Standards of Quality and Comprehensive Plan - Fluvanna County ...

Fluvanna County Public Schools 

STANDARDS OF QUALITY 

COMPREHENSIVE PLAN 

Approved by the Fluvanna County School Board 

September 27, 2011 

Our Mission: The mission of Fluvanna County Public Schools is to provide quality 

education whereby all students acquire the skills, knowledge, and values necessary 

to develop into responsible and productive citizens of the twenty-first century. 

SOQ Comprehensive Plan Page 1

Introduction 

The Constitution of Virginia requires the Board of Education to prescribe standards of 

quality for the public schools of Virginia. Revisions to these standards must be 

approved by the General Assembly. These standards are known as the Standards of 

Quality (SOQ) and form part of the Code of Virginia, 

§22.1-253.13:6. The Code requires the Virginia Board of Education to review the SOQ 

every two years. The Standards of Quality requiring compliance from the state and 

from local school divisions are divided into nine standards categories: 

� Instructional Programs Supporting the Standards of Learning 

� Instructional, Administrative, and Support Personnel 

� Accreditation, Other Standards, and Evaluation 

� Student Achievement and Graduation Requirements 

� Quality of Classroom Instruction and Educational Leadership 

� Planning and Public Involvement 

� School Board Policies 

� Compliance 

� Virginia Index of Performance Incentive Program 

Each local school board is required to adopt a divisionwide six-year plan based on 

the SOQ. The plan must be reviewed and revised every two years by a School 

Board-appointed committee to address new state initiatives and to report on the 

division’s plan to meet the standards. This Comprehensive Six-Year Plan is based on 

SOQ compliance as well as local school board philosophy and requires local public 

hearing and school board approval. Fluvanna’s Comprehensive Plan is designed to 

support educational progress for the students served in Fluvanna County Public 

Schools and to substantiate compliance with the SOQ. The Plan reflects input from 

various personnel including the school board, superintendent, staff, principals, and 

teachers, as well as parents and community members. 

Fluvanna’s Comprehensive Six-Year Plan was revised and extended in spring 2011 by 

a committee approved by the Fluvanna County School Board. The Plan is laid out 

according to each of the standards in the SOQ. The lettered and numbered italicized 

statements reflect state-required compliance areas for each standard. These are 

followed by non-italicized, bulleted statements indicating Fluvanna’s educational 

programs and plans related to the standard and compliance with each standard 

component. 


2011 SOQ Committee Members 

Bertha Armstrong – School Board Member 

James Barlow – Principal, FCHS 

Kelly Botto – Kindergarten Teacher, Cunningham Elementary 

Mary Bright – Director of Guidance, FCHS 

Allen Cook - Director of Elementary Instruction 

Tonya Cook - Assistant Principal, Central Elementary 

Sarah Covert – Second Grade Teacher, Columbia Elementary 

Susan Daly – School Social Worker 

Sue Davies – Principal, Cunningham and Columbia Elementary 

Karen Decker – Director of Student Services 

Kathi Driver - Principal 

Lynn Fender – Title I Teacher, Central Elementary 

Brenda Gilliam - Director of Secondary Instruction 

Janet Harper – Assistant Principal, Columbia Elementary 

Jim Hodges – Director of Technology 

Martha Holt – Social Studies Teacher, FCHS 

Lynn Jenkins - School Counselor, FMS 

Mark Liles - Parent 

Betty Loving – Above and Beyond Coordinator, Central Elementary 

Lisa Lucas – Media Specialist, Central Elementary 

Suzanne Malm – Special Education Teacher, Cunningham Elementary 

Gequetta Murray-Key – Parent 

Kelly O’Connor - Parent 

Tom Patrick - Director of Operations 

Lori Scalzo – Special Education Teacher, FMS 

Nicole Scholes – Parent 

Trisha Shuman – Teacher, FMS 

Paige Smith – Parent 

Scott Valentine – Parent 

Tom Venker – Lead Teacher, Alternative Education 

Jason Walker – Assistant Principal, FMS 


� STANDARD 1. INSTRUCTIONAL PROGRAMS SUPPORTING THE STANDARDS OF 

LEARNING 

B.1. The school division has implemented Standards of Learning objectives or 

equivalent standards that exceed the Board of Education’s requirements. 

� In Fluvanna County Public Schools the implementation of the SOLs is an 

ongoing process and is evaluated and revised as needed on an annual basis 

by division and school committees to ensure alignment with adopted curricula. 

� Copies of the SOLs are available in each of the schools and in the School 

Board Office. 

� The objectives for English, mathematics, science, and history and social 

science specific to students’ grade levels are distributed by schools each year 

to parents. 

� Division and school committees in conjunction with the Superintendent and 

School Board annually develop plans and strategic initiatives to meet or 

exceed the minimum pass rates needed for accreditation and to make 

Adequate Yearly Progress (AYP). 

� The goal for AYP in reading for school year 2011-12 is a minimum of 91 percent 

for all students and all student subgroups. 

� The goal for AYP in mathematics for school year 2011-12 is a minimum of 90 

percent for all students and all student subgroups. 

� The goal is that each school in the division will meet accreditation requirements 

on an annual basis. 

B.2. The school division expects students to achieve the educational 

objectives established by the school division at appropriate age or grade 

levels. 

� Fluvanna County Public Schools implements effective components of reading 

instruction in kindergarten through grade three including phonemic awareness, 

phonics, fluency, vocabulary development, and text comprehension. 

� The expectation of each teacher is that all students can learn and achieve 

their highest potentials and will as a minimum pass the SOL tests. 

� Diversity is an important component to all of the schools’ programs, and staff 

members are expected to encourage and foster diversity. The division expects 


all teachers to provide instruction to a diverse population of students, focusing 

on the individual child’s progress. Curricula and instruction allow for meeting 

needs of the diverse student population and the success of all students 

regardless of diversity. The divisionwide diversity committee will continue to 

address issues of diversity. Divisionwide diversity training will continue on an 

annual basis as determined by the diversity committee. 

� Instructional delivery in the core content areas is through a repeated 

progression of diagnosis, prescription, instruction, evaluation, and analysis of 

evaluation. The focus of instruction is mastery learning through individualization, 

differentiated selection and assignment (quality and quantity of skill 

development or topical content-based materials) of instructional materials, 

and a manipulation of time (pacing). 

� All student subgroups will meet annual measurable objectives (AMOs) as 

stipulated by No Child Left Behind (NCLB), to include the goal of a 100 percent 

pass rate by the end of school year 2013-2014, and to be sustained for future 

years. 

� The elementary schools’ Improvement Plans developed in school year 2008- 

2009, and revised annually, will be monitored (by the Virginia Department of 

Education, school staff, the Superintendent and central office staff, and the 

School Board) to ensure progress toward established goals. 

C.1. The school division has developed and implemented a program of 

instruction in Grades K-12. 

� The program of instruction for Fluvanna County Public Schools emphasizes the 

following: 

� Reading, writing, speaking. 

� Mathematical concepts and computations. 

� Computer and related technology proficiency. 

� Scientific concepts and processes. 

� Essential skills and concepts of citizenship (i.e. character education), 

including knowledge of Virginia history and world and United States 

history, economic education and financial literacy, government, foreign 

languages, international cultures, health and physical education, 

environmental issues, and geography necessary for responsible 

participation in American society and in the international community. 

� Fine arts, which may include, but need not be limited to, music, art, and 

practical arts. 


� Knowledge and skills needed to qualify for further education, gainful 

employment, or training in a technical or career field, and to promote 

student preparation in the twenty-first century. 

� Development of the ability to apply skills and knowledge in preparation 

for eventual employment and lifelong learning and to achieve 

economic self-sufficiency. 

� Foreign language (Spanish) is offered at the elementary schools. 

� As required by the Individuals with Disabilities Education Improvement Act 

(IDEIA) and No Child Left Behind (NCLB), all students participate in the state 

assessment, either as part of the state’s Standards of Learning assessment 

program or the state’s alternative assessment program. The level of 

participation in state assessment is fully documented in the student’s Individual 

Education Plan available at each school for all eligible students. 

� Annual plans which include an instructional focus are developed by each 

school and presented to the School Board at a public School Board meeting. 

� Building administrators oversee instructional delivery, focus on curriculum 

alignment, and monitor individual student progress. During the 2011-12 school 

year, FCPS entered into a pilot with the Virginia Department of Education for 

the Teacher Performance Evaluation System (TPES). The TPES is aligned with the 

Virginia Department of Education Guidelines for Uniform Performance 

Standards and Evaluation Criteria for Teachers (approved by the Virginia Board 

of Education on April 28, 2011) and uses the Goals and Roles Performance 

Evaluation Model© (short title: Goals and Roles Model©) developed by Dr. 

James Stronge for collecting and presenting data to document performance 

based on well-defined job expectations. Teachers are evaluated on seven 

performance standards: professional knowledge, instructional planning, 

instructional delivery, assessment of and for student learning, learning 

environment, professionalism, and student academic progress. Administrators 

set goals and objectives for and with each teacher through the Teacher 

Evaluation process for students’ achievement/progress. If a teacher’s 

performance does not meet the expectations established by the school 

division, the teacher may be placed on a Performance Improvement Plan. 

� Divisionwide study groups and advisory committees will continue to meet on a 

regular basis. The work of each group provides the foundation for 

comprehensive planning in the division. Additional study groups or committees 

may be added or deleted, as determined by teacher and parent surveys, 

divisionwide student achievement data, the Superintendent, and School Board 

initiatives. Current and advisory committees include: 


� K-12 Reading 

� K-12 Math 

� Division Leadership Team for Schools in Improvement 

� Capital Improvement 

� Career and Technical Education 

� Instructional Technology 

� Gifted 

� Special Education Advisory 

� Internet Safety 

� Wellness 

� The divisionwide and schoolwide committees review curriculum, accountability 

data, and student achievement data to determine needed instructional 

program revisions. These include: 

� Increasing minority enrollment in higher level courses. The goal is that 

enrollment will be representative of the school’s student population. 

� Increasing the number of students enrolled in AP and dual enrollment 

and increasing the number of successful AP test takers. The goal is that 

2011-12 AP test performance will meet or exceed the national and state 

averages and the number of dual enrollments will increase each school 

year, including enrollments of student subgroups. 

� Increasing SAT scores. The goal is that 2011-12 SAT performance will meet 

or exceed the national and state averages. 

� Increasing the number of Grade 8 algebra completers. The goal is that a 

minimum 45 percent of all entering ninth-graders will have completed 

Algebra I, with a 3 percent gain each year from 2011 until 2014. 

� Increasing student subgroup achievement. Data indicate that a focus 

should include students with disabilities, students identified as 

disadvantaged, black students and Hispanic students. A minimum goal 

is meeting the benchmarks for AYP each year. 

� Increasing all students’ reading achievement with the annual goal of, at 

a minimum, meeting AYP benchmarks. 

� Increasing all students’ math achievement, with the annual goal of, at a 

minimum, meeting AYP benchmarks. 


� Developing and annually updating curricular frameworks and pacing 

guides for core content areas to maintain alignment with Standards of 

Learning revisions. 

� Expanding course offerings at the Middle and High schools in order to 

offer a comprehensive secondary curriculum that better prepares 

students for life after high school. 

� Annually reviewing, and reorganizing as needed, the school-day 

schedule to allow for additional or differentiated instruction as needed 

(accelerated, enrichment, or compacted instruction; intervention; 

remediation). 

� Increasing the integration of technology resources within the curriculum 

through instructional technology training for staff (Standard 5). 

C.2. The school division provides research-based programs of prevention, 

intervention, or remediation for students who are at risk including, but not 

limited to, students who fail to achieve a passing score on any Standards of 

Learning assessment in grades three through eight or who fail an end-of-course 

test required for the award of a verified unit of credit required for the student's 

graduation. 

C.3. The school division requires students who fail all of the SOL tests for the 

relevant grade level in grades three through eight or who fail an end-of-course 

test required for the award of a verified credit to attend summer school or 

participate in another form of remediation. 

C.4. The division superintendent requires such students to take special 

programs of prevention, intervention, or remediation, which may include 

attendance in public summer school programs, in accordance with subsection 

A of § 22.1-254 and § 22.1-254.01 of the Code of Virginia. 

C.5 The division superintendent chooses summer school remediation 

programs or other forms of remediation as appropriate to the academic needs 

of the student and does not charge tuition to students required to attend such 

programs. 

� Services through a four-year-old program for students who are identified as at 

risk for academic or developmental delays are offered. 

� Research-based programs of prevention, intervention, and/or remediation for 

students who are at risk including, but not limited to, students who are 

identified per criteria of the SOLs. 


� Students who fail the SOL tests at Grades 3, 4, 5, 6, 7, and 8, or end-of-course 

tests required for the award of verified credits are required to attend summer 

school or participate in another form of remediation. Evidence of the above is 

seen in the academic plans for Title 1-eligible schools, the remedial plan for 

each school, the summer school program of instruction offered at the 

elementary, middle, and high school levels, the after-school extended 

education program at Central Elementary School, and when applicable, 

annual school plans. These remediation programs, including summer school or 

the other forms of remediation, are chosen by the superintendent to be 

appropriate to the academic needs of the students. Students who are 

required to attend summer school or to participate in another form of 

remediation are not charged tuition. 

� The school division has implemented an extended-day program, including 

transportation, for a period of time prior to the SOL testing window. 

� The school division has implemented an extended-day program and an earlybird 

program for Grades K-7, up through age 12. 

� Reorganization of schools’ schedules has allowed additional time during the 

school day for remediation and intervention. 

� Core Extension at the elementary schools. 

� Academic Enrichment and Team Time at the Middle School. 

� Blue and Gold Time at Fluvanna County High School. 

D.1.a. The school division has implemented programs in Grades K through 3, 

which emphasize developmentally appropriate learning to enhance success. 

� Representatives from grades K-3 meet on a regular basis to dialogue and share 

resources and instructional strategies. 

� Differentiated instructional delivery is provided through a repeated progression 

of diagnosis, prescription, instruction, evaluation, and analysis of evaluation. 

These include: 

� Phonemic awareness. 

� Phonological Awareness Literacy Screening (PALS) assessment for 

Grades PreK-3 in reading. 

� Rigby Reading Benchmarks for Grades K-3. 

� Book Buddies program. 

� Program for advanced learners. 

� Remediation. 

� Teacher-developed criterion-referenced tests (CRTs) for English and 

math SOL assessment. 


� SOL Released Tests. 

� Measures of Academic Progress (MAP) for grades PreK-8. 

� Interactive Achievement 

� Accelerated Reader Program (AR). 

� Administration of pre-kindergarten and kindergarten screening. 

