1. The Ideal School
As envisioned by Jean Bowman, Amanda Nutt, and
Margaret Pruden

2. Mission Statement
• Our mission is to develop positive members
of society with active and creative minds,
a sense of understanding and compassion
for others, and the courage to act on their
beliefs. We stress the total development of
each child: spiritual, moral, intellectual,
social, emotional, and physical.

3. Goals and Practices
• Students will graduate from our school system prepared to enter the workforce with
marketable skills and/or ready for the rigor of higher education.
• All students will show improvement annually in academic achievement in core subjects as
evidenced by national, state, and local assessments. Additionally, students will leave our
schools being able to think critically, solve problems, analyze information, communicate
effectively with others, and collaborate. They will be adaptable and utilize their curiosity
and imagination.
• Our School System will employ highly qualified administrators and teachers. Staff
development for professional employees will be based on current educational research
and best practices for the purpose of continually improving curriculum and instruction.
• All students and employees will be afforded a safe and attractive learning environment
that promotes healthy behaviors and positive relationships for work and study.
• A safe and orderly transportation system will be provided for students.
• A master plan will be established for the maintenance and updating of school facilities,
including long-range planning for renovation, replacement, and/or building of additional
facilities. The School Board recognizes that the schools were built by the community and
encourages individuals and groups to access and use the facilities and grounds.
• Technology will be integrated into all facets of the school division’s operating system as
well as the delivery of instruction. All students will exit our schools with appropriate 21st
century technology skills, which will enable them to compete in a global society.
• The School Board and all schools will communicate effectively and openly with parents
and the community about the needs, accomplishments, and challenges facing the school
division. Every effort will be made to reach out to community members, businesses, and
industries to involve them in our schools and to develop partnerships to benefit our
students.

4. Designed to Inspire
• Campus design will incorporate environmentally friendly materials and energy sources
as well as providing flexible use of space and natural light. Herget Middle School in
Aurora, Illinois is an example of a well-crafted design.
• Retrieved from: http://www.designshare.com/index.php/projects/herget-middle/intro

5. Curriculum
• The school system will use Common Core State Standard. The
Common Core Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects (“the
standards”) are the culmination of an extended, broad based
effort to fulfill the charge issued by the states to create the
next generation of K-12 standards in order to help ensure that
all students are college and career ready in literacy no later
than the end of high school.
What makes this curriculum relevant
• The Standards set requirements not only for English
language arts (ELA) but also for literacy in history/social
studies, science, and technical subjects. Just as students
must learn to read, write, speak, listen, and use language
effectively in a variety of content areas, so too must the
Standards specify the literacy skills and understandings
required for college and career readiness in multiple
disciplines. Literacy standards for grade 6 and above are
predicated on teachers of ELA, history/social studies,
science, and technical subjects using their content area
expertise to help students meet the particular challenges
of reading, writing, speaking, listening, and language in
their respective fields.

6. Assessment
• In accordance with
the Virginia
Department of
Education’s
requirements for
public schools, the
Virginia Standards of
Learning assessments
will be administered
annually. In addition
to the SOLs, each
student will build
digital portfolios with
artifacts
demonstrating their
understanding of
each subject.
Image retrieved from: http://sophiehorncastle.myefolio.com/Home
Image retrieved from:http://thepluggedinportable.edublogs.org/files/2011/11/2-1hiam4x.jpg

7. Effective Instructors
The Hiring Process
Characteristics Interview Questions
Creative approach to Tell me about an activity or lesson you designed that you felt was
instruction particularly original and engaging.
Interpersonal & Without sharing identities, please, can you describe an educator
communication skills or co-worker with a personality trait you disliked? How did you
approach the situation?
Proficiency with How would you describe your relationship with technology in the
technology or classroom? Can you give me some examples?
willingness to learn
Professional Would you care to elaborate on the professional qualifications
qualifications listed on your resume? Do you have any other life experience that
you feel has prepared you for this position?
Classroom How would you establish order in your classroom on the first day?
Management How would you deal with a child who failed to turn in
assignments?

8. Effective Instructors
Maintaining Quality
• Mentors for new teachers
All first-year teachers will be provided with a peer
mentor to ease their transition into their new career.
• Peer collaboration
A district-wide system will be established to support
peer collaboration. Teachers will be encouraged to
share classroom management strategies, files, rubrics,
lesson plans, and presentations in a central database.
• Classroom Management
Teachers’ efforts to shape behavior with positive
reinforcement will be supported through school-wide
positive behavior incentives.

