SCHOOL IMPROVEMENT PLAN 2007 -
2008
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
With
Signature of Principal
I
certify that ______________________________________________________School has
utilized the data and other requirements requested for each component. The school will operate its programs in
accordance with all of the required assurances and certifications for each
program area.
I
CERTIFY that
the assurances referenced above have been satisfied to the best of my
knowledge.
___________________________________________ __________________________
Signature
of Principal Date
Signed
School
Profile and Collaborative
Process Component
1
Component I:
Collaborative Process, Data Collection and Analysis/Synthesis
And School Profile Development
Introduction
The purpose of
component one is to examine the collaborative processes and data collection
used at Hancock County Elementary. This
component includes analysis and synthesis of data gathered about the school and
community it serves. Component one
describes the profile of Hancock County Elementary. Data collected for component one includes
surveys completed by students, parents, and teachers of the school, analysis of
academic and non-academic assessments, and disaggregation of report card data. Component one includes data about the school
and community. Component one gives a
narrative synthesis that combines all data collected to help determine both
strengths and weaknesses within the school.
Component 1a – School Profile and
Collaborative Process
1.1 School Improvement Leadership Team Composition
|
SIP Leadership Team Member Name |
Leadership Chair? |
Position |
Name of Subcommittee |
|
|
Y |
School
Administrator |
Component 1 |
|
|
Y |
Teacher, Parent |
Component 2 |
|
|
Y |
Teacher, Parent |
Component 3 |
|
|
Y |
Guidance
Counselor |
Component 4 |
|
|
Y |
Teacher |
Component 5 |
|
|
N |
Dep. Dir. Of
Schools Director of |
Component 4 |
1.2 Subcommittee Formation and Operation
Component 1 Team -
Collaborative Process, Data Collection and Analysis/Synthesis
And School Profile Development
|
Member Name |
Position |
Chair |
|
|
School Administrator |
Y |
|
|
Teacher, Parent |
N |
|
|
Bookkeeper, Office |
N |
|
|
Community Leader |
N |
|
|
Parent |
N |
|
|
Speech Teacher |
N |
|
|
Music Teacher |
N |
Component 1 Subcommittee has met to address critical components of the
SIP and minutes are on file. Yes No
Subcommittee 1
Chair Signature
_____________________________________
Component 2 Team -
Beliefs, Mission, and Vision
|
Member Name |
Position |
Chair |
|
|
Parent, Teacher |
Y |
|
|
Parent |
N |
|
|
Attendance, Non-Certified Personnel |
N |
|
|
Community Leader, Parent |
N |
|
|
Teacher, Parent |
N |
|
|
Librarian |
N |
Component 2 Subcommittee has met to address critical components of the
SIP and minutes are on file.
Yes No
Subcommittee 2
Chair Signature
_____________________________________
Component 3 Team – Curricular, Instructional, Assessment, and
Organizational Effectiveness
|
Member Name |
Position |
Chair |
|
|
Teacher, Parent |
Y |
|
|
Parent, Non-Certified Personnel |
N |
|
|
Teacher |
N |
|
|
Parent |
N |
|
|
Teacher |
N |
|
|
Community Leader, Parent |
N |
Component 3 Subcommittee has met to address critical components of the
SIP and minutes are on file.
Yes No
Subcommittee 3
Chair Signature
_____________________________________
Component 4 Team –
Action Plan Development
|
Member Name |
Position |
Chair |
|
|
Guidance Counselor |
Y |
|
|
Teacher |
N |
|
|
Teacher |
N |
|
|
Community Leader |
N |
|
|
Non-Certified Personnel |
N |
|
|
Reading Specialist |
N |
|
|
Parent |
N |
|
|
Director of Special Education |
N |
Component 4 Subcommittee has met to address critical components of the
SIP and minutes are on file.
Yes No
Subcommittee 4
Chair Signature ____________________________________
Component 5 Team –
The School Improvement Plan and Process Evaluation
|
Member Name |
Position |
Chair |
|
|
Special Education Teacher |
Y |
|
|
Teacher |
N |
|
|
Non-Certified Personnel |
N |
|
|
Parent |
N |
|
|
Supervisor of Instruction |
N |
|
|
Teacher |
N |
Component 5 Subcommittee has met to address critical components of the
SIP and minutes are on file.
Yes No
Subcommittee 5
Chair Signature
____________________________________
1.3 Collection of
Academic and Nonacademic Data and Analysis/Synthesis
1.3.1 Data Sources
The information in component one was
taken from several sources. Most of the
data, including enrollment data, test scores, and attendance data was taken
from the Tennessee Department of Education Report Card 2007 for
1.3.2 School and Community Data
School
Characteristics
Historical
Background
Facility
Hancock County Elementary is a six
million dollar building that was built on the same ground that held the old
elementary school. The facility was
designed by KBJM Architects of Knoxville, TN.
The design won the Design of the Year award for 2001 for the architectural
firm. The building capacity is 600
students. The school has 53 classrooms,
a gym, library, office and lobby area, sound proof music room, two computer
labs, a teacher work area, and a cafeteria.
The basic shape of the school is an inverted L. Kindergarten, first grade, computer rooms,
and music room are located on one end of the building. Kindergarten and first grade rooms have a set
of bathrooms connecting two classrooms.
The center of the school houses the cafeteria, gym, lobby, and office
area. The lower end of the building has
second through fifth grade, teacher work area, and two bathroom areas. The inside of the school is brightly colored
in bold red, blue, and yellow paint and tile.
The outside of the building is nicely landscaped with a colorful
playground area and ball courts.
Per Pupil Expenditures
Hancock County Elementary has a greater
per pupil expenditure than the state average.
According to the 2007 Grade Card, per pupil expenditures for a student
in Hancock County was $8595. The state
average was $7794 per pupil. Per pupil
expenditure money in Hancock County is used for supplemental materials,
textbooks, and workbooks for students.
Administration, Faculty, and Staff Demographics
Hancock County Elementary School is
made up of 64 total administrative, faculty, and staff personnel. There are 60 female personnel and 4 male
personnel at the school. The teaching
staff consists of 33 certified teachers.
Ten teachers have 0-10 years teaching experience, eight have 11-20 years
teaching experience, eight have 21-30 years experience, and six have more than
30 years’ experience. All teaching staff
holds at least a bachelor’s degree, with 16 holding a masters degree or higher. All teachers at Hancock County Elementary are
highly qualified. All teaching
assistants must pass a Para-pro or Praxis test before employment.
Enrollment Data
Hancock County Elementary has a current enrollment of 460 students in
grades kindergarten through fifth grade.
The school has a 53% male population and a 47% female population. The school enrollment is 98.7% white and 1.3%
African American. A majority of
students, 84.6%, are classified as economically disadvantaged and receive free
or reduced meals. We have a total of 99
students served through the special education department including speech and
language services.
Curriculum Offerings
All first graders, as well as some special education students from other
grades who need additional assistance in reading and language arts, attend Fast
ForWord, a computerized phonetic reading program. Beginning fall 2007, all students receive ninety
minutes of physical education time each week.
First through fifth graders have computer class every week. Most students work on an academic program
called
Hancock County Elementary offers some other curriculum programs
throughout the year. Tutoring is offered
after the first six weeks by teachers through the school system. The school also has an annual Science Fair
held each spring. Students in all grades
are encouraged to participate. Many
teachers in grades 3-5 require their students to complete a project. Hancock County Schools offer a four week
session of summer school in June.
Unique Programs
Project BASIC
Project BASIC is a program provided
through Frontier Health Consortium. The
Project BASIC teacher provides bi-weekly classes to all classrooms in grades
kindergarten through third grade. The
focus of the program is primarily character education, basic hygiene, safety
education, and self-awareness. The
program provides small-group and individual counseling to students.
DARE
Hancock County Elementary implemented
the DARE program beginning in fall of 2007.
All fifth grade classes attend DARE classes once a week. The program is taught by a Tennessee Highway
Patrol officer specially trained to work with students. The program follows a carefully structured
curriculum; focusing on topics such as personal safety, assertiveness training,
resisting peer pressure, consequences of behavior, drug use and misuse, media
images of drug use, and how to use friendship foundations to stay safe and
drug-free.
School Based
Health Center
Hancock County Elementary has a school
based health center located adjacent to the school. The clinic moved into a newly constructed
building in the summer of 2007. The
clinic is provided by a grant through the East Tennessee State University
College of Nursing Program. The clinic
is staffed with a nurse practitioner and several full time nurses. The clinic is available to all students at
the school once a consent form has been signed.
Insurance companies are billed, but charges not covered by insurance are
paid for by the grant. Parents accrue no
bills. Nurses dispense all medications
that students require. Nurses are
available for first aid and other emergencies.
Health classes are taught periodically to students about issues such as
hand washing, colds and flu, lice, and nutrition. The clinic is available to the community, as
well. This is a great asset to the
school and the community.
The Coordinated School Health Program
has provided classrooms with numerous lessons on hand-washing, germs, and
dental health. They have offered
hands-on programs to students demonstrating the effectiveness of proper
techniques needed to maintain good health.
Hancock County Elementary School students and teachers work hard to
adhere to the nutritional food guidelines.
The coordinated school health program personnel as worked hard to
develop an appropriate snack list for parents and students. They have also worked closely with cafeteria
personnel to ensure all meals students consume at school meet nutritional food
guidelines.
Clinch-Powell After School Program
Hancock County Elementary has an after
school program provided by Clinch-Powell Cooperative. The program provides classes in music,
computers, and physical education. There
is help provided to students who need help with homework. The program begins immediately after school
and ends at
Rose Center Arts Council
The Rose Center Arts Council is a grant
that provides an art program for the school each year. In the 2005-2006 school year, the Barter
Theater put on a play called
School Safety
Parental Support
Parents have many opportunities to be involved at Hancock County
Elementary. Each six weeks, the school
recognizes the students on the honor roll with an awards program in the gym
that parents are encouraged to attend.
We offer school-wide Parent-Teacher conferences two times each
year. Six Title One parent meetings are
held during school hours throughout the school year. In the spring, the kindergarten holds a
graduation ceremony for students going to first grade. The school also holds a 5th grade
celebration night to honor the outgoing fifth graders. The school has an Ice Cream Supper, an annual
fundraiser, held each fall that proves to be a popular event for the entire
community. Parents are encouraged to
help in the PTO football, basketball, and baseball teams.
Grant Awards
Hancock County Elementary received a grant in 2007 to have a garden at
our school. The grant was sponsored by
Farm Bureau and provided $500 to start a student grown garden. Hancock County Schools also received a
Distance Learning Grant that will provide new technology within the school
system. Our school will receive a new
ELMO projector along with some other technological equipment with the money
received.
Niswonger Foundation has provided several different grants the last
couple of years. Monies are used to
purchase technology, computers, and reading and math curriculum that can help
improve student success.
Student Population
Data
Number
of Students
Hancock County Elementary has a current
enrollment of 460 students. Kindergarten
has an enrollment of 82 students. First
and second grades have 78 students each.
Third grade is the largest grade level with 85 students. Fourth and fifth grades are the smallest in
the school with fourth having 69 students and fifth having 68 students.
Student Demographics
Of the 460 students enrolled in the
school, 47% are female and 53% are male.
The school enrollment is 98.7% white and 1.3% African American.
Free and Reduced Lunch Rate
A majority of students, 84.6%, are classified as economically
disadvantaged and receive free or reduced meals.
Discipline Referrals
Discipline referrals are handled on an individual basis. The school does not have an in-school
suspension program. The county
alternative school does not currently accept elementary school students. In 2007, the school had twelve out of school
suspensions, one female and eleven males.
This is a suspension rate of 2.6%, with 92.6% of the suspensions being
male.
Retention Rate
Hancock County Elementary School has a low retention rate. Retention occurs most often in kindergarten
or first grade. The average retention
rate for kindergarten is about 5%. First
grade retention is less than 3%.
Special Education Disability Types,
Numbers, Percents
Hancock County Elementary serves special education in various ways. The Special Education program meets the needs
of students with learning disabilities, speech and language impairments, health
impairments, and those who have been identified as exceptional learners. Some students have overlapping
disabilities. Students identified as
being exceptional are provided with an individualized education plan that
includes instruction through a variety of strategies and services. The special education staff consists of the
following:
Full-time K-2 Resource Teacher – 1
Full-time 3-5 Resource Teacher – 1
Full-time K-5 Extended Resource Teacher – 1
Full-time Speech and Language Teacher – 1
Full-time Para-professionals – 6
Full-time Inclusion Assistants – 2
Full-time Bus Driver – 1
The staff also includes an occupational therapist and a physical
therapist, both who work on a contract basis and only visit the school on
certain days and times. They are both
considered part-time staff.
Students receiving individualized instruction in kindergarten attend
resource class five times a week for 30 minute sessions of individual and small
group instruction time. First and second
grades attend resource class five times a week for one hour of individual and
small group direct instruction time.
Resource students in grades 3-5 receive individual and small group
direct instruction daily with pull out time varying from 30 to 60 minutes
depending on the disability. Extended
resource students range from kindergarten through fifth grade with time varying
depending on the student’s individualized education plan. Some students are placed on consultative
services in the regular education program and are monitored one to two times a
month.
Inclusion assistants are supervised by a resource teacher and classroom
teacher and assist in following the individual education plan for that student
in the regular education classroom.
Most speech or language students receive direct remediation in
individual or small groups one, two, or three times a week for 30 minute
sessions. Preschoolers who attend
therapy at the school receive direct individualized or small group instruction
one time a week with time varying from 30 to 45 minutes each session. Students on consultative services in the
regular education program are monitored two times a month.
Contract services for students who qualify for occupational therapy or
physical therapy receive services one or two times a week for 30 minute
sessions.
With the increasing number of students attending early-intervention and
preschool programs and the implementation of the Response to Intervention
Program, the school hopes to decrease the number of students served by our
special education staff. Some students
receive services for multiple disabilities.
Currently the special education staff serves the following disabilities:
Autism – 1
Developmental Delay – 9
Functional Delay – 6
Hearing Impairment – 1
Intellectually Gifted – 1
Language Impairments – 4
Mental Retardation – 3
Multiple Disabilities – 2
Orthopedic Impairment – 1
Other – Health Impairments – 16
Specific Learning Disability – 23
Speech Impairments - 32
Students Attending Preschool
Hancock County has three programs that students entering kindergarten
can attend. Early intervention programs
and preschool help make the transition into kindergarten less stressful on both
parents and students. Approximately 84%
of students entering kindergarten have attended a preschool program in the
county. The Hancock County Early
Learning Center is a state funded preschool program that enrolls approximately
65% of the students entering kindergarten.
The Upper East Tennessee Head Start, a centered-based program, enrolls
about 12% of the students coming into kindergarten. The Clinch-Powell Cooperative Head Start
Program, a home-based program, enrolls around 7% of students entering kindergarten.
Extracurricular Activities
Hancock County has several extracurricular activities that students can
take part in. One of the largest
extracurricular activities is the PTO basketball program for students in all
grades. Games are held on Saturdays and
the season lasts from January through March.
The school also has a boys and girls basketball team for third through
sixth graders. There is a cheerleading
team that cheers for the school basketball team. There is also a football and baseball program
for students in the spring and fall.
Students in the fourth and fifth grades have the opportunity to join the
4-H club, a service oriented club. The
school has First Priority, a Christian club that meets one morning a week. There are a range of Girl Scouts and Boy
Scouts in various grades that meet a couple of times a month. The Modern Woodman of America members meet
once a month after school to participate in community projects.
Student Attitudes Data
Students completed a survey in March 2008 (see Appendix for results) to
voice their opinions and thoughts. Of
the statement “My teacher cares and listens to me”, 94% of students agreed with
the statement. Ninety-three percent of
students like the principal, teachers, and school. Nearly all, 99%, of students agreed that
their teachers expect them to work hard, and 98% agreed that their teachers
believe they can learn.
Parent or Guardian
Demographics
Race
Hancock County Elementary parent
demographics portray the lack of multiple ethnicities in our school. Parents who classified themselves as white
account for 99% of parent or guardians.
Marital Status
Based on the Parent/School
Climate Survey, 81% of parents are married, 10% are divorced, and 9% are
single.
Income Level
Based on the Free and Reduced
Lunch rate for the school, 84.6% of students fall below 125% of the poverty
level for the family size.
Community
Characteristics
Location and
History of Hancock County
Hancock County has an important place in Tennessee state history. It is
tucked between Claiborne County, Hawkins County, Grainger County, and borders
the Virginia state line. Hancock County was formed from the counties above.
Through its struggle and right to become a county, beautiful land formations
were acquired, such as Clinch Mountain to the south, Newman's Ridge to the
north, the Clinch River which flows along
the county seat and only town, Sneedville, and the Powell River which
flows through the beautiful valley of Alanthus Hill.
From many Hancock historians, the county is believed to have been
settled around 1795 by explorers and trappers in the area. These people and
members of the John Sevier party, who settled the State of Franklin, indicated
there were people and a settlement as early as 1784. These people were the
Melungeons who settled mainly on Newman's Ridge, which overlooks Sneedville.
Land grants were issued by the state from as early as 1811. Actual county business began in 1846 with officials
elected to run the county's business.
Sneedville, the county seat, was first called Greasy Rock due to the
Indians who processed their meat along the streams and river. The name was
later changed to Sneedville in honor of W.H. Sneed, an attorney who represented
the county in a court case. The county itself was named Hancock in honor of
John Hancock, a Revolutionary War patriot.
Size of community
Located in Northeast Tennessee, Hancock County has 144,200 acres or 222
square miles of land area. Much of the land, approximately 80,348 acres,
supports farming. The remaining land is
mostly privately owned and mountainous or wooded terrain. Hancock County has
two rivers, the Clinch River and the Powell River. These rivers are rich in natural resources
and environmental qualities important to the abundant wildlife of the county.
Demographic Breakdown
Hancock County has approximately 6,713 people, with 98% classified as
white. Other nationalities are in the low to non-existent range. Twenty-three percent of the population is
under 18 years old. The population of 65 years old and over is 16%. The median
age in Hancock County is 39 years old.
The female population is 51%.
Average Income or Economic Level
The economy of Hancock County has been somewhat hindered by its
locale. Attracting industry into the
county is difficult due its rural, mountainous location. Of the county's 2600 workforce, the average
income is approximately $15,000 annually. Hancock County residents considered
living below the poverty level is about 28.5% of the population. Approximately 32% of all households receive
food stamp benefits from the government.
Number of Private Schools
Because of the isolated nature
of our community, there are no private schools in the county that residents
have access to. The closest private
schools are located approximately 40 miles away in Morristown and
Tazewell. There are a handful of
students in the county who are home schooled.
Major Employers
Within Hancock County, there are a few employers that account for the
majority of jobs found inside the county.
