

SOL Results
(scale: % passing)

Grade 3	2003 (School Score)	2004 (School Score)	2005 (School Score)	2006 (School Score/State Average)	2007 (School Score/State Average)
English/Reading	79%	91%	96%	96%/84%	100%
Science	91%	98%	100%	98%/90%	100%
Math	85%	98%	100%	98%/90%	97.8%
Source: VA Dept. of Education, 2005-2007

Grade 4	2003 (School Score)	2004 (School Score)	2005 (School Score)	2006 (School Score/State Average)	2007 (School Score/State Average)
English/Reading	N/A	N/A	N/A	100%/86%	92.9%
Math	N/A	N/A	N/A	93%/77%	97.7%
Source: VA Dept. of Education, 2005-2007

Grade5	2003 (School Score)	2004 (School Score)	2005 (School Score)	2006 (School Score/State Average)	2007 (School Score/State Average)
English/Reading	90%	100%	100%	96%/87%	100%
Science	98%	98%	96%	95%/85%	100%
English/Writing	96%	100%	96%	95%/86%	100%
Math	75%	95%	91%	83%/83%	100%
Source: VA Dept. of Education, 2005-2007

About the Tests

• In 2005-2006 Virginia used the Standards of Learning (SOL) tests to assess students in reading and math in grades 3 through 8, in writing in grades 5 and 8, in science in grades 3, 5, 7 and 8 and in history in grades 3, 5 and 8.
• The results for reading, writing, math and science are included on GreatSchools profiles.
• The SOL tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Virginia.
• The goal is for all students to pass the tests.

Please present any additional information that indicates your efforts to build a professional learning community have had a positive impact upon students and/or teachers.

Teachers are clear about what students need to know, understand, and be able to do. This clarity has translated to the students who now have a better idea of what they are supposed to learn and why. Through common formative assessments teachers are able to quickly identify students who are not learning a particular concept, and those students are receiving immediate remediation provided by a floating tutor. Through pre assessments teachers are able to identify students who have a good grasp of concepts even before they are taught. As a result teachers can differentiate instruction through various means including grouping practices in order to extend the learning experiences for children. Our advanced pass rates have increased over the years due in part because we identify early on in the unit those students who need enrichment and extension.

 Please elaborate upon strategies you have found to be effective in any of the following areas:

1. Monitoring student learning on a timely basis.

Teachers pre assess student knowledge in most content areas prior to teaching each unit of instruction. This allows teachers to better differentiate instruction early on in the unit.

Teachers give a common assessment at the end of each unit of instruction to determine mastery. Throughout a unit of instruction, teachers continually assess students’ understanding of concepts and skills. Teachers are able to pinpoint specific areas of weakness for students. The students then receive intervention to help them learn those concepts or skills.

2. Creating systems of intervention to provide students with additional time and support for learning.

Many of our grade levels are staffed to provide small groups for instructing students who struggle in reading and/or math. Some grade levels also have teaching assistants who provide extra support to students in the classroom. A floating tutor works in each grade level three days a week for at least 30 minutes each to provide remediation to students who did not master a concept or skill. Our school division has implemented a school based intervention team concept in which a team of teachers meet regularly to discuss strategies to assist struggling students. An after school tutorial program is implemented in early January and is taught by the grade level teachers—we believe this makes a huge difference. Students in several grades also receive extra support in math and/or language arts from parent volunteers who work closely with the teachers. Ideally, we like to use any of this remediation time to pre teach concepts and skills with students especially if we know based on the pre assessment data that the students will struggle during the unit of instruction.

3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

All teachers work in collaborative teams. Grade level teachers meet weekly for at least 90 minutes and specialists and resources teachers meet at least monthly with teachers from across the division or with existing teams in the building.

Teachers identify power standards and pacing guides for each content area. This year teachers from each grade level met with teachers from other schools to develop common power standards and pacing guides in math.

Teachers meet with sending and receiving grade levels to share wish lists—what each grade level would want all students to have mastered before entering the grade.

As a staff we share individual and team goals and the progress made for each. We also share best practices and examples of student work.