Hancock County Schools
Tennessee School Improvement Plan Title I Addendum
Fall 2011

All Hancock County Title I Schools will complete this addendum to meet requirement of ESEA Title I School-Wide programs. This, along with the Data Analysis Component and the TSIP Template, will meet the school’s annual planning requirements.

Please provide a brief narrative and/or documentation for each indicator to demonstrate how your school has implemented a comprehensive school improvement plan. (No more than 4 pages.)

School Name Hancock County Elementary School (HCES)

TSIP Committee Members and Roles:

Beliefs, Mission and Vision Committee

· Alice Shockley – Chair/Kindergarten Teacher

· Melanie Stanifer – First Grade Teacher

· Glenda Lemons – Second Grade Teacher

· Amy Harrell – Third Grade Teacher

· Chezley Winstead – Fourth Grade Teacher

· Margaret Trent – Fifth Grade Teacher

· Helen Willis – Special Education, CDC

· Connie Rader – Special Education, Speech/Language

· Tammy Hopkins - Parent

Curricular, Instruction, Assessment and Organizational Effectiveness

· Jessica Maxey –Chair/ First Grade Teacher/Parent

· Afton Hurd – Kindergarten Teacher

· Marsha Dean- Second Grade Teacher

· Jenny Jones – Second Grade Teacher

· Sherry Hunt – Fifth Grade Teacher

· Lindsey Collingsworth – Special Education, Resource Grades 3-5

· Ginger Stapleton – Reading Interventionist, Grades 3-5

School and Collaborative Profile

· Janet Biddle – Chair, Hancock County Elementary School Guidance Counselor

· Tim Seal - Community Representative/Parent

· Thomas Harrison - Community Representative/Parent

· Scarlett Horton – Kindergarten Teacher

· Pat Nichols – First Grade Teacher

· Patty Johnson – Second Grade Teacher

· Janie Estes – Third Grade Teacher

· Becky McCoy – Fourth Grade Teacher

· Crystal McCoy – Fifth Grade Teacher

· Joyce Loebner – Hancock County Elementary Librarian

· Cynthia Campbell - Special Education, Resource Grades K-2

Academic and Non-Academic Data Analysis

· Marta Stapleton – Chair, Hancock County Elementary School Principal

· Jacklyn Bailey – Kindergarten

· Jennifer Seal – First Grade Teacher/GED

· Lynn Drinnon – Second Grade Teacher

· Shirley Greene – Third Grade Teacher

· Carolyn Skidmore – Fourth Grade Teacher

· Pam Greene – Fifth Grade Teacher

· Jennifer Wallen - Parent

The School Improvement Plan and Process Evaluation

· Charlotte Mullins – Supervisor of Curriculum & Instruction

· Marta M. Stapleton – Hancock County Elementary School Principal

· Edwina Blevins – Hancock County Elementary School Curriculum Coordinator

Action Plan Development

· Edwina Blevins – Chair/ Hancock County Elementary School Curriculum Coordinator/Parent

· Valerie Harrison - Reading Interventionist, Grades K-2

· Josh Fleenor – Hancock County Elementary School Physical Education

· Juanita Mabe – Kindergarten Teacher

· Whitney Fleenor – First Grade Teacher

· Jonah Belcher – Third Grade Teacher

· Kristy Cantwell – Fourth Grade Teacher/Parent

· Greg Harrell – Computer Lab/GED

1. Briefly describe the comprehensive needs assessment that your school uses, including the analysis of your NCLB subgroups.

· HCES uses TVAAS data to identify academic areas of strength and weaknesses. Targeted areas include 3^rd grade reading/language arts, and school wide math. We show gains in growth but demonstrate low achievement. Adopting a new math series and implementing it during the 2011-2012 school year will hopefully show achievement as well as growth.

· Teachers use TVASS in grades 3-5 and Stanford Achievement Scores to determine low achievers and sub-skills. After identified sub-skills are found teachers form pacing guides within their grade level PLC to base lessons on them during the school year relating the skill to the Tennessee standards or CCSS depending on grade level.

2. Briefly describe school-wide reform strategies that your school utilizes to address the improved achievement of your lowest-achieving students.

· HCES has implemented a reading intervention program that is being taught by highly qualified teachers. We have two teachers in place at this time, one who focuses on K-2 students, and one with grades 3-5 students. They analyze reading achievement data for all K-5 students and target for remediation students who show the greatest potential to move from below basic or basic to proficient or advanced on state TCAP test.

· All first grade students and selected students with reading difficulties are also exposed to Fast ForWord reading lab.

3. Are all staff at your school Highly Qualified?

· Yes. All classroom, resource, and special class teachers are highly qualified.

· We have one teacher, who will be serving as ESL liaison on a waiver, beginning classes in January, 2012.