According to the U.S. Department of Labor, there are approximately 900
jobs in Hancock County. The largest
employer is the Hancock County School System.
They employ just over 200 people. The other two largest employers are
Wellmont Health Systems, which includes a new hospital that opened in 2005 and
two medical clinics and Volunteer Fabricators, a manufacturing facility that
makes table tops. They each account for
approximately 100 jobs each. The
majority of remaining jobs are service related including several fast food
restaurants, gas stations, small discount stores, and many family owned
businesses.
Community and Volunteer Involvement in School Activities
Through Mission of Hope, a
non-profit group from Black Oak Heights Baptist Church in Knoxville, our school
was adopted several years ago. Each year
they bring school supplies at the beginning of the school year; presents,
clothes, and food at Christmas. These
are distributed to each student in the school.
Our after-school program,
H.E.A.R.T.S., a Clinch-Powell Cooperative program, provides students with
activities such as homework help, computer skills, music, and physical
education activities. Students receive a
snack. The program runs Monday through
Thursday until 5:45 in the evening.
The Niswonger Foundation has
awarded several grants to the school for various uses in the last several
years. They provided monies to purchase
a new math series, Everyday Math. They
have also provided money for computers and software programs. Other money from Niswonger has been used to
improve reading skills.
The Jubilee Center, located in
Sneedville, has been helpful in many projects.
They have provided clothing, food, and building projects for the
school. The center has been instrumental
in organizing a thriving sports program in the community. A new sports and community complex, run by
CSI, inc., will be built in the next year.
This summer they will take over the summer recreation program that the
county had previously run.
First United Methodist Church in
Sneedville offers a clothing center for our students to use at no charge. The center is currently constructing a new
building beside the school. Teachers
have a time every few weeks that they can take their students to shop. Most of the clothing is donated by the
community and local churches.
There are several other
volunteer groups that visit our school throughout the year. Earlham University, a small college from
Indiana, visits each spring with a group of students who read to various
classrooms. PBS, the public broadcasting
service, sponsored a Reading with Clifford the Big Red Dog. Clifford came to visit and read to the
kindergarten students in December. Each
student had the opportunity to choose a book to take home. The Powell River Baptist Association, a group
of retired teachers from Virginia, come throughout the year and brings supplies
and books. They also take the
opportunity to real and visit with the students in the school.
Component 1b – Academic and Non-Academic Data Analysis and Synthesis
1.4 Variety of
Academic and Non Academic Assessment Measure
Sources of
Academic Data:
·
Tennessee State Report Card
·
Tennessee State Benchmarks
·
Tennessee State Blue Book of Learning (performance standards)
·
Prior School Improvement Plan
·
Pre-K Assessments – KRT (Kindergarten Readiness Test), Brigance, DIBELS
·
Plato Learning
·
T-CAP Test Data
·
T-CAP Writing Assessment Data
·
After – School Tutoring (Targeting Reading)
·
Summer School (Scholastic Reading Program)
·
Value Added Scores
·
Report Cards every six weeks
·
Portfolio, Projects
·
2007 TVAAS School Report
Sources of
Non-Academic Data:
·
School Website Visits
·
Parent/Teacher Conferences
·
Parent Meetings
·
After – School Program (HEARTS)
·
Student Surveys
·
Attendance Records
·
Retention Records
·
Kindergarten Orientation Night
·
Fifth Grade Celebration
·
Kindergarten Graduation
·
Ice Cream Supper – Annual Event
·
P.T.O. Basketball, Football, and Baseball
·
Character Counts
·
Science Fair
Analysis of Academic Data
Our team began by reviewing and interpreting T-CAP data, the State
Report Card, and the prior School Improvement Plan for this component. This
group agrees that education is more data driven now and skill specific;
therefore, teachers must use a variety of teaching strategies to meet the needs
of our students.
Attendance Rates
Attendance rates have improved in the
last year. Hancock County Elementary is
presently above the state average of 93%.
After having an attendance rate of 95% in 2005, the school attendance
rate dropped the next year. In 2006, the
attendance rate was 92.5%. That rose to
94.6% in 2007. We continue to improve to
stay above the state average. The school
has added some new procedures regarding attendance. School policy, beginning 2007-2008, states
the school will accept no more than three handwritten notes from parents
regarding absences per year. After these
have been accepted, notes must be from a doctor to be counted as an excused
absence. After five unexcused absences,
the student and their parents are referred to the county truancy board for
further action.
Text Book Tests and Unit Test
Since using the
Macmillan/McGraw-Hill reading series, teachers in the school give reading tests
on each unit. Unit length varies from
three weeks in kindergarten to five or six weeks in the upper grades. Teachers also give a test each week over
vocabulary and reading comprehension.
The math series also incorporates tests over each skill area. Unit tests are given in social studies and
science as well.
Six Week Reports
Here at Hancock
County Elementary, we follow a six weeks grading period. Each six weeks, report cards are sent home to
students in grades first through fifth.
Students making all A’s and all A’s and B’s are recognized at an awards
day with a drawing for prizes. Teachers
also send home progress reports every three weeks, especially to those failing
or not working to their potential.
Kindergarten teachers do not give numerical or letter grades, and send
home reports monthly.
Pre-K and Early Grades Assessments
Students must complete a screening process before entering our
school. Those entering kindergarten are
given a test to check their readiness and skill level so that kindergarten
teachers know the academic level of each child.
Students entering school at Hancock County Elementary take either the
Brigance Test or the Kindergarten Readiness Test (KRT). The results from this type of formal
assessment will be used for classroom placement for each student.
In fall 2007, students in kindergarten took the first part of the Group
Reading Assessment and Diagnostic Evaluation test. The second part of the test will be given in
the spring to the kindergarteners.
Beginning in 2008-2009, kindergarten students will be given a DIBELS
test to determine their reading level and to alert teachers to early problems
some students may face. Many of the
reading and language arts problems can be addressed and corrected before
reaching second or third grade, by intervening at an earlier age. Our school’s socio-economic status is
approximately 84.6%, and our county’s Pre-school Program has assisted this
group of students in all areas such as; academically, socially, emotionally,
and physically.
1.5 Data
Collection and Analysis
We found enormous amounts of individual student data available when
compiling the information to determine the school’s area of strengths and
needs. The group chose to use data collected from the assessments from the
state, individual and class reports that have been generated from the computer
programs such as Plato Learning, Fast ForWord Computer Program, and Accelerated
Reading Program. With high stakes of
accountability, our school tests every student in kindergarten, first, second,
third, fourth, and fifth grades. Even
though it is not mandated from the state that kindergarten through second grade
be tested, our system requires this group of students to be assessed annually.
This team’s goal is to review each grade level’s T-CAP test data from the past
three (3) years. Also, this group will review the generated report for third,
fourth, and fifth grades to determine the difference when comparing or
contrasting the sub-group disaggregation of information and data.
This group reviewed the last three (3) years of T-CAP data mainly
focusing on the Objective Performance Index Analysis (OPI) and the Reporting
Category Performance Index Report (RCPI) in determining curriculum strengths
and areas of need. The charts provided will compare our students to the nation
and to the state to exhibit the evidence that we have analyzed. This evidence
is a reflection of the data that this group reviewed.
First Grade T-CAP Objective Performance Index Analysis (OPI)
HCES/Nation
|
Reading |
2005 |
2006 |
2007 |
|
Oral Comprehension |
60/43 |
95/43 |
59/43 |
|
Basic Understanding |
67/43 |
77/43 |
61/43 |
|
Analyze Text |
61/43 |
71/43 |
57/43 |
|
Vocabulary |
|
|
|
|
Word Meaning |
56/44 |
75/44 |
67/44 |
|
Words in Context |
56/44 |
81/44 |
66/44 |
|
Language |
|
|
|
|
Introduction to Print |
51/44 |
79/44 |
66/44 |
|
Editing Skills |
64/44 |
73/44 |
66/44 |
|
Mathematics |
|
|
|
|
Number &
Number Relations |
38/39 |
87/39 |
45/39 |
|
Computation
& Estimation |
46/39 |
77/39 |
46/39 |
|
Measurement |
44/39 |
72/39 |
41/39 |
|
Geometry &
Spatial Sense |
39/39 |
91/39 |
45/39 |
|
Data,
Statistics, & Probability |
42/39 |
81/39 |
45/39 |
|
Patterns, Functions,
Algebra |
36/39 |
81/39 |
42/39 |
|
Math Computation |
|
|
|
|
Add Whole
Numbers |
65/40 |
94/40 |
70/40 |
|
Subtract Whole
Numbers |
67/40 |
87/40 |
61/40 |
|
Science |
|
|
|
|
Science Inquiry |
67/45 |
92/45 |
53/45 |
|
Physical Science |
69/45 |
79/45 |
58/45 |
|
Life Science |
72/45 |
93/45 |
61/45 |
|
Earth & Space Science |
69/45 |
82/45 |
46/45 |
|
Social Studies |
|
|
|
|
Geographic
Perspectives |
61/50 |
79/50 |
64/50 |
|
History & Culture |
69/50 |
87/50 |
59/50 |
|
Civic Government |
65/50 |
93/50 |
71/50 |
|
Economic
Perspectives |
68/50 |
94/50 |
70/50 |
|
Word Analysis |
|
|
|
|
Consonants |
51/43 |
89/43 |
53/43 |
|
Sight Words |
51/43 |
93/43 |
57/43 |
|
Vowels |
36/43 |
59/43 |
51/43 |
Number of Students tested:
2005= 72
2006= 88
2007= 76
*HCES=Blue
*Nation=Red
Second Grade T-CAP Objective Performance Index Analysis (OPI)
HCES/Nation
|
Reading |
2005 |
2006 |
2007 |
|
Basic Understanding |
48/44 |
76/44 |
53/44 |
|
Analyze Text |
47/44 |
77/44 |
46/44 |
|
Evaluate/Extend
Meaning |
48/44 |
65/44 |
52/44 |
|
Identify Reading
Strategies |
52/44 |
89/44 |
59/44 |
|
Vocabulary |
|
|
|
|
Word Meaning |
67/46 |
75/46 |
63/46 |
|
Multi-Meaning Words |
59/46 |
77/46 |
63/46 |
|
Words In Context |
62/46 |
78/46 |
63/46 |
|
Language |
|
|
|
|
Introduction to Print |
58/35 |
88/35 |
58/35 |
|
Sentence Structure |
55/35 |
78/35 |
57/35 |
|
Writing Strategies |
44/35 |
80/35 |
58/35 |
|
Editing Skills |
62/35 |
77/35 |
62/35 |
|
Language Mechanics |
|
|
|
|
Sentence,
Phrases, Clauses |
50/42 |
79/42 |
53/42 |
|
Writing Conventions |
52/42 |
63/42 |
57/42 |
|
Mathematics |
|
|
|
|
Number &
Number Relations |
62/34 |
82/34 |
51/34 |
|
Computation
& Estimation |
58/34 |
78/34 |
47/34 |
|
Operation
Concepts |
59/34 |
90/34 |
44/34 |
|
Measurement |
58/34 |
83/34 |
49/34 |
|
Geometry & Spatial
Sense |
64/34 |
87/34 |
48/34 |
|
Data, Statistics
& Probability |
55/34 |
78/34 |
47/34 |
|
Patterns,
Functions, Algebra |
61/34 |
87/34 |
48/34 |
|
Problem Solving
& Reasoning |
62/34 |
65/34 |
47/34 |
|
Math Computation |
|
|
|
|
Add Whole Numbers |
65/37 |
87/37 |
59/37 |
|
Subtract Whole
Numbers |
62/37 |
77/37 |
58/37 |
|
Science |
|
|
|
|
Science Inquiry |
65/43 |
92/43 |
58/43 |
|
Physical Science |
67/43 |
84/43 |
60/43 |
|
Life Science |
74/43 |
90/43 |
56/43 |
|
Earth & Space Science |
74/43 |
80/43 |
57/43 |
|
Science & Technology |
71/43 |
84/43 |
57/43 |
|
Social Studies |
|
|
|
|
Geographic
Perspectives |
62/49 |
86/49 |
67/49 |
|
History & Culture |
65/49 |
82/49 |
59/49 |
|
Civics & Government |
58/49 |
94/49 |
63/49 |
|
Economic
Perspectives |
59/49 |
91/49 |
67/49 |
|
Spelling |
|
|
|
|
Vowels |
56/41 |
71/41 |
65/41 |
|
Consonants |
61/41 |
77/41 |
69/41 |
|
Structural Units |
58/41 |
75/41 |
64/41 |
|
Word Analysis |
|
|
|
|
Consonants |
45/40 |
90/40 |
57/40 |
|
Vowels |
42/40 |
65/40 |
54/40 |
|
Contractions
& Compounds |
44/40 |
86/40 |
63/40 |
|
Roots & Affixes |
47/40 |
67/40 |
56/40 |
Number of Students
tested:
2005= 66
2006= 66
2007= 81
*HCES=Blue *Nation=Red
Third Grade T-CAP Reporting Category Performance Index Report (RCPI)
HCES/State
|
Reading/Language Arts |
2005 |
2006 |
2007 |
|
Content |
65/69 |
67/69 |
62/64 |
|
Meaning |
67/71 |
64/65 |
54/58 |
|
Vocabulary |
64/64 |
61/63 |
72/74 |
|
Writing/Organization |
62/65 |
69/71 |
72/73 |
|
Writing/Process |
63/65 |
65/67 |
63/66 |
|
Grammar/Conventions |
64/67 |
66/66 |
59/62 |
|
Techniques & Skills |
50/51 |
63/62 |
72/74 |
|
Mathematics |
|
|
|
|
Number Sense/Theory |
78/78 |
76/77 |
75/76 |
|
Computation |
87/91 |
89/92 |
91/90 |
|
Algebraic Thinking |
78/78 |
71/72 |
73/74 |
|
Real World
Problem Solving |
69/69 |
73/75 |
74/73 |
|
Data Analysis
& Probability |
73/73 |
64/66 |
66/67 |
|
Measurement |
66/65 |
72/74 |
74/76 |
|
Geometry |
84/85 |
85/86 |
88/87 |
|
Science |
|
|
|
|
Structure &
Function of Organisms |
84/84 |
81/84 |
71/72 |
|
Ecology |
86/86 |
81/83 |
78/78 |
|
Life Cycles & Bio Change |
77/75 |
79/80 |
81/81 |
|
Space, Weather
& Climate |
83/82 |
79/81 |
81/80 |
|
Earth’s Features
& Resources |
74/77 |
72/72 |
69/69 |
|
Motion & Forces |
77/77 |
70/72 |
79/79 |
|
Matter |
71/69 |
65/66 |
64/65 |
|
Social Studies |
|
|
|
|
Economics |
67/69 |
65/63 |
69/67 |
|
Governance & Civics |
76/80 |
80/82 |
79/77 |
|
Human Geography |
73/77 |
75/76 |
70/69 |
|
Physical Geography |
69/71 |
71/70 |
74/74 |
|
History |
62/63 |
66/67 |
74/72 |
Number of Students tested
2005= 77
2006=66
2007=67
*HCES=Blue *State=Red
Fourth Grade T-CAP Reporting Category Performance Index Report (RCPI)
HCES/State
|
Reading/Language Arts |
2005 |
2006 |
2007 |
|
Content |
61/71 |
51/61 |
63/68 |
|
Meaning |
52/63 |
60/71 |
69/75 |
|
Vocabulary |
53/63 |
70/78 |
80/83 |
|
Writing/Organization |
57/66 |
58/67 |
58/63 |
|
Writing/Process |
58/68 |
57/67 |
68/73 |
|
Grammar/Conventions |
55/65 |
50/61 |
55/63 |
|
Technique & Skills |
64/63 |
58/66 |
62/67 |
|
Mathematics |
|
|
|
|
Number Sense & Theory |
61/70 |
63/70 |
63/66 |
|
Computation |
75/84 |
77/85 |
82/85 |
|
Algebraic Thinking |
68/77 |
64/71 |
69/73 |
|
Real Word Problem Solving |
57/69 |
64/71 |
72/75 |
|
Data Analysis & Prob. |
58/66 |
57/62 |
58/60 |
|
Measurement |
60/67 |
67/73 |
72/74 |
|
Geometry |
65/72 |
68/75 |
74/76 |
|
Science |
|
|
|
|
Structure & Function of Organisms |
60/64 |
55/58 |
55/56 |
|
Ecology |
56/63 |
58/61 |
73/74 |
|
Life Cycles & Bio Change |
49/56 |
69/72 |
68/68 |
|
Space, Weather & Climate |
52/53 |
51/54 |
58/58 |
|
Earth’s Features & Resources |
43/47 |
58/60 |
68/69 |
|
Motion & Forces |
49/53 |
57/59 |
63/64 |
|
Matter |
43/47 |
48/51 |
55/56 |
|
Social Studies |
|
|
|
|
Economics |
54/61 |
63/69 |
68/71 |
|
Governance & Civics |
44/46 |
39/44 |
52/52 |
|
Geography |
58/62 |
61/67 |
64/64 |
|
Us Hist. Per .1 (begin-1820) |
54/58 |
50/55 |
59/59 |
|
US Hist. Per. 2 (1801-1900) |
45/47 |
49/54 |
50/51 |
Number of Students tested
2005= 78
2006=79
2007=66
*HCES=Blue *State=Red
Fifth Grade T-CAP Reporting Category Performance Index Report (RCPI)
HCES/State
|
Reading/Language Arts |
2005 |
2006 |
2007 |
|
Content |
51/62 |
65/72 |
59/67 |
|
Meaning |
36/47 |
58/66 |
56/65 |
|
Vocabulary |
58/70 |
64/70 |
62/68 |
|
Writing/Organization |
40/56 |
55/63 |
50/58 |
|
Writing/Process |
48/60 |
52/61 |
56/63 |
|
Grammar/Conventions |
46/61 |
53/60 |
59/69 |
|
Techniques & Skills |
63/75 |
51/57 |
53/62 |
|
Mathematics |
|
|
|
|
Number Sense/Theory |
64/75 |
57/71 |
58/67 |
|
Computation |
71/78 |
55/68 |
57/65 |
|
Algebraic Thinking |
64/73 |
56/68 |
64/71 |
|
Real World
Problem Solving |
52/62 |
53/65 |
57/64 |
|
Data Analysis
& Probability |
56/65 |
58/70 |
64/72 |
|
Measurement |
57/65 |
57/67 |
59/65 |
|
Geometry |
64/71 |
60/70 |
60/70 |
|
Science |
|
|
|
|
Structure &
Function of Organisms |
53/62 |
54/62 |
53/60 |
|
Ecology |
55/64 |
55/63 |
68/74 |
|
Life Cycles & Bio Change |
44/54 |
55/65 |
57/62 |
|
Space, Weather
& Climate |
43/50 |
49/56 |
50/56 |
|
Earth’s Features
& Resources |
61/68 |
57/66 |
60/66 |
|
Motion & Forces |
41/48 |
46/52 |
52/59 |
|
Matter |
41/50 |
54/62 |
36/43 |
|
Social Studies |
|
|
|
|
Economics |
47/59 |
47/52 |
57/63 |
|
Governance & Civics |
50/62 |
55/61 |
55/61 |
|
Geography |
54/65 |
67/73 |
64/72 |
|
US History Per.2 (1801-1900) |
38/50 |
58/64 |
55/62 |
|
US History Per.