9. Social Atmosphere
Recognizing Risk Factors
• All teachers will be required to participate in annual training to identify
students at risk.
http://www.dss.virginia.gov/family/cps/mandated_reporters/cws5691/index.html
• Guidance counselors will also meet with students throughout the school year
to identity risk factors.
• Teachers and counselors will be working together to identify any students who
have one of the 6 major risk factors:
The student is not living with two parents
The head of household did not complete high school
The family is below the poverty line
Parents or guardians do not have consistent full-time employment
The family receives welfare
The student does not have health insurance

10. Addressing Issues
New American family patterns
• before and after school programs will be available to accommodate students whose
parents need to be at work
• coordinated school health initiative
Poverty
• teachers will use real life examples whenever possible to show students the value of
education
• schools will provide free/reduced breakfast and lunch to students in need
Teenage parenting
• sex ed will include all manners of contraception as well as abstinence
• sex ed will be included as a non-graded element of curriculum by a trained instructor,
parents will have the option to opt their child out of program
• schools will help teenage parents arrange childcare so that the parent can remain in
school
Abused and neglected children
• teachers will participate in training in recognizing children at risk
• teachers will provide a stable and safe school environment that includes praise, concrete
rewards, and constructive classroom control to help meet the needs of these children
Alcohol and drug abuse
• schools will hold annual anti-drug/alcohol abuse programs (age-appropriate)
• conversations in class with students on the subject are encouraged
Adolescent suicide
• teacher training will help identify at risk students
• Zero-tolerance policy for bullying

11. Welcoming Diversity
We promote cultural pluralism, which calls for an understanding and
appreciation of the cultural differences and languages among all
students. The goal is to create a sense of community's wholeness
based on the unique strengths of each of its parts. Cultural pluralism
rejects both assimilation and separatism, a philosophy that suggests
each cultural group should maintain its own identity without trying to
fit into an overall American culture. Instead, it seeks a healthy
interaction among the diverse groups in our school
system/community that is, each subculture maintains its own
individuality while contributing to the community as a whole.
Image retrieved from: http://www.swarthmore.edu/student-life/multicultural-affairs.xml

12. Diversity in Action
• Programs
Families for Students, which is a program which promotes family
involvement and explicitly focuses on engaging families who reflect the
full diversity of the student population. Families and students can share
with other members of the group about their culture.
• Affirmation
Within the school system, students and faculty will be encouraged to
share about their own culture and develop an understanding and
appreciation of other cultures.
• Attracting diversity
Our school system encourages
understanding and appreciation of
cultural difference and languages
among all of the students.
Photo retrieved from: http://www.nccu.edu/academics/sc/liberalarts/globalstudies/

13. Integrating Technology
The use of technology is a key skill in the 21st century. All students need
to become adept at finding and analyzing information in the digital world and
expressing their ideas in a variety of digital formats. Our school will promote that
goal by placing interactive whiteboards and iPads in every classroom and
issuing a mobile device for educational use to every student in grades five
through twelve. Teachers will work with technology staff to develop and
implement lessons that address the Core Content using
technology tools that foster critical thinking skills.
Students will demonstrate their technology fluency
with a digital portfolio, which will also serve as part
of the students’ summative assessment for the
Core Content. Teachers will need to
maintain a high level of digital fluency
through ongoing professional
development to support students’
progress.
Image retrieved from: http://www.mtlsd.org/mellon/teams/ironbrigade/images/bloom%20pyramid.jpg

14. Managing Technology
Within the School Across the District
• One technology resource teacher (TRT) • Monthly TRT meetings with notes
and assistant per building at the available to instructional staff
elementary level • Input from staff to be considered at
• Two TRT’s for each secondary building meetings
with assistant staff based on student • Foster a strong partnership between
population technology and instructional staff
• Library media specialist to coordinate • Reward innovative instruction and
with TRT’s and function as a technology collaboration as an incentive
team
• Assistive technology support will be provided as needed by specialists assigned to
geographical clusters of buildings.
Further Considerations
• All students and their guardians will sign a deposit agreement at the beginning of the year to
defray cost of loss, theft, or damage to mobile technology devices. Deposit fees may be
adjusted on a sliding scale according to financial need.
• All students will use school devices while in the building, not personal devices.
• Texting feature will be turned off on school devices.
• Apps may only be downloaded with the permission of staff.
• Internet searching will be strictly limited by filters.
• Students and staff will sign a binding acceptable use policy.