D.1.b. The school division has implemented research-based programs based on 

prevention, intervention, or retrieval to increase the number of students who 

earn a high school diploma and/or to prevent students from dropping out of 

school. 

� The following programs are in place: 

� Alternative Education program. 

� Career and Technical Education Plan. 

� Individualized Student Alternative Educational Plan (ISAEP). 

� Adult Basic Education (ABE) and General Adult Education (GAE) 

programs. 

� Comprehensive K-12 Guidance and Counseling Program. 

� Book Buddies at the elementary level. 

� Summer School for rising Grades K-12. 

� After-school SOL camp for students in Grades 3-12. 

� Title I program. 

� Mentoring programs. 

� Response to Intervention (RtI). 

� Special education services. 

� Student absenteeism is monitored and divisionwide personnel work with 

students and families experiencing attendance-related issues. 

� Potential dropouts are identified (credits, attendance, discipline) by school 

staff and intervention is provided (credit recovery, alternative placement, 

counseling, mentoring). 

� Through Four-Year Plans, students are encouraged to seek advanced studies 

and standard diplomas. 

� The goal is to decrease the dropout rate of 5.5 percent (2007-08) and to 

continue the decrease over the next six years while increasing the current ontime 

graduation rate of 90.3 percent. 

D.1.c. The school division has implemented career education programs infused 

into the K through 12 curricula that promote knowledge of careers and 

emphasize the advantages of completing school with marketable skills. 


� Career programs include explorations of various careers, apprenticeships, 

entrepreneurships and small business ownership, the military, and the teaching 

profession, as well as other careers. 

� Fluvanna County Public Schools employs school counselors to work with all 

students in Grades K-12. 

� A Career Day at Grade 4, Career Expo at Grade 7, and Career Fair at Grade 

10 are offered annually. 

D.1.d Career exploration opportunities in the middle school grade. 

� Specific career exploration opportunities are provided at Fluvanna Middle 

School through a career program as part of the school day for a six-week 

period. 

� Six-Year Plans which include a career component for individual students began 

during the school year 2010-11 as per legislation. 

D.1.e. Competency-based career and technical education programs that 

integrate academic outcomes, career guidance, and job-seeking skills for all 

secondary students. 

�� Fluvanna County Public Schools has implemented competency-based Career 

and Technical Education programs according to the Career and Technical 

Education Plan approved by the Fluvanna County School Board, which 

integrate academic outcomes, career guidance, and job-seeking skills for all 

secondary students including those with disabilities. Programs are based upon 

labor-market needs and student interest. A continuing relationship between 

Fluvanna County Public Schools and the Piedmont Virginia Business-Education 

Alliance (PVBEA) provides a resource for career mentoring and job placement. 

�� Resources are utilized from Piedmont Virginia Community College (PVCC). 

�� In addition, the following programs/plans are in place: 

o FCHS Teacher Cadet Program. 

o FCHS Mentoring/Internship Program. 

o Career Fair at Grade 10. 

o Career and Technical Education Plan. 

o Six-Year Plans. 


� Fluvanna County High School offers career counseling for exiting students 

specific to the current labor market and student interest, as well as 

employment opportunities and placement services. 

� The school division continues to maintain/explore regional partnerships to 

make available a wider range of vocational offerings. 

� Fluvanna middle and high schools offer courses with educational objectives 

that emphasize economic education and financial literacy. 

D.1.f. The school division has implemented early identification of students with 

disabilities and enrollment of such students in appropriate instructional 

programs consistent with state and federal laws. 

� A divisionwide Response to Intervention (RtI) committee has been formed. All 

schools are participating in an RtI pilot program. 

� The division maintains a collaborative model of instruction at all schools. 

� Special education students are encouraged to seek standard or advanced 

study diplomas. The goal is to continue to increase the number of identified 

special education students who are awarded these diplomas and decrease 

the number of students leaving school prior to completing graduation 

requirements. 

� Child Find Guidelines of the Fluvanna County Public Schools meet federal and 

state requirements for early identification of children eligible for special 

education services. 

� The division’s Special Education Plan outlines the services available to students 

who meet eligibility requirements. 

� Special education enrollment statistics are reported annually to the Virginia 

Department of Education to ascertain appropriateness of student placements. 

� The division’s Special Education Policy Manual is in compliance with state and 

federal requirements. 

D.1.g. The school division has implemented early identification of gifted 

students and enrollment of such students in appropriately differentiated 

instructional programs. 


� The K-12 Math Study Group is investigating and implementing an advanced 

math program at the elementary level. 

� Honors and high school credit courses are offered at the Middle School. 

� The division provides dual enrollment and Advanced Placement courses with 

the opportunity to earn college credit. 

� Fluvanna County Public Schools participates jointly with other local school 

systems in the Blue Ridge Virtual Governor’s School for students in Grades 9-12. 

� The Gifted Plan includes instruments to identify K-12-eligible students. 

� An Annual Academic Plan (AAP) is developed for identified students in Grades 

K-8. 

� A Six-Year Plan is developed for identified students in Grades 7-12. 

� Fluvanna County Public Schools submits an annual report for gifted students to 

the Virginia Department of Education. This report has identification by grade 

level and instructional services implemented. 

� Fluvanna County Public Schools continues to provide students with 

opportunities to take courses via the Internet and to provide resources to assist 

teachers in communicating class assignments to students via the Internet. 

D.1.h. The school division has implemented educational alternatives for 

students whose needs are not met in programs prescribed elsewhere in the 

standards. 

� Among these alternatives are a satellite-site, regular-school-hours program (the 

Intervention Center), a Distance Learning Program, Project RETURN (Renewing 

Education Through Use of Regional Network), Individual Student Alternative 

Education Program (ISAEP), and Homebound Instruction. Students participating 

in these alternatives are counted in the average daily membership (ADM) of 

the school division. 

� Mentoring, job/career, and educational opportunities for students pursuing 

education in a non-diploma program are provided. 


� Fluvanna County Public Schools continues to provide students with 

opportunities to take courses via the Internet and to provide resources to assist 

teachers in communicating class assignments with students via the Internet. 

D.1.i. The school division has implemented adult education programs for 

individuals functioning below the high school completion level. 

� Fluvanna County Public Schools provides adult education and family literacy 

programs that include day and evening Adult Basic Education and General 

Adult Education programs. 

� The Families Learning Together Program (FLTP) supports adult literacy and 

parenting skills. 

� The division coordinates adult education services, including counseling, across 

local government agencies through FLTP and Family Assistance and Planning 

Team (FAPT). 

� Adult literacy levels are reported to the Virginia Department of Education on 

an annual basis. 

D.1.j. The school division has implemented a plan to make achievement for 

students who are educationally at risk a divisionwide priority that includes 

procedures for measuring the progress of such students. 

� Plans are developed that articulate Grades K-12 practices, define the 

educationally at-risk student and list indicators to enhance early identification, 

focus on instructional strategies to be used, and include procedures for 

measuring the academic progress of such students. 

o Response to Intervention (RtI) plans. 

o Child Study Team plans. 

� 504 Plans are developed annually for identified students. 

� IEPs are developed annually for students with disabilities. 

� Benchmark assessing and study of the resulting individual student data occur 

on a regular basis at all schools. The appropriate instruction per student follows. 


� The division offers a four-year-old program that includes developmentally 

appropriate experiences in cognitive, communication, social, physical, and 

emotional development. 

� The division has partnered with Head Start to foster a more collaborative 

approach to determining at-risk pre-kindergarteners. 

� The school division has entered a partnership with local agencies to participate 

in Fluvanna Smart Beginnings, a program to enhance school readiness for 

young children. 

D.1.k. The school division has implemented a plan to notify students and their 

parents of the availability of advanced placement classes and the Governor’s 

School Program, the qualifications for enrolling in such classes and programs, 

and the availability of financial assistance to low-income and needy students 

to take the advanced placement examinations. 

� The annual Fluvanna County High School Program of Studies provides 

notification to parents and students. 

� The annual Fluvanna Middle School Program of Studies provides notification to 

parents and students. 

� Strategies continue to increase enrollment/subgroup enrollment in AP classes, 

dual enrollment, and Blue Ridge Virtual Governor’s School (BRVGS). 

� The division provides annual notifications and student and parent presentations 

at the Middle School for BRVGS information and application process. 

� Fluvanna County High School students and parents are notified of financial 

assistance for AP examinations through the school counseling department. 

Each year the school division provides financial assistance to low-income 

students as per the United States Department of Education (USED) regulations 

and guidelines. 

D.1.l. The school division has implemented a plan for identification of students 

with limited English proficiency and enrollment of such students in appropriate 

instructional programs. 

� The WIDA Access Placement Test (W-APT) is an assessment tool to measure the 

English language proficiency of students and to assist in determining whether 


or not a child is in need of English language instructional services, and if so, at 

what level. Applicable students are evaluated annually. 

� Software programs utilized to facilitate limited-language learners include 

Imagine Learning English and Rosetta Stone. 

� Each school has designated individuals to assist with limited-language students. 

In some cases, outside contracts are made to arrange for language 

assistance. 

D.1.m. The school division has implemented a plan for early identification, 

diagnosis, and assistance for students with reading and mathematics 

problems and provision of instructional strategies and reading and 

mathematics practices that benefit the development of reading and 

mathematics skills for all students. 

� PALS (Grades Pre-K through 3) is a reading screening tool used by Fluvanna 

County Public Schools. 

� DRA2 (Grades K-9) is utilized by the division, on an as-needed basis, as a 

diagnostic and focus for reading instruction. 

� Rigby is utilized at the elementary level (Grades K-3) to match students to 

reading text levels. 

� Measures of Academic Progress (MAP) is used to plan for reading and math 

instruction and measure student growth. 

� Title I reading services are offered to eligible students in Grades K-3. 

� The K-12 Literacy Study Group continues to focus on a K-12 literacy continuum 

and to evaluate strategies and practices based on student progress. 

� The K-12 Math Study Group continues to focus on a K-12 mathematics 

continuum and to evaluate effective strategies and practices based on 

student progress. 

� Teachers have received training in the development of benchmark 

assessments for reading and mathematics and are using benchmark data to 

determine instruction. 

� Teachers have received training in instructional strategies and practices, 

including inquiry, balanced literacy, math questioning, and comprehension. 


� Curriculum pacing guides have been developed for literacy and 

mathematics. 

� Multiple sources of information, including The Orleans Hanna, are used in 

Grades 6-8 to provide evidence of students’ levels in math and to predict 

success in Algebra I. 

D.1.n. The school division incorporates art, music, and physical education as a 

part of the instructional program at the elementary school level. 

� Fluvanna County Public Schools incorporates art, music, and physical 

education as part of the instructional program at the elementary level. 

D.1.o. The school division incorporates a program of physical fitness available 

to all students with a goal of at least 150 minutes per week on average during 

the regular school year. Such program may include any combination of (i) 

physical education classes, (ii) extracurricular athletics, or (iii) other programs 

and physical activities deemed appropriate by the local school board. Each 

local school board shall incorporate into its local wellness policy a goal for the 

implementation of such program during the regular school year. 

� As stated in policy JHCF, “Student Wellness,” The Fluvanna County school 

division has a goal of making a program of physical fitness available to all 

students for at least 150 minutes per week on average during the regular 

school year. Such program may include any combination of physical 

education classes, extracurricular activities, and other programs and physical 

activities. Students are given opportunities for physical activity during the 

school day through physical education (PE) classes, daily recess periods for 

elementary school students, and the integration of physical activity into the 

academic curriculum where appropriate. Students are given opportunities for 

physical activity through a range of before- and/or after-school programs 

including, but not limited to, intramurals, interscholastic athletics, and physical 

activity clubs. Schools encourage parents and guardians to support their 

children's participation in physical activity, to be physically active role models, 

and to include physical activity in family events. Schools provide training to 

enable staff to promote enjoyable, lifelong physical activity among students. 

D.1.p. The school division incorporates a program of student services for Grades 

kindergarten through 12 that shall be designed to aid students in their 

educational, social, and career development. 


� The Comprehensive K-12 Guidance Program provides a program of services for 

students specific to educational, social, and career development. 

� The division employs school counselors, school psychologists, school nurses, an 

elementary facilitator, a school social worker, speech pathologists, and 

specialists for OT and PT. Each school has building-level designees for RtI and 

Child Study. 

� In 2008-09, schools in the division began training and implementation of the 

Effective Schoolwide Discipline (ESD) program, and ESD training and 

implementation continues. 

D.1.q. The school division collects and analyzes data and uses the results to 

evaluate and make decisions about the division’s instructional program. 

� Annually schools disaggregate Standards of Learning, discipline, attendance, 

and student subgroup data to be reviewed at the school level and at the 

division level in the summer administrative retreat. 

� The school board is presented with the disaggregated data on an annual 

basis. 

� Schools develop annual plans, which include instructional strategies driven by 

the disaggregated data. 

� The Superintendent and School Board annually determine strategic initiatives 

based on disaggregated data. 

� K-12 study group work plans continue to be updated as a result of annual data 

disaggregation. 

� Data, including that from benchmark assessments, are collected and analyzed 

throughout the school year to determine individual student needs and 

instructional implementation. 

� STANDARD 2. INSTRUCTIONAL, ADMINISTRATIVE, AND SUPPORT PERSONNEL. 

B.1. School boards shall employ licensed instructional personnel qualified in 

the relevant subject areas. 


� Fluvanna County Public Schools employs the required minimum number of 

licensed, full-time equivalent (FTE) instructional personnel in all required subject 

areas. 

� Fluvanna County Public Schools employs 309 FTE licensed personnel for the 

2010-11 school year. 

� The percentage of highly qualified teachers employed by Fluvanna County 

Public Schools for the 2010-11 school year as of October 30, 2010, is 98.99. This is 

an increase from 97.13 percent in school year 2009-10. 

� Fluvanna County Public Schools will continue to recruit highly qualified 

personnel for instructional positions, retain those who are highly qualified, and 

assist personnel in gaining highly qualified status. 

� The revised 2009 Mentor Teacher plan supports beginning teachers and 

teacher retention. 

� The goal is to have 100 percent highly qualified teachers for the 2011-12 school 

year and to maintain that percentage. 

� Recruitment efforts will support an increased diverse workforce. Highly qualified 

candidates from different backgrounds will be actively recruited. 

� Teacher surveys will be administered on a schedule determined by the 

Superintendent and School Board. Each subsequent survey will demonstrate 

category percentage increases indicative of changes implemented as a result 

of previous surveys. 