3 (1890-Pres.) |
44/58 |
58/65 |
62/69 |
Number of Students Tested:
2005=73
2006=81
2007=78
*HCES=Blue
* State=Red
In reviewing the T-CAP data analysis the Objective Performance Indexes
(OPI) for kindergarten for the past three (3) years, our students have
performed higher than other students in the nation. For example, in 2007, on the Reading Oral
Comprehension test 68% of our students demonstrated mastery of that objective
compared to 38% nationally for a difference of (+30%). In 2007 Mathematics in the Number and Number
Relations category, 71% of our students demonstrated mastery of that objective
compared to 39% of students in the nation; therefore, showing an increase of
plus (+32). In 2006, 91% of our students
mastered the Geometry and Spatial Sense sections compared to only 39% of
students in the nation. When comparing the three years of test data,
our students demonstrated mastery in all areas of Reading, Language and
Mathematics.
In reviewing the first grade, T-CAP data Objective Performance Index
Analysis, (OPI), we have found in Reading our students mastered the category of
Basic Understanding in 2005, 2006, and 2007. For example, in 2006, 77% of our
students demonstrated mastery of the objective compared to only 43% of students
in the nation. When comparing our school
to the nation our students show an increase of (+34%) above the nation. In Vocabulary Words, the sub-category Context
is an area of strength for our students with a mastery of 56% in 2005, a
mastery of 81% in 2006, and in 2007 a mastery of 66%. Our students have shown an increase for all
three years compared to the nation’s mastery of only 44%. We want to credit our Fast ForWord Computer
Lab for help in improving our first grade reading skills. Fast ForWord is designed for students to work
on their own level and at their own pace.
The program targets phonics, increases phonemic awareness, expands
vocabulary, improves fluency, and increases comprehension. The Progress Tracker Report for 2008 shows
student’s mastery of 28% in Listening Accuracy, 58% in Phonological Fluency,
83% in Auditory Word Recognition, and 80% English Language Conventions. Our school has been recognized during the 2007-2008
school year as one of eleven schools in Tennessee where students are demonstrating
remarkable success in building their learning capacity by using the Fast ForWord
program. The implementation of this
program has made a tremendous impact on our students’ Reading scores.
When analyzing first grade Mathematics, T-CAP (OPI), evidence in Data
Numbers and Number Relations for 2005 showed that 38% of our students
demonstrated mastery of the objective where as the nation had only 39% of the
students mastering the same objective. This
shows that our students had a difference of (-1) below the nation. In 2006 and 2007 our students had a gain of
(+24) above the nation. In all three (3)
years, our students were above the nation in Computation, Estimation, and Measurement. This is an area of strength for our school. In 2005 65% of our students demonstrated
mastery in Math Computation and Whole Numbers, with a difference of an increase
of (+25) over the nation. In 2007, in
the category of Math Computation, Subtract Whole Numbers, our students have
shown an increase of (+21) when being compared to the nation. Math Computation is an area of strength for
our First Grade students. In Patterns,
Functions, and Algebra, our students in 2005 were below the nation with a
difference of (-3), but our students are making gains. The areas of need have been addressed by
implementing Everyday Mathematics. This
new math program allows teachers to teach with the use of many manipulatives. Everyday Mathematics has helped our students
master these objectives.
In Science Inquiry for first grade, students have mastered this
objective for 2005, 2006, and 2007. In
2007, student mastery of 53% compared to 45% nationally, an increase of
(+8). In Earth and Space Science our
students performed well with a gain of (+1) above the nation.
Social Studies scores have been above the national averages for the past
three years. In 2006, we had a gain of
(+29) on Geographic Perspectives section of Social Studies when compared to the
nation. When analyzing the data we were
above the nation with the exception of 2005.
This particular year only 36% of our students mastered the objective
compared to 43% of the students in the nation. We have a negative difference of (-7) compared
to the nation. Hopefully, our scores
will continue to show an increase from the implementation the Fast ForWord
Computer Program because every first grade student participates in this program
daily.
When reviewing the second grade T-CAP (OPI), our students mastered in
Reading the sub-category Basic Understanding all three years. In 2005, 48% of our students compared to 44%
of the nation mastered this objective, a difference of (+4). In Reading, our students display areas of
strengths for all three years of data analyzed in the category of Identify
Reading Strategies. In 2007, 59% of our
students mastered the (OPI), an increase of (+15) over the nation. In Vocabulary for 2007, in the Word Meaning category,
we had 63% of our students mastering the objective compared to 46% of the
students in the nation. This creates an increase
of (+27). Second grade Language skills
for all three years appear to be an area of strength for our students. In the category of Sentence Structure, for
2006, our students show 78% mastery of this objective compared to 35% of the
students in the nation.
In 2007, Language category Writing Strategies, 58% of students mastered
this objective compared to 35% of the students in the nation. Language Mechanics Skills is an area of
strength for second grade students for all three years of data. Teachers are aligning the curriculum with the
Tennessee State Standards on designated in-service and/or administrative days. Teachers are discussing the curriculum with
each other and planning activities to master grade level objectives.
In second grade Mathematics, Number and Number Relations, for 2006 our
school had 62% of students to master this objective compared to 34% of the
students in the nation. In Math
Computation and Estimation, our students exceeded the nation for all three
years. In Geometry and Spatial Sense for
2007, 47% of students mastered the objective compared to 34% of the students in
the nation, an increase of (+14).
Problem Solving and Reasoning is an area of strength for our students. In all three years of data, our students’
scores are above the nation. In 2007, we
have an increase of (+13) above the nation.
In Math Computation, sub-category Add Whole Numbers, our students made
tremendous gains for all three years. In
2007, our school had 59% of our students to master the objective (OPI) compared
to 37% of the students in the nation for an increase of (+22) for our students.
In Science, for 2005, our school had 65%
of our students to demonstrate mastery in Science Inquiry compared to 43% of
the students in the nation. When
analyzing Life Science data, our team found that our students exceeded the
nation. In 2007, our school had 56% of
our students to demonstrate mastery where as the 43% of the students in the
nation.
Our second grade students demonstrated mastery in every Social Studies
area. Social Studies is an area of
strength for our school. In Geographic
Perspectives, for 2007, our school had 67% of students to master the objective compared
to 49% of the students in the nation, an increase of (+18). In Economic Perspectives, our students have
shown more gains for 2006 and 2007 than the year of 2005. When reviewing the Spelling
category Vowels for 2006, our school had 71% of students to master this OPI objective
compared to 41% of the students in the nation. This is a gain of (+30) in Spelling compared
to the nation. When analyzing Word
Analysis for this grade level, the team found these skills to be an area of
strength. In 2007, Contractions and
Compounds, our students exceeded the nation with an increase of (+23) with this
OPI (Objective Performance Index). In
all three years of data, our students have made gains in Roots and Affixes
section of the Word Analysis. In 2007,
our school had 56% of the students to demonstrate mastery compared to 40% of
the students in the nation.
When reviewing the third grade T-CAP data, the Reporting Category
Performance Index Report (RCPI), our students in Reading/Language Arts
(Content) were slightly below the state for 2005, 2006 and 2007. We had a
difference of (-2) from students in the state according to the RCPI data. Reading for Meaning in 2006, 64% of our
students mastered this objective compared to 65% of the students in the state. In 2007, our third grade students were below
the state in Vocabulary with a difference of (-4). In Reading category Techniques and Skills, 63%
of our students mastered this objective compared to 62% of the students in the state.
These students surpassed the state with
this objective with increase of (+1). In 2007, our students mastered 59% in
Grammar/Conventions compared to 62% of the students in the state, a difference
of (-3).
An area of need, according to the T-CAP Assessment, was found in Reading
skills including Meaning, Vocabulary, and Grammar/Conventions. In analyzing the T-CAP Math scores, the areas
of Number Sense of Theory in 2006 and 2007 were slightly below the state with
only a difference of (-1) for both years. When evaluating the Algebraic Thinking
objectives for 2006, 71% of our students mastered this skill compared to 72% of
the students in the state. Again, our
school shows a difference of (-1). Measurement
is an area of need with a deficit of (-2) when compared to the state for both
years of 2006 and 2007. Mathematics
sub-categories Computation, Geometry and Real World Problem Solving are areas
of strength for this grade level. Our students
exceeded the state in these objectives.
In Science, Structure and Function of Organisms, for 2007, 71% of our
students mastered this objective compared to 72% of the students in the state. In 2005 and 2007 Science, in Ecology, our
students tied with the state. Space,
Weather and Climate for 2005 and 2007, our students exceeded the state by a
(+1). Space, Weather and Climate are
areas of strength. In Science,
sub-category Matter for 2006, we had 65% of students to master this objective
compared to 66% of students in the state. This is a difference of (-1) for this
group.
Social Studies for third grade students demonstrated more areas of
strengths than needs. In 2006 and 2007,
Social Studies category Economics, our students mastered the objective. In 2005, Human Geography, 73% of our students
compared to 77% of the students in the state demonstrated mastery. Our school fell below the state by (-4). In 2006, our students exceeded the state in
Physical Geography by (+1). Another area
of strength for these participants was in History for 2007. We had 74% of our
students to master this skill compared to 72% of students in the state.
In reviewing the fourth grade T-CAP data the Reporting Category
Performance Index Report, (RCPI), in 2005, 2006, and 2007 our students scored
below the state average in all three years in Reading/Language Arts. In 2005, our students were around 10% below
the state average. The RCPI revealed the
following results in Reading/Language Arts in 2005. The following results compared our school to
the state. Content (61%-71%) -10%
difference, Meaning (52%-63%) –11% difference, Vocabulary (53%-63%), -10% difference,
Writing/Organization (57%-66%) -9% difference, Writing/Process (58%-68%) -10% difference,
Grammar/Conventions (55%-65%) -10% difference.
The exception was Technique and Skills where our students scored 1%
higher than the state, (64%-63%). 2006
produced similar results to 2005; however, in 2007 while our students still
scored below the state the differential was only -5.2%. This demonstrated not
only positive progression toward the state, but increased scores within our
school in most areas. During the three
year stretch, we showed steady upward increase in scores in most areas of
Reading/Language Arts. A couple of
examples of this increase from 2005 to 2007 are Vocabulary (53%-80%) +27%
increase, Meaning (52%-69%) +17% increase, and Writing Process (58%-68%) +10%
increase. In reading/language arts we
are showing increased scores while also moving closer to the state score.
When evaluating the fourth grade on the mathematics section of the RCPI
for years 2005, 2006, and 2007 results yielded similar outcomes as the
Reading/Language Arts section. All three
years our students scored below the state level, but each year showed a positive
improvement moving closer to the state average.
Results from 2005 through 2007 showed a difference from (-8.7%) 2005,
(-6.7%) 2006, to (-2.7%) in 2007. Our
scores gravitated +5% toward the state average during the three year
stretch. The largest areas of
improvement occurred in the sections of Real Word Problem Solving with scores
of 57% (2005), 64% (2006), and 72% (2007); Measurement with scores of 60%
(2005), 67% (2006), and 72% (2007); Geometry with scores of 65% (2005), 68%
(2006), and 74% (2007); and Computation with scores of 75% (2005), 77% (2006),
and 82% (2007). In each of these areas
the state average did not show as high an increase. Real Word Problem Solving we increased
(+15%) and the state increased (+6%), Measurement we increased (+12%) and the
state increased (+7%), Geometry we increased (+9%) and the state increased
(+4%), and Computation we increased (+7%) and the state increased (+1%). In comparison with the state, 2007 saw our
school move very close to the state average with scores in Number Sense and
Theory 63% (-3) difference. In
Computation, we 82% for a (-3) difference, Algebraic Thinking our score was 69%
(-4) difference, Real Word Problem Solving 72% (-3) difference, Data Analysis
and Problem 58% (-2) difference, Measurement 72% (-2) difference, and Geometry
74% for a (-2) difference.
In the area of Science, T-CAP scores using the RCPI for fourth grade
indicated that we have improved to just below the state average (-0.7)
difference. Based on the RCPI we scored
even with the state in the sections Life Cycles and Biological Changes (68%)
and Space Weather and Climate (58%). In
the other five areas, we were only (-1) percent below the state scores. In the three year span, our greatest
improvement in relation to the state were in the areas of Life Cycles and Biological
Changes (-7) in 2005 to even in 2007 and Ecology (-7) in (2005) 56%-63% to (-1)
in (2007) 73%-74%.
According to the RCPI, for the years 2005, 2006, and 2007 for fourth
grade our school showed continued progress through the reporting period in the social
studies section of the T-CAP. Results
from 2007 indicated that our school was on par with the state in Government and
Civics (52%), US History Period 1 (begin-1820) (59%), and Geography (64%). In 2007, section US History Period 2
(1801-1900) we were only (-1%) 50% -51% and Economics we were (-3%)
68%-71%. However, over the three year
reporting period Economics is the section that our students demonstrated the
greatest percentage increase 54% (2005) to 68% (2007) for a (+14) increase.
T-CAP scores for the fifth grade for years 2005, 2006, and 2007 based on
the RCPI indicates that our students were working below the state average for
each year of the reporting period -12% (2005), -7% (2006), and -8% (2007). Our greatest gain in the three year stretch
was in Writing/Organization when compared to the state level. In 2005 we were (-16%), 2006 saw a jump to
(-8%), and 2007 we maintained at (-8%).
When comparing our school only the most significant gain within the
school was Meaning that saw a +20% increase from 2005 (36%) to 2007 (56%). In the area of mathematics, based on the
RCPI our school was below the state average in all three reporting years (-8%)
2005, (-11%) 2006, and (-7%) 2007.
Fifth grade mathematics did not demonstrate the natural progression
toward the state average that other areas have and actually regressed in a
couple of sections. In comparison to the
state, Geometry dropped from -7% (2005) to -10% (2007). Also, Computation dipped from -7% (2005) to
-8% (2007). Scores across the board did
increase from 2006 to 2007 with the exception of Geometry that remained at
-10%. Results from 2006 revealed a -11%
deficit in relation to the state compared to a -7% deficit in 2007. T-CAP scores in Science for the reporting
period show that based on the RCPI our students were below the state for all
three years in all areas. During the
three year period, there was a slight improvement when compared to the state
scores -8% (2005), -8% (2006), and -6% (2007).
The most improvement was in Life Cycles and Biology Change 44%-54%
(2005) -10% difference to 57%-62% (2007) for a -5% difference. Unfortunately little or no improvement was
seen in relation to the state during the three year span in Motion and Forces
(41%-48%) -7% difference (2005), (46%-52%) -6% difference (2006), and (52%-59%)
-7% difference (2007); Earth’s Features and Resources (61%-68%) -7% difference
(2005), (57%-66%) -9% difference (2006), and (60%-66%) -6% difference (2007);
and Space, Weather and Climate (43%-50%) -7% difference (2005), (49%-56%) -7%
difference (2006), and (50%-56%) -6% difference (2007). In the area of Social Studies, T-CAP scores
using the RCPI shows that our school was working below the state level in all
areas tested. Our school improved during
the three year reporting period (2005-2007) from -12.2% (2005) to -6.0% (2006)
and last year -6.8% (2007). We moved
5.8% closer to the state average during the three year reporting period. We showed improvement in all areas of Social
Studies as compared to the state. Areas
of greatest improvement compared to the state were in US History Per. 3
(1890-Present) (44%-58%) -14% difference (2005), (58%-65%) -7% difference
(2006), and (62%-69%) -7% difference (2007); Economics (47%-59%) -12%
difference (2005), (47%-52%) -5% difference (2006), and (57%-63%) -6%
difference (2007); and Governance and Civics (50%-62%) -12% difference (2005),
(55%-61%) -6% difference (2006), and (55%-61%) -6% difference (2007). The least amount of improvement was
demonstrated in Geography ((54%-65%) -11% difference (2005), (67%-73%) -6%
difference (2006), and (64%-72%) -8% difference (2007).
As a team, we believe since the school has implemented the computer
program called Plato our students are increasing their reading and math skills.
The Plato program allows students to get extra practice while they are in the
computer lab. The classroom teacher can communicate with the computer lab
teacher to ensure that the required objectives are being taught during the same
time. These teachers have completed
multiple hours of professional development with different strategies to be used
with Reading and Language Arts. Also,
teachers are working in grade level
teams mapping the curriculum with the Tennessee State Standards. This “Curriculum Mapping” helps our new
teachers with new teaching strategies and activities that are matched with each
state standard.
In 2005, we adopted a new Mathematics series called “Everyday
Mathematics”, because of this implementation; we are beginning to see an
increase in our math scores. Another
positive feature, our teachers have received several hours of training during
our in-service days to help them teach using the manipulative that came with
the series.
1.6 Report Card
Data Disaggregation
TCAP Writing Assessment
The state average
score for the 5th grade writing assessment is 4.1. Hancock County Elementary continues to score
well on the assessment, but is not making advancement on the scores. In the years 2005, 2006, and 2007, the school
average was 3.7 for each year. This is
an area of concern that is being emphasized and that the school would like to
see improvement upon.
TCAP Criterion
Referenced Academic Achievement
Hancock County
Elementary continues to make improvements on the criterion referenced
tests. In math for 2005, the school
score was 47 and the grade was a C. In
2006, the school score was a 48 and the grade was a C. In 2007, the school had good gains with a
score of 52 and a grade of a B. This is
compared to a 2007 state score of 57 and grade of A. In reading/language arts for 2005, the school
had a score of 43 and a grade of D. In
2006, there was not much improvement with a score of 44 and a grade of D. In 2007, the school saw gains in this area as
well with a score of 48 and a grade of C.
This is compared to a state score of 56 and a grade of B.
Adequate Yearly Progress Summary
(AYP)
Hancock County Elementary met
AYP for 2007. The only subcategories for
which Hancock County Elementary receives scores are in All, White, Economically
Disadvantaged, and Attendance rate. In
the other subcategories, there are fewer than 45 students tested and therefore
do not receive a score.
Value Added
Hancock County
Elementary has made tremendous progress in the value added scores. The school value added grade for math in 2006
was an F with a mean gain of -4. In
2007, the school pulled that score to a C with a mean gain of -0.3. The state growth standard was a 0. The school value added for reading/language
arts was an F for 2006 with a mean gain of -2.