15. Historical Issues and Controversies
Local controls vs. National standards
The State will have legal responsibility for the school system
• State legislature is elected by residents
• Local school board shall meet with the State Board of Education to discuss how new
policies will effect the school system
School board is responsible for policy and administration decisions
• School board will be elected to set terms by residents, they must have children in the
school system and will be from different school zones within the school system
• School board will be responsible for approving policies, budgets, school administrations
• A school superintendent will be appointed by the school board, the superintendent will
keep the school board informed on school issues, hiring school principals, drafting
school budgets
School principals are responsible for their schools
• Principals will be hired by superintendent and approved by school board
• Principals will hire teachers for their own schools
• Principals will ensure that all teachers have proper training through out the year in order
to provide the best education to students
Teachers are responsible for education of the students
• Teachers will be hired by the school principal
• Teachers will be responsible for education students to the standards set by the school
board

16. Historical Issues and Controversies
Comprehensive education
• Students with identified special needs shall have the curriculum adapted to their needs
Secular vs. Religious education
• Religion will not be a mandatory in the curriculum or at school events
• Students will be allowed to hold and participate in religious clubs in the schools
• Religious topic and materials may be used by teachers when used for the purpose of
understanding different cultures, historical significances, and literary themes
• Textbooks shall present all religions equally for educational purposes
Funding
• Federal funding- grants
• State funding- state lotteries and a portion of sales taxes
• County funding- a portion of personal property taxes
• School fund raisers- must be approved by school board, will be used for “extras”
What is BASIC?
• All schools will be equipped with at least one computer lab & laptop carts
• Classrooms will also have computers for students use, an interactive whiteboard & iPad
• Science classrooms will have all equipment necessary for the science curriculum
• Physical education classes will have all equipment necessary for the curriculum
• Extra equipment desired by individual schools will be paid for out of that schools budget
or by fund raisers

17. Laws and Ethics
• Promoting Legal Awareness • Adhering to Ethical
The school system will hire teachers Standards
that are well versed in educational Teachers and other members of the
law, and strongly encourage all school system will be required to sign
teachers to take a course in Special an "Acceptable Computer Use"
Education law, in order to ensure that agreement and "Drug-Free Workplace"
all teachers understand the agreement. Teachers will be required
importance of following students' IEPs to complete the online Child-Abuse
and understand student LRE and Neglect courses. Teachers'
placement. contracts will outline what are
considered to be professional
standards in addition to the rest of their
annual contract.
• Church and State
Since many major holidays are religious holidays, it is unreasonable to say we are
celebrating these holidays. However, holiday programs can serve an educational purpose,
recognizing diversity without making students feel excluded or identified with a religion not
their own. Holiday concerts, for example, may appropriately include religious music related
to Christmas, Hanukkah or other holidays that fall in December, but sacred music should not
dominate the program. The school auditorium is not to be used as the local church.

18. Students’ Rights and Responsibilities
• Equal educational opportunities shall be available for all students, without regard to race, national
origin, gender, ethnicity, religion, disability or marital or parental status. Educational programs shall be
designed to meet the varying needs of all students. No student, on the basis of gender, shall be denied
equal access to programs, activities, services, or benefits or be limited in the exercise right, privilege,
advantage or denied equal access to educational and extracurricular programs and activities.
• Any student who believes he or she has been the victim of prohibited discrimination should report the
alleged discrimination as soon as possible to one of the compliance officers at the student’s designated
school. The alleged discrimination should be reported as soon as possible, and the report generally
should be made within fifteen (15) school days of the occurrence. Further, any student who has
knowledge of conduct which may constitute prohibited discrimination should report such conduct to
one of the compliance officers. Any employee who has knowledge of conduct which may constitute
prohibited discrimination immediately shall report such conduct to one of the compliance officers. Upon
receipt of a report of alleged prohibited discrimination, the compliance officer shall immediately
authorize or undertake an investigation. The investigation may be conducted by school personnel or a
third party designated by the school division. The investigation shall be completed as soon as practical,
which should generally be no later than 14 calendar days after receipt of the report by the compliance
officer. Within 3 school days of receiving the complaint, the Compliance Officer shall send written
notice that the complaint has been received to the complainant and the person or persons allegedly
responsible for the discrimination.
• Also upon receiving the complaint, the Compliance Officer shall determine whether interim measures
should be taken pending the outcome of the investigation. If the Compliance Officer determines that
more than 15 school days will be required to investigate the complaint, he or she will notify the
complainant and the persons allegedly responsible for the discrimination of the reasons for the
extended investigation and of the date by which the investigation is projected to be concluded. The
investigation may consist of personal interviews with the complainant, the persons allegedly responsible
for the discrimination, and any others who may have knowledge of the alleged discrimination or the
circumstances giving rise to the complaint. The investigation may also include the inspection of any
documents or information deemed relevant by the investigator. The School Division shall take necessary
steps to protect the complainant and others pending the completion of the investigation.