C.1. Each school board shall assign licensed instructional personnel in a 

manner that produces divisionwide ratios of students in average daily 

membership to full-time equivalent teaching positions, excluding special 

education teachers, principals, assistant principals, counselors, and librarians, 

that are not greater than the following ratios: 

a. Twenty-four to one in kindergarten, with no class larger than twenty-nine 

students; if the average daily membership in any kindergarten class 

exceeds 24 pupils, a full-time teacher’s aide shall be assigned to the class; 

b. Twenty-four to one in grades one, two, and three, with no class being larger 

than thirty. 


c. Twenty-five to one in grades four through six with no class being larger than 

thirty-five students. 

d. Twenty-four to one in English classes in grades six through twelve. 

� Fluvanna County Public Schools has a ratio of pupils in average daily 

membership to FTE teaching positions (excluding special education teachers, 

principals, assistant principals, administrative assistants, counselors, and 

librarians) no greater than the following ratios as illustrated in the tables below. 

All statistics are based on September 30, 2010. In academic year 2010-11, 3722 

students were enrolled in Grades K-12 (plus 11 preschool students with 

disabilities and 71 in the Four-Year-Old Program) as of September 30, 2010; 309 

full-time equivalent licensed instructional personnel were under contract as of 

the tenth day of school (August 23, 2010). 

� Fluvanna County Public Schools seeks to maintain a student-teacher ratio of 

18:1 in Grades K-1, and a ratio of 22:1 in Grades 2-12. 

� The ratios and largest class for the Fluvanna County Public Schools in Grades K- 

3 are shown in the chart below. 

RATIO 

LARGEST 

CLASS 

KINDERGARTEN 18.12 20 

GRADE 1 22.07 24 

GRADE 2 22.15 25 

GRADE 3 21.76 23 

� The ratios and largest class in Fluvanna County Public Schools in Grades 4-6 are 

shown in the chart below. 

RATIO 

LARGEST 

CLASS 

GRADE 4 21.53 24 

GRADE 5 22.83 25 

GRADE 6 21 27 

� The ratio in language arts classes at Fluvanna Middle School (Grades 6-8) is 

21.69 to 1. 


� The ratio in English classes at Fluvanna County High School (Grades 9-12) is 

22.54 to 1. 

C.2. Further, school boards shall assigns instructional personnel in a manner that 

produces schoolwide ratios of students in average daily memberships to fulltime 

equivalent positions of twenty-one to one in middle and high schools. 

� All statistics are based on September 30, 2010 enrollment. FTE positions exclude 

special education teachers, principals, assistant principals, administrative 

assistants, school counselors, and librarians. 

STUDENTS FTEs RATIO 

FMS 868 51.5 16.87 

FCHS 1148 59 19.46 

C.3. School divisions shall provide all middle and high school teachers with 

one planning period per day or the equivalent, unencumbered of any 

teaching or supervisory duties. 

� Fluvanna County Public Schools provides all middle school and high school 

teachers with one planning period per day or the equivalent, unencumbered 

of any teaching or supervisory duties. 

D.1. Each local school board shall employs with state and local basic, special 

education, gifted, and career and technical education funds a minimum 

number of licensed, full-time equivalent instructional personnel for each 1,000 

students in average daily membership (ADM) as set forth in the Appropriation 

Act. Calculations of kindergarten positions shall be based on full-day 

kindergarten programs. Beginning with the March 31 report of average daily 

membership, those school divisions offering half-day kindergarten with 

pupil/teacher ratios that exceed 30 to one shall adjust their average daily 

membership for kindergarten to reflect 85 percent of the total kindergarten 

average daily memberships, as provided in the appropriation act. 

� Fluvanna County Public Schools meets all state and federal requirements for 

funding for positions. 

E.1. In addition to the positions supported by basic aid and in support of 

regular school year programs of prevention, intervention, and remediation, 

state funding, pursuant to the appropriation act, shall be provided to fund 


certain full-time equivalent instructional positions for each 1,000 students in 

Grades K-12 who are identified as needing prevention, intervention, and 

remediation services. State funding for prevention, intervention, and 

remediation programs pursuant to this subsection and the appropriation act 

may be used to support programs for educationally at-risk students as 

identified by the local school boards. 

� Fluvanna County Public Schools is in compliance as per the following chart. 

Identified 

Students 

FCHS FMS Central Columbia Cunningham Total 

536 511 415 31 22 1515 

FTEs 36 11.51 8.5 1 1 58.01 

F.1. In addition to the positions supported by basic aid and those in support 

of regular school-year programs of prevention, intervention, and remediation, 

state funding, pursuant to the appropriation act, shall be provided to support 

17 full- time equivalent instructional positions for each 1,000 students identified 

as limited English proficiency. 

� As of September 30, 2010, the number of students identified as limited English 

proficient was 28 which would require.3 staff. Fluvanna County Public Schools 

exceeds .4 staff utilizing foreign language teachers and other staff to work with 

identified LEP students, as well as classroom teachers to monitor their progress. 

G.1. In addition to the full-time equivalent positions required elsewhere in this 

section, each local school board shall employ the following reading specialists 

in elementary schools, one full-time in each elementary school at the discretion 

of the local school board. 

� A reading specialist is employed at each elementary school; a reading 

specialist is employed at the Middle and High schools. 

H.1. Each local school board shall employ, at a minimum, the following fulltime 

positions for any schools that reports fall membership, according to the 

type of school and student enrollment: 

1. Principals in elementary schools, one half-time to 299 student, one full-time 

at 300 students; principals in middle schools, one full-time, to be employed 


on a 12-month basis; principals in high schools, one full-time, to be 

employed on a 12-month basis; 

2. Assistant principals in elementary schools, one half-time at 600 student, one 

full-time at 

900 students; assistant principals in middle schools, one full-time for each 

600 students; assistant principals in high schools, one full-time for each 600 

students; 

3. Librarians in elementary schools, one part-time to 299 students, one full-time 

at 300 students; librarians in middle schools, one-half time to 299 students, 

one full-time at 300 student, two full-time at 1,000 students; librarians in high 

schools, one half-time to 299 students, one full- time at 300 students, two fulltime 

at 1,000 students; 

5. Guidance counselors in elementary schools, one hour per day per 100 

students, one full-time at 500 students, one hour per day additional time per 

100 students or major fraction thereof; guidance counselors in middle 

schools, one period per 80 students, one full-time at 400 students, one 

additional period per 80 students or major fraction thereof; guidance 

counselors in high schools, one period per 70 students, one full-time at 350 

students, one additional period per 70 students or major fraction thereof; and 

6. Clerical personnel in elementary schools, part-time to 299 students, one fulltime 

at 300 students; clerical personnel in middle schools, one full-time and 

one additional full-time for each 600 students beyond 200 students and one 

full-time for the library at 750 students; clerical personnel in high schools, one 

full-time and one additional full-time for each 600 students beyond 200 

students and one full-time for the library at 750 students. 

� The following chart indicates the number of principals, assistant principals, 

librarians, guidance counselors, and clerical personnel at each school for 

school year 2010-11. 

Columbia 

(Enrollment of 

121) 

Principals 1 (w/ 

Cunningham) 

Assistant 1 (w/ 

Principals Cunningham) 

Cunningham 


195) 

Central 


1371) 

FMS 


846) 

FCHS 


1151) 

1 (w/ Columbia) 1 1 1 

1 (w/ 

Cunningham) 

3 2 3 

Librarians 1 1 2 1 2 

Guidance 1 (w/ 

Cunningham) 

1 (w/ Columbia) 2 3 4 

Clerical 1 1 4.5 3.5 6 


I.1. Local school boards shall employ five full-time equivalent positions per 

1000 students in grades kindergarten through five to serve as elementary 

resource teachers in art, music, and physical education. 

� As of September 30, 2010, the FTE for resource teachers in Grades K-5 was nine 

fifteen. 

J.1. Local school boards shall employs two full-time equivalent positions per 

1,000 students in grades kindergarten through 12, one to provide technology 

support and one to serve as an instructional technology resource teacher. 

� Fluvanna County Public Schools employs for the 2010-11 school year 5.5 

individuals for technology support, 1 technology specialist, and 1 network 

technology specialist. 

K.1. Local school boards may employ additional positions that exceed these 

minimal staffing requirements. These additional positions may include, but are 

not limited to, those funded through the state's incentive and categorical 

programs as set forth in the appropriation act. 

L.1. A combined school, such as kindergarten through 12, shall meet at all 

grade levels the staffing requirements for the highest grade level in that school; 

this requirement shall apply to all staff, except for guidance counselors, and 

shall be based on the school’s total enrollment; guidance counselor staff 

requirements shall, however, be based on the enrollment at the various school 

organization levels, i.e., elementary, middle, or high school. The Board of 

Education may grant waivers from these staffing levels upon request from local 

school boards seeking to implement experimental or innovative programs that 

are not consistent with these staffing levels. 

� Fluvanna County Public Schools has no combined schools. 

M.1. School boards shall, however, annually, on or before January 1, reports 

to the public the actual pupil-teacher ratios in elementary school classrooms 

by school for the current year. Such actual ratios shall include only the 

teachers who teach the grade and class on a full-time basis and shall exclude 

resource personnel. School boards shall report pupil/teacher ratios that include 

resource teachers in the same annual report. Any classes funded through the 

voluntary kindergarten through third grade class size reduction program shall 

be identified as such classes. Any classes having waivers to exceed the 

requirements of this subsection shall also be identified. Schools shall be 

identified; however, the data shall be compiled in a manner to ensure the 

confidentiality of all teacher and pupil identities. 


� Fluvanna County Public Schools’ Superintendent provides pupil-teacher ratios 

to the School Board by January 1 of each school year. 

N.1. Students enrolled in a public school on a less-than-full-time basis shall be 

counted in ADM in the relevant school division. Students who are either (i) 

enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 

22.1-254.1, and who are enrolled in public school on a less-than-full-time basis 

in any mathematics, science, English, history, social science, career and 

technical education, fine arts, foreign language, or health education or 

physical education course shall be counted in the ADM in the relevant school 

division on a pro rata basis as provided in the appropriation act. Each such 

course enrollment by such students shall be counted as 0.25 in the ADM; 

however, no such nonpublic or home-school student shall be counted as more 

than one-half a student for purposes of such pro rata calculation. Such 

calculation shall not include enrollments of such students in any other public 

school courses. 

� Per current policy JECB, private and home school students shall be permitted 

to enroll part-time in academic courses in the Fluvanna County Public Schools. 

O.1. Each local school board shall provide those support services that are 

necessary for the efficient and cost-effective operation and maintenance of its 

schools. 

For the purposes of this title, unless the context otherwise requires, “support 

services” shall include services provided by the school board members; the 

superintendent; assistant superintendents; student services (including guidance 

counselors, social workers, and homebound, improvement, principal's office, 

and library-media positions); attendance and health positions; administrative, 

technical, and clerical positions; operation and maintenance positions; 

educational technology positions; school nurses; and pupil transportation 

positions. 

Pursuant to the appropriation act, support services shall be funded from basic 

school aid on the basis of prevailing statewide costs. 

� Fluvanna County Public Schools provides the necessary support services, 

including those listed above (see Appendix A). 

� Staffing and staff training provide a safe and secure environment conducive to 

ensuring a 

teaching and learning process. 


P.1. Notwithstanding the provisions of this section, when determining the 

assignment of instructional and other licensed personnel in subsections C 

through J, a local school board shall not be required to include full-time 

students of approved virtual school programs. 

� STANDARD 3. ACCREDITATION, OTHER STANDARDS, AND EVALUATION 

A. 1. All schools are fully accredited by the Board of Education. 

� Based on spring 2009-10 SOL test scores, Fluvanna County High School, 

Fluvanna Middle School, Central Elementary School, Cunningham Elementary 

School, and Columbia Elementary School are fully accredited. 

� School staffs annually examine school accountability: Accreditation and 

Adequate Yearly Progress (AYP), including Annual Measurable Objectives 

(AMOs). 

� Annual school plans and K-12 work plans include goals based on AMOs not 

met and content areas and subgroups not meeting Adequate Yearly Progress. 

A.2. The accreditation status of all schools is reviewed annually in public 

session by the School Board. 

� The Fluvanna County Public School Board reviews the accountability status of 

all schools at the summer Board seminar and at the August public School 

Board meeting. 

� The Fluvanna County Public School Board reviews the state provided 

accreditation status of all schools at the November public School Board 

meeting. 

A.3. School boards have submitted corrective action (improvement) plans for 

any schools within its school division that have been designated as not 

meeting the criteria for determining effectiveness as defined by the Board (i.e., 

rated “Accredited with Warning”). 

� All schools in Fluvanna have been designated as meeting accreditation 

criteria. 

� Central, Cunningham, and Columbia elementary schools are Title I Schools in 

Improvement. 


A.4. If the school division has undergone a division-level academic review, 

the school board has submitted a corrective action plan to the Board of 

Education and has made the corrective action plan a part of the school 

division's long-range comprehensive plan. 

� Fluvanna County Public Schools has not been required to undergo an 

academic review, nor is the division required to complete a corrective action 

plan. 

F.1. To assess the educational progress of students as individuals and as 

groups, the school division requires the administration of appropriate 

assessments including: 

a. Standards of Learning assessments and other relevant data to evaluate 

student progress and to determine educational performance. 

b. Appropriate assessments, which may include criterion-referenced tests, 

teacher-made tests and alternative assessment instruments. 

c. Standards of Learning assessment, and the National Assessment of 

Educational Progress state-by-state assessment. 

d. Virginia Grade Level Alternative (VGLA), an annual justification, as part of 

the Individual Education Program, for every student who takes the 

Virginia Grade Level Alternative (VGLA) assessment instrument in grades 

three through eight. Such justification shall include evidence that the 

student meets participation criteria defined by the Department of 

Education. 

� To assess the educational progress of students as individuals and as groups, 

Fluvanna County Public Schools administers assessments in Appendix B. 

F.2. The school division analyzes and reports to the public annually the results 

from the Stanford Achievement Test Series, Ninth Edition assessment, if 

administered, and the Standards of Learning Assessments. 

� Fluvanna County Public Schools analyzes and reports results of the Standards of 

Learning assessments to the public on an annual basis. 

� Fluvanna County Public Schools does not administer the Stanford Achievement 

Test Series, Ninth Edition assessment. 

G.1. The division superintendent regularly reviews the division’s submission of 

data and reports required by state and federal law and regulations to ensure 

that all information is accurate and submitted in a timely fashion. 


� The Superintendent of Fluvanna County Public Schools reviews the submission 

of data and reports for accuracy and timely submission. The Virginia 

Department of Education’s Calendar of Reports for the 2010-2011 school year 

is in Appendix C. 

� STANDARD 4. STUDENT ACHIEVEMENT AND GRADUATION REQUIREMENTS 

A.1. The school board awards diplomas to students, including those who 

transfer from nonpublic schools or home instruction, who earn the units of 

credit prescribed by the Board of Education and meet such other requirements 

as may be prescribed by the local school board and approved by the Board 

of Education. 