The school saw great improvement with a 2007 score of A and a mean gain
of 1.4. Below is a table showing the
mean gains for fourth and fifth grades in math and reading /language.
Math
|
Grade |
2004-05 |
2005-06 |
2006-07 |
3-year average |
State Growth
Standard |
State 3-Year
Gain |
|
4 |
-1.6 |
-9 |
0 |
-3.5 |
0 |
2 |
|
5 |
8.9 |
-2.1 |
2 |
2.9 |
0 |
2 |
Reading/Language
Arts
|
Grade |
2004-05 |
2005-06 |
2006-07 |
3-year average |
State Growth
Standard |
State 3-Year
Gain |
|
4 |
-3.8 |
-7.8 |
-0.9 |
-4.2 |
0 |
1.2 |
|
5 |
9.7 |
5.7 |
5.4 |
6.9 |
0 |
4.7 |
Fourth graders are
making progress, but are still lower than the state 3-year gain in both math
and reading/language arts. Fifth graders
are doing better than the state average in both math and reading/language arts
and showing good gains, especially in reading/language arts.
TVAAS School Report
Reading/Language
Arts NCE Scores for 3rd Grade
Math NCE Scores for 3rd Grade
Reading scores for
the third graders in Hancock County are quite lower than the state 3-year
average. While gains were made in 2007,
there is still room for improvement.
Math scores for Hancock County third graders are much closer to the
state 3-year average. In 2005, scores
were at the 3-year average, but fell some for years 2006 and 2007, though
scores were still close to average.
Reading/Language Arts NCE Scores for 4th Grade
Math NCE Scores for 4th Grade
Reading scores for fourth graders have
made consistent gains over the last three years. Scores for 2007 are close to being at the
state 3-year average. Math continues to
be an area students do well in. Scores
have risen over the last three years in math and are now at the state 3-year
average.
Reading/Language Arts NCE Scores for 5th Grade
Math NCE Scores for 5th Grade
Fifth graders still are below the state
3-year average in both reading and math.
Both areas have shown improvements, but are still below average. Much improvement was made in math for 2007,
and reading continued to show a steady gain.
1.7 Narrative Synthesis of all Data
Language Arts
Strengths:
·
3rd, 4th and 5th Grade the non-economically
disadvantaged students were above state averages
Needs:
·
3rd grade- the student categories of all students, white and
economically disadvantaged fell below the state levels
·
4th and 5th Grade-the student categories of all
students, white and economically disadvantaged and students with disabilities
fell below the state levels
Math
Strengths:
·
Fourth and fifth grade non-economically disadvantaged exceeded the state
levels
·
Third grade economically disadvantaged students exceeded the state
levels
Needs:
·
Third grade was slightly below the state in the sub-group of all
students and below the state in white and economically disadvantaged
·
Fourth grade below the state in the subgroup of all students, white,
economically disadvantaged and students with disabilities
·
Fifth grade below the state in the subgroup of all students, white,
economically disadvantaged and students with disabilities
Writing
Assessments
Strengths:
·
Maintained a steady trend without a decrease in scores.
Needs:
·
Fifth grade scores fell below the state for 2005, 2006 and 2007 by (.3)
of a point
Non-Academic
Strengths
·
Exceeds the state goal in attendance rate of (93) percent
Academic Growth of Sub-Groups
Growth
Differences/Gaps between the following:
Low to middle achievers
Middle to High achievers
Low to High achievers
Performance Level Growth Difference System State (School System)
|
Grade 3 Reading/Language |
Low to Middle 10%-52% |
42% |
Advanced 37% |
Advanced 43% |
|
|
Middle to High 52%-37% |
15% |
Proficient 5% |
Proficient 50% |
|
|
Low to High 10%-37% |
17% |
Below Proficient 12% |
Below Proficient 8% |
|
|
|
|
|
|
|
Mathematics |
Low to Middle 13%-39% |
26% |
Advanced 47% |
Advanced 45% |
|
|
Middle to High 39%-48% |
9% |
Proficient 38% |
Proficient 44% |
|
|
Low to High 13%-48% |
35% |
Below Proficient 15% |
Below Proficient 11% |
|
|
|
|
|
|
|
Science |
Low to Middle 22%-45% |
23% |
Advanced 32% |
Advanced 33% |
|
|
Middle to High 45%-33% |
12% |
Proficient 44% |
Proficient 50% |
|
|
Low to High 22%-33% |
11% |
Below Proficient 24% |
Below Proficient 17% |
|
|
|
|
|
|
|
Social Studies |
Low to Middle 18%-46% |
28% |
Advanced 35% |
Advanced 36% |
|
|
Middle to High 46%-36% |
10% |
Proficient 46% |
Proficient 45% |
|
|
Low to High 18%-36% |
18% |
Below Proficient 19% |
Below Proficient 19% |
When reviewing this
disaggregated quantitative student performance data in determining the academic
growth of sub-groups, as a team we found that our middle to high achievers,
proficient category of students were above the state in Reading and Social
Studies. The growth difference in Math was slightly below the state with a
(-1%) difference.
Academic Growth of Sub-Groups
Growth
Differences/Gaps between the following: Low to middle
achievers
Middle to High achievers
Low to High achievers
Performance Level Growth Difference System State (School System)
|
Grade 4 Reading/Language |
Low to Middle 18%-55% |
37% |
Advanced 27% |
Advanced 40% |
|
|
Middle to High 55%-27% |
28% |
Proficient 55% |
Proficient 48% |
|
|
Low to High 18%-27% |
9% |
Below Proficient 18% |
Below Proficient 12% |
|
|
|
|
|
|
|
Mathematics |
Low to Middle 17%-47% |
30% |
Advanced 36% |
Advanced 42% |
|
|
Middle to High 47%-36% |
11% |
Proficient 47% |
Proficient 48% |
|
|
Low to High 17%-36% |
19% |
Below Proficient 17% |
Below Proficient 10% |
|
|
|
|
|
|
|
Science |
Low to Middle 23%-41% |
18% |
Advanced 36% |
Advanced 38% |
|
|
Middle to High 41%-36% |
5% |
Proficient 41% |
Proficient 44% |
|
|
Low to High 23%-36% |
13% |
Below Proficient 23% |
Below Proficient 18% |
|
|
|
|
|
|
|
Social Studies |
Low to Middle 14%-56% |
42% |
Advanced 30% |
Advanced 33% |
|
|
Middle to High 56%-30% |
26% |
Proficient 56% |
Proficient 50% |
|
|
Low to High 14%-30% |
16% |
Below Proficient 14% |
Below Proficient 17% |
When reviewing
this academic growth of sub-groups, as a team we found that our middle to high
achievers, proficient category of students exceeded the state in Reading and
Social Studies. The growth difference in Math was slightly below the state with
a (-1) difference.
Academic Growth of Sub-Groups
Growth
Differences/Gaps between the following: Low to middle achievers
Middle to High achievers
Low to High achievers
Performance Level Growth Difference System State (School System)
|
Grade 5 Reading/Language |
Low to Middle 10%-60% |
50% |
Advanced 29% |
Advanced 45% |
|
|
Middle to High 60%-29% |
31% |
Proficient 60% |
Proficient 50% |
|
|
Low to High 10%-29% |
19% |
Below Proficient 10% |
Below Proficient 5% |
|
|
|
|
|
|
|
Mathematics |
Low to Middle 18%-47% |
29% |
Advanced 35% |
Advanced 50% |
|
|
Middle to High 47%-35% |
12% |
Proficient 47% |
Proficient 42% |
|
|
Low to High 18%-35% |
17% |
Below Proficient 18% |
Below Proficient 7% |
|
|
|
|
|
|
|
Science |
Low to Middle 26%-55% |
29% |
Advanced 19% |
Advanced 34% |
|
|
Middle to High 55%-19% |
36% |
Proficient 55% |
Proficient 48% |
|
|
Low to High 26%-19% |
7% |
Below Proficient 20% |
Below Proficient 18% |
|
|
|
|
|
|
|
Social Studies |
Low to Middle 27%-62% |
35% |
Advanced 12% |
Advanced 30% |
|
|
Middle to High 62%-12% |
50% |
Proficient 62% |
Proficient 49% |
|
|
Low to High 27%-12% |
15% |
Below Proficient 27% |
Below Proficient 21% |
When reviewing
this academic growth of sub-groups, as a team we found that our middle to high
achievers, proficient category of students exceeded the state in all subject
areas.
Information was taken from the 3-8 T-CAP Performance Level Summary
Report
1.8 Prioritized
List of Goal Targets
The students in grades K-5 will consistently increase their proficiency
in Reading/Language Arts and Mathematics on the T-CAP Tests in the following
areas.
Performance
Targets
1.
Reading/Language Arts
·
Grammar/Conventions
·
Meaning
2.
Mathematics
·
Number Sense and Theory
·
Algebraic Thinking
Our
students have exceeded the benchmarks for NCLB in the following academic areas:
K-5
Achievement Disaggregated
·
Reading/Language
Arts – All
students, white, economically disadvantaged and students with a disability.
·
Math – All students,
white, economically disadvantaged and students with a disability.
Beliefs,
Mission and Vision Component
2
Component 2 – Beliefs, Common Mission and Shared Vision
|
Beliefs |
|
·
We believe in using a variety of teaching methods with
appropriate materials and current technology. ·
We believe that children learn best in a safe and healthy
environment. ·
We believe in on-going improvements and continuous
communication between school, home, and community. |
|
Common Mission |
|
Our
school is committed to providing a safe environment for our students. In cooperation with parents and community
we strive to develop healthy lifestyles. We will provide a quality and thorough
education to enable our students to become productive, knowledgeable, and
responsible citizens. |
|
|
|
Shared Vision |
|
Enriching
tomorrow by learning today. |
Curricular,
Instructional, Assessment, And Organizational Effectiveness Component
3
Component 3:
Curricular, Instructional, Assessment, and Organizational Effectiveness
Introduction
The purpose for component #3 is to analyze the effectiveness of the
school’s curricular, instructional, assessment, and organizational practices. After the analysis we can identify the
school’s strengths and weaknesses and target those areas of need in the school
improvement plan. We desire for the
curriculum, instruction, assessment, and organizational effectiveness support
the desired results for student success and continue to show growth in the
future.
3.1A Curricular
Practices
The Curricular, Instructional, Assessment, and Organizational
Effectiveness of Hancock County Elementary School were analyzed to determine
its effectiveness by using but not limited to the following:
·
Survey instruments
·
Curriculum maps per grade level
·
“A Blueprint for Learning: A
Teacher’s Guide to the Tennessee Curriculum”
·
Adopted academic series for each discipline
·
TCAP test scores
·
Fast ForWord Progress Tracker reports
·
KRT (Kindergarten Readiness Test)
·
Summer School (Scholastic Summer School series)
·
HEARTS after school homework assistance
·
Pre-school LAP-D scores
·
PLATO Educational Resources scores
·
Progress Reports
·
Portfolios
·
Unit Testing
·
Faculty Meetings
·
Grade Level Planning Meetings
·
Accelerated Reading Test Scores
A school climate survey of stakeholders that include administrators,
teachers, support staff, parents, and students was administered during the 2007
– 2008 school year. The results are
included within the appendix of our school improvement plan while specific data
is referred to within the narrative sections of several components.
Hancock County School Board insures that the core curriculum aligns with
Tennessee State Standards and individual teachers must identify standards being
taught by correlating them with the Tennessee Bluebook. Our curriculum is designed to offer all
students direction to ensure academic success to their potential and help
maximize teacher effectiveness. Regular
education teachers and special education teachers collaborate with student,
parent, special class teachers, and administration to develop an IEP
(Individual Education Plan) and modify the curriculum as needed for students
who qualify for academic resource. Our
curriculum is consistent across grade levels through the use of curriculum
mapping. The adoption of a new reading
program last year has allowed us to realign our reading curriculum through
mapping. We plan to curriculum map and
implement the newly adopted Social Studies series for the school year 2008 –
2009.
Grade level teachers meet informally and discuss gaps and overlaps found
in the study of appropriate data, as well as, instructional plans, appropriate
field trips, special programs, and issues that deal with each particular
grade. “A Blueprint for Learning: A Teacher’s Guide to the Tennessee
Curriculum” is used by every teacher to relate all skills with state standards
and benchmarks. Every teacher, including
first year teachers, have a personal copy for their classroom to refer to at
any time to continually search for standards and benchmarks that need
attention. Special class teachers
collaborate with regular classroom teachers and also integrate other disciplines
into their programs to enhance the learning experience and reinforce what is
being taught in the classroom. Teachers
also collaborate with new teachers to provide support and offer ideas or
techniques to use in the classroom that has proven effective over the
years. This is a mentoring process which
helps new teachers to survive during their first couple of years and should
prove to increase the stability of our schools personnel. We have several new teachers at the present
due to some being transferred to the middle school and some retirees. We will again next year face the issue of
needing more mentors due to experienced teachers retiring after this school
year.
Current curricular practices that we have chosen to focus on include
tutoring, HEARTS (Hancock Educational Arts & Recreation Time for Students)
after school homework helps, Fast ForWord reading computer program &
Everyday Mathematics, Project B.A.S.I.C. (Better Attitudes & Skills in
Children), summer school, reading intervention program, and Accelerated
Reading.
Tutoring is offered after school hours from 3:00 – 4:30 p.m. Monday
through Thursday on a weekly basis beginning after the first six weeks of
school and continuing approximately until the end of the fifth six weeks. It is offered for every grade K-5 under the
direction of highly-qualified certified teachers. Students are tutored mainly in the subjects
of language arts (reading, spelling, English, phonics) and mathematics. All exercises used correlate to the Tennessee
State Standards in the appropriate grade level.
Students are referred by classroom teachers and parents. After referral parents give written
permission for their child to attend the tutoring program. Collaboration between the regular classroom
teacher, parent, student and the tutoring teacher strengthens the program. Tutoring offers extra practice and
reinforcement to those who attend on a regular basis and has a direct impact on
T-CAP achievement and PLATO scores.
Tutoring teachers compare the skills mastered and non-mastered to
determine the effectiveness and develop a plan of action for the grade level
they are responsible for. A daily log is
kept to show how time is spent.
Clinch Powell Educational Cooperative provides several programs that
partner with the school to open new doors of opportunity for our students. They provide personnel for the HEARTS
(Hancock Educational Arts & Recreation Time for Students) 21st
Century After School Program Monday through Thursday with operational hours
3:00 to 5:45 p.m. Many of their support
staff includes teachers or teacher’s assistants who provide the opportunity for
students to participate at any grade level K-5.
The vision of their program is to keep students safe, improve academic
achievement, build social skills and self-esteem, and help working families. The services offered include: homework assistance, enrichment activities,
computer instruction, music instruction, art & crafts instruction, chess,
sudoku and other high order thinking skill level board games, sports &
recreation, field trips, adult supervision and snacks. Children who have homework can receive
homework assistance provided by a highly qualified certified teacher before the
students attend other extra-curricular activities provided by the remaining
staff. The teacher in charge helps and
checks each student’s work before they leave.
Work that students bring to homework assistance represents lessons or
skills that have been reviewed and considered important by the classroom
teacher after creating lessons that correlate with “A Blueprint for
Learning: A Teacher’s Guide to the
Tennessee Curriculum”. The benefits of
this program are shown in the teacher survey administered by Clinch Powell
Educational Cooperative and through the score reports from PLATO, T-CAP, and
progress reports.
The Niswonger Foundation has graciously provided a grant to cover the
purchase and set up of a self-contained reading lab with 20 computers. All expenses for computer hardware, software
and other areas of expense for the Fast ForWord program are covered solely through
grant money. This is the final year
grant money has been allocated for this program through the Niswonger
Foundation. Fast ForWord to reading is a
series of neuroscience based exercises that develop cognitive skills. It focuses on memory, attention, processing,
and sequencing in the context of reading skills such as decoding, spelling, and
sentence/paragraph comprehension. It
targets phonics, increases phonemic awareness, expands vocabulary, improves
fluency, and increases comprehension.
Exercises are aligned to our state standards and correlate to numerous
basal readers. During the first year of
implementation the program targeted low academic achievers and students who had
been retained. After much consideration
by the administration and review of the progress tracker data, the program at
this time targets all first grade students.
Progress Tracker reports are sent home to the parents and to the
classroom teacher every six weeks to show how students are moving through the
different reading skills. It shows
diagnostic information displayed in graphs and tables. Students can achieve at different levels and
progress at their own speed through the reading series.
During the school year 2005 – 2006, Niswonger Foundation also provided a
new math program entitled Everyday Mathematics.
Every classroom (K-5) received a classroom set of grade appropriate
instructional manipulatives and provided training on how to use the
program. Math software that was
purchased has been loaded on one computer in each appropriate classroom. The objective is to help raise the overall
progress of each student within both the language arts and mathematic
disciplines. Each program contains levels
that the individual student must master before advancing to the next step. After completing a set number of levels,
prizes are awarded to qualifying students.
Prizes are also purchased with the Niswonger grant funds.
The adopted Everyday Mathematics curriculum which embraces many of the
traditional goals of school mathematics as well as introduces students to major
domains: number sense, algebra,
measurement, geometry, data analysis, and probability begin with
kindergarten. Mathematical content is taught
in a repeated series, encountering concrete experiences first. Day-to-day planning and teaching using games
and manipulatives allows the integration of new learning with previous
knowledge and experiences. No longer are
skills being taught in isolated units.
Rubrics provided in the Everyday Mathematics assessment program are used
to determine learning which are placed in portfolios and has a direct link to
the TCAP achievement test.
Project B.A.S.I.C. (Better Attitudes & Skills in Children) is funded
by Tennessee’s Department of Mental Health and Development Disabilities and
provides educational, yet entertaining activities using stories, booklets,
puppets, and crafts to help build self-esteem and focus on decision making
skills. Project BASIC focuses on
Kindergarten through third grade with their curriculum and meets in the
classroom on a bi-weekly basis. Most
topics correlate to our health standards and address reading standards as
well. Individual counseling to students
by the Project BASIC counselor is provided after referrals from classroom
teachers have been made and the appropriate permission forms are on file
including parent signatures. Parents may
also receive counseling if needed and requested. Project B.A.S.I.C. improves the attitude of
our students which shows a direct correlation to our beliefs and mission; children
learn best in a safe and healthy environment.
Summer school is available for a four week period during summer break
which uses a researched based curriculum published by Scholastic entitled
Scholastic Summer School Reading Program.
The program is a remedial program offered for every grade K-5 under the
direction of highly-qualified certified teachers which focuses on reading
instruction to students who need extra help or review. Students attending summer school are
recommended by classroom teachers as well as parents after performing below
grade level or falling in the non-proficient range in the classroom during the
school year. These students are students
who do not meet the criteria for resource and will not benefit a second year at
their current grade level. Students
enter summer school and complete a pre-test, participate in the weekly
curriculum, given a unit test after each week, and are administered a post-test
at the end to show the level of improvement.