4. List the major High Quality and ongoing professional development activities at your school that impact areas of need as demonstrated by data.

· The Curriculum Coach meets on a weekly basis with PLC groups divided by grade levels. They are currently working together on curriculum standards to cover both vertical and horizontal alignment of the school currilum, pacing guides, and developing daily lesson plans to enhance instruction.

· Majority of the classroom teachers attend East Tennessee Title I Conference on a yearly basis.

· K-2 teachers have attended training sessions to help with the transition of implementing CCSS in reading and math.

· Various teachers have attended a Reading Symposium provided by McGraw Hill.

· All professional employees have completed on-line computer courses for Value-Added and Formative Instruction.

5. What strategies are used to attract highly qualified teachers to high need schools?

· Hancock County maintains a strong collaborative relationship with East Tennessee State University, Tusculum College, Lincoln Memorial University and Walters State Community College to assist in the training and recruitment of highly qualified teachers.

6. List the major strategies utilized by your school to increase effective parental involvement.

· Majority of teachers provide Monthly Classroom Newsletters/Weekly Homework Sheets/Student Planners.

· Parent/Teacher Conferences two times per year fall and spring.

· We offer a flexible schedule to accommodate parental work schedules so meetings are held at different times during the school day and year. Parents may also meet with teachers during their planning time or at scheduled meetings as requested. Administrative staff is available during regular school hours to entertain questions or deal with parental concerns/issues. The principal has an open door policy to parents.

· Hancock County Elementary School holds annual meetings the week prior to school beginning in the fall called “Back to School Family Night”.

· Kindergarten Orientation Day

· National Breakfast Week

· Holiday or Seasonal Programs

· Six Weeks Awards Programs

· National Walk To School Event

· 4-H Presentation Events

· Science Fair Competition

· Walking Field Trips and/or Bus Field Trips

· Monthly Nutritional Birthday Celebrations

· Read Across America Week

· PTO affiliated teams (Football/Cheerleading, Basketball, Soccer, T-Ball/Baseball/Softball)

· Field Day Events

· Book Fair

7. What is your school’s plan for assisting in the transition of students from early childhood programs to elementary school programs (where applicable)?

· HCES attends one Head Start Parent Meeting each spring to discuss the transition into Kindergarten. Classroom supply list and kindergarten expectations are handed out to each student who will enter in the fall as well as directions on how to set up kindergarten orientation health department and academic screenings.

· Kindergarten Orientation Day held in the spring is for any student who will enter kindergarten in the fall of the year. Students and parents come to HCES and benefit from seeing teachers in action with their current class and are offered a tour of the school and the opportunity to eat in the cafeteria. This also enables the students to see each classroom and meet their future teachers.

· Hancock County Elementary School holds annual meetings the week prior to school beginning in the fall called “Back to School Family Night”.

8. Describe how your school involves teachers in assessment decision regarding the use of assessment in improving student performance and instructional programs.

· All teachers have completed on-line courses using formative instruction/assessment strategies. These strategies are logged on daily lesson plans in reading and math and are looked at during classroom observations for evaluations. Teachers within the classroom use these formal instructional practices to gain a better understanding of their student’s learning toward the essential target.

· Within the reading curriculum (Treasures by Macmillan/McGraw Hill) assessment tools are used to monitor fluency and comprehension at all grade levels. K-2 also has provided assessment materials to monitor phonemic awareness. TCAP format weekly assessments test vocabulary strategies, reading comprehension, grammar and phonics. These are used as a formative assessment.

· All teachers review any new textbook material before adoption and look closely at the assessment tools provide with the material.

9. What are your school’s strategies for providing additional assistance to students experiencing difficulties in the mastery of standards?

· HCES provides two in-school reading interventionist, one working with grades K-2 and the other working with grades 3-5. They provide individual and small group pull-out programs.

· HCES offers a technology based intervention math program, IXL, to offer help to students in grades 3-5 during computer lab time. Each student has a password protected account to use and can work on grade level, below grade level for struggling learners, or above grade level for advanced learners to enhance skills being tested.

· Through Clinch Powell Cooperative we provide an after-school program which provides an academic tutoring in math as well as homework assistance.

· Teachers use a variety of methods to meet the needs of individual learners and their dominant learning style. Techniques are incorporated in lesson plans and vary at grade level. Teachers accommodate the tactile, kinesthetic and auditory learner and modify for those individuals who fall into the inclusion program.

10. How do you coordinate and integrate federal, state, and local services and programs.

· Hancock County emphasizes collaboration across programs (regular, special education, and Title I) at the district and school levels. The Instructional Leadership team includes members from all departments. All decisions regarding curriculum, professional development, and assessment are discussed within this group. In addition, schools are encouraged to supplement district-funded initiatives with partnerships developed at the community level.