� In order to graduate from Fluvanna County Public Schools, a student must 

meet all applicable requirements set forth in the Standards of Accreditation 

and the Standards of Quality. The requirements for a student to earn a diploma 

are those in effect when he or she enters ninth grade for the first time. 

� The Fluvanna County School Board currently awards the following types of 

diplomas and certificates in accordance with state laws and regulations. 

� Standard Diploma 22 standard and 6 verified units of credit 

required. 

� Advanced Diploma –26 standard and 9 verified units of credit 

required. 

� Modified Standard Diploma – 20 standard and 0 verified units of 

credit required. 

� Special Diploma – completion of IEP goals required. 

� Certificate of Program Completion – completion of a prescribed 

program of studies required. 

� General Educational Development (GED) – passing the high 

school equivalency program test required. 

� Beginning with the ninth-grade class of 2010, two technical diplomas will also 

be awarded by the School Board: The Standard Technical Diploma (meet or 

exceed the requirements of a standard diploma and include a concentration 

in career and technical education) and the Advanced Technical Diploma 

(meet the requirements for the advanced studies diploma and also fulfill a 

concentration in career and technical education). 

A.2 Provisions are made for students who transfer between secondary 

schools, nonpublic schools, and home instruction as outlined in the 

accreditation standards. 


� Fluvanna County High School makes provisions for students who transfer 

between secondary schools, nonpublic schools, and home instruction as 

outlined in the Standards of Accreditation. Provisions are made, through state 

guidelines, for students who transfer from a “non-4 X 4” block-schedule public 

school and for students who transfer at varying times during the course of a 

semester. 

A.3. Reasonable accommodations are provided for students with disabilities 

to meet the requirements for a diploma. 

� Appropriate accommodations are discussed and agreed upon by the IEP 

Committee and outlined in the IEP document. 

� All accommodations allowed by the Commonwealth and the federal 

government are utilized as individually needed for students with disabilities. 

A.4. The school board notifies the parents of rising eleventh- and twelfthgrade 

students of (i) the number of standard and verified units of credit 

required for graduation pursuant to the standards of accreditation and (ii) the 

remaining number of such units of credit the individual student requires for 

graduation. 

� Parents of rising eleventh- and twelfth-grade students are notified of the 

number of standard and verified units of credit required for graduation and the 

remaining number of such units of credit the individual student requires for 

graduation. 

� Individual student Four-Year Plans are currently developed for all students in 

Grades 9-12. The plan includes at least two sequential electives chosen from a 

concentration of courses selected from a variety of options that may be 

planned to ensure the completion of a focused sequence of elective courses 

The student may take such focused sequence of elective courses in 

consecutive years or any two years of high school. This is a collaborative 

process with school counselors, parents, and students. Beginning in school year 

2010-11, Six-Year Plans will be developed for all seventh-graders. This will be a 

collaborative process with school counselors, parents, and students. 

� A Graduation Checklist is developed for each student by his or her school 

counselor to determine if the student is maintaining credit acquisition for 

graduation. Students and parents are kept informed regarding graduation 

credits attained/needed. 


� The Program of Studies, with course offerings, types of diplomas, and 

graduation requirements is provided to each student and parent annually. The 

information is also on the High School’s website. 

� The PowerSchool Parent Portal enables parents to view their child’s 

attendance and academic records online. 

B.1. The school board awards special diplomas to students who have been 

identified as disabled who complete the requirements of their individualized 

education programs. 

� Students enrolled at FCHS identified as disabled who complete the 

requirements of their individualized education plans and graduation 

requirements are awarded the appropriate diploma. Students who complete 

the requirements of their IEP but not all of the graduation requirements are 

awarded a Special Diploma. 

B.2. The school board notifies the parents of students with disabilities who 

have an individualized education program and who fail to meet the 

requirements for graduation of the student's right to a free and appropriate 

education to age 21, inclusive. 

� At IEP meetings throughout the high school years, parents and students are 

notified/reminded of the right to remain in high school to age 21, inclusive. 

� This notification may be found in the division’s policy manual available at the 

High School. 

� This notification is being added to the High School student handbook for the 

2009-10 school year. 

C.1. The school board awards certificates of program completion to students 

who complete a prescribed course of study as defined by the school board 

when they do not meet the requirements for a diploma. 

� The Fluvanna County School Board currently awards the Virginia State Board of 

Education prescribed Standard, Modified Standard, and Advanced diplomas. 

� The School Board awards certificates of program completion to students who 

complete a prescribed course of study when they do not meet requirements 

for a diploma. 


C.2. The school board provides notification of the right to a free public 

education for students who have not reached 20 years of age on or before 

August 1 of the school year to the parent of students who fail to graduate or 

who have failed to achieve the number of verified units of credit required for 

graduation as provided in the standards of accreditation. If such student who 

does not graduate or achieve such verified units of credit is a student for whom 

English is a second language, the school board notifies the parent of the 

student's opportunity for a free public education to age- 22. 

� At student-school counselor meetings throughout the latter high school years, 

parents and students are reminded of the right to remain in high school until 

the age limitation. 

� This notification is being added to the High School student handbook and may 

be found in the division’s policy manual available at the High School. 

D.1. The school board reports annually to the Board of Education the number 

of Board approved industry certifications, and state licensure examinations 

passed, and national occupational competency assessments passed, Virginia 

workplace readiness skills, assessments passed, and the number of career and 

technical education completers who graduated. The numbers shall be 

reported as separate categories on the School Performance Report Card. 

� A Career and Technical Education Annual report is approved by the School 

Board each year and submitted to the state. 

� Fluvanna County Public Schools’ goal is to increase the number of industry 

certifications and state licenses earned by students each year. In 2006-07, FCPS 

had 2; in 2007-08, FCPS had 17; in 2008-2009 FCPS had 20; in 2009-2010 FCPS 

had 33. 

� STANDARD 5. QUALITY OF CLASSROOM INSTRUCTION AND EDUCATIONAL 

LEADERSHIP. 

D.1. Each member of the school board participates annually in high-quality 

professional development activities at the state, local, or national levels on 

governance, including, but not limited to, personnel policies and practices; 

curriculum and instruction; use of data in planning and decision making; and 

current issues in education as part of their service on the local board. 

� The Board hears presentations annually in September, October, November, 

and January by staff on personnel, budget, capital issues, operations, 


enrollment, student discipline, safety, instructional issues, testing, student 

achievement data, etc. 

� School Board seminars are scheduled twice annually for June or July and 

January. 

� The Fluvanna County School Board is a member of the Virginia School Boards 

Association (VSBA) and attends sponsored conferences and workshops, and all 

members new to the Board participate in the VSBA new-member training 

sessions. 

D.2. The school board requires the division superintendent to participate 

annually in high-quality professional development activities at the local, state, 

or national levels. 

� The Superintendent of the Fluvanna County Public Schools is a member of and 

attends sessions sponsored by the Virginia School Boards Association (VSBA), 

Virginia Association of School Superintendents (VASS), The Virginia School- 

University Partnership (VSUP), and the American Association of School 

Administrators (AASA). 

� The Superintendent is a member of Region V Superintendents’ Group and 

belongs to the Association for Supervision and Curriculum Development 

(ASCD). 

E.1. The school board provides a program of high-quality professional 

development: 

(i) In the use and documentation of performance standards and evaluation 

criteria based on student academic progress and skills for teachers and 

administrators to clarify roles and performance expectations and to 

facilitate the successful implementation of instructional programs that 

promote student achievement at the school and classroom levels. 

(ii) As part of the license renewal process, to assist teachers and principals in 

acquiring the skills needed to work with gifted students, students with 

disabilities, and students who have been identified as having limited English 

proficiency and to increase student achievement and expand the 

knowledge and skills students require to meet the standards for academic 

performance set by the Board of Education. 


(iii) In educational technology for all instructional personnel, which is designed 

to facilitate integration of computer skills and related technology into the 

curricula. 

(iv) For administrative personnel designed to increase proficiency in 

instructional leadership and management, including training in the evaluation 

and documentation of teacher and administrator performance based on 

student academic progress and the skills and knowledge of such instructional 

or administrative personnel. 

� Fluvanna County Public Schools uses the Guidelines for Uniform Performance 

Standards and Evaluation Criteria for Teachers (approved by the Virginia Board 

of Education on April 28, 2011). Administrators and the Superintendent are 

evaluated using the 2000 Guidelines for Uniform Performance Standards and 

Evaluation Criteria for Teachers, Administrators and Superintendents. 

� The division utilizes resources and professional development offerings from 

T/TAC and the Response to Intervention pilot to assist teachers and principals in 

acquiring skills needed to work with targeted students. 

� The division’s Educational Technology Plan outlines goals for technology 

acquisition and use. Instructional Technology Resource Teachers provide 

guidance and training to meet these goals. 

E. 2. The school board provides a program of high-quality professional 

development for teachers and principals in: 

(i) Instructional content. 

(ii) The preparation of tests and other assessment measures. 

(iii) Methods for assessing the progress of individual students, including 

Standards of learning assessment materials or other criterion-referenced 

tests that match locally developed objectives. 

(iv) Instruction and remediation techniques in English, mathematics, science, 

and history and social science. 

(v) Interpreting test data for instructional purposes. 

(vi) Technology application to implement the Standards of Learning. 

(vii) Effective classroom management. 

� Fluvanna County Public Schools belongs to VSUP, a consortium consisting of 

the University of Virginia, Virginia Association for School Superintendents, and 

the Region V school divisions for the aforementioned training purposes. The 

representatives of members meet monthly for planning purposes. 

� The division monitors the progress of SOL mastery by each student; instruction 

and remediation techniques in English, mathematics, science, and history and 


social science; interpreting test data for instructional purposes; and 

technology applications to implement the SOLs. 

� The division provides tuition reimbursement for recertification and pursuit of 

advanced degree/continuing education on a funding-available basis. 

� The division also provides tuition reimbursement for continuing education and 

skill acquisition/enhancement by nonprofessional staff on a funding-available 

basis. 

� The division has a Technology Skills for Instructional Personnel (TSIP) Plan and 

requires mastery of specified technology and instructional technology skills for 

license renewal. 

� The division has an Educational Technology Plan as mandated by the state. 

The plan was developed by parents, community members, and division 

technology staff, teachers, and administration, and is reviewed annually. 

� Professional development opportunities include training teachers to integrate 

technology resources within the curriculum. Teachers, administrators, and staff 

participate in professional development to make them proficient technical 

users of the district-wide network, its resources (such as e-mail and online 

information collections), and other technology devices and resources. Training 

is coordinated by Instructional Technology Resource Teachers. 

Teachers also participate in professional development to develop 

pedagogical techniques and strategies to facilitate learner-centered, projectbased 

curricula that integrate the use of technology tools. 

� Diversity training has been and continues to be provided to staff members. 

Training is provided by diversity committee members trained by University of 

Virginia consultants. 

� Teachers received Thinking Maps training (train-the-trainer) in summer 2007 and 

provided training to all teachers during school year 2007-08. Teachers new to 

the division for school receive initial training during the New Teacher Seminar in 

July. 

� Special education in-service is provided annually by the special education 

director and others (such as T-TAC) as appropriate. The division currently 

provides services for students with visual impairments, including Braille 

instruction, through the Piedmont Regional Education Program (PREP). 


� Gifted education in-service is provided annually by the gifted coordinator and 

others as appropriate. 

� Workshops offered by division staff for the 2010-11school year and to be 

repeated for the 2011-12 school year include : 

o Balanced Literacy 

o Differentiating Instruction for All Learners - Secondary 

o Differentiating Instruction for All Learners - Elementary 

o Technology Strategies for Teachers 

o Independent Investigations: Meeting the Needs of the Accelerated 

Learner 

o Reading Comprehension - Elementary 

o Technology and Student Research 

o Word Study- Elementary 

o Writing in the Classroom - Secondary 

o Writing in the Classroom - Elementary 

o PhotoStory - Student Digital Storytelling and Research 

o Mimio 101 - Tricks on Mastering the Mimio 

o Open Ended Problem Solving 

o Response To Intervention 

o Formative Assessment – Elementary 

o Using Data to Drive Instruction and Improve Student Achievement 

o Collaborative Teaching 

o Guided Reading - Elementary 

� Workshops and course opportunities (in- and out-of-division) are posted on the 

division’s website. 

� Teachers and administration are who attend conferences and workshops 

outside the division are expected to report back to colleagues. 

F. 1. Schools and school divisions include as an integral component of their 

comprehensive plans, high-quality professional development programs that 

support the recruitment, employment, and retention of qualified teachers and 

principals. The school board requires all instructional personnel to participate 

each year in these professional development programs. 

� Throughout the school year, divisionwide professional development is offered 

based on a needs assessment administered to staff and directed toward 

instructional needs within the core areas based on data analysis. 

� Throughout the school year, professional development is offered at the school 

level based on identified needs. 


� Professional development activities are scheduled for staff days, after school, 

during staff meetings and team/grade level meetings during the school day, 

and summer. 

G.1. The school board annually reviews its professional development program 

for quality, effectiveness, participation by instructional personnel, and 

relevancy to the instructional needs of teachers and the academic 

achievement needs of the students in the school division. 

� Staff members participate in an annual or semi-annual needs assessment to 

determine professional development needs. 

� Annual data analysis drives professional development offerings at individual 

schools and divisionwide. 

� Professional development offerings and participants are reported to the School 

Board. 

� STANDARD 6. PLANNING AND PUBLIC INVOLVEMENT. 

B.1. The school board revises, extends, and adopts a divisionwide 

comprehensive, unified, long-range plan based on data collection, an analysis 

of the data, and how the data will be utilized to improve classroom instruction 

and student achievement. The plan is developed with staff and community 

involvement and includes, or is consistent with, all other divisionwide plans 

required by state and federal laws and regulations. The plan is reviewed 

biennially and revised as necessary. 

B.2. The school division's comprehensive plan is developed with staff and 

community involvement. 

� Fluvanna County Public Schools’ plan is developed and biennially (odd years) 

revised by a committee of teachers, administrators, parents, and community 

members. 

� Staff, with parent and community involvement (the SOQ Committee), revised 

the SOQ-mandated Comprehensive Plan in spring 2011. 

B.3. The school board posts such plan on the division's Internet Web site if 

practicable, makes a hard copy of the plan available for public inspection 

and copying, and conducts at least one public hearing to solicit public 

comment on the divisionwide plan. 


� Fluvanna County Public Schools’ Comprehensive Plan is posted on the 

division’s website and is available in hard copy at all schools and the School 

Board Office for public review and copying. 

� At least one public hearing is conducted to solicit public comment on the 

plan. 

B.4. The school division's comprehensive plan includes: 

(i) The objectives of the school division including strategies for improving 

student achievement. 