The student collective scores are recorded on the student score sheet
and are placed in the student’s portfolio for the next regular classroom
teacher to view. The summer school
curriculum focuses mainly on reading but each teacher supplements grade level
mathematics instruction as well as receive daily computer time in the computer
lab. According to our student survey 97%
of our students feel that their teacher helps them when they don’t understand
something. Summer school allows for
extra one-to-one correspondence to those who need practice to succeed
academically. This also allows for
promotion of self-esteem.
The reading intervention program is a pull-out program offered to 2nd
through 5th grades and focuses on reading and comprehension
skills. This program offers instruction
by a highly qualified teacher (reading specialist) and targets students with
low TCAP scores in reading. Students who
are below proficient as evident on the TCAP Performance Index Report are
scheduled to be pulled-out of the regular classroom for individual and small
group instruction and testing. These
students work on their grade level reading skills from their individual
classrooms with the goal of becoming proficient or advanced. This program has proven beneficial in the
past. After implementation our reading/language
arts TVAAS School Report NCE scores showed a gain over a three year period in
fourth and fifth grade. In third grade
the NCE scores have a slight decline in the year 2006 but a significant gain in
2007 as evident in our graphs in component #1.
Accelerated Reading is a researched based reading program to enhance
comprehension skills. Students read
leveled readers available with the current reading series in the classroom or
the library. The leveled readers
available correspond to the AR list for easy, intermediate, and advanced levels
for grades 1st – 5th.
The media center, or library, also contains an extensive list of AR
books, as well as supplemental reading materials and other resources. It also houses five computers loaded with the
AR program to allow students to test on books read during the library class
time. Most AR testing is completed in
the individual classroom at the teacher’s discretion. Students are encouraged to read and take AR
test on their own to enhance the comprehension skills. Points are awarded per correct answer and
each test scored according to the percentage of correct responses. Individual student or classroom reports can
be viewed by the teacher to identify sub-skills that may need re-teaching or
show strengths. As students attain a
certain number of points they are awarded prizes.
The Guidance Department uses the Character Counts curriculum for all
grade levels. In 2004 – 2005 school year
·
Character Education (Character Counts)
·
Decision Making Skills
·
Personal Safety (abuse prevention)
·
Conflict Resolution
·
Career Awareness
·
Study Skills
·
Bully Prevention
·
Drug Awareness
·
Self Esteem
·
Life Skills
·
Seat Belt Safety
·
Test Readiness
·
Peer Pressure
·
Anger Management
·
Working Together
·
Problem Solving
These
topics are a direct correlation to our beliefs and mission statement as we
strive to develop healthy lifestyles.
3.1B Curriculum
Gap Analysis
Hancock County Elementary has 64 employees. All teachers in our school have achieved
highly qualified status and have set attainable goals for both themselves and
our students. According to our staff
survey, many of our staff has had the opportunity to be published in Who’s Who
Among America’s Teachers, Who’s Who Among
While our teachers do the best they can to meet the need of each student
there are curriculum gaps that are present.
Some of the gaps that we found include but are not limited to the
following:
- All classroom
teachers have the opportunity to set and post in their classroom a daily
schedule, which addresses all subject areas, as we are self-contained
classrooms with the exception of special classes (music, guidance,
library, physical education, and computers). The administrative team arranges special
class schedules so that each class is allotted a specific time and deletes
overlaps of grade levels. Because
we cannot sufficiently serve an entire grade level in the same special
class, teachers in each grade level have a limited time to share
information due to the lack of common planning times. More time for formal collaboration on
curricular practices would be beneficial to enhance curriculum
development.
- We have spent
many hours on curriculum alignment by mapping our curriculum in each
discipline, but have found that teachers in each grade level do not teach
skills in the same sequence. After
much consideration and reviewing TCAP scores in every grade level we feel
that another gap may be the sequence of skills that are taught. If skills are taught at the same time
this would allow for more collaboration among grade level teachers not
only to help keep the curriculum aligned but to offer instructional
strategies that were successful in teaching that skill. Tutoring teachers would also benefit due
to students from multiple classrooms being on or close to the same skill.
All moneys available in the general school fund are used for paying
school bills and for the purchase of materials to enhance the school
curriculum. It is also used to provide
professional development experiences on administrative days to enhance both the
curriculum and instructional process.
During administrative days we also meet to work on our curriculum
mapping. In addition to our basic
operating budget Hancock County Elementary has limited funding sources that are
used to allow for improving the superiority of curricular and instructional
materials used in providing excellence in our educational system. Each school year, $6000 is allocated to the
elementary school to be used for eligible teachers in BEP funds. Here is another direct link to our beliefs
and mission statement; we believe in using appropriate materials and current
technology.
By state law we are allowed two major fundraisers per year. Our school currently participates in an
annual Ice Cream Supper (fall festival) and the sale of cookie dough. The proceeds received from these fundraisers
are used in the general fund to purchase curricular and instructional materials
and other school expenses. Several
smaller fundraisers include the sale of student portraits, school store, box
tops for education, and the collection of
Box Tops for Education, a yearly collection of box tops found on General
Mills products, has become a favorite activity among students. Parents participate by collecting these tops
and sending them in to the school. Twice
per year these tops are bound and sent in by the school and in return the
school receives ten cents per top.
Approximately each year $500 is raised through this project and monies
from the collection are used for basic school supplies.
Apples for Education, sponsored by Food City, have proven to be a
success at Hancock County Elementary.
Even though our parents are subjected to drive at least a distance of
approximately 30 miles to the nearest
Integration of curriculum is provided by the classroom teacher to
coincide with and meet the standards and benchmarks set aside by the state of
Tennessee. Hancock County supervisors,
and the school administrative team assist in the planning of all Professional
Development and/or Administrative activities, contacting and scheduling guest
speakers for countywide in-service.
Administrative days (five per year) give teachers the opportunity to
review data and look for gaps and overlaps, or complete assignments outlined by
the administrative team. Individual
teachers and grade level teams request to attend workshops and other
professional development opportunities that they deem worthy and helpful in
providing the best techniques in promoting optimal growth for students. These professional development events, upon
request, can be paid for by using Title I funds upon approval from the Title I
supervisor.
Niswonger grant funding is functioning on its last year of the project
budget which purchased the Fast ForWord Reading lab. The grant has and will continue to provide
through the end of the fiscal school year technology, materials & supplies,
curriculum, teachers & assistants, administrative team, computer hardware
& software, coaches, and trainings.
Over a four-year period the grant has allotted $193,000. This figure is broken down in the following
order: 2004-2005 ($82,000); 2005-2006
($42,000); 2006-2007 ($35,000); and 2007-2008 ($34,000). The Everyday Mathematics Curriculum was a one
year purchase in 2005-2006 school year by the Niswonger foundation but has been
keep up on a yearly basis by the county with budgeted money for textbooks.
3.1C Curricular
Summary Questions
Hancock County Elementary School strengths have been found through
administrators, teachers, support staff, parents, and student surveys as well
as an in-depth analysis of TCAP test data, Tennessee State Report Card, Value
Added Scores, Plato learning test scores, and Progress Tracker. After comparing all data we have found that 3rd,
4th, and 5th grades non-economically disadvantaged
students were above state averages in language arts; and 4th and 5th
grades non-economically disadvantaged students were above the state level in
math. While both strengths and needs are
identified in component one, we agree to the findings and feel that our
challenges are being faced with the alignment of the curriculum to our state
standards and mapping our curriculum in every discipline. Creating a map allows for a quick overview of
the curriculum and addresses the standards in a manner that identifies patterns
to those being taught and gaps in those not listed.
Our major challenges within our curriculum are noted in 3.1B curriculum
gap analysis. They have direct relation
to the prioritized needs identified in component one. To address our challenges we will develop a
team to review all curriculum maps and decide if there are any distinguishable
gaps and overlaps between grade levels that may be reduced by formal
collaboration among grade level teachers.
This team will also research and generate a list of current practiced
research based professional development activities that teachers may choose to
attend to strengthen the curriculum.
According
to our student survey 90% of our students feel that school work they are asked
to do make them think. Students also
feel that 99% of their teachers make it clear as to what they are supposed to
do and expect them to work hard. This
shows our students are working hard to advance their studies and show academic
success.
3.2A Instructional
Practices
The Hancock County Elementary School staff ensures that students are
actively involved in the learning process by using visual, tactile, kinesthetic
and auditory instructional methods.
According to our survey teachers use the following strategies daily or
weekly: problem solving (63% & 34%),
guided practice (74% & 14%), peer tutoring (54% & 34%), and computer
time (57% & 31%). This data is
supported by the student survey, which shows that 96% of students feel that
teachers use different ways to help them learn.
This feeling has increased by +5.2% since 2005 – 2006 student survey. Our parent survey shows that 97% of our
parents feel that teachers expect students to do well at
Hancock County Elementary is identified as a school-wide Title I
program. Funding through the Title I
program is provided to schools with a student population of 60% or greater
qualifying for free or reduced meals.
Title I funds have been used to purchase instructional materials and
provide professional development to those teachers who have requested to attend
workshops and conferences and have received approval from the Title I
supervisor. According to our survey of
staff involvement several workshops have been attended to enhance either the
curriculum or instructional practices.
Several teachers have attended East Tennessee Title I Workshop, Ag In
the Classroom, Creating Fluent Readers, Special Education Conference, RTI
Training, Early Learning Workshop, and Eisenhower Workshops to name a few. The Title I allocated amount also funds the
salary for some classroom teachers and teacher assistants, which allows for
reduction in class size. The allocated
amount varies from year to year and must be used according to federal
guidelines.
The teachers at Hancock County Elementary are primarily responsible for
implementing teaching strategies in all disciplines grades kindergarten through
fifth grade. Each teacher tries to
incorporate several teaching strategies into daily lessons to enhance the
learning opportunity for students. The
Teaching Strategies Survey shows that guided practice is used on a daily basis
by 74% of our teachers and 78% use modeling.
These along with lecture (80%) and class discussion (88%) are favorites
among the
Plan books and record books are given to each teacher at the beginning
of the school year so that correlation can be documented in written lesson
plans. Plans are kept in the classroom
on the teacher’s desk at least a week in advance in case of emergency and a
substitute is needed. The administrative
team at any time has the opportunity to step into a classroom and view lesson
plans with minimal interruption to the teacher and students. At this time they check for standards being
covered and instructional practices being used in individual lessons. A scope and sequence is provided by the
Macmillan/McGraw-Hill reading program with unit planners that are correlated to
the Tennessee English/Language Arts Standards.
The McGraw-Hill Everyday Mathematics program provides a skill and
concept area correlation chart. These
resources offer every teacher the opportunity to easily identify the standards
and compare them to their grade level as well as check to see if any standards
remain to be covered. Each teacher
incorporates numerous teaching strategies into daily lessons to enhance the
learning opportunity for every student.
According to our teaching strategies survey several teaching strategies
are incorporated into daily lessons to enhance the learning opportunity for
every student. As evident in the survey
on a daily basis 88% of our teachers use class discussion, 78% modeling, 63%
problem solving, and 54% use peer tutoring as favorite strategies. (See complete results in appendix.)
During
the language arts period of instruction teacher’s offer self-selected reading,
read aloud time, choral reading, and round robin reading. Students are allowed to have independent
reading time during this period.
Self-selected reading is found both in the classrooms and in the media
center. This helps to motivate students
to read as they experience reading based on their interest level. In the classrooms each child reads books that
are written on approaching level, on-level, and beyond level readers. Even though we do not have any ELL students
in our school we do have leveled readers for them as well. These can be used with lower achieving
students, and have been purchased with our reading series due to the
possibility of future ELL students coming into the neighboring counties who
seek jobs with local farmers.
Many of our teachers take advantage of pieces of the Four-Block Reading
Program by providing word walls containing high-frequency words, spelling
words, and other basic sight words so students may transfer word knowledge to
reading and writing. Grades 1-5
concentrate on the writing process during the language art instruction time by
journaling, story writing, art with writing and sentence building appropriate
to grade level. The use of a favorite
web site is www.wordcentral.com to allow students
the opportunity to broaden their vocabulary.
All of the hard work by classroom teachers throughout the past three
years has shown a trend in the writing scores.
The scores have not decreased but have not climbed either.
The kindergarten program has developed a vocational and career training
unit on Community Helpers. During fire
prevention week the local volunteer fire department is invited to bring the
fire truck and gear to share with the students.
Smokey the Bear visits as well and discusses fire safety when camping
and the importance of not playing with matches.
The local police department provides a police car and a state trooper
brings his car and team teaches how they are our friends and provide safety to
others. The students are allowed to tour
both cars and have a hands-on visual of the instruments used by officers. The volunteer rescue squad brings at least
one ambulance for students to explore.
Occasionally we are fortunate enough to contact Med-Flight and it lands
in the parking lot for children to see.
The students will talk with the pilot and crew about the schooling that
is necessary to fly a helicopter and/or be medical personnel assigned to the
med-flight program. We are fortunate to
be able to call on several volunteers from the community to help make this unit
a success. PVEC (Powell Valley Electric
Company) also provides trucks and personnel to discuss their jobs as well as
local truck drivers bringing eighteen wheelers and log trucks. This allows students to experience firsthand
people who value an education and communicate the importance of doing their
best and succeeding in school.
First
Century Bank also donates to each kindergarten a book entitled Four Seasons for Little People and
presents a program to students K-3 about the importance of saving money. This program is a part of the National Teach
Children to Save Curriculum. They offer
a saving account bonus after an account has been set up by the parents for a
student.
Several of the students’ parents help present the above mentioned
vocational and career opportunities to our school; others share about their
vocation as a guest speaker in various classrooms or simply volunteer to read
or help with extra-curricular projects.
An inclusion program is in place to provide an education for all
identified resource students in their least restrictive environment. The program utilizes three resource teachers,
eight paraprofessionals, and many regular education staff members. The resource teachers’ plan and place the
paraprofessionals in appropriate classrooms based upon the student’s need and
IEP recommendations. They meet with the
regular classroom teacher to ensure IEP goals are being addressed and met. According to the parent survey only 73% agree
and 23% neither agree nor disagree that the school’s program meets the
requirements of students with special needs.
This low number may be due to the fact that special needs programs do
not apply to them.
There are numerous support
services and resources that are offered within our school and found helpful to
our students. Most programs are offered
for all students to take advantage of even though a few pertain to specific
grade levels. All classes integrate
academic skills relating to the State of
One program which develops
skills in the 4th grade is 4-H.
Our local 4-H Extension Office provides two agents who meet monthly with
the fourth and fifth grades. They
provide a wealth of opportunities for students to learn about farming,
nutrition, recycling, public speaking, and numerous lists of other topics. Students participate on a class, school,
county, and state level in competitions on a yearly basis. Some of the competitions offered are 4-H
posters, bread baking, demonstrations, and public speaking.
According to last year’s
technology software/hardware inventory, most classrooms are equipped with at
least two network-capable computer and functional printers. Computers that are in the classrooms range
from running Windows 95, 98, 2000 (ME), and (XP). Our
school currently operates two computer labs, one being the Fast ForWord reading
lab and the other offering computer instruction to students. Computers have the capability of Accelerated
Reader (AR), PLATO program, Internet, and the technology instructor’s personal
selection of programs and games. We also
have in different classrooms scanners, televisions, DVD/VCR players, listening
centers, over-head projectors, and CD/Tape players. The school’s media center houses a digital
projector, digital cameras, video cameras, and a fax machine for all faculty
and staff to use as necessary.
The Distance Learning Grant has
been awarded to our county and
All of the instructional
practices identified above are directly related to our beliefs and mission
statement. We believe in using a variety
of teaching methods and on-going improvements and continuous communication
between school, home, and community.
This will help to provide a thorough education to enable our students to
become productive, knowledgeable, and responsible citizens.
3.2B Instructional
Gap Analysis
Hancock County Elementary collaborates with the educational programs
from our local colleges and universities like
The Roanoke Valley Baptist Association of Roanoke, Virginia along with
the Powell River Baptist Association of Jonesville,
We have found through these two activities and the teaching strategy
survey that some gaps are present but not limited to the following:
1.
Programs are
offered to our students but the full instructional benefit may not be offered
in every classroom. For example the retired teachers bring donated books
for every child in the school to choose and take home with them but we have no follow up on whether the books
chosen are on their grade or academic reading level and if they were read at
home. Teachers reported within the
survey that 0% use power point presentations on a daily or weekly basis and
only 17% monthly. This would be an easy
way to incorporate power point presentations into the classroom by allowing
each child to complete one slide on a book received.
2.
The Rose Center Arts Council provides money to be spent by local schools
to enhance the arts program. Since our
geographical location limits the number of places we can go our administrative
team has used the money to bring in the Barter Theater to perform “Ferdinand
the Bull” during the school year 2006 – 2007 and “Davey Crockett – Night at the
3.
Our survey also
indicates that teachers at Hancock County Elementary have a low percentage of
group experiments and cooperative learning groups. We feel that if the 54% of monthly group
experiments can move into the weekly category this will enhance the
instructional process greatly. Students
not only learn through teacher conducted lessons but by peer tutoring as well. Peer tutoring is noted as a strong teaching
strategy by the result of 54% of teachers who use it daily and 34% who use it
weekly.
4.
We are concerned
that 60% of our teachers have never used guest speakers and that 43% have not
taken field trips. These are two instructional
strategies that have great potential for hands-on activities and the
opportunity to see education in the real world.
The school store is open two times per week which sells snacks and
drinks in the afternoon scheduled times to the students and staff. Profits range from 5% to 40% depending upon
the product. Special snack days are held
quarterly which includes popcorn & drink, ice cream sundaes, or snow
cones. Profits from these sells are used
to purchase plan and record books, overhead transparencies, individual dry
erase boards and markers, copy paper, toner, ink cartridges, and pay monthly
bills. Even though most teachers use
manipulatives to teach in the classroom many copies of practice work is copied
to increase instructional opportunities.
The music department has
received numerous donated items which will enhance the instructional practice. These instruments include hand chimes and the
accompanying curriculum, 10 autoharps with cases and accessories, 5
glockenspiels with mallets, 20 assorted size practice drum heads with drum
sticks and an accompanying book with cd, 25 recorder flutes, assorted composer
games and lined dry erase boards, Sebelius music software and Midisaurus music
curriculum software. All of these items
came either through outside donations, school fundraisers, or through school
Title I funds.
3.2C Instructional
Summary Questions
We have found that several of
our strengths are recorded in the Teaching Strategies Survey and include on a
daily basis guided practice, class discussion, lecture, modeling, and computer
time. On a weekly basis our strengths
are pretest, practice test, study guides, graphic organizers, hands-on
activities, and teacher/student conferences.
