Haywood County School System Charles N Byrum, Principal 620 W Main St Brownsville, TN 38012-2535 Document Generated On September 18, 2014
TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 4 Additional Information 7
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1
Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is located in Haywood County, an incorporated area of rural West Tennessee. The school services students from Brownsville, Stanton, and surrounding communities. The current facility houses grades Pre-Kindergarten and Kindergarten. The current school population is approximately 440 students and 66 staff members. 17 members of the certified staff possess a Bachelor's degree while 17 posses a Master's degree, and 2 have 30+ hours above a Master's degree. Student body demographics are as follows: 32.8% White, 59.4% African American, 6.58% Hispanic, and 0.91% Asian. 76.5% of the student body is considered economically disadvantaged. 's faculty is diverse with experience that ranges from two years to over thirty-four years. The school has relatively little teacher/staff turn-over with no 'new' teachers to our building this year. The staff consists of one principal, one assistant principal, twenty-four grade-level teachers, two self-contained special education teachers, one inclusion teacher, one ESL teacher, two Speech teachers, five related arts, twenty-nine classified personnel (office personnel, bookkeeper, and teacher assistants). has had some major changes in the past three years. There have been three different principals and assistant principals in the past three years. As of August 2013 all classroom teachers currently have and utilize SMART Boards. There has also been the integration of the new Common Core State Standards. One main challenge for is that it serves a rural, low socioeconomic area in which consistent parental involvement is a challenge. A second challenge is to adopt a research based math curriculum aligned to Common Core State Standards. The adoption will be completed and full implementation will take place during the 2015-2016 academic year. We are currently seeking common core resources to supplement our current math curriculum. Page 2
School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Vision Statement: We, the staff at, believe that all students possess the potential to have a positive and successful impact on society. We seek to provide a safe, stable, supportive, and challenging learning environment that will produce life long learners. In conjunction with Common Core State Standards, our school aims to provide a quality education to all children and the opportunity to reach their full potential as good citizens and contributors to the economy of their communities. Anderson Early Childhood Center will continue to be a community of learners in which students, parents, staff, and other stakeholders share in the educational process. Mission Statement: provides a safe, stable, nurturing, and challenging learning environment using a research-based curriculum that utilizes data to direct appropriate instructional time in order to instill a life-long love of learning. Belief Statements: The administration and staff should provide for a safe, child-oriented environment conducive to learning. - When students are actively involved in the learning environment, they develop skills for life. - Instructional methods should vary and address the academic needs of each child on an individual basis. - Instruction includes centers with manipulatives that address a wide range of individual student skills and abilities. - Assessments and data should measure the curriculum and guide instruction. - When parents are involved in their child's education and the school decision-making process, the students, parents, and teachers all benefit. - Our policy to set high expectations for academics, behavior, and peer interactions will help our students become life-long learners and contributing members of society. - All decisions and policies should be child-centered. The faculty embodies the driving thought behind our mission, vision, and belief statements. Being the first school experience that many of the students have, where they enter the doors academically, emotionally, culturally, and socially, the staff prepares them for their next school years. Being a feeder school for the district, Discovery Education, SAT 10, Voyager, discipline records, attendance history, formative / summative testing, and daily observations are all used to help teachers develop high quality data-driven instruction and expectations. On-going professional development is based on the school's educational needs, self-assessments, teacher evaluations, and student data. Presently, the focus is on strengthening teacher assessments and gaining a better understanding of the new Common Core State Standards. The Accelerated Academic Academy (AAA) is a before and after school program which offers additional assistance to struggling students. Page 3
Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Discovery Education Reading 2011-12 Reading P-Test The Discovery Education reading test was divided into 9 domains: 5 domains were foundational skills and 4 domains were comprehension and listening skills. Data suggest foundational strength letters 74.5 (proficient or advanced); consonants 52.7; and 51.4% phonemes; while deficient foundation areas were phonemes 73.7 were basic or below basic; and vowels 62.4% basic or below basic. Comprehensive domains vocabulary 85.8% were proficient or advanced, but listening skills were not as strong, only 58.4% in the listening strategy domain were proficient or advanced. However listening main idea and listening story element domain did not meet average percentage score. In listening story element domain 56.9% were basic or below basic and listening main idea 50.3% were basic or below basic. Test A On the mid-year Discovery Education reading assessments all nine reading domains showed remarkable improvement in score. Even though, the proficient scale increased students were proficient or advanced in all nine reading domains. The areas showing maximum growth syllable domain 40.8% increase; phoneme domain 34.4% increase; listening story element domain 34.6% increase and vowel domain increased 20%. Discovery Education Reading 2011-12 (page 2) Reading Test B At the final Discovery Education Reading assessment the reading benchmark score increased as a result there was a drop in proficiency in some domains syllables and listening main idea domains fell below 50%. However, foundational