� Fluvanna County Public Schools’ objectives are listed below. 

Student Support 

· Curriculum 

– Implementation of Study Group Recommendations: 

– Benchmark Testing - Reading 

– Response to Intervention 

– Consistent Remedial Programs 

– Data driven curriculum decisions 

Accountability 

· Plan for Increased Participation of Subgroups in Higher Level 

Coursework - Middle 

and High School (AP and Dual Enrollment). 

· Assess and Make Recommendations to Increase Subgroup 

Participation and Scores in 

SAT, ACT, and PVCC Qualifying Test. 

· Virginia Incentive Program to Encourage and Recognize School 


Performance and Competence to Excellence. 

Staff Support 

· Staff Instructional Technology and Mentor Support. 

· Diversity Training and Minority Staff Recruitment. 

· Teacher Survey – School Climate and School Board. 

Community Connections 

• Role of the Fluvanna Schools and its employees in the community. 

• Parent Access to PowerSchool. 

• Enhanced Use of Instant Alert Program. 

• Wellness Committee 


Capital Improvement Plans 

• Additional study of School Board adopted Domino Plan for Future 

School Construction. 

(ii) An assessment of the extent to which these objectives are being achieved. 

� The following are assessments of school and division achievement by the state: 

� Accountability Report. 

� Virginia Incentive Program. 

� School Report Card. 

� Discipline, Crime, and Violence Report. 

� SAT Report. 

� AP Report. 

� Dropout Report. 

� On-Time Graduation Report. 

� CTE Annual Report. 

� School Improvement Quarterly Reports 

� Master Schedule Data Collection Report 

� The following is an assessment of school and division achievement by the 

federal government: 

� Adequate Yearly Progress. 

� The following are assessments of school and division achievement by the 

division: 

� Board seminar/meeting presentations. 

� Parent Surveys. 

� Teacher Surveys. 

� Graduate Surveys. 

(iii) A forecast of enrollment changes: 

� Enrollment changes for 2008-13 are charted below. Source: Weldon Cooper 

Center. 

Fall 

Membership 

Year 

K 1 2 3 4 5 6 7 8 9 10 11 12 Total 

2008-09 341 345 269 276 285 301 320 264 309 321 297 322 242 3,886 

2009-10 384 349 357 279 291 295 306 329 270 339 320 299 227 4,045 

2010-11 352 288 263 302 275 278 281 296 303 298 323 289 222 3,810 

2011-12 337 353 301 317 303 282 282 283 299 357 274 311 214 3,914 

2012-13 349 338 369 316 318 310 285 285 286 352 328 264 231 4,032 


(iv) A plan for projecting and managing enrollment changes including 

consideration of the consolidation of schools to provide for a more 

comprehensive and effective delivery of instructional services to students 

and economies in school operations. 

� In 2005-06, Fluvanna County Public Schools developed a plan for the growing 

enrollment in the division. Consultants with Eperitus provided three possible 

scenarios regarding projected student growth and three management plans. 

The Domino Plan was accepted as the plan that affords economy in school 

operations and allows for adequate and appropriate instructional services for 

an extended period of time. Other benefits of the plan include an increased 

capacity with the least disruption of ongoing educational services, best use of 

the educational dollar, accommodates the greatest number of students for 

the least cost, does not require splitting of high school populations, and it will 

accommodate projected enrollment growth through the year 2030. 

Phase One 

• Build a new High School for 1500 

• Convert current High School to a Middle School for 1000 students 

• Convert current Middle School to Grades 4 & 5 elementary school 

• Renovate Abrams building 

Phase Two 

• Expand High School from 1500 to 1750* 

• Build a second Middle School for 500 students 

• Build a new elementary school for 750 students 

* High School may be expanded to 2500 by school year 2030 

� The Domino Plan and facilities use will be studied in Summer/Fall 2011. 

(v) An evaluation of the appropriateness of establishing regional programs and 

services in cooperation with neighboring school divisions. 

� Fluvanna County Public Schools participates in Piedmont Regional Educational 

Program (PREP). The regional program includes Albemarle, Culpepper, 

Fluvanna, Goochland, Greene, Louisa, Madison, Nelson, Orange, and 

Rappahannock counties and Charlottesville City schools. Each school division 

participates at a different level based upon their needs and the financial 

benefits that membership affords. The primary mission of PREP is to provide 

quality special education- related services and other educational programs 

that promote the intellectual, social, emotional and physical development of 


its students. The school division monitors this program through regular meetings 

with PREP members for planning and management purposes. 

� Fluvanna County Public Schools participates in the Blue Ridge Virtual 

Governor’s School (BRVGS), and has done so since 2000-01. BRVGS is a unique 

entity in the Commonwealth of Virginia in that it is the only Governor’s School 

that exists as a “virtual” school. Rather than bringing students together each 

day to a common location, students are brought together through a shared 

curriculum, interactive technology, and shared experiences. It is through these 

unconventional learning activities that students prepare themselves for success 

in the world beyond high school 

BRVGS is an academic year governor’s school that provides a challenging and 

differentiated program of studies in core academic subjects, emphasizing 

mathematics, science, and technology. The program utilizes interactive 

technology, field trips, and team-teaching to create a regional community of 

learners from the counties of Fluvanna, Goochland, Greene, Louisa, Madison, 

Nelson, and Orange. 

Methods of learning aided by technology will aim to put the individual student 

in control of his or her learning and education. The school division monitors this 

program through regular board and steering committee meetings with BRVGS 

member divisions for instructional planning and program management. 

� Fluvanna County Public Schools participates in consortium with other school 

divisions (Bedford, Amherst, and Campbell) in order to access Title III funds. 

Entitlement funds for FCPS is less than $10,000, and only through the 

establishment of a consortium with other school divisions can federal funds be 

made available for teaching materials and services for the population of 

limited English proficient students in Fluvanna County Public Schools. 

The school division monitors this program through regular meetings with 

consortium members to plan professional development and provide training 

for accessing these federal funds. 

� Fluvanna County Public Schools participates in the Virginia School-University 

Partnership (VSUP). Thirty-four Virginia school divisions are represented in VSUP, 

the priority of which is to provide professional development for the member 

school divisions. The Curry School of Education assists with sponsorship of 

courses and in-service activities. The VSUP steering committee (curriculum and 

instruction representatives from each division) and the VSUP board 

(superintendents from each school division and Curry School of Education 

representatives) meet five times per year. 


� Fluvanna County Public Schools participates in Project RETURN. Project RETURN 

was formed to assist school divisions in addressing the educational, social, and 

emotional needs of students who require an alternative educational program. 

Selected students from each locality receive instruction through the Project 

RETURN model. The model allows the locality to provide instruction at home or 

within the local alternative education center. Using the best in available 

software, the mentor teacher, in collaboration with the sending home school 

staff, develops an individualized academic program based on the student's 

ability level and the appropriate Virginia Standards of Learning. The ultimate 

goal is the student's successful transition into the regular academic setting. The 

program can involve up to 75 students in Grades K-12. 

� Fluvanna County Public Schools participates in Piedmont Futures. Following the 

dissolution of the Charlottesville Area School Business Alliance (CASBA) in 

September 2006, area school superintendents investigated opportunities to 

establish businesses, communities, and schools partnerships. In December 

2006, five Central Virginia superintendents from Charlottesville City and the 

counties of Albemarle, Fluvanna, Greene, and Nelson signed an agreement to 

officially form the Piedmont Virginia Business Education Alliance. The Alliance, 

funded by the school divisions involved and an extension of the Career and 

Technical Education Initiative at PVCC, will provide for a continuation of some 

of the services previously provided by CASBA. The program is intended to 

promote student achievement and workforce development by pairing local 

businesses with individual schools. Business employees may volunteer as 

mentors or tutors, sponsor student events, or help with after-school programs. 

The partnership intends to offer students in all grades, K-12, exposure to various 

careers and work experiences. High school students will have the opportunity 

to advance future job interests through summer and part-time jobs. 

� In 2006-07 eleven Virginia school divisions participated in a national effort to 

encourage students to take a rigorous course of study in high school, called 

the State Scholars Initiative. Virginia’s implementation of this program is named 

the Commonwealth Scholars. This school year the program has expanded to 

include five additional school divisions. Fluvanna was asked to participate as 

part of its regional business-education alliance, Piedmont Futures. 

The State Scholars Initiative, currently being implemented in 22 states, is based 

on research that shows a strong link between the academic rigor of students’ 

high school course of study and postsecondary degree completion. The 

program provides incentives for students to choose and persist in taking a 

rigorous curriculum, including a special diploma seal and materials and events 

to encourage them along the way. The core of the program is to engage 

business leaders in working with students beginning in middle school to help 

them think about their course of study and plan appropriately. 


(vi) A plan for implementing such regional programs and services when 

appropriate. 

� Fluvanna County Public Schools has ongoing communication and investigation 

regarding new regional programs that may benefit staff and students. 

(vii) A technology plan designed to integrate educational technology into the 

instructional programs of the school division, including the school division's 

career and technical education programs, consistent with the 

comprehensive technology plan for Virginia adopted by the Board of 

Education. 

� The Fluvanna County Public Schools’ Educational Technology Plan was 

developed according to state guidelines and by a committee of Fluvanna 

teachers, administration, and parents. Five essential plan and implementation 

components include integration, professional development, connectivity, 

educational applications, and accountability. 

(viii) An assessment of the needs of the school division and evidence of 

community participation in the development of the plan. 

� The Fluvanna County Public Schools Superintendent, along with division and 

school staffs, advisory groups, and the School Board meet at various times over 

the course of the year and review numerous documents and reports to assess 

the needs of the school division. 

An assessment of instructional needs of the division results from the annual 

administrative retreat held each summer. The topics of the retreat include 

student achievement, discipline, and plans for the upcoming school year. 

The analysis of assessment data, surveys of teachers conducted in spring 2008 

and January 2010, and a survey of parents conducted in winter 2008, resulted 

in additional recommendations to address division needs in the areas of 

division administration, student achievement, school safety, communication, 

human resources, building facilities and management, transportation, food 

services, technology, and finance for Fluvanna County Public Schools. The 

responses and recommendations from these studies provided a framework on 

which to develop our strategic initiatives, School Board objectives, and 

ultimately specific school-level objectives. 

(ix) Any corrective action plan required pursuant to the results of a division-level 

academic review. 


� No corrective plans have been or are required currently as all schools are fully 

accredited. 

(x) A plan for parent and family involvement to include building successful 

school and parent partnerships. 

� Parent and family involvement are encouraged and promoted in a number of 

division and school plans, including: 

� Annual school plans. 

� Gifted plan. 

� Title I plan. 

� Four-Year-Old program plan. 

� Special education plan. 

� SOQ Six-Year Comprehensive plan. 

� Educational Technology plan. 

� Families Learning Together Advisory Committee 

� Parent Forums or Parent Universities are or will be offered at least annually. 

� Schools will make efforts to increase parent involvement in parent 

organizations (PTO, PTA, and PAC) and to enhance information provided at 

monthly meetings. 

� Increased efforts will be made to provide information to parents, students, staff, 

and the community about school programs, student learning and 

achievement, and events and activities. Efforts will include media releases, 

website information, backpack and mailed letters and flyers, use of Instant 

Alert, and the PowerSchool parent portal. 

� Each school will continue to develop an annual plan with a parent and 

community involvement component and include methods to increase 

involvement. 

� Parent surveys (at the school and division levels) will continue to be conducted 

on a schedule as determined by the Superintendent and School Board. 

� The division will continue the tradition of recognizing and honoring parent and 

community volunteers, at the school and division levels. 

� The Superintendent will continue to meet with parent and community advisory 

committees to share school division information and to gain input. 


� Advisory committees with parent and community member appointments 

include wellness, Standards of Quality, division leadership/improvement team, 

educational technology, safe and drug-free schools and communities, gifted 

education, special education, and career and technical education. In 

addition, parents and community members are invited to serve on divisionwide 

committees including textbook adoption, capital improvements, Internet 

safety, Title 1, and others as posted on the division’s website. 

B.5. The school board reports the status of the divisionwide plan to the public 

every two years. 

� The School Board, in public meetings, hears reports of progress for the 

components of the comprehensive plan. Some reports are made annually, 

others as often as monthly. Reports include, but are not limited to, the 

following: 

o Adequate Yearly Progress 

o Accreditation 

o On-time Graduation 

o Dropouts 

o Advanced Placement 

o Dual Enrollment 

o Career and Technical Education, including Industry Certification 

o Diplomas earned by each graduating class 

o Career and post-high school plans of each graduating class 

o SAT 

o Professional Development 

o Staffing 

o Individual schools’ Annual Plans 

o Capital Improvements 

C.1 Each public school shall also prepare a comprehensive, unified, longrange 

plan, which the relevant school board shall consider in the development 

of its divisionwide comprehensive plan. 

� On an annual basis each school reviews their Annual Plan, which is then 

presented to the Fluvanna County School Board in the Fall 

� STANDARD 7. SCHOOL BOARD POLICIES. 

A.1 Each local school board shall develop policies and procedures to 

address complaints of sexual abuse of a student by a teacher or other school 

board employee. 


� Policy GBLA – Third-Party Complaints Against Employees 

� Policy JHG – Child Abuse and Neglect Reporting 

B.1. The school board maintains and follows an up-to-date policy manual 

that has been reviewed at least every five years and revised as necessary. 

� The division’s policy manual is reviewed every five years and is revised as 

necessary. The division subscribes to the Virginia School Boards Association 

policy review and development. 

C.1. The school board's policy manual, which has been developed giving 

consideration to the views of teachers, parents, and other concerned citizens, 

includes the following: 

1. A system of two-way communication between employees and the school 

board and its administrative staff whereby matters of concern can be 

discussed in an orderly and constructive manner. 

� Policies BG and GBD - BOARD-STAFF COMMUNICATIONS. 

2. A policy for selection and evaluation of all instructional materials with clear 

procedures for handling challenged controversial materials. 

� Policy IIA - INSTRUCTIONAL MATERIALS 

� Policy IIAA - TEXTBOOK SELECTION, ADOPTION, AND PURCHASE, IIAB - 

SUPPLEMENTARY MATERIALS SELECTION AND ADOPTION 

� Policy IIAE - INNOVATIVE OR EXPERIMENTAL PROJECTS 

� Policy IIBD - SCHOOL LIBRARIES/MEDIA CENTERS 

� Policy KLB - PUBLIC COMPLAINTS ABOUT LEARNING RESOURCES 

3. The standards of student conduct and attendance and procedures for 

enforcement. 

� Policy JFC - STUDENT CONDUCT 

4. A policy for school-community communications and community 

involvement. 