Monthly strategies to enhance the instructional time include videos,
experiments, projects, and parent/teacher conferences. This is evident also in our parent survey due
to 86% of parents feel that the school kept them informed and 89% agree that
they receive enough reports on the progress of their children. This could include daily homework assignments
graded and sent home, weekly progress reports, report cards, checklist,
telephone calls, personal visits, and or conferences. We have 94% of parents who feel that our
grading policies/practices are administered fairly. The instructional strategies that are used
are evident also in the student survey when 96% of students report that their
teacher uses different ways to help me learn and 94% of students agree that
they work together with their peers in class.
We can also see our strengths by reviewing grades three through five
T-CAP Performance Level Summary Report.
This report indicates that in the majority of disciplines, but not all,
our systems middle to high achievers are more proficient than the state with a
range of +1% points to +13%.
Our major challenges have been taken from the teaching strategies
survey. We have found that a shift needs
to be made with some of the strategies used on a monthly basis or not at all to
being used weekly or daily. Some of
these strategies require a base knowledge of technological programs which may
be new to the more experienced teachers.
We will address the major challenges with but not limited to the
following. The administrative team or
designated group will develop a checklist for teachers to use when programs are
offered to our students so the full instructional benefit is offered in every
classroom. This includes providing a
copy of before and after lesson plans available through the arts council. We will also provide a list of mentors so
that any teacher who may need to learn how to use some technology or programs
such as power point presentations may choose an individual fluent or
knowledgeable in that area. It will be
nice to allow the newer teachers to mentor a more experienced one.
3.3A Assessment
Practices
Grade levels K – 5 uses a
variety of assessment materials. The
majority of teachers take advantage of chapter test, unit test, and
standardized test that are provided in our Macmillan/McGraw-Hill reading
program. The Everyday Mathematics
program provides a rubric, flip-card data collection, class and individual profile
checklist, and an on-going progress indicator for use in the assessment
process. We also use daily lesson
grades, oral test, and pre and post-test to calculate the desired result for
student learning. The results are
communicated to parents on a six weeks basis through a grade card. Kindergarten students receive a monthly
checklist as a grade card. Teachers in
grades 1 - 5 also examine previous T-CAP test scores, Plato test scores,
Tennessee State Report Card, Value Added Scores, and TVAAS School Report to
find beginning points each year. This
allows teachers to chart strengths and weaknesses of students to allow for
planning, re-teaching, and improving classroom lessons for the following school
year.
T-CAP test are given to all
students in grades K – 5 even though it is mandatory only in grades 3 – 5. Our county administrators feel it is
important to continue to give the T-CAP test to K – 2 students to track their
progress and also to identify strengths and weaknesses in both students and
teachers. Supervisors use this
information in planning for future professional development activities,
personnel, curriculum, and instructional material changes.
Kindergarten have a number of
test that they draw strengths and weaknesses from beginning with the KRT
(Kindergarten Readiness Test) and/or Brigance Test that is administered during
the kindergarten registration process.
During the first week of school kindergarten teachers administer the
Group Reading Assessment & Diagnostic Evaluation. This test gives a reading score to show a
range of reading levels from preschool to first grade. The same assessment is administered at the
end of the kindergarten year to show growth in the reading level. It covers skills like rhyming, beginning,
medial, and ending sounds, word recognition, comprehension, and phonemic
awareness. Head Start preschool program
administers an end of the year test called the LAP-D which is also forwarded to
the kindergarten classroom teacher to preview.
This test focuses on social, physical both gross and fine motor skills.
Our school will administer the
DIBELS reading test beginning in 2008 – 2009 school year. This will also determine students reading
level and allow teachers to chart strengths and weaknesses. Using the information gained from the DIBELS
testing will allow teachers to intervene and develop a plan in the reading and
language arts curriculum at the earliest possible age for students who face low
reading scores.
The school administrative team
conducts unscheduled classroom visits and monitors lesson plans to ensure the
appropriate grade level academic skills are being taught on a daily basis. Walk-throughs are at random and allow for
contact with the principal as well as others who are designated by the
administrative team. Teachers are
required to have a certain number of evaluations completed within a scheduled
time frame and walk-throughs help to calm the nerves of some of the newcomers
to the teaching field. These unannounced
visits are proven to be helpful in gaining confidence and listening to advice
from an evaluator on how to improve teaching techniques and addressing the
learner using multiple intelligences.
Using the information given evaluations can show improvement
demonstrated by the teacher.
The administrative team also
monitors field trips and special classroom guest speakers to ensure that
standards are being met through both activities. School-wide guest speakers also provide an
outline of topics discussed to show that standards are continually being met.
3.3B Assessment
Gap Analysis
Looking at all the assessment
possibilities that are used leave some parents asking if our students are
tested too much. Each test given
demonstrates whether student learning is meeting the desired result. All assessments are necessary to find common
strengths and weaknesses in skills and sub-skills being taught. This allows administrators, regular classroom
teachers, and special education teachers alike to develop a plan of action for
all students. Information is taken from
year to year assessments and analyzed to show weaknesses and gaps in the
curriculum and instructional process.
Without periodic assessments teachers would not be able to see how
students are progressing.
T-CAP assessment for grades K –
2 is purchased by the school system on a yearly basis. Other test like the KRT or Brigance Test are
purchased by special education moneys, Group Reading Assessment &
Diagnostic Evaluation purchased by Title I moneys, and DIBELS will be purchased
for the upcoming school year as part of RTI (Response to Intervention)
program. The school’s general fund also
helps the assessment process by updating the yearly cost for Accelerated
Reading, and PLATO assessment technology.
Niswonger Foundation Grant moneys update the yearly Progress Tracker
assessment tools needed for the Fast ForWord Reading Lab.
Training to use the appropriate
assessment is provided during administrative days and when necessary during
monthly teacher meetings. Some training
is provided by special education funds, general school fund, and/or Title
moneys.
By reviewing the assessment data
available to the school we have found the following gaps:
- Kindergarten
teachers would like to have more time to analyze KRT (Kindergarten
Readiness Test) and/or Brigance Test scores that are administered during
the kindergarten registration process.
This time may or may not be a formal collaborative time to analyze
test scores of those students whom have been assigned to their homeroom
roster which would allow the teacher to have a better understanding of
each child’s personal strengths and weaknesses.
- Teachers
in grades 1- 5 would like to have more time at the beginning of the school
year to analyze T-CAP test scores from the previous school year of those
students whom have been assigned to their homeroom roster which would
allow the teacher to have a better understanding of each child’s personal
strengths and weaknesses. This
would require the administrative team to have them divided up before
school began.
Assessment test will be purchased in the future by Special Education
funds for the kindergarten registration process. T-CAP test for those grades not mandated will
still be purchased by funds by the system.
The new DIBELS test that will be administered beginning with the school
year 2008 – 2009 will be purchased but the funding source has not been
identified at this time due to the budget for the next school year not having
been passed.
3.3C Assessment
Summary Questions
We have found that our major
strengths are the numerous types of assessment ranging from formal to
non-formal assessments. We can say this
because we have analyzed several different types of test and data and each one
points to the same outcomes. We have
both strengths and weaknesses and each test alludes to the same as stated in
component #1 and component #4.
According to our student survey
98% of our students feel that their teacher believes they can learn. This enhances the assessment process by
building positive self-esteem in students.
We also can show from our teaching strategy survey that teachers use
pretest (63% weekly), practice test (71% weekly), and end of the unit test (34%
weekly, 40% monthly, and 26% never).
Both modify and oral testing is also used frequently. These non-formal assessments are critical in
the classroom to track progress of students meeting different skills and
sub-skills throughout the school year.
It has a direct link to the outcome of the formal assessments such as T-CAP.
The survey has also shown that 26%
of our teachers never use end of the unit test.
This percentage needs to decrease.
End of the unit tests are very helpful within the reading program
especially because the score sheets break each question down into sub-skill
taught during the unit. Administering
the test will allow each teacher to see any skills that are weak by students
and also by class to allow for re-teaching.
This provides for immediate positive or negative data using an informal
assessment.
The teaching staff does not have
control over the development of the school calendar so therefore cannot set a
specific time for formal review of the kindergarten entrance scores or the
previous school year T-CAP scores.
However, teachers will request that the school administrative team have
T-CAP test scores divided up by current class rosters to be handed out at the
first staff meeting. We will also address our challenges by requiring each
teacher to complete the individual and class score sheet for the reading end of
unit test. The individual test score
sheet shall be placed in students’ portfolio and the class score sheet shall be
turned in to our administrative team at the end of each six weeks for
review. After reviewing the score sheet
it shall be returned to the classroom teacher for further use.
3.4A Organizational Practices
Hancock County School Board
develops a system wide school calendar, which includes two parent teacher
conferences. These opportunities are
designed for parents to visit the classroom teacher and discuss both positive
and negative situations with their child at school. One conference is held in the fall and the
second in the spring. This allows
teachers the opportunity to observe student’s behavior, academic progress and
keep antidotal records on each student to place in a portfolio for parents to
view. The parent survey shows that 87%
of our parents take advantage of the parent teacher conferences and that 89%
feel they receive an adequate number of reports on the progress of their
child. The student survey supports this
data with 91% believing their teacher talks to their parents if they are doing
a good job or having a problem learning.
Report cards are sent home every six weeks and mid-progress reports
every three. Kindergarten teachers send
home a progress report (checklist) on a monthly basis.
Special awards day is held at
the end of the school year to honor and recognize those students who have
achieved all A’s each six weeks, A’s and B’s each six weeks, science fair
winners and those who had perfect attendance for the complete school year. Each student receives the appropriate ribbon
and certificate for their achievement and prizes are rewarded to selected
students through a random drawing.
Faculty meetings are held on the
first Monday of the month and others on an as needed basis. These meetings are held in the school
library. Information relating to school
policies, procedures, activities, and
concerns are disseminated through various routes; notes placed in staff
mailboxes, daily announcements, phone calls, classroom visits, school e-mail
system, called meetings, or the STAR attendance program. The STAR attendance program is used daily to
turn in absentees during the morning hours and can display both system and
school messages if and when needed.
The school administrative team
and appointed individuals are responsible for the school’s student
handbook. During the course of the
school year teachers make recommendations for changes or rewording to clarify
statements. Occasionally additions are
made as well. All revisions or
recommendations from year to year operation are completed over the summer and
added or deleted before publication.
This handbook is developed in coordination with school board policy.
Our school webmaster works very
hard to update our website on a weekly basis.
Current events and announcements are updated as needed and special
pictures or events have a direct link from the web page. Teachers are responsible for submitting
monthly newsletters, weekly word list, and daily homework assignments. The web address www.hancockcountyschools.com is available to parents, students, and staff. School administrators and other office
personnel send home notes by students about upcoming events two to three times
a month due to the fact that many parents cannot afford a computer and do not
have internet access at home to view the web page. The school marquee also has important events
posted for the public to see when driving by the school. Many teachers within their individual
classrooms create and send home a monthly newsletter that pertains directly to
their classroom and upcoming school events.
Select teachers also use a weekly homework sheet especially in grades
K-2, to better communicate to the parents what is being covered in the
classroom weekly. Some teachers use
behavior progress or checklist and homework folders on a weekly or daily
basis. According to the parent survey
86% of parents feel that the school keeps parents informed.
Hancock County Elementary has
developed an emergency response plan.
The administrative team, school resource officer and select teachers
address any emergency crisis that may occur with proper procedures to follow by
classroom teachers. This plan is revised
as needed to enforce safety on the school campus. This includes anything from fire, tornado,
playground and equipment safety, traffic flow, parental pick-up and drop-off of
students, etc. Each teacher develops and
implements a classroom discipline plan and when needed the administrative team
assists with school and bus discipline issues as well as help enforce school,
hallway, and cafeteria rules.
We do not have an orientation
prior to the beginning of the school year for students in grades 1 – 5, but the
first day is abbreviated to outline school policies, curriculum and allow time
for parents to receive school handbooks and a school calendar for parents to
view so they may better plan for days off, vacation and holidays. Kindergarten has two possible orientation
dates. The first is in the spring while
students are present. Parents and all
preschool programs bring their children and tour the school and kindergarten
classrooms receiving a list of requirements, and a school supply list for all
kindergarten teachers. The second
orientation date is scheduled at night during the week before school officially
starts. This allows for parents and
students to meet the teachers and discuss any questions or concerns. It also allows for the student to see his/her
classroom and get acclimated to their new surroundings.
The closing of the school year allows the opportunity for parents to
enjoy kindergarten graduation as well as fifth grade celebration. This shows the accomplishments of students
entering for the first time and leaving the elementary school. The fifth grade also enjoys a day at the
middle school for orientation and to help with the transition from one school
to the next. This allows students time
to meet new teachers, tour the middle school, and set a schedule for the
following school year.
In the spring one kindergarten
teacher per year visits and speaks at a Head Start parent meeting to answer
questions and hand out information about the kindergarten curriculum, classroom
supply list, and preschool screening dates.
This allows for first time parents to become better acquainted with
school personnel and feel more comfortable about their child entering a new
atmosphere. It is also a time for
parents to adjust to the academic demand their child will face with the
transition to kindergarten.
Sports banquets are held at the
end of the appropriate season to award student trophies and recap
accomplishments made by both individuals and teams. Each student involved receives a trophy. This is a positive reinforcement of
self-esteem. During most banquets staff members
serve either refreshments or buffet items to those families involved.
School administrators and other
office personnel send home notes by students about upcoming events two to three
times a month. The school marquee also
has important events posted for the public to see when driving by the school.
Mission of Hope prepares gift
bags for the students, teachers, teacher assistants, and other staff
members. Backpacks full of appropriate
grade level school supplies and numerous amounts of hygiene items at the
beginning of each new school year.
Teachers and staff receive various items that may be used in the
classroom such as cleaning supplies, dry erase markers, pencils, erasers,
paper, etc. The donated boxes of copy
paper can be used as needed by the teacher.
Mission of Hope returns to visit
at Christmas with food boxes for approximately two needy students per classroom
chosen by the regular classroom teacher in advance. They also bring approximately 3 – 4 toys for
every student in the elementary school, Head Start, and preschool
programs. The sponsoring church that
delivers materials to
Mission of Hope also donates
many small prizes which are given away every six weeks to those students
receiving A Honor Roll achievements.
This totals approximately 95% of the donations received for special
awards and Accelerated Reading awards.
The other 5% of prizes are purchased by school funds.
Teachers recommend at-risk or
low achieving students to gain extra one-to-one help in reading and math
skills. Volunteers donate their time
through the AmeriCare program to help enhance student academic progress by reviewing
content being taught in the classroom.
The extra practice which is approximately 1 to 1 ½ hour per week, assist
in the development of reading skills to those who participate by teacher
recommendation.
Hancock County Elementary parent
organization has in the past partnered with the school and has provided various
needed items such as: playground
equipment, trophy cases, and landscaping material to improve the look of our
campus and the safety of our playground.
Our parent organization also coordinates volunteers with other school
events requiring help such as PTO Basketball teams for grades K – 5, PTO
Football teams grades K – 5, PTO Little League Baseball and volunteers to help
at an annual fall fundraiser called an Ice Cream Supper. According to our survey 91% of parents feel
welcome when they visit the school and 85% to volunteer their time and services
to the school. The survey also reveals
that 92% of parents felt the school is safe for students and teachers.
3.4B
Organizational Gap Analysis
Donations are given by local
businesses throughout the school year sometimes in form of monetary donation
and other times in the form of materials.
Donations do not necessarily come through the administrative team or
financial officer of the school.
Classroom teachers also request and receive direct support from local
businesses for special needed items.
Each year businesses within the county make a $25 donation to help
purchase full color school yearbooks.
Individual students wishing to obtain a yearbook pay for the remainder
of the cost. This demonstrates a direct
link to our beliefs and mission statement by seeing continuous communication
and cooperation between community and school.
Custodial supplies are purchased through allocated funds, which varies
from year to year, from Hancock County School Board. This money is to be spent on custodial
supplies needed to maintain the cleanliness of our building. This allows for a safe and healthy
environment for our students which will enhance the learning process. Again this is a direct link to our beliefs
and mission statement.
The schools general fund purchases other materials that teachers need in
the classroom that do not come under the heading of curricular, instructional
or assessment materials. These may
include but are not limited to a few of the following:
ü
Dry erase markers, liquid cleaning substance, and erasers
ü
Pencils, glue, construction paper, scissors, notebooks, etc.
ü
Ink cartridges
ü
Desk, chairs, tables, etc.
ü
Light bulbs, locks, keys, etc.
Through the analysis process we placed more emphasis on curricular,
instructional and assessment practices but have found the following gaps in
organizational effectiveness:
- We
need to develop and maintain a better PTO organization so that more than
76% of parents can see the many opportunities for parents to be involved
with the school. Many
opportunities do exist but for some reason parents feel that there are not
enough. We feel that some parents
are not aware of the different opportunities so therefore a group of five
teachers will be responsible for developing a school newsletter to be sent
to parents on a six weeks time frame informing them about upcoming events
and opportunities to be involved with the school.
- According to
our parent survey many parents do not feel that our special education
department met the needs of the students with special needs (73%) or with
physical and mental disabilities (69%).
This may be because they are not directly involved with the special
education programs or do not have contact with someone with a special
need. The special education department will develop flyers that will
highlight their programs and what they offer to students with special
needs or physical and mental disabilities.
These flyers will be sent home at the beginning of the school
year with the school handbook.
The gaps that have been noted above are a direct link to the school
beliefs and mission statement. We
believe in continuous communication between home, school, and community.
3.4C Organization
Summary Questions
We feel that we are a group of
teachers with the students’ interest at heart.
We have also found during the time of need and celebration that we are a
teaching staff that is willing to help each other and work together. There is very little conflict within the
school staff and that is proof of good school leadership. This is a major strength in our school. The administrative team has placed people in
areas of their strength and has kept strong personalities from clashing by
spreading them out through different grade levels. This allows grade level teams to have more
collaboration among each other.
Some of the major challenges we
face according to our surveys include developing the communication between
school and parent and informing parents about the programs offered for special
needs students. We have worked very hard
to increase academic skills and test scores of students but we have let the
parents go unattended to a point.
Our challenges will be met by
the development of a school newsletter for the parents and informational flyers
as well. The time and monetary need will
be met by the general funds available to the school.
The parent survey was very helpful in determining the perception of the
school within the community. The student
survey was very helpful in determining the view of students and their feelings
about school. The teaching strategy
survey was instrumental in understanding what instructional strategies appear
to be favorites and those that need to be implemented more often so that we may
achieve our highest level of teaching.
Like our vision statement says we are enriching tomorrow by learning
today. This includes students and staff.