reading skills increased: Phonemes increased by 27.5%, letters increased by 25.1%, vowels increased 24.3% and consonant increased 10.1%. Final analysis for the year there was 27.5% gain in phoneme domain with 91.3& student proficiency. There was a 24.3% gain in the vowel domain with 82% student proficiency. There was 25.1% gain in letter domain with a 95.4% student proficiency. There was a 17.6% listening story element domain with an overall student proficiency of 60.7%. In the consonant domain student proficiency rate was 70.7% with a final 10.1% gain. There were only two domains that fell below 50% mark they were listening main idea 47.7% proficiency and syllable was 44.3% proficiency. Discovery Education Math 2011-12 Math There were six tested domains: numeral sense, algebra, measurement, geometry, data-probability, and problem solving. P-Test All initial scores were at the 60% proficiency or higher with the exception of Algebra - 56.2% and Measurement - 27.4%. The other domains were as followed 78.5% - Geometry; Problem Solving - 66.5%; Number Sense - 66.1%; and Data/Probability 64.4%. Test A - At the mid-year Discovery Education assessment all scores were above 50% or higher in proficiency with the exception or Problem Solving at 44.1%. The scores were as followed: 87.2 - Geometry; 82.4& - Data/Probability; 72.6% - Measurement; 64.5% - Number Sense; and Algebra - 57.2%. Test B - In the final assessment and the proficiency scale score increasing all six domain scores were 50% or higher. Also, emphasis was placed on improving math scores by the administration. In-services and focus collaboration meetings concentrated on Math. As a result Page 4
math proficiency improved in all domains. The results were as followed: 79.5% - Measurement; 70.2% Algebra; 66.5% Geometry; 66.1% Number sense; 64.4% Data/Probability; and 51% Problem Solving. Discovery Education Reading 2012-13 Reading For 2012-13 academic school year the new Discovery Education assessment was aligned to the new Common Core Curriculum. It assessed 5 areas: literature, information, foundations, language, and listening/speaking. Test A On test all domains were above 50% proficiency rate except literature was 45.9% proficient. The strongest domain was Foundations with 93.5% kindergarten students proficient. Literature was 71.8% proficient; information was 59.8% proficient, and 55.6% proficient for language. Test B Anderson had fully implemented intervention for Kindergarten and there was a 60% or higher in all five domains. The proficiency rates were as followed: 87.2% - Foundations; 79.9% - Language; 76.6% - Information; 76.55 - Speak/Listen; and 63.6 Literature. Test C In the final assessment as proficiency scale score increased, Anderson students made significant gains. The overall proficiency rate for was 69% or higher in all five domains. Final results were: 87.9% proficient in Foundations; 94.7% in Language; 87% - Speak/Listening; 72.8 - Literature; and 69.9 - Information. Discovery Education Math 2012-13 Math During this academic year Anderson Staff was working with fully implanted Common Core curriculum. The new test incorporated 5 domains: Operations, Base Ten, Measurement and Data, Geometry, and Counting. Test A The initial Discovery test newly aligned to CC should areas of strengths were: Geometry 85% proficiency; Counting 68% proficiency; and Measurement/Data was 55.2% proficient. The Operations domain (45.9%) and Base Ten Domain (32.4%) needed to improve. Test B With the full implementation of CC and PD/focus Collaboration emphasizing Math, all five math domains improved. All scores were at 55% or higher proficiency rate. Results were as followed: Geometry 86.4%; Counting 63.7%; 62.8% Operations; 61.2% Base Ten; and Measurement-Data at 59.1%. Test C Even though proficiency scales increased all five domains were 60% or higher proficient. CC curriculum places emphasis of counting as a result the Counting domain was 93.9% proficient. The other four domains also had significant growth and the results are: Geometry - 86.3%; Base 10-82.5%; Measurement/Data - 75%; and Operations - 61.5%. Discovery Education Reading 2013-14 The Discovery Education Reading/Language Arts assesses five domains that are aligned to Common Core. The domains are Literature, Information, Foundations, Language, and Speaking/Listening. Test A In the initial assessment all five domains had 50% or higher proficiency rate. The results were as followed: Foundations - 80%, Speaking/Listening -77.6%, Literature - 62.7%, Information - 62%, and Language - 56.3%. Test B At the mid-point of the academic year all five domains continued to have high proficiency rate over 60%. The domain results were as followed: Language - 87.1%, Foundations - 80.5%, Speaking/Listening -78.9%, Information-62.6%, and Literature 62.3%. Test C On the final reading assessment all five domains had increased above a 65% or higher proficiency rate. The strongest domains were Language-93.4% and Foundations-91.3%. The remaining three domains were collectively strong: Literature-79.6%, Speaking/Listening- 66.7%, and Information-66.0%. These score are remarkable considering the proficiency scale score increased with each assessment. Discovery Education Math 2013-14 Math Page 5
The five Common Core Discovery Education math domains are Base Ten, Operations, Measurement and Data, Geometry, and Counting. Test A With support of Anderson Pre-School program 3 domains were strong and had a significant initial proficiency rate. The scores were 94.2% proficient in Geometry; 77.5% proficient in Counting; and 61.7% in Measurement/Data. The proficiency rate for Operations and Base Ten were significantly lower than 50%: Operations at 27.1% and Base Ten at 32.1%. Test B At mid-year all five domains were 65% or higher in proficiency. These results were: Geometry - 93.4%; Measurement/Data - 75.1%; Base Ten - 69.7%; Counting - 68.1%; and Operations - 67.6%. Test C In the final Discovery Test for the academic year scores improved with all scores had a 70% or higher proficiency rate. The overall growth for the five domains were as followed: Counting 88.4% proficiency; Measurement/Data - 78% proficiency; Geometry - 76.8% proficient; Operation - 74.3%; and Base 10-72.2% proficient. At AECC, there is a constant striving to maintain and increase scores across the board. Our AMOs (Annual Measurable Objectives are a level of expectation in the areas of ELA and math. In addition, we are always striving to close all of our gaps between subgroups. Page 6
Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. None at this time. Page 7