� Section K - SCHOOL-COMMUNITY RELATIONS 

5. Guidelines to encourage parents to provide instructional assistance to their 

children in the home, which may include voluntary training for parents of 

children in Grades K-3. 

� Policy IKA - PARENTAL ASSISTANCE WITH INSTRUCTION 


6. Information about procedures for addressing concerns with the school 

division and recourse available for parents for a judicial review of a school 

board action as provided for in § 22.1-87 of the Code of Virginia. 

� Policy KL - PUBLIC COMPLAINTS 

7. A cooperatively developed procedure for personnel evaluation 

appropriate to tasks performed by those being evaluated. 

� Policy GCM - SUPERVISION OF THE EVALUATION PROCESS 

� Policy GCN - EVALUATION OF PROFESSIONAL STAFF 

8. Grievances, dismissals, etc., of teachers, and the implementation 

procedure prescribed by the General Assembly and the Board of 

Education, as provided in § 22.1-306 et seq. of the Code of Virginia, and the 

maintenance of copies of such procedures. 

� Policy GBM - PROFESSIONAL STAFF GRIEVANCES 

� Policy GBMA - SUPPORT STAFF GRIEVANCES 

� Policy GCPD - PROFESSIONAL STAFF MEMBERS: CONTRACT STATUS AND 

DISCIPLINE 

B.2. A current copy of the school division policies, including the Student 

Conduct Policy, is posted on the division’s website and is available to 

employees and to the public. The school board has ensured that printed 

copies of such policies are available as needed to citizens who do not have 

online access. 

� A current policy manual is available for public and staff use in each school’s 

media center, in the public library at Pleasant Grove, in the principal’s office at 

each school, in the School Board Office, and on the Fluvanna County Public 

Schools website. 

C.3. An annual announcement is made at the beginning of the school year 

and, for parents of students enrolling later in the academic year, at the time of 

enrollment, advising the public that the policies are available in the library of 

each school, in any public library in that division and online (where 

appropriate). 

� The Clerk of the Board makes an annual announcement advising the public 

that a copy of the policy manual is available at each of these locations. 

� Notification of availability of the policies is provided to parents of students 

enrolling later in the academic year. 


� STANDARD 8. COMPLIANCE. 

A.1. The school board provides, at a minimum, the programs and services, as 

provided in the Standards of Quality, with state and local funds as apportioned 

by the General Assembly in the Appropriation Act and to the extent funding is 

provided by the General Assembly. 

� The division annually completes a Standards of Quality compliance report for 

submission to the Virginia Department of Education. The most recent 

compliance verification report was submitted to the Department on May 15, 

2009. 

� Fluvanna County Public Schools is in compliance with the current Standards of 

Quality. 

� STANDARD 9. Virginia Index of Performance Incentive Program. 

A. Schools and local school divisions shall be recognized by the Board of 

Education in accordance with guidelines it shall establish for the Virginia Index of 

Performance (VIP) incentive program. The VIP incentive program shall be designed 

to recognize and reward fully accredited schools and school divisions that make 

significant progress toward achieving advanced proficiency levels in reading, 

mathematics, science, and history and social science, and on other indicators of 

school and student performance that are aligned with the Commonwealth's goals 

for public education. Such recognition may include: 

1. Public announcements recognizing individual schools and divisions; 

2. Tangible rewards; 

3. Waivers of certain board regulations; 

4. Exemptions from certain reporting requirements; or 

5. Other commendations deemed appropriate to recognize high 

achievement. 

In addition to Board recognition, local school boards shall adopt policies to 

recognize individual schools through public announcements or media releases as 

well as other appropriate recognition. 

B. A school that maintains a passing rate on Virginia assessment program tests or 

additional tests approved by the Board of 95 percent or above in each of the four 

core academic areas for two consecutive years may, upon application to the 

Department of Education, receive a waiver from annual accreditation. A school 

receiving such a waiver shall be fully accredited for a three-year period. However, 

such school shall continue to annually submit documentation in compliance with the 

pre-accreditation eligibility requirements. 


C. Schools may be eligible to receive the Governor's Award for Outstanding 

Achievement. This award will be given to schools rated fully accredited that 

significantly increase the achievement of students within student subgroups in 

accordance with guidelines prescribed by the Board of Education. 

Fluvanna County High School has earned the Board of Education Competence to 

Excellence Award for 3 consecutive years. The School Board has recognized this 

achievement through press releases and public recognition at the School Board 

meeting. 

It is the goal of Fluvanna County Public Schools to earn this recognition at all of its 

schools. 


APPENDIX A 

Staffing Report 


Position 

Elementary Principals 

Elementary Assistant 

Principals 

Elementary Librarians 

SOQ Required 

Positions/Other 

Regulations 

One half-time to 299 

students; one full-time 

at 300 students) VIP 

Achievement 

Measure- Increase 

the percentage of 

schools that are fully 

accredited and 

making Adequate 

Yearly Progress. 

1 (One full-time at 

900 students) Annual 

analysis of data 

required 

2 (One part-time to 

299 students; one fulltime 

at 300 students) 

Fluvanna County Public Schools Staffing Report 

December 8, 2010 

SOA Required 

Positions Minimum 

staff as specified in 

the Standards of 

Quality Also as 

required by VDOE, 

NCLB, etc. 

SOQ 

Funded 

Positions 

Fluvanna Positions 

2.00 

1 at Central 

1 at Cunningham and 

Columbia 

2.00 

3.00 

1 at Cunningham 

.5 at Columbia 

Difference in 

SOQ Required 

Positions & 

Fluvanna 

Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

2 2.0 0 0 

1 1.0 +1 +1 

2 at Central 

Each school shall 

maintain an organized 

library media center 

and provide a unified 

program of media 

services and activities. 

2 at Central 

2.0 1 1 

1 of 24

Position 

Elementary Guidance 

Counselors 

SOQ Required 


Regulations 



SOA Required 






NCLB, etc. 

3.36 (One hour per 3.41 Staff in 

day 100 students, one accordance with 

full-time at 500 SOQ; A counseling 

students, one hour program to be 

per day additional provided at 

time per 100 students elementary, middle, 

or major fraction) and high schools. 

SOQ 

Funded 

Positions 


2.5 

.5 at Cunningham 

and Columbia 

5.4 (Instructional aides 

to assist in K 

classrooms) 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

3.28 2 at Central 

-0.91 -0.78 

2.0 at Central 

Kindergarten Aides 1 per class if over 24 4.01 5.4 1.39 

2 of 24 

2.5 at Cunningham 

.90 at Columbia

Position 

Kindergarten Teachers 

SOQ Required 


Regulations 

12.38- If Fluvanna 

staffed at 24:1 






SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


16- 18:1 ratio sought 

by FCPS 

10 at Central (180 

students) 18:1 

2 at Columbia (39 

students) 19.5:1 


by FCPS 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

11.60 3.62 4.40 

4 at Cunningham (78 




Grade 1 Teachers 11.31 .98 1.69 


1.66 at Columbia 





students) 20:1

Position 

SOQ Required 


Regulations 






SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 

Grade 2 Teachers 10.81 

Grade 3 Teachers 








11.19 

10.74 




by FCPS 








by FCPS (286 students) 

22:1 



21.08:1 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

+1.25 +2.19 

+1.09 1.81 

+1.59 2.26

Position 


Secondary Principals 

Secondary Assistant 

Principals 

Secondary Librarians 

SOQ Required 


Regulations 



2 (one full-time at MS 

and HS, to be 

employed on a 12month 

basis) 



SOA Required 






NCLB, etc. 

2 

1 at MS 

1 at HS 

SOQ 

Funded 

Positions 

11.46 




23.25:1 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

2.0 2.0 0 0 

3.36 (one full-time for 

each 600 students) 5.00 

1.45 at MS (871 

students) 

2.0 2 at MS 

+1.64 3 

1.91 at HS (1149 

students) 

3 at HS 

3 (One full-time at Each school shall 

300 students; 2 full- maintain an organized 

time at 1000 students) library media center 

and provide a unified 

1 at MS program of media 

3.0 

3.0 

1 at MS 

0 0 

2 at HS 

services and activities. 

2 at HS 


+0.37 

0.54

Position 

Secondary Guidance 

Counselors 

SOQ Required 


Regulations 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


Difference in 

SOQ Required 

Positions & 


Positions 

5.42 7 +1.58 

Difference in 

SOQ Funded 

Positions & 


Positions 

Grade 6 Teachers 10.88 (25:1) 13.98 8.28 

48.78 (Does not 

-2.6 -5.7 

include Sped. and 7.31 8.26 

Grades 6-8 41.47 (21:1) 40.52 ESL) 17.85:1 

Grade 9-12 Teachers 54.71 (21:1) 54.92 

Secondary English 

Teachers 6-12 

2.12 at MS (For MS, 

one full-time at 400 

students and one 

additional period per 

80 or fraction). 

3.3 at HS (For HS, one 

full-time at 350 

students and one 

additional period per 

70 or fraction). 

13.15 (24:1 

divisionwide ratio) 

7.97 (24:1 FCHS) 

5.18 (24:1 MS) 

At least one for 11 

months at each 

middle and high 

school. 

5.42 1.58 

.67 


3 at MS +0.88 

4 at HS +0.7 

58.74 (Does not 

include Sped.) 19.56:1 

14.59- Does not 

include special 

education teachers 

7.96 teachers at HS 

with a ratio of 22.82:1 

6.63 teachers at MS 

with a ratio of 21.69:1 

4.03 3.82 

1.48 

.03 

1.45 

13.92

Position 

Elementary Resource 

Teachers 

Instructional Technology 

Resource Teachers 

SOQ Required 


Regulations 

8.53 (5 per 1000 

students in Grades K- 

5 for Art, Music, PE) 

VIP Achievement 


the participation in 

the Governor's 

Nutrition and Physical 

Activity Scorecard 

Awards Program. 

One per 1,000 

students 

divisionwide= 3.7 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


8.65 



Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

10.88 0.12 -2.23 

3.63 


1.5 

.5 at Central 

1.0 at MS 

-2.2 -2.13 


Position 

Special Education Aides 

Special Education 

Elementary Teachers 

SOQ Required 


Regulations 

IDEIA required One 

aide per selfcontained 

class and 

one-on-one as 

determined by IEP. 

Transport as required 

by IEP. Job coach as 

required by IEP. 

Must implement early 

identification of 

students w/disabilities 

and provide 

appropriate 

instructional 

programs. IDEIA 

requires least 

restrictive 

environment and 

maximum number of 

students per 

caseload. VIP 

Achievement 



students in each 

subgroup achieving 

at higher levels of 

proficiency on state 

assessments. 



SOA Required 






NCLB, etc. 

Student/staff ratios 

must comply with 

regulations of the 

Board of Education 

SOQ 

Funded 

Positions 


Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

6.01 

33.5 



None at Columbia 

10 at MS 

27.49 

12 at HS 

18 

13.91 4.09 



Identified Students) 


Identified Students) 


Identified Students)

Position 


Secondary Teachers 

SOQ Required 


Regulations 

Must implement early 


students w/disabilities 

and provide 

appropriate 

instructional 

programs. IDEIA 

requires least 

restrictive 

environment and 

maximum number of 

students per 

caseload. VIP 

Achievement 



students in each 

subgroup achieving 

at higher levels of 

proficiency on state 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


23.23 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

16.63 6.6 


12.17 at HS (160 

Identified Students)

Position 

Vocational Education 

Teachers 

SOQ Required 


Regulations 

Must offer career and 

technical education 

programs at HS; 

career education & 

exploration at K-12. 


and School Report 

Card Measure- 

Increase the number 

of career and 

technical industry 

certifications, state 

licenses, or successful 

national 

occupational 

assessment. 



SOA Required 






NCLB, etc. 

HS Requirement: 

Eleven courses, at 

least three of which 

are completers. Class 

size dictated by Board 

of Education (Lab 

max= 20) 

SOQ 

Funded 

Positions 


8.4 

6.95 HS 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

10.99 -2.59 


1.45 MS

Position 

PIR (Prevention, 

Intervention, & 

Remediation) Elementary 

Teachers 

SOQ Required 


Regulations 

Must offer programs 

for prevention, 

intervention, and 

remediation for 

students who are at 

risk, including 

students who fail SOL 

tests and to increase 

earned diplomas and 

decrease dropouts. 

Must offer 

educational 

alternatives for 

students whose 

needs are not met 

elsewhere. VIP 

Achievement 

Measures- Increase 


third graders reading 

on grade level, 

increase the 

percentage of 

student maintaining 

literacy proficiency 

throughout their 

adolescent years and 

increase the 


students who receive 

a high school 

diploma. 



SOA Required 






NCLB, etc. 

Must provide 

additional instruction 

in reading for 

elementary, middle, 

and high school 

students unable to 

read with 

comprehension. 

SOQ 

Funded 

Positions 


10.08 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 


2.77 7.31 



1.33 at Columbia

Position 

PIR (Prevention, 

Intervention, & 

Remediation) Secondary 

Teachers 

SOQ Required 


Regulations 

Must offer programs 

for prevention, 

intervention, and 

remediation for 

students who are at 

risk, including 

students who fail SOL 

tests and to increase 

earned diplomas and 

decrease dropouts. 

Must offer 

educational 

alternatives for 

students whose 

needs are not met 

elsewhere. VIP 

Achievement 

Measures- Increase 


third graders reading 

on grade level, 

increase the 


student maintaining 

literacy proficiency 

throughout their 

adolescent years and 

increase the 


students who receive 

a high school 

diploma. 



SOA Required 






NCLB, etc. 

Must provide 

additional instruction 

in reading for 


and high school 

students unable to 

read with 

comprehension. 

SOQ 

Funded 

Positions 

1.85 



16.61 (Includes 

alternative education 

(6), team time, & 

academic 

enrichment (10.44) at 

MS, reading 

remediation (.17) at 

HS. 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

14.76

Position 

Gifted Education 

Elementary Teachers 

Gifted Education 

Secondary Teacher 

SOQ Required 


Regulations 

The school division 

must implement early 


gifted students and 

enrollment of such 

students in 

appropriately 

differentiated 

instructional 

programs. 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 

2.17 

1.46 



No designated gifted 

teachers/pull-out 

program. Students 

are clustered in 

Grades K-5 

classrooms. The SOQfunded 

positions 

would fold into the K-5 

teacher/resource 

teacher positions. 

9.31 Secondary- No 

designated gifted 

teachers/pull-out 

program. The SOQfunded 

positions 

would fold into the 6-8 

teacher positions, i.e. 

academic 

enrichment at MS- 

3.48. Gifted at HS- 

5.83 could include 

BRVGS- 1.16, AP, dual 

enrollment- 1.17, and 

honors- 3.0. 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions

Position 

LEP (Limited English 

Proficient) 

AB/Effective Schoolwide 

Discipline Coordinator 

RtI (Response to 

Intervention) 

Special Education Lead 

Teacher 

SOQ Required 


Regulations 

17 FTEs for each 1000 

students identified. 