Action Plan Development Component
4
Component 4:
Action Plan-Reading
Target Area 1: Improve Reading and Language Arts in the areas of Vocabulary, Word Meaning, Grammar, and Conventions
Student Performance Standard: The percentage of students attending Hancock County Elementary school mastering Reading and Language Arts will increase by 5%.
Belief Statement: We believe in using a variety of teaching methods with appropriate materials and current technology. We believe that children learn best in a safe and healthy environment. We believe in ongoing improvements and continuous communications between school, home, and community.
Mission/Vision Statement: Our school is committed to providing a safe environment for our students. In cooperation with parents and community we strive to develop healthy lifestyles. We will provide a quality, thorough education to enable our students to become productive, knowledgeable, and responsible citizens. Our students will be enriching tomorrow by learning today.
School Systems (5) Year Goal Statement: The mission of Hancock County School System holds high expectations to engage all students in high quality, valuable academic, artistic, physical, and social experiences so they will be able to enjoy a fulfilling personal life and to participate as productive members in a diverse society in which global competition is a reality and democracy is a way of life.
Link to State Board of Education Policies: The State Board of Education’s vision is to prepare all Tennessee children for successful post-secondary work, education and citizenship. The Board’s Master Plan includes policy goals to ensure equal access to education constitutionally guaranteed to all Tennessee children and necessary for the success of individual children, their communities, the state and the nation. The goals embodied by the vision and the student outcomes used to measure progress toward those goals are built upon four foundational principles.
Link to Special Education: Special Education teachers in association with classroom teachers participate in a learning environment that provides for an inclusive and individualized experience for growth in Reading and Language Arts.
School Profile/Climate/Survey/Needs Assessment Data: The TCAP indicates a problem in 3rd – 5th grade Reading and Language Arts. Focus on these will increase mastery of component parts promoting a higher quality of learning.
Expectation/ Results: The student will improve performance levels in Reading and Language Arts tests scores.
Target Area 2: Improve Reading / Language Arts skills in Grammar/ Conventions, Word Meaning, and Vocabulary
Goals: The students in grades K-5 will consistently increase their proficiency in Reading and Language Arts which include Grammar/ Conventions, Word Meaning, and Vocabulary.
(A) Action Step: To fulfill this goal our school will implement the RTI program starting in August 2008 administrating individual dibel tests to students in grades K-2. Three such tests will occur at intervals during the school year to assess progress, thus assuring NCLB. The administrator of Curriculum and Instruction will provide materials required for the program and assist RTI team in initiating the program into classrooms. This intervention will be made up of 3 tiers, the first of which involve K-3, the second identifying those students performing below grade level expectation. The third tier for those who still have considerable difficulty in mastering necessary academic skills. Research based progress testing will occur weekly, graphing progress.
Professional Development: The teachers will be involved in a system wide professional development process requiring completion of individualized training using technology to get all educators up to speed with changes in current standards.
Communication Plan: The school will communicate with parents through 9 week research based progress reports, 6 weeks awards day, grade cards, Fast ForWord progress reports, computer lab reports for Plato, and Accelerated Reading reports. Parents can also get involved in P.T.O. and attend open house and school board meetings.
Time Line:
August 2008 - May 2009
Persons
Responsible:
John Goodman……Supervisor of Curriculum and Instruction
Marta M. Stapleton…… HCES Principal
Lynn Drinnon………..2nd Grade Teacher
Shirley Greene……..3rd Grade Teacher
Cynthia Campbell….Special Ed. Teacher
RTI assistants
Projected
Cost/Required Resources:
$ 60,000 cost for all materials and assistants required for RTI program.
Evaluation Strategy: K-3 students will be given a weekly researched based assessment of Reading and/or Language Arts. Scoring and Graphing will display on a progress report. Dibels test will be given during the fall, winter and spring. Effectiveness of program will be monitored closely by teachers and administrators.
Technology Plan: The teachers, administrators, and paraprofessionals will use the Iris Center Online Module Training, examining the reading first program online and any other programs made possible through Tennessee Department of Education.
(B) Action Step: The teachers and administration will align Reading and Language Arts curriculum with Tennessee State standards. Using the Macmillan/McGraw Hill Series, Accelerated Reading program, Plato, and Fast ForWord targeted areas will improve. Standardized test scores will improve due to correlation of information.
Professional Development: Grade level curriculum mapping sessions will increase teacher awareness of state standards met during instruction.
Communication Plan: The principal, Supervisor of Curriculum and Instruction, teachers, and Special Education personnel will review proposed grade level curriculum mapping during in-service sessions evaluating effectiveness.
Time Line: August 2008- May 2009
Projected Cost/Required Resources:
Time/Space
Meetings will take place during Faculty Professional Development sessions
Macmillan/McGraw Hill Reading Series at a yearly projected cost of $67,000
Persons Responsible:
Marta M. Stapleton………..HCES Principal
John Goodman………….Supervisor of Curriculum and Instruction
Deb Antrican……Assistant Federal Projects Coordinator
Dr. Michael Belcher…… Assistant Director of Schools
Evaluation Strategy: TCAP Scores for grades K-5 students will be evaluated addressing areas of weakness and re-aligning curriculum to accommodate gaps in instruction.
Parent and Community Involvement: Parents will check student’s progress during semester through grade reporting, open house, TCAP reports. Teachers will individually ask parents to assist with student learning at home and school.
Technology Plan: Teachers, administration and other paraprofessionals will use the updated version of the Tennessee Standards to construct a rubric for instruction. On-line lesson plans assessable to teachers will be used to supplement standards being taught.
(C) Action Step: Teaching strategies will include more power point presentations, group experiments with cooperative learning environment and more individualized projects. Projects will take place at home and at school.
Time Line: August
2008- May 2009
Persons Responsible:
Rhonda Hurd…………….Computer lab
Jennifer Fleenor……….Even Start
Joanna Nichols………….Teacher
Projected Cost/Required Resources:
Computer accessibility for power point and research
Cost- $500-1500
Evaluation Strategy: Teachers will examine activity effectiveness through Reading/Language Arts assessments. Student progress will be assessed long term through report card, TCAP scores and other measures.
Professional Development: Supervisor of Curriculum and Instruction will arrange in-service sessions that train teachers, paraprofessionals and others in use of and suggestions for using of various teaching strategies.
Parent and Community Involvement: Parents participate through home projects such as Science Fairs and other class assignments.
Technology Plan: Administrators, teachers, and others will use all available technologies to enhance student performances.
Communication Plan: Teachers will meet during 6 week intervals to develop a course of continued action to assess needs.
Component 4:
Action Plan-Mathematics
Target Area 1: Improve Mathematics skills in Number Sense and Theory and Algebraic Thinking.
Student Performance Standard: The students, particularly grades 3-5, will function at a 5% performance increase in areas of Number Sense and Theory and Algebraic thinking.
Belief Statement: We believe in using a variety of teaching methods with appropriate materials and current technology. We believe that children learn best in a safe and healthy environment. We believe in on- going improvements and continuous communications between school, home, and community.
Mission/Vision Statement: Our school is committed to providing a safe environment for our students. In cooperation with parents and community we strive to develop healthy lifestyles. We will provide a quality, thorough education to enable our students to become productive, knowledgeable, and responsible citizens. Our students will be enriching tomorrow by learning today.
School Systems (5) Year Goal Statement: The mission of Hancock County School System holds high expectations to engage all students in high quality, valuable academic, artistic, physical, and social experiences so they will be able to enjoy a fulfilling personal life and to participate as productive members in a diverse society in which global competition is a reality and democracy is a way of life.
Link to State Board of Education Policies: The State Board of Education’s vision is to prepare all Tennessee children for successful post-secondary work, education and citizenship. The Board’s Master Plan includes policy goals to ensure equal access to the education constitutionally guaranteed to all Tennessee children and necessary for the success of individual children, their communities, the state and the nation. The goals embodied by the vision and the student outcomes used to measure progress toward those goals are built upon four foundational principles.
Link to Special Education: Special Education teachers in association with classroom teachers participate in a learning environment that provides for an inclusive and individualized experience for growth in Reading and Language Arts.
School Profile/Climate/Survey/Needs Assessment Data: The TCAP indicates a problem in 3rd – 5th grade in the area of Mathematics under Number Sense and Theory and Algebraic Thinking.
Expectation/ Results: The student will improve performance levels in Mathematics test scores.
Target Area 1: Improve Reading / Language Arts skills in Grammar and Convention, Word Meaning, and Vocabulary
Goals: The students in grades K-5 will consistently increase their proficiency in Reading and Language Arts which include Grammar/ Conventions, Word Meaning, and Vocabulary.
(A) Action Step: To fulfill this goal our school will implement the RTI program starting in August 2008 administering individual Dibel tests to students in grades K-2. Three such tests will occur at intervals during the school year to assess progress, thus assuring NCLB. The administrator of Curriculum and Instruction will provide materials required for the program and assist RTI team in initiating the program into classrooms. This intervention will be made up of 3 tiers, the first of which involve K-3, the second identifying those students performing below grade level expectation. The third tier for those who still have considerable difficulty in mastering necessary academic skills. Research based progress testing will occur weekly, graphing progress.
Professional Development: The teachers will be involved in a system wide professional development process requiring completion of individualized training using technology to get all educators up to speed with changes in current standards.
Communication Plan: The school will communicate with parents through 9 week research based progress reports, 6 week awards day, grade cards, Fast ForWord progress reports, computer lab reports for Plato, and Accelerated Reading reports. Parents can also get involved in P.T.O. and attend open houses and school board meetings.
Time Line: August 2008- May 2009
Persons Responsible:
John Goodman……Supervisor of Curriculum and Instruction
Marta Stapleton…… HCES Principal
Lynn Drinnon………..2nd Grade Teacher
Shirley Greene……..3rd Grade Teacher
Cynthia Campbell….Special Ed. teacher
RTI assistants
Projected Cost/Required Resources:
$ 60,000 cost for all materials and assistants required for RTI program.
Evaluation Strategy: K-3 students will be given a weekly researched based assessment of Reading and/or Language Arts. Scoring and Graphing will display on a progress report. A Dibel test is given during the fall, winter and spring. Effectiveness of program will be monitored closely by teachers and administrators.
Technology Plan: The teachers, administrators, and paraprofessionals will use the Iris Center online module training, examining the reading first program online and any other programs made possible through Tennessee Department of Education.
(B) Action Step: The teachers and administration will align Reading and Language Arts curriculum with Tennessee State standards. Using the Macmillan/McGraw Hill Series, Accelerated Reading programs, Plato, Fast Forward targeted areas will improve. Standardized test scores will improve due to correlation of information.
Professional Development: Grade level curriculum mapping sessions will increase teacher awareness of state standards met during instruction.
Communication Plan: The principal, Supervisor of Curriculum and Instruction, teachers, and Special Education will review proposed grade level curriculum mapping during in-service sessions evaluating effectiveness.
Time Line: August 2008- May 2009
Projected Cost/Required Resources:
Time/Space
Meetings will take place during Faculty Professional Development sessions
Macmillan/McGraw Hill Reading Series at a yearly projected cost of - $67,000
Persons Responsible:
Marta Stapleton………..HCES Principal
John Goodman………….Supervisor of Curriculum and Instruction
Deb Antrican……Assistant Federal Projects Coordinator
Dr. Belcher…… Assistant Director of Schools
Evaluation Strategy: TCAP Scores for grades K-5 students will be evaluated addressing areas of weakness and re-aligning curriculum to accommodate gaps in instruction.
Parent and Community Involvement: Parents will check student’s progress during semester through grade reporting, open house, and TCAP reports. Teachers will individually ask parents to assist with student learning at home and school.
Technology Plan: Teachers, administration and other paraprofessionals will use the updated version of the Tennessee Standards to construct a rubric for instruction. On-line lesson plan assessable to supplement standards being taught.
(C) Action Step: Teaching strategies will include more power point presentations, group experiments with cooperative learning environment, and more individualized projects. Projects will take place at home and at school.
Time Line: August 2008- May 2009
Persons Responsible:
Rhonda Hurd…………….Computer lab
Jennifer Fleenor……….Hancock County Early Learning Center Director
Joanna Nichols………….Teacher
Projected Cost/Required Resources:
Computer accessibility for power point and research
Cost - $500-1500
Evaluation Strategy: Teachers will examine activity effectiveness through Reading/Language Arts assessments. Student progress will be assessed long term through report card, TCAP scores and other measures.
Professional Development: Supervisor of Curriculum and Instruction will arrange in-service sessions that train teachers, paraprofessionals and others in use of and suggestions for using of various teaching strategies.
Parent and Community Involvement: Parents participate through home projects such as Science fairs and other class assignments.
Technology Plan: Administrators, teachers and other will use all available technologies to enhance student performances.
Communication Plan: Teachers will meet during 6 week intervals to develop a course of continued action to assess needs.
Component 4: Action Plan
Target Area 2: Improve Mathematics skills in number sense & theory and Algebraic thinking.
Student Performance Standard: The students, particularly grades 3-5, will function at a 5% performance increase in areas of Number Sense & Theory and Algebraic Thinking.
Belief Statement: We believe in using a variety of teaching methods with appropriate materials and current technology. We believe that children learn best in a safe and healthy environment. We believe in on-going improvements, and continuous communications between school, home and community.
Mission/Vision Statement: Our school is committed to providing a safe environment for our students. In cooperation with parents and community we strive to develop healthy lifestyles. We will provide a quality, through education to enable our students to become productive, knowledgeable, and responsible citizens. Our students will be enriching tomorrow by learning today.
School Systems (5) Year Goal Statement: The mission of Hancock County School System holds high expectations to engage all students in high quality, valuable academic, artistic, physical, and social experiences so they will be able to enjoy a fulfilling personal life and to participate as productive members in a diverse society in which global competition is a reality and democracy is a way of life.
Link to State Board of Education Policies: The State Board of Education’s vision is to prepare all Tennessee children for successful post-secondary work, education and citizenship. The Board’s Master Plan includes policy goals to ensure equal access to the education constitutionally guaranteed to all Tennessee children and necessary for the success of individual children, their communities, the state and the nation. The goals embodied by the vision and the student outcomes used to measure progress toward those goals are built upon four foundational principles.
Link to Special Education: Special Education teachers in association with classroom teachers participate in a learning environment that provides for an inclusive and individualized experience for growth in Reading and Language Arts.
School Profile/ Climate/ Survey/ Needs Assessment Data: The TCAP test results indicate a problem in 3rd-5th grade in the area of Mathematics under Number Sense& Theory and Algebraic Thinking.
Expectation/ Results: The student will improve performance levels in Mathematics test scores.
(A) Action Step: Everyday Math Series will be aligned with current state curriculum standards that cover Number Sense and Theory. Everyday Math Series components which include manipulatives are incorporated into small and large groupings facilitating peer tutoring.
Time Line: August 2008 – May 2009
Persons Responsible:
Carolyn Skidmore…….4th Grade Teacher
Janet Biddle……School Counselor
Glenda Lemons……2nd Grade Teacher
Rick Campbell……Middle School Teacher
Brian Greene…..High School Teacher
Projected Cost/Required Resources: (1) In-service training for updating curriculum mapping. (2) $85,000 for purchasing Everyday Math Series.
Evaluation Strategy: Mathematics reports from TCAP and/or Plato will be used to evaluate effectiveness of program in association with curriculum mapping changes. Strengths and weaknesses will be identified resulting in adaptations if necessary.
Professional Development: Teachers will make necessary changes to curriculum standards alignment with Everyday Math. Supervisor of Curriculum and Instruction will monitor effectiveness prior to new adoption date providing any supplemental training and/or materials.
Parent and Community Involvement: Parents will be notified through weekly newsletters containing math objectives. Homework assignments will correspond to math objectives.
Technology Plan: Teachers, administrators, and other individuals train in the computer lab for the Plato Program and other new programs as they come available.
Communication Plan: Grade level teachers will collaborate with other grade level teachers to strengthen the math curriculum gauging any overlaps and communicate between high school calculus students and 5th graders through tutoring sessions
(B)Action Step: At risk students lacking skills in Algebraic Thinking will be identified through Research-Based Assessments, namely TCAP and Plato. Teachers will advise individual needs to be met through After-School Tutoring, H.E.A.R.T. After- School Program and Summer School.
Time Line: August 2008-2009
Person Responsible:
Leshia Cope…..H.E.A.R.T. After School Program
Rhonda Hurd…..Computer Lab
Carolyn Skidmore…..4th Grade Teacher
Glenda Lemons…….2nd Grade Teacher
Projected Cost/Required Resources: Cost dependent upon number of students the H.E.A.R.T. Program has. The program is funded through Clinch Powell Cooperative. The projected cost for the Tutoring program is $12,000. The projected cost for summer school is $15,000.
Evaluation strategy: Student progress will be monitored through weekly and unit assessments. TCAP scores will give us an end of term score. Evaluation of individuals will assess success of each program used.
Professional Development: Teachers will develop a plan to teach and remediate algebraic thinking skills. Math objectives will assist this development.
Parent and Community Involvement: Parents may check on daily progress by stopping by the tutoring room. Parents will also follow a weekly or monthly newsletter published by grade level teachers.
Technology Plan: Workshops and in-service training provides a technological branch of instruction. Teachers are trained in the use of programs which include Plato.
Communication Plan: Teachers will provide a list of specific areas to be remediated with the After-School program homework help teachers. An interpretation of student data should take place between prior and present teachers identifying specific strengths and weaknesses.