19. Students’ Rights and Responsibilities
• The Compliance Officer shall issue a written report to the Superintendent upon completion of
the investigation. If the complaint involves the Superintendent, then the report shall be sent to
the School Board. The report shall include a determination of whether the allegations are
substantiated, whether this policy was violated, and recommendations for corrective action, if
any. The Compliance Officer’s written report, and all written notices sent pursuant to this policy
shall be maintained and distributed in accordance with the Family Educational Rights and
Privacy Act.
• Within 10 school days of receiving the Compliance Officer’s report, the Superintendent or
designee shall issue a decision regarding: (1) whether this policy was violated and, if so (2) what
action, if any, will be taken. This decision must be provided in writing to the complainant. If the
Superintendent determines that discrimination occurred, the School Division shall take prompt,
appropriate action to address and remedy the harm and prevent any recurrence. Such action
may include discipline up to and including recommending that a student be expelled or that an
employee be discharged.
• If the Superintendent or designee determines that no discrimination occurred, the complainant
may appeal this determination to the School Board within 5 calendar days of receiving the
decision. Notice of appeal must be filed with the Superintendent, who shall forward the
Compliance Officer’s report and any documentation or information deemed relevant by the
Compliance Officer during the course of the investigation to the School Board. The School
Board shall make a decision within 30 calendar days of receiving the record. The School Board
may require oral or written argument from the complainant, the Superintendent, and any other
individual it deems appropriate. An extension of the 30 calendar day limit may occur if
necessary as determined by the School Board Chair. If the Superintendent or designee
determines that discrimination occurred and discipline is imposed, the disciplined person (i.e.
student or employee) may appeal the disciplinary sanction in accordance with existing School
Board policies and regulations.

20. Student Dress
• Student Dress - A student’s dress and appearance shall not be such that it causes
disruption, distracts others from the educational process or creates a health or safety
problem. All students are expected to dress appropriately. Apparel worn to school should
be neat and clean. Items of clothing with language that is vulgar, obscene, or
discriminating, or that promotes or depicts weapons, drugs, alcohol, tobacco, drug
paraphernalia, themes of violence, or gang symbols are prohibited. Examples of
unacceptable dress include: a. "See through" shirts, spaghetti-strap tank tops, or muscle
shirts. These may only be worn with an additional shirt of a different type underneath or
over.
• b. Hats, head covers (except for religious purposes), headbands, and sunglasses are not
to be worn in a school building.
• c. Clothing that exposes undergarments, the midriff, chest, back, or buttocks is
inappropriate for school and is not permitted.
• d. Pajamas and other sleepwear.
• e. Absence of shoes or appropriate footwear.
• f. Clothing with inappropriate slogans, sexual innuendo, themes of violence, or negative
gestures, especially as they relate to alcohol, drugs, illegal substances, or tobacco
products may not be worn.
• g. Any student’s dress that is determined by school administration to be disruptive to the
learning environment is not acceptable.
• h. Pants worn below the normal waistline and/or at a length that may cause walking on
the hem of the garment.

21. Governance and Finance
Leadership
Direction will be provided by an elected board of supervisors with a
system that incorporates input from parents, staff and community
members in the decision process. A key goal of leadership is to include
interested parties in decisions so that they have the opportunity to act
rather than react.
Funding
• Federal funding - grants, e.g.,
Grant Wrangler http://www.grantwrangler.com/default.html
NEA http://www.neafoundation.org/pages/educators/grant-programs/
• State funding - state lotteries and a portion of sales taxes
• County funding - a portion of personal property taxes
• School fund raisers - must be approved by administration, will be
used for “extras”
• Anticipated per-pupil spending for the 2012-13 academic year:
$12,000.

22. Education Reforms
School Board
• Members of the school board shall be parents of student and/or hold a current teaching license in the
state
• Those involved in policy making for schools should have a firm grasp on how the schools will be affected
by the policy
Accountability
• Teachers will be held accountable using a variety of methods; Principal observation, feedback of fellow
teachers, student/parent feedback, & test results.
• A variety of methods will be used to determine teachers’ effectiveness to ensure that “good” teachers
are retained (e.g. A weaker teacher may appear to be more effective due to uneven student
demographics. Correspondingly an effective teacher in a disadvantaged area may have students who
make significant gains, yet fail to meet minimum requirements.)
Testing
• Tests and curriculum will be made to work together. A panel of current teachers will meet annually to
evaluate tests and curriculum.
• Standardized testing will be used as one measure of student learning and teacher effectiveness.
• Tests will be given at the end of the school year as a final exam (to avoid cramming all learning into 8
months of school and not doing any work during the last month)
• A panel of current teachers will meet each year to ensure tests and curriculum.
Authentic Assessment
• Student portfolios will also be used to measure student learning and teacher effectiveness.
• Assessors will be current classroom teachers, paid out of the budget.
• A standardized rubric will be used to evaluate portfolios.