35 identified in 

Fluvanna; .56 

teachers required. 

IDEIA required for 

special education 

assessments 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


.50 

Central- .28 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

Cunningham- None 

Columbia- None 

MS- .22 

HS- None 

-0.06 

AB coordinators as 

required by AB 

program approval. 

VDOE requires early 

0 

0.25- AB and 0.25 ESD 

at Central 

0.5 0.5 

intervention. Fluvanna 

selected to join RtI 

Pilot Cohort. 

0 0.4- RtI at Central 0.4 0.4 

VDOE and NCLB 

required to coordinate 

SOL testing 

accommodations and 

alternate assessments, 

including LEP annual 

testing. 

3.0 


0 3 


1.0 at FMS 

1.0 at FCHS

Position 

Testing 

Coordinator/Student Data 

Analyst 

SOQ Required 


Regulations 

Requires appropriate 

assessments; annual 

analysis of data 

required. 



SOA Required 






NCLB, etc. 

Additional testing for 

verified credit; LEP 

testing; VDOE requires 

School Test 

Coordinator (STC). 

SOQ 

Funded 

Positions 


Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

0 

3.5 

1.0 at HS 

.5 at MS 

*1 Instructional Coach 

serves as STC for 

Central. 

1 Student Data 

Analyst 

3.5 

Athletic Director 

Athletic Trainer/Assistant 


incorporates a 

program of physical 

fitness available to all 

students with a goal 

of at least 150 

minutes per week. 

Such program may 

include 

extracurricular 

athletics. 

0 1 at HS 1 

Athletic Director 0 1 at HS 

1.5 

Lead Teachers 0 .5 at Columbia 


2 


Position 

Instructional Coaches 

Four-Year-Old Program 

Teachers 

SOQ Required 


Regulations 

Not an SOQ 

requirement, but 

required for School 

Improvement 


has implemented a 

plan to make 

achievement for 

students who are 

educationally at risk 

a divisionwide priority 

that includes 

procedures for 

measuring the 

progress of such 

students. VIP 

Achievement 


the percent of at-risk 

four-year-olds who 

are being served by 

the VA Preschool 

Initiative (VPI). 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 

Funded by 

Federal 

School 

Improvem 

ent Grants. 

Partially 

funded by 

VPI and 

Title I. 



4.75 

1.75 at Central* 

1 at Columbia 


1 Transition Coach 

3.0 



Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions

Position 

Four-Year-Old Program 

Aides 

Pre-School Handicapped 

Program Teachers 

Pre-School Handicapped 

Program Aides 

SOQ Required 


Regulations 

VPI and Title I requires 

a full-time teacher's 

aide with a maximum 

class size of 18 

students. 

IDEIA required. Must 

provide services to 

identified children 

ages 2 - school age. 

Self-contained 

classes have a 

maximum caseload 

of 8 with an aide. 

Inclusive classes have 

a caseload of 10 with 

an aide. 

1 per class required; 

transport required for 

students. 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 

1.0 

position 

funded 

with Title I 

funds. 2.0 

positions 

are 

partially 

funded 

through 

VPI. 

Partially 

funded by 

Flow 

Through. 



3.0 



Difference in 

SOQ Required 

Positions & 


Positions 

2 0 

2 0 

Difference in 

SOQ Funded 

Positions & 


Positions

Position 

Spanish Teacher K-5 

Nonspecial Education 

Aides- In-School 

Suspension (ISS) 

Nonspecial Education 

Aides- Classroom/Other 

SOQ Required 


Regulations 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


.92 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

.72 at Central 

0 0.92 


.10 at Columbia 

3 

1 at Central 

1 at MS 

1 at HS 

11.6 

7 at Central 



None at MS 

2 at HS 

Media Aides 1 per 750 students at 

the secondary level 1 

at each MS and HS 

0 1 at MS -1 1 

Extended Education 1 

Special Education Aide 

out-of-county transport 

and mail for division. 




schools offering 

foreign language 

instruction in 

elementary grades. 


transportation to out 

of county 

placements required 

by student IEPs. 

Encouraged at 

elementary. 


1.5 

11.6 11.6

Position 

Speech and Language 

SOQ Required 


Regulations 

IDEIA required 

related services 


Caseload maximum 

is a 68:1 ratio (2.6) 

however this does 

not include the 

intensity or number of 

times per week a 

service must be 

provided. Currently 

177 are receiving 

speech and 

language services via 

IEPs. 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 



Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

5.0 2.4

Position 

Assistant Superintendent 

SOQ Required 


Regulations 



SOA Required 






NCLB, etc. 

VDOE requires a Title 

IX compliance officer. 

The division is required 

to report information 

related to school 

safety and maintain 

contingency plans for 

emergencies and 

other state reports. 

SOQ 

Funded 

Positions 


School Resource Officer 

(SRO) 1.0 

Prep Interpreter 




1.0 

Part-time 

positions 1- Adult Literacy 

The school division is 

are 

Coordinator 

required to 

funded 

implement adult 

through 1- Teacher 

Adult Education 

education programs 

for individuals 

state and 

federal 

1- Aid 

functioning below 

adult 

the high school 

education 3- Part-time Teachers 

completion level. 

grants 

(ABE and 

GAE). 

1- Part-time Aide 

.55 1.0 


Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

3

Position 

SOQ Required 


Regulations 

Title I and School 

Improvement require 

a division-level 

contact person. 


Regulations require a 

director of special 

education and DOE 

requires a Title III 

coordinator. 

School improvement 

required set aside for 

professional 

development. 

Secondary Director is 

.50 Project RETURN. 

Division is required to 

have a Division 

Director of Testing. 



SOA Required 






NCLB, etc. 

Funded through Title I 

SOQ 

Funded 

Positions 


2.75 

1- Elementary Director 

1- Director of Student 

Services 

0.25- K-5 Math 

Coordinator 

.5- Secondary Director 

7.0 

1.0- Asst. Finance Clerk 

1.0- Receptionist 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

Instructional Professional 6.31 -3.56 

Instructional 

Technical/Clerical and 

Administration 

Technical/Clerical 

5.74 + 

4.52= 10.26 


2.0- Secretary 

2.0 Finance Clerk 

-3.26

Position 

Attendance & Health 


SOQ Required 


Regulations 

Social history reports 

provided by the 

school social worker 

are required as part 

of the special 

education evaluation 

process. 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 


1.49 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

2.68 1- School Social 

-1.19 

Worker 

.49- Elementary 

Facilitator 

School Psychologists- 


7 

Attendance & Health 




VDOE recommends a 

1000:1 ratio for school 

psychologists. With 

this ratio FCPS would 

require 3.7 

1.63 

3- School 

Psychologists 1 at 


and high 

4 School Nurses- hired 

through contracted 

services 

+5.37 


Administrative 1.76 

1- Director of Finance -0.76 


Position 

Support Technology, 

Technology Professional, 

Technology 


SOQ Required 


Regulations 


employs 1 position 

per 1000 students in 

grades K-12 to 

provide technology 

support. 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 

3.62 + 1.16 

+ 0.57= 

5.35 


5.5 

.5- Director of 

Technology 

1.0- Assist. Network 

Administrator 

1.0- Server 

Administrator 

1.0- Network 

Administrator 

1.0- Technology 

Specialist 

1.0- Network Tech. 

Spec. 

6.64 

At elementary, parttime 

to 299, one at 

10.99 

300 students, which 

equates to: 

1 at Central 2.49 at Central 

0.5 at Cunningham 1.0 at Cunningham 

0.5 at Columbia 1.0 at Columbia 

School Based Clerical 10.90 

At secondary, one fulltime 

and one 

additional full-time for 

each 600 students 

beyond 200 students, 

which equates to: 

2 at MS 2.5 at MS 

2.64 at HS 4.0 at HS 


Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

+1.8 -0.15 

+4.35 +0.09

Position 

Operation & 

Maintenance, Operation 

& Maintenance 


Pupil Transportation 

SOQ Required 


Regulations 



SOA Required 






NCLB, etc. 

SOQ 

Funded 

Positions 

0.79 + 

26.14 = 

26.93 



30.49 

1- Director of Admin. 

Services 

1- Clerk of the Works 

.49- Groundskeeper 

22- Custodians 

7- Central 

1- Columbia/SBO 

2- Cunningham 

5- MS 

7- HS 

1- Maintenance 

Supervisor 

5- Maintenance 

73 

56- Bus Drivers 

10- Bus Drivers per day 

1- Transportation 

Supervisor 

1- Transportation 

Clerical 

4- Mechanics 

1- Bus Shop Supervisor 

Difference in 

SOQ Required 

Positions & 


Positions 

Difference in 

SOQ Funded 

Positions & 


Positions 

3.56

APPENDIX B 

Assessment Chart 


Assessments Pre K 1 2 3 4 5 6 7 8 9 10 11 12 Fall Winter Spring 

Pre-K PALS • Sep May 

DIAL3 As Needed 

C3 Kindergarten Entrance Test • April 

PALS K • Aug/Sep Option May 

PALS K-2 • • • • May 

MAP • • • • • • • • • Aug Option Mar 

Rigby • • Quarterly or as needed 

Rigby • • As Needed 

DSA • • • Oct Jan Apr/May 

DSA • • • As Needed 

Writing Prompts • Sept Dec May 

Writing Prompts • • • • • Oct March 

SOLs – Gr 3-8 • • • • • • May 

SOLs – Gr 9-12 EOC • • • • Oct Dec May 

BenchMark tests (Interactive Achievement) • Dec May 

BenchMark tests (Interactive Achievement) • • • • Oct Dec March/May 

Orleans-Hanna Algebra Prognosis Test 

WorkKeys 

• • • May 

SuccessMaker • • • • • • Optional 

Accelerated Reader • • • • • • Optional 

Scholastic Aptitude Test • • • Mar/May/Jun 

Preliminary-SAT • 

Compass testing • • • Dec Apr 

Advanced Placement • • • May 

Industry Certifications • • • May 

Cognitive Abilities Test/Naglieri/Ravens 

(gifted) 

• • • • • • • • • • • • • As Needed 

WISC or Woodcock Johnson 3 (special ed) • • • • • • • • • • • • • As Needed 

Otis Lennon (OLSAT) (BRVGS applicants) • Feb 

Standford 9: Reading Comprehension, Math 

Problem-Solving, and Science (BRVGS 

applicants) 

• Feb

Glossary: 

Dial3- Preschool screening instrument used primarily in the 4-year-old program to assess motor, concept, and language development. 

PreK PALS- PreK Phonological Awareness Literacy screening assessment in name writing, alphabet recognition, letter sound recognition, rhyme 

awareness, and nursery rhyme awareness. 

C3 Kindergarten Entrance Test- A Fluvanna County Public Schools screening assessment for letter recognition, nursery rhyme awareness, rhyme 

awareness, name writing, rote counting, number recognition, numeral comprehension, and shape recognition. 

PALS - Phonological Awareness Literacy Screening provides a comprehensive assessment of young children’s knowledge of the important literacy 

fundamentals that are predictive of future reading success (alphabet and word recognition, letter sounds, fluency, comprehension, blending, etc). 

PALS is the state-provided screening tool for Virginia’s Early Intervention Reading Initiative (EIRI). 

MAP – Measures of Academic Progress: provides computerized, adaptive assessments in reading and mathematics for primary grades; reading, 

mathematics, and language for grades 3-8. Assessments are aligned to national and state curricula and standards. 

Rigby – a benchmark test designed to evaluate, monitor, and report reading decoding skills and basic comprehension for early readers. The Rigby 

test provides for assessment on three levels: accuracy, comprehension, and fluency. 

DRA2 - Developmental Reading Assessment provides a method for assessing and documenting students' development as readers over time. Its 

purpose is to identify students’ reading level, defined as a text on which students meet specific criteria in terms of accuracy, fluency, and 

comprehension. Additional purposes include identifying students’ independent reading strengths and weaknesses, planning for instruction, 

monitoring reading growth. 

DSA – Diagnostic Spelling Assessment administered for monitoring individuals spelling development which is reinforced through Word study program. 

Benchmarks (Interactive Achievement) – IA - provides teacher-made benchmark assessments in reading, mathematics, science and social studies 

for accurate assessment of student performance throughout the school year. Benchmark questions are SOL aligned and Blooms taxonomy 

correlated. 

Scholastic Reading Inventory - is a research-based, computer-adaptive reading assessment program that measures reading comprehension on the 

Lexile Framework ® for Reading (A Lexile measure is the most widely adopted reading metric, measuring both reader ability and 

text difficulty on the same scale). The SRI aids to inform instruction and make accurate placement. 

Orleans-Hanna Algebra Prognosis Test- Problem-solving assessment to help predict student’s readiness for algebra courses. 

Algebra Readiness Diagnostic Test – ARDT - is a web-based application to help determine student proficiency in mathematics. Results from the 

diagnostic test provide information correlated to the Standards of Learning that is beneficial in developing and focusing an intervention program for 

those students who are most at risk. 

WorkKeys – substitute assessments for verified credit on SOL tests in End-of-Course writing and Grade 8 Literacy and Numeracy requirements for 

Modified Standard Diploma.

SuccessMaker - an educational software that differentiates and personalizes reading and math instruction with instruction, practice, and 

assessment. 

Accelerated Reader – AR – provides personalized reading practice, manages reading activities including read to, read with, and read 

independently, and assesses via quizzes. 

Scholastic Aptitude Test – SAT - is a standardized test for college admissions. The test is intended to assess a student's readiness for college. 

Assessments include Mathematics, Critical Reading, and Writing. 

Preliminary-SAT – PSAT - is a standardized test taken prior to SAT. Assessments include Mathematics, Critical Reading, and Writing. 

Compass testing - a computer-adaptive college (usually for community colleges) placement test which evaluates skill levels in Reading, Writing Skills, 

Writing Essay, Math, and English as a Second Language. 

Advanced Placement – AP - a rigorous curriculum sponsored by the College Board which offers standardized courses to high school students that 

are generally recognized to be equivalent to undergraduate courses in college. Participating colleges grant credit to students who obtained high 

enough scores on the exams to qualify. 

Industry Certifications - students earn verified credits by achieving certain industry certification credentials while passing related career and 

technical education programs or courses. 

Cognitive Abilities Test (CogAT)- measures verbal, quantitative, and nonverbal reasoning abilities and is used as a part of the gifted identification 

process. 

Naglieri- is a nonverbal measure of general ability and may be used as part of the gifted identification process if recommended to take the place of 

the CogAT. 

