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Snow Creek Elementary School

School Information

School Name:  Snow Creek Elementary School
School Address:   5393 Snow Creek Road
                         Penhook, VA 24137
School Phone:  (540) 483-5599
School Fax:  (540) 483-5604
Principal:  Ken Grindstaff
Principal E-Mail: ken.grindstaff@frco.k12.va.us

Demographics

Number of Students:  181
Number eligible for Free and Reduced Lunch:  54%
Percent of Limited English Proficient:  NA
Percent of Special Education:  28%
Racial/Ethnic Percentages:

  • White  (82%)
  • Black  (15%)
  • Hispanic  (2%)
  • Asian/Pacific Island  (1%)
  • Other  (1%)

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). 

Standards of Learning Assessement Results
Scale: % passing

Grade 3
English: Reading
(Snow Creek/VA)
Science
(Snow Creek/VA)
Math
(Snow Creek/VA)
2006
89%/84%
93%/90%
96%/90%
2005
76%/76%
83%/89%
84%/87%
2004
40%/71%
71%/85%
705/83%

Grade 4
English: Reading
(Snow Creek/VA)
Math
(Snow Creek/VA)
2006
95%/86%
90%/77%
Note: 2005-2006 was the first year of Fourth Grade State Assessments

Grade 5
English: Reading
(Snow Creek/VA)
Science
(Snow Creek/VA)
English: Writing
(Snow Creek/VA)
Math
(Snow Creek/VA)
2006
97%/87%
93%/85%
97%/86%
100%/83%
2005
96%/85%
88%/80%
96%/91%
92%/80%
2004
88%/85%
90%/84%
100%/85%
67%/78%

Grade 3
English: Reading
(Snow Creek)
Science
(Snow Creek)
Math
(Snow Creek)
All students
89%
93%
96%
White students
93%
93%
96%
Students identified as disadvantaged
73%
91%
91%
Female students
94%
88%
100%
Male students
83%
100%
92%
Source: VA Dept. of Education, 2005-2006

Grade 4
English: Reading
(Snow Creek)
Math
(Snow Creek)
All students
95%
90%
White students
93%
93%
Students identified as disadvantaged
92%
85%
Source: VA Dept. of Education, 2005-2006

Grade 5
English: Reading
(Snow Creek)
Science
(Snow Creek)
English: Writing
(Snow Creek)
Math
(Snow Creek)
All students
97%
93%
97%
100%
White students
100%
100%
96%
100%
Students identified as disadvantaged
93%
87%
94%
100%
Female students
92%
92%
93%
100%
Male students
100%
94%
100%
100%
Source: VA Dept. of Education, 2005-2006

Please feel free to comment on any aspect of the data that you feel is particularly significant.

We will continue to raise the bar and close the gap!

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.

After reviewing the data which provides evidence of increased levels of student growth learning over a three-year period, I asked the teachers what do they think they thought caused the increase? One teacher replied, “when we transitioned from working in isolation where one teacher was responsible for her students’ learning to a team effort approach where a team is responsible for the learning of every child; then, we saw an increase.” Another teacher said, “when we became a data driven school where decisions are based on current data then we saw an increase as well.”

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

  1. Monitoring student learning on a timely basis.
    Timely analysis of student data from both division benchmark assessments and team-made common formative assessments.
  2. Creating systems of intervention to provide students with additional time and support for learning.
    3. • Every student has the benefit of daily direct instruction in the general education setting (inclusion for special education students)
    • Every student has a minimum of 30 minutes embedded into the grade-level’s daily schedule for intervention and/or enrichment of essential skills.
    • The additional time and support for students at every grade level is provided daily by general education classroom teachers, special education teachers & assistants, a Title I Specialist, two part-time tutors hired using state remedial funds, and the school’s principal.

    Students who need additional time and support are invited to attend a one-hour after school session twice each week, staffed by the certified teachers and the principal.

  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.

List any Awards and Recognition Garnered by Your School

 Professional Learning Community practices were first implemented at the end of the 2004-2005 school year – we are just beginning the journey. Our school is “fully accredited” and made adequate yearly progress in 2005-2006.

Title 1 Distinguished School