Plan and
Process Evaluation Component
5
5.1 Process Evaluation
|
Evidence of Collaborative Process |
|
The
evidence of a collaborative effort can be found in the surveys that were
administered to parents, students, and teachers. As shown 94% of parents, 96% of students,
and 94% of teachers are in agreement that there is collaboration in
strengthening the instructional strategies of Hancock County Elementary. |
|
Evidence of Alignment of Data and
Goals |
|
The
evidence of alignment between data and goals can be found in test data. According to the School Report Card over a
three year period gains have been made in the following areas: Reading/Language, Social Studies, and
Science. They increased from D to C in
2007. Math increased from a C to a B. Writing remains at B. |
|
Evidence of communication with All
Stakeholders |
|
Information
about the educational process as well as information about test results can
be found in the School-wide newsletter, teacher weekly notes, schools
website, faculty-staff memo, and monthly staff meetings. |
|
Evidence of Alignment of Beliefs,
Shared Vision, and Mission with Goals |
|
Our
beliefs require a variety of teaching methods with appropriate materials and
current technology. The following
methods and technology will be used: Fast ForWord, Think Link, Progress Tracker, Everyday
Mathematics, Macmillan/McGraw Reading Series, Accelerated Reading,
H.E.A.R.T.S., Student Portfolio, Peer Tutoring, Small Group Instruction,
Reading Intervention, and After-School Tutoring. Our belief that our children learn best in a
safe and healthy environment is evident in our School-Based Health Clinic. Each school is staffed with a Resource
Officer and surveillance cameras. Any visitor entering the school must check
in at the office and all school doors are locked. In collaboration with the School-Based
Health Clinic the staff provides classroom instruction on health issues such
as dental health, tobacco preventions, personal hygiene, etc. |
|
Evidence of Alignment of Action Steps
with Curriculum, Instruction, Assessment and Organization |
|
Action steps to be taken include:
More collaborative time for alignment of each grade levels curriculum,
teaching in sequence, cooperative learning, field trips, guest speakers,
individual projects, and power-point presentations. The above information was gathered through a
survey and steps are being taken to improve each. |
|
Suggestions for the Process |
|
Gather
summative data and analyze to see what areas need improvement. Meet the 3rd Wednesday of each
month to inform stakeholders of the summative data’s strength and weaknesses
and plan accordingly. |
5.2 Implementation Evaluation
|
Evidence of Implementation |
|
Grade
level teacher meetings will take place each month. Teachers will gather formative data from
test scores and analyze student’s strengths and weaknesses. This will determine if goals are being met
and what adjustments or interventions need to be made. |
Evidence
of the Use of Data
|
Formative
Assessments |
Daily
Sources |
Projected
Dates |
Data
Gathering Process |
|
Unit Tests |
Macmillan/McGraw Reading Series |
Every Six Weeks |
Classroom Progress Score Checklist |
|
Dibels |
|
Beginning 08-09 School year To be given every 9 weeks |
Data will be computer generated |
|
Accelerated Reading Student Summary |
|
To be given every 6 weeks |
Accelerated Reading Teacher Management Program |
|
Student Portfolio |
|
Daily |
Teacher Gathered |
|
Fast ForWord Report |
Progress Tracker |
Every 6 Weeks |
|
|
Progress Report/Report Cards |
Star Student |
Progress Report every 3 weeks, Report Card every 6 weeks |
Classroom teacher/Star Student |
|
Brigance/Kindergarten Readiness Test |
|
Beginning of each school year |
Student Folder |
|
Group Reading Assessment and Diagnostic Evaluation |
|
Fall/Spring |
Student Folder |
|
Everyday Math/TCAP Writing Assessment |
|
Every 6 weeks |
Everyday Math, Rubric |
|
TCAP |
State Mandated |
Spring |
State Department of Education |
5.3 Monitoring and Adjusting Evaluation
The
leadership team will meet the second Tuesday of each month during the school
year to review gathered data. Dates and
minutes of the meetings will be conveyed to all stakeholders every six/nine weeks
through school newsletters, memos, and the school website. The gathered formative and summative data
will be reviewed each six/nine weeks. The
leadership team will use this data to identify the academic needs of the
students and the need to adjust instructional time. The following questions will be addressed
while analyzing school wide trends:
1. Is
there a pattern of proficiency?
2. Is the
school tested through basal series test?
3. Did
students attain growth?
4. Is
intervention needed in certain skills?
Recommended
Intervention may include:
·
After-school tutoring
·
Referral to intervention
·
H.E.A.R.T.S. Homework/Tutoring
·
Reading Intervention with reading specialist (grades 3-5)
Our
School will continue the following programs to enhance learning:
·
Fast ForWord Computer Lab for all first graders
·
Reading Intervention with reading specialist
·
Small group class work
·
TCAP analysis per grade level on a yearly basis
Appendix/Contents
Appendix/Contents
·
Student
Surveys
·
Student
Survey Results
·
Parent/School
Climate Surveys
·
Parent/School
Climate Survey Results
·
Teaching
Strategies Surveys
·
Teaching
Strategies Results
·
Teacher
Survey
·
Teacher
Survey Results
·
Classroom
Newsletters
·
School
Calendar
Hancock County Elementary
School
Student Survey
School
Improvement Plan and/or SACS Accreditation
INSTRUCTIONS:
This survey asks about your school. Color the “smile” face if you agree or color
the “frown” if you disagree. There is no
right or wrong answer.
|
|
|
|
|
2. My teacher talks to my family if I am doing
a good job or if I am having problems learning. |
|
|
|
3. My teacher believes I can learn. |
|
|
|
4. I know that I can do good work. |
|
|
|
5. My teacher uses different ways to help me
learn. |
|
|
|
6. My teacher cares and listens to me. |
|
|
|
7. The school work I am asked to do make me
think. |
|
|
|
8. My teacher helps when I don’t understand
something. |
|
|
|
9. Teachers in my school show respect for
students. |
|
|
|
10. I feel safe when I am at school and outside
at free time. |
|
|
|
11. It is fun and easy to learn at school. |
|
|
|
12. Sometimes students work together in class. |
|
|
|
13. The school has fair rules and students are
treated fairly when they get in trouble. |
|
|
|
14. I like the food the school serves. |
|
|
|
15. The school is kept clean. |
|
|
|
16. I like my teachers, principal, and school. |
|
|
Hancock County Elementary
School
Student Survey Results
School
Improvement Plan and/or SACS Accreditation
INSTRUCTIONS:
This survey asks about your school. Color the “smile” face if you agree or color
the “frown” if you disagree. There is no
right or wrong answer.
|
1. My teacher makes it clear what I am
supposed to do and expects me to work hard. |
99% |
1% |
|
2. My teacher talks to my family if I am doing
a good job or if I am having problems learning. |
91% |
9% |
|
3. My teacher believes I can learn. |
98% |
2% |
|
4. I know that I can do good work. |
97% |
3% |
|
5. My teacher uses different ways to help me
learn. |
96% |
4% |
|
6. My teacher cares and listens to me. |
94% |
6% |
|
7. The school work I am asked to do makes me
think. |
90% |
10% |
|
8. My teacher helps when I don’t understand
something. |
97% |
3% |
|
9. Teachers in my school show respect for
students. |
93% |
7% |
|
10. I feel safe when I am at school and outside
at free time. |
85% |
15% |
|
11. It is fun and easy to learn at school. |
80% |
20% |
|
12. Sometimes students work together in class. |
94% |
6% |
|
13. The school has fair rules and students are
treated fairly when they get in trouble. |
81% |
19% |
|
14. I like the food the school serves. |
80% |
20% |
|
15. The school is kept clean. |
91% |
9% |
|
16. I like my teachers, principal, and school. |
93% |
7% |
Parent/School
Climate Survey
Family Information Single:
_____ Married: _____ Divorced: _____ Number of Adults: _____ Number
of Children: _____ Total Number in household: _____ Number of Students in Elementary
School: _____
School Improvement
Plan and/or SACS Accreditation
INSTRUCTIONS: The
purpose of this survey is to find out your opinions about your child’s school. Please answer each question honestly your
answers will be kept confidential.
Please do not put your name on this survey and return it to your child’s
teacher tomorrow. Thank you for your
time and effort.
Please check your response regarding the questions
below:
D = Disagree N = Neither Agree or Disagree A = Agree
|
|
D |
N |
A |
|
1. Teachers expect students to do well at |
|
|
|
|
2. The school is safe for students and
teachers. |
|
|
|
|
3. Parents generally feel welcome when they
visit the school. |
|
|
|
|
4. I get enough reports on the progress of my
child. |
|
|
|
|
5. Teachers hold high expectations for student
learning. |
|
|
|
|
6. Students are motivated to do their best. |
|
|
|
|
7. Our school provides students/teachers with
a safe and orderly environment for learning. |
|
|
|
|
8. The school encourages parents to visit if
they have special concerns about their child. |
|
|
|
|
9. The school’s grading policies/practices are
administered fairly. |
|
|
|
|
10. Students are given enough homework to help
them succeed in their studies. |
|
|
|
|
11. Punishment at our school is handled in a
fair way. |
|
|
|
|
12. I feel welcome to volunteer my time and
services. |
|
|
|
|
13. The school keeps parents informed. |
|
|
|
|
14. Parents take an active role in their
child’s education by attending parent/teacher conferences and following
homework policies. |
|
|
|
|
15. The school’s programs meet the requirements
of students with special needs. |
|
|
|
|
|
|
|
|
|
17. There are many opportunities for parents to
be involved with the school. |
|
|
|
|
18. Our school actively promotes parents/school
communication. |
|
|
|
|
19. The educational program offered to students
at this school is of high quality. |
|
|
|
|
20. The school’s grading practices and policies
are fair. |
|
|
|
|
21. My child’s homework is sufficient to
his/her needs. |
|
|
|
|
22. The needs of children with physical and
mental disabilities are appropriately met by the school. |
|
|
|
|
23. Teachers and administration in our school
consistently enforce school rules. |
|
|
|
Hancock
County Elementary School
Parent/School
Climate Survey Results
Family Information Single:
9%___ Married: 81%___ Divorced: 10%__ Number of Adults: _____ Number
of Children: _____ Total Number in household: _____ Number of Students in Elementary
School: _____
School Improvement
Plan and/or SACS Accreditation
INSTRUCTIONS: The
purpose of this survey is to find out your opinions about your child’s
school. Please answer each question
honestly your answers will be kept confidential. Please do not put your name on this survey
and return it to your child’s teacher tomorrow.
Thank you for your time and effort.
Please
check your response regarding the questions below:
D = Disagree N = Neither Agree or Disagree A = Agree
|
|
D |
N |
A |
|
1. Teachers expect students to do well at |
1% |
2% |
97% |
|
2. The school is safe for students and
teachers. |
0% |
8% |
92% |
|
3. Parents generally feel welcome when they
visit the school. |
3% |
6% |
91% |
|
4. I get enough reports on the progress of my
child. |
5% |
6% |
89% |
|
5. Teachers hold high expectations for student
learning. |
2% |
7% |
91% |
|
6. Students are motivated to do their best. |
3% |
12% |
85% |
|
7. Our school provides students/teachers with
a safe and orderly environment for learning. |
1% |
7% |
92% |
|
8. The school encourages parents to visit if
they have special concerns about their child. |
3% |
4% |
93% |
|
9. The school’s grading policies/practices are
administered fairly. |
3% |
3% |
94% |
|
10. Students are given enough homework to help
them succeed in their studies. |
2% |
8% |
90% |
|
11. Punishment at our school is handled in a
fair way. |
3% |
13% |
84% |
|
12. I feel welcome to volunteer my time and
services. |
4% |
11% |
85% |
|
13. The school keeps parents informed. |
3% |
11% |
86% |
|
14. Parents take an active role in their child’s
education by attending parent/teacher conferences and following homework
policies. |
2% |
11% |
87% |
|
15. The school’s programs meet the requirements
of students with special needs. |
4% |
23% |
73% |
|
|
1% |
5% |
94% |
|
17. There are many opportunities for parents to
be involved with the school. |
6% |
18% |
76% |
|
18. Our school actively promotes parents/school
communication. |
3% |
10% |
87% |
|
19. The educational program offered to students
at this school is of high quality. |
2% |
15% |
83% |
|
20. The school’s grading practices and policies
are fair. |
2% |
4% |
94% |
|
21. My child’s homework is sufficient to
his/her needs. |
4% |
7% |
89% |
|
22. The needs of children with physical and
mental disabilities are appropriately met by the school. |
3% |
28% |
69% |
|
23. Teachers and administration in our school
consistently enforce school rules. |
5% |
9% |
86% |
Hancock County Elementary
School
Teaching Strategies Survey
School Improvement Plan and/or
SACS Accreditation
INSTRUCTIONS: The purpose of this survey is to find
out current teaching strategies used in your classroom. Please answer each question honestly your
answers will be kept confidential.
Please do not put your name on this survey and return it to the survey
committee chair person tomorrow. Thank
you for your time and effort.
|
Teaching Strategy |
Daily |
Weekly |
Monthly |
Never |
|
1. Pretest |
|
|
|
|
|
2. Practice Tests |
|
|
|
|
|
3. End of Unit Tests |
|
|
|
|
|
4. Guided Practice |
|
|
|
|
|
5. Study Guides |
|
|
|
|
|
6. Graphic Organizers |
|
|
|
|
|
7. Internet |
|
|
|
|
|
8. Power Point Presentations |
|
|
|
|
|
9. Videos |
|
|
|
|
|
10. Peer Tutoring |
|
|
|
|
|
11. Class Discussion |
|
|
|
|
|
12. Group Experiment |
|
|
|
|
|
13. Hands-On Activities |
|
|
|
|
|
14. Cooperative Learning Groups |
|
|
|
|
|
15. Lecture |
|
|
|
|
|
16. Modeling |
|
|
|
|
|
17. Individual Projects |
|
|
|
|
|
18. Group Projects |
|
|
|
|
|
19. Essays |
|
|
|
|
|
20. Reports |
|
|
|
|
|
21. Homework/Extra Practice |
|
|
|
|
|
22. Book Reviews |
|
|
|
|
|
23. Problem Solving |
|
|
|
|
|
24. Self Evaluation |
|
|
|
|
|
25. Brainstorming |
|
|
|
|
|
26. Guest Speakers |
|
|
|
|
|
27. Field Trips |
|
|
|
|
|
28. Modify Test Formats |
|
|
|
|
|
29. Abbreviate Assignments |
|
|
|
|
|
30. Oral Testing |
|
|
|
|
|
31. Additional Time |
|
|
|
|
|
32. Teacher/Student Conferences |
|
|
|
|
|
33. Parent/Teacher Conferences |
|
|
|
|
|
34. Computer Time (library, AR, AM, Fast
Forward) |
|
|
|
|
Hancock County Elementary
School
Teaching Strategies Survey Results
School Improvement Plan and/or
SACS Accreditation
INSTRUCTIONS: The purpose of this survey is to find
out current teaching strategies used in your classroom. Please answer each question honestly your
answers will be kept confidential.
Please do not put your name on this survey and return it to the survey
committee chair person tomorrow. Thank
you for your time and effort.
|
Teaching Strategy |
Daily |
Weekly |
Monthly |
Never |
|
1. Pretest |
3% |
63% |
9% |
25% |
|
2. Practice Tests |
3% |
71% |
12% |
14% |
|
3. End of Unit Tests |
0% |
34% |
40% |
26% |
|
4. Guided Practice |
74% |
14% |
6% |
6% |
|
5. Study Guides |
9% |
57% |
11% |
23% |
|
6. Graphic Organizers |
14% |
52% |
17% |
17% |
|
7. Internet |
18% |
31% |
31% |
20% |
|
8. Power Point Presentations |
0% |
0% |
17% |
83% |
|
9. Videos |
0% |
31% |
57% |
12% |
|
10. Peer Tutoring |
54% |
34% |
9% |
3% |
|
11. Class Discussion |
88% |
9% |
3% |
0% |
|
12. Group Experiment |
9% |
25% |
54% |
12% |
|
13. Hands-On Activities |
37% |
54% |
9% |
0% |
|
14. Cooperative Learning Groups |
37% |
51% |
0% |
12% |
|
15. Lecture |
80% |
12% |
3% |
5% |
|
16. Modeling |
78% |
14% |
3% |
5% |
|
17. Individual Projects |
3% |
12% |
60% |
25% |
|
18. Group Projects |
24% |
31% |
31% |
14% |
|
19. Essays |
0% |
29% |
14% |
57% |
|
20. Reports |
0% |
26% |
31% |
43% |
|
21. Homework/Extra Practice |
32% |
37% |
14% |
17% |
|
22. Book Reviews |
0% |
29% |
20% |
51% |
|
23. Problem Solving |
63% |
34% |
0% |
3% |
|
24. Self Evaluation |
31% |
26% |
20% |
23% |
|
25. Brainstorming |
49% |
31% |
6% |
14% |
|
26. Guest Speakers |
0% |
0% |
40% |
60% |
|
27. Field Trips |
0% |
0% |
57% |
43% |
|
28. Modify Test Formats |
12% |
37% |
34% |
17% |
|
29. Abbreviate Assignments |
46% |
23% |
20% |
11% |
|
30. Oral Testing |
23% |
31% |
34% |
12% |
|
31. Additional Time |
51% |
29% |
14% |
6% |
|
32. Teacher/Student Conferences |
17% |
55% |
14% |
14% |
|
33. Parent/Teacher Conferences |
0% |
6% |
91% |
3% |
|
34. Computer Time (library, AR, AM, Fast
Forward) |
57% |
31% |
3% |
9% |
Teacher Information Survey
School Improvement Plan
Age
__________ Grade
____________
Years Experience _______________________________________________________________________
Degrees Held __________________________________________________________________________
_____________________________________________________________________________________
Endorsements _________________________________________________________________________
_____________________________________________________________________________________
Special Awards/Recognition ______________________________________________________________
_____________________________________________________________________________________
Workshops and dates attended outside of county in-services
_____________________________________________________________________________________
_____________________________________________________________________________________
|
Survey |
Age |
Yrs. Exp |
Endorsements |
Degree |
Workshops |
|
1 |
29 |
1 |
PK-4 |
2 |
Ag in classroom |
|
2 |
22 |
1 |
PK-4, PK-12 SE |
1 |
Title I |
|
3 |
27 |
1 |
K-6 |
1 |
|
|
4 |
37 |
1 |
K-8 |
1 |
I Can Do It, Creating Fluent Readers, P-16
Math |
|
5 |
38 |
1 |
K-6 |
1 |
|
|
6 |
23 |
1 |
K-12 PE |
1 |
|
|
7 |
28 |
4 |
K-8 |
1 |
|
|
8 |
25 |
4 |
K-8 |
2 |
Title 1, Learning Workshop |
|
9 |
31 |
6 |
K-8 |
1 |
|
|
10 |
28 |
7 |
K-8 |
3 |
Title I, Learning Workshop, Eisenhower
Workshop |
|
11 |
36 |
10 |
K-8 |
2 |
Title I,Eisenhower Workshop |
|
12 |
51 |
14 |
1st-8 |
1 |
|
|
13 |
46 |
14 |
Speech/Hearing, SE |
1 |
Handwriting, CEU ADD |
|
14 |
39 |
15 |
K-8 |
3 |
Title I, Learning Workshop |
|
15 |
45 |
16 |
1st-8, 6-8 Science |
2 |
Title I |
|
16 |
55 |
18 |
K-8 |
2 |
|
|
17 |
42 |
19 |
K-12 SE |
2 |
SE Conference, RTI Training |
|
18 |
45 |
20 |
1st-8 |
1 |
|
|
19 |
64 |
20 |
1st-8 |
2 |
Title I |
|
20 |
44 |
22 |
!st-8 |
2 |
Title I |
|
21 |
56 |
22 |
K-8 |
2 |
Early Learning Workshop, Eisenhower Workshop |
|
22 |
46 |
24 |
K-8, Counselor |
1 |
|
|
23 |
47 |
26 |
K-8 |
1 |
|
|
24 |
46 |
26 |
English, 1-12 |
1 |
Title 1 |
|
25 |
52 |
27 |
1st-8 |
1 |