Raven’s Progressive Matrices- are nonverbal multiple choice measures of general intelligence and may be used as part of the gifted identification 

process if recommended to take the place of the CogAT. 

Woodcock Johnson III Tests of Achievement- measures academic achievement in the areas of reading, mathematics, writing, and general 

knowledge. 

Wechsler Intelligence Scale for Children (WISC)- is an intelligence test and generates an IQ score which represents a student’s general intellectual 

ability. 

Otis Lennon (OLSAT) (BRVGS applicants)- Otis-Lennon School Ability Test is a test of abstract thinking and reasoning ability. 

Standford 9: Reading Comprehension, Math Problem-Solving, and Science (BRVGS applicants)- is used to measure academic knowledge.

APPENDIX C 

Calendar of Reports 


Revised 8/31/2010 

Due Date Report Name Contact Office Contact Name 

Monthly 

August 1 

Adult Basic Education, English Literacy, 

& Adult Secondary Programs 

Accountability Report 

English Literacy/Civics Education 

Program Report 

August 1 Race to GED Program Report 

August 1 

Individual Student Alternative Education 

Plan Report 

August 1 Virginia GAE Diploma Programs Report 

Adult Education & 

Literacy 


Literacy 


Literacy 


Literacy 


Literacy 

Randall Stamper 

(Interim) 

Contact Phone 

No. 

Report 

Status Web Site Link & Notes 

804-225-2836 Same http://p1pe.doe.virginia.gov/ssws/login.page.do 

Thomas Suh 804-225-2053 Same 

Debbie Bergtholdt 804-225-2053 Same 

Michael Nusbaum 804-225-2053 Same 

Michael Nusbaum 804-225-2053 Same 

August 20, 2010 Remedial Summer School Enrollment Budget Budget Staff 804-225-2025 Same 

September 3, 2010 Foster Care Enrollment Budget Budget Staff 804-225-2025 Same 

September 15, 2010 

October 1, 2010 

Annual School Report - Financial 

Section 

Certification of Adequate Funds 

Budgeted to Meet Required Local Effort 

for the Standards of Quality and Local 

Match Requirements for Certain State 

Virginia Department of Education 

Calendar of Reports for 2010-2011 

Listed By Contact Office & Ordered by Due Date 

Budget Budget Staff 804-225-2025 Same 


http://www.vdoe.vi.virginia.gov/instruction/adulted/index.sht 

ml 


ml 


ml 


ml 

http://www.doe.virginia.gov/VDOE/Finance/Budget/cdc/inde 

x.html 


x.html 


x.html 


x.html 

Page 1 of 8

Revised 8/31/2010 





February 18, 2011 

April 22, 2011 

April 29, 2011 

May 16, 2011 

Report of School-Level Expenditures for 

2009-2010 School Year 

Career and Technical Education 

Financial Report SY 2009- 2010 

Secondary Enrollment Demographic 

Form Spring Report (QF.040) 

Secondary Student Enrollment Report 

(formerlyCTERS 2 - submitted via 

Spring SRC) 

Local Plan & Budget 

Application for Federal Perkins Funding 

Career and Technical Education Self- 

Assessment 

Contact Phone 

No. 


Report 



x.html 

Career & Technical Ed Terry Dougherty 804-225-3349 Same To Be Published 

Career & Technical Ed Lan Neugent 804-225-2757 Same http://www.doe.virginia.gov/VDOE/Instruction/CTE/cters/ 


Career & Technical Ed Lan Neugent 804-225-2757 Same To Be Announced – Will be submitted via OMEGA 

Career & Technical Ed Glenn Anderson 804-225-2840 Same http://www.doe.virginia.gov/VDOE/Instruction/CTE/FPM 

June 3, 2011 Annual Wage & Hour Report Career & Technical Ed Sharon Acuff 804-225-2846 Same http://www.doe.virginia.gov/VDOE/Instruction/CTE/co-op/ 

June 10, 2011 

June 10, 2011 

Career and Technical Education Industry 

Certification Reimbursement Reports 

(June 1, 2010– June 30, 2010 Industry 

Certification Exams) 

Career and Technical Education Industry 

Certification Reimbursement Reports 

(July 2009 – May 2010 Industry 

Certification Exams) 

Career and Technical Education State 

Equipment Reimbursement Request 

Career & Technical Ed Terry Dougherty 804-225-3349 Same http://www.doe.virginia.gov/info_centers/administrators/supe 

rintendents_memos/2009/209-09.shtml 






Revised 8/31/2010 


June 27, 2011 

To Be Announced 

July 15, 2011 

April 22, 2011 

July 15, 2011 

August 31, 2011 

August 31, 2011 

Career and Technical Education 

Completer Follow-up Survey 

Career and Technical Education Adult 

Class Enrollment Report (CTERS 6) for 

Long Term Classes (QF.039A) 

Completer Demographics Collection 

(Submitted via SRC-EOY Report) 

Student Record Data Collection - Spring 

(SPR) 

Student Record Data Collection - End of 

Year (EOY) 

Educational Registry Application (School 

ID, Div. Supt., Designated Contacts, and 

Central Office Staff Updates) 

Student Record Data Collection - 

Summer 

August 31, 2011 Other Academic Indicator 

August 31, 2011 Substitute Tests 

Contact Phone 

No. 

Report 



Career & Technical Ed Lan Neugent 804-225-2757 Same 

To Be Announced – Will be submitted through the 2010 

CTE Financial Report 


Educational 

Information 

Management - 

Education Applications 

Educational 

Information 

Management - 


Educational 

Information 

Management - 


Educational 

Information 

Management - 


Educational 

Information 

Management - 


Educational 

Information 

Management - 


Cathy Zachmeyer 804-225-4847 Same 


Susan Williams 

804-786-3112 

Option 4 

Revised 


http://www.doe.virginia.gov/info_management/data_collectio 

n/student_record_collection/index.shtml 







Linda Major 804-371-7875 Same https://p1pe.doe.virginia.gov/era/oai.do 

Linda Major 804-371-7875 Same https://p1pe.doe.virginia.gov/ssws/division.selection.do 


Revised 8/31/2010 


September 15, 2011 Course Enrollment Data Collection 

October 15, 2010 Student Record Data Collection - Fall 

September-10 

NCLB Title II, Part D Ed Tech 

Competitive Grant Year Seven Data 

Collection 

Quarterly ARRA Jobs Reporting 

May 15 Virginia Preschool Initiative Application 

October 1 

May 

January 14, 2011 

Virginia Preschool Initiative Interim 

Report (Required in Appropriation Act) 

Early Intervention Reading Initiative - 

EIRI (Certification for Screening 

Instrument) 

Tuition Certification for Governor's 

Schools and Foreign Language 

Academies 

August 31 Annual Report - Programs for the Gifted 

June 

Application for School Program Approval 

for Driver Education (Submission via 

attachment to Superintendent's 

Memorandum) 

Educational 

Information 

Management - 


Educational 

Information 

Management - 


Educational 

Technology 

Grants Accounting & 

Reporting 

Instruction - Early 

Childhood 

Development 

Instruction - Early 

Childhood 

Development 

Office of Standards, 

Curriculum & 

Instruction 


Curriculum & 

Instruction 


Curriculum & 

Instruction 


Curriculum & 

Instruction 

Contact Phone 

No. 

Vickie McCrary 804-225-2827 Same 


Report 






Mark Saunders 804-786-0307 Same http://www.doe.virginia.gov/VDOE/Technolocy/EdTech/ 

Karen Lux 

& Patrice Cosely 

804-371-6877 Revised To be Announced 

Cheryl Strobel 804-371-7578 Same http://www.doe.virginia.gov/VDOE/Instruction/Elem_M/early/ 

preschoolinitiative.html 

Cheryl Strobel 804-371-7578 Same http://www.doe.virginia.gov/VDOE/Instruction/Elem_M/early/ 

preschoolinitiative.html 

Tom Santangelo 804-225-3203 

Helen Small 

& Donna Poland 

804-225-2884 

http://www.doe.virginia.gov/info_centers/administrators/supe 

rintendents_memos/2009/081-09.shtml. 

Donna Poland 804-225-2884 Same https://p1pe.doe.virginia.gov/ssws/login.page.do 

Vanessa Wigand 804-225-3300 Revised 


Revised 8/31/2010 


June 

Driver Education Status Questionnaire 

(Submission via attachment to 

Superintendent's Memorandum) 

June Wellness Related Fitness Report 

Ongoing 

Late March 

November-Annually 

February 

HB2672 - Notification Process 

Concerning Driver Education Teachers 

Who Receive Traffic Citations 

(Submission via attachment to 

Superintendent's Memorandum) 

Annual Request for Waivers for Pre- 

Labor Day Opening 

2009-2010 Title I, Part A, Comparability 

Report 

Advanced Placement Fee Payment 

Program 

June Charter School Evaluation Report 

June 

July 

November/Annually 

Regional Alternative Education Program 

Report 

NCLB Applications 

(consolidated and individual) 

Title I, Part D, Subpart 2, Count of 

Children Who Are Neglected or 

Delinquent (N or D) 


Curriculum & 

Instruction 


Curriculum & 

Instruction 


Curriculum & 

Instruction 

Policy and 

Communications 

Program 

Administration and 


Program 



Program 



Program 



Program 



Program 



Contact Phone 

No. 

Vanessa Wigand 804-225-3300 Revised 

Report 


Vanessa Wigand 804-225-3300 Same https://p1pe.doe.virginia.gov/ssws/login.page.do 

Vanessa Wigand 804-225-3300 Same 

Michelle Vucci 804-225-2092 Same 

http://www.doe.virginia.gov/info_centers/superintendents_m 

emos/2008/01_jan/adm001.html 

Gabie Frazier 804-225-2907 https://p1pe.doe.virginia.gov/ssws/login.page.do 

Ann Sheehan 804-371-2932 https://p1pe.doe.virginia.gov/ssws/login.page.do 

Diane Jay 804-225-2905 Same 

Diane Jay 804-225-2905 Same 

Marsha Granderson 804-786-1993 Same 

Diane Jay 804-225-2905 

http://www.doe.virginia.gov/VDOE/Instruction/OCP/nclbapplications.html 

http://www.doe.virginia.gov/info_centers/administrators/supe 


Monthly Crash/Incident Report Pupil Transportation June Eanes 804-225-2037 Same https://p1pe.doe.virginia.gov/ssws/login.page.do 


Revised 8/31/2010 


August 

Certification of School Bus Insurance & 

Certification of Self Insurance 

Contact Phone 

No. 

Pupil Transportation June Eanes 804-225-2037 Same 

Report 


December Pupil Transportation Report Pupil Transportation June Eanes 804-225-2037 Same https://p1pe.doe.virginia.gov/ssws/login.page.do 

March 2010 

Late-May 2010 

September 2010 

October 2010 

Monthly 

November 15 

January 31 

January 31 

State Funded Remedial Plans for 2010- 

2011 

Certification of Pre-Accreditation 

Eligibility (Accrediting Standards) 

State Funded Remedial Report for 2008- 

2009 

Plan and Report for Programs of 

Prevention, Intervention and 

Remediation 

Claims Reimbursement Request for 

School Lunch, School Breakfast and 

After School Snacks 

Report of Verification of Free/Reduced 

Meal Applications 

School Nutrition Programs Local 

Accountability Review for School Lunch 

and After School Snack (local) 

School Nutrition Programs Semi-Annual 

Financial Report for July-December 

School Improvement Kathleen Smith 804-786-5819 Same 

School Improvement Kathleen Smith 804-786-5819 Same http://www.doe.virginia.gov/info_centers/administrators/supe 




School Nutrition 




July 1 Local Wellness Policy Status Report School Nutrition 


Programs Staff 









804-225-2074 Same https://p1pe.doe.virginia.gov/ssws/login.page.do 

804-225-2074 Same http://www.doe.virginia.gov./VDOE/suptsmemos/ 

2007/ 

804-225-2074 Same http://www.doe.virginia.gov./VDOE/suptsmemos/2007/ 


804-225-2074 New http://www.doe.virginia.gov./VDOE/studentsrvcs/shab.shtml 


Revised 8/31/2010 


July 1 

July 31 

April and September 

May 24, 2010 

School Nutrition Programs Annual 

Agreement 

School Nutrition Programs Annual 

Financial Report for July -June 

Special Education Regional Tuition 

Reimbursement 

2010-11 Special Education Annual 

Plan/Part B Flow-Through Application 

July Special Education Exit Report 

June 1 

July - September 

July 15 Regional Ctrs 

July 31 Divisions 

School Health Advisory Board Annual 

Report (Incl. Local Wellness Policy 

Status Report) 

Special Education State Performance 

Report Indicator Data 

Annual Report for Discipline, Crime and 

Violence 

August Transfer of Funds 

September 15 Homebound Student Services Report 

October 

Title IV: Safe & Drug-Free Schools & 

Communities Act Progress Report 

December Special Education Child Count 



Special Education and 

Student Services 























Contact Phone 

No. 

Report 




Sherry Hubbard 804-225-2339 Same http://www.doe.virginia.gov/info_management/data_collectio 

n/special_education/index.shtml 

Melissa Smith 804-371-0524 

Paul Raskopf 804-225-2080 Same 

Caroline Fuller & 

Lynne Felliln 

804-225-2431 & 

225-2717 

Paul Raskopf 804-225-2080 New 

Joyce Martin 804-225-2966 Same 


Revised http://www.doe.virginia.gov/VDOE/studentsrvcs/shab.shtml 

http://www.doe.virginia.gov/VDOE/Publications/Discipline/d 

atacoll/2008-2009/08coll.html 

Tia Campbell 804-786-8671 Same https://p1pe.doe.virginia.gov/ssws/login.page.do 

Susan FitzPatrick 804-225-2897 Revised The separate program report narrative has been eliminated. 



Revised 8/31/2010 


January 31, 2011 



October 1 

2010-2011 Instructional Personnel 

Report (IPAL) 

2010 -2011 National Board Certification 

Incentive Awards Report 

2010 -2011 New Teachers Program 

Reports 

Student Data Collection for Homeless 

Children & Youth For Subgrantees 

Teacher Education & 

Licensure 


Licensure 


Licensure 

Dr. James Lanham/ 

Dr. JoAnne Carver 

Contact Phone 

No. 

804-371-2471/ 

804-371-2475 

Report 


Same http://p1pe.doe.virginia.gov/ssws/login.page.do 

Dr. James Lanham 804-371-2471 New http://p1pe.doe.virginia.gov/ssws/login.page.do 

Dr. JoAnne Carver/ 

Dr. James Lanham 

804-371-2475/ 

804-371-2471 

Project Hope Patricia Popp 757-221-4002 

New http://p1pe.doe.virginia.gov/ssws/login.page.do

Standards of Quality and Comprehensive Plan - Fluvanna County ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?