MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01CACC21.6E03F2A0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01CACC21.6E03F2A0 Content-Location: file:///C:/E315DE0C/official2009SIP.html.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Tennessee School Improvement Plan

 

 

 

Tennessee School= Improvement
Planning Process (TSIPP)

 

SIP Templates

 

 

 

 

 

 

 

 

 

 

 

 

<= ![endif]>

 

Tennessee Department of Education

Commissioner Lana C. Seivers

 

August, 2009

 

Tennessee School Improvement Planning Process=

(TSIPP)

Assurances

with Signat= ure of Principal

 

 

 

 

I certify that _______________________________________________________ School has utilized=  the data and other requirements requested for each component.  The sc= hool 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 satisf= ied to the best of my knowledge.

 

 

 

 

________________= __________________________        &= nbsp;           &nbs= p;   ______________________

Signature of Pri= ncipal        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  Date Signed

 

 

 

&nb= sp;

Component 1a - School Profile and Collaborative Process<= o:p>

 

TEMPLATE 1.1: SIP Leadership Team Composition=

In the School Improvement process, six committees exist: a leadership team and five subcommittees.  Establish a subcommittee for each = of the five components of the plan.  = The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group= and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools,= be sure to represent faculty from both the academic and the technical paths.

 

The Leadership Team provides guidance for the entire process.  When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of t= his team.

 

 

TEMPLATE 1.1: SIP Leadership Team Composition<= /span>

(Rubric Indicator 1.1)<= /span>

 

SIP Leadership Team Member Name

Leader-

ship Chair? (Y/N)

Position<= /span>

Name of Subcommittee= (s) (when applicable)

Anita Christian

Yes

Principal

 

Cheryl Ellison

 

Assistant Principal

 

Marsha McGuire

 

7th grade reading teacher

 

Mitzi Smith

 

6th/7th grade science teacher<= /p>

 

Julie Harrison

 

Family Resource Coordinator

 

Pat Short

 

6th grade teacher

 

Karen Young

 

Pre-K-4th Counselor

 

Gina Ferrell

 

Reading Coach

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Component 1a - School Profile and Collaborative Process<= o:p>

 

TEMPLATE 1.2: Subcommittee Formation = and Operation

Subcommittees should represent various grade levels within the school and relevant stakeholders.  It is desirable= to include stakeholders on subcommittees when possible.  Stakeholders should be strategical= ly assigned to appropriate committees based on strength, skills and knowledge.    

 

If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees.  Subcommittees have the responsibil= ity to monitor the development and implementation, as appropriate, of the respecti= ve component so that the subcommittee chair can communicate the progress to the SIP Leadership Team. 

 

In completing the temp= lates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group.  Indicate which member serves as the subcommittee chair.

 

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file. 

 

TEMPLATE 1.2: Subcommittee Formation and Operation<= /span>

(Rubric Indicator 1.2)

 

Subcommittee for COMPONENT 1 School Profile and Collaborat= ive Process<= /o:p>

Member Name

Position<= /span>

Chair

Pat Short

6th grade teache= r

Yes

Karen Young

Pre-K-4rd Counse= lor

Co-Chair

Anita Christian

Principal

Co-Chair

Darlene West

6th and 7th= grade teacher

 

Stephanie Smith

1st grade teache= r

 

Raye Malone

3rd grade teache= r

 

Karen McDonald

2nd grade teache= r

 

 

 

 

 

 

 

(tab in last cell to create a new row as needed)

 

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.

 YES

 NO

 

 

Subcommittee= 1 Chair Signature

 

 

Subcommittee for COMPONENT 2  Beliefs, = Mission and Vision

Member Name

Position<= /span>

Chair

Marsha M. McGuire<= /h3>

Teacher

X

Pat Graham

Teacher

 

Linda Highers

Teacher

 

Barbara Huffman

Teacher

 

Faye Jewell

Teacher

 

Sarah Koby

Teacher

 

Rachel Presley

Teacher

 

Patti Smith

Teacher

 

Dana Putnam

Parent

 

 

 

 

(tab in last cell to create a new row as needed)

 

 

 

Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file.

<= span style=3D'mso-bookmark:Check64'>=  YES

 NO

 

 

Subcommittee= 2 Chair Signature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Subcommittee for COMPONENT 3      Cu= rricular, Instructional, Assessment, and Organizational Effectiveness

Member Name

Position<= /span>

Chair

Mitzi Smith

6th and 7th= grade Science teacher

Yes

Gina Ferrell

Reading Coach

 

Lisa Crossland

4th grade teache= r

 

Christina Roman

5th grade teache= r

 

Vickie See

7th and 8th= grade Science teacher

 

LaConda Dodd

6th grade Readin= g/English teacher

 

Debbie Willard

Math teacher

 

Shannon Queen

7th and 8th= grade Social Studies teacher

 

Mary Beth Buchanan=

Reading & Math Speciali= st

 

(tab in last cell to create a new row as needed)

 

Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file.

 YES

 NO

 

 

Subcommittee= 3 Chair Signature

 

 

Subcommittee for COMPONENT 4 Action Plan Development

Member Name

Position<= /span>

Chair

Julie Harrison

Family Resource Coordinator=

Yes

Kristina Roque

4th grade teache= r

 

Megan Dillon

7th  & 8th grade teach= er

 

Rachel Artley

Librarian

 

Mindy Byrd

Kindergarten teacher

 

Martha Waggoner

2nd grade teache= r

 

Cara Harris

4-8 Art teacher

 

Linda Highers

2nd grade teache= r

 

Jennifer Carter

Pre-K teacher

 

(tab in last cell to create a new row as needed)

 

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.

 YES

 NO

&nbs= p;

&nbs= p;

Subcommittee= 4 Chair Signature

 

 

 

Subcommittee for COMPONENT 5  The School Improvement Plan and Process Evaluation

Member Name

Position<= /span>

Chair

Anita Christian

Principal

Yes

Cheryl Ellison

Assistant Principal

 

Stephanie Bess

8th grade English teacher

 

Marsha McGuire

7th grade Reading

 

Mitzi Smith

6th and 7th= grade Science teacher

 

Julie Harrison

Family Resource Coordinator=

 

Pat Short

6

th grade teacher=

 

Karen Young

Pre-K-4th Guidan= ce Counselor

 

 

 

 

(tab in last cell to create a new row as needed)

 

Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file.

 YES

 NO

&nbs= p;

Subcommittee= 5 Chair Signature

Component 1a - School Profile and Collaborative Process<= o:p>

 

TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

 

TEMPLATE= 1.3.1: Data Sources (Including surveys)

Use surveys to capture perceptual data. Administ= er some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors: <= /o:p>

  • Mobility of student families
  • Grade span served (if you serve only three grades, you could h= ave a complete turnover of parents every three years)
  • Change in leadership
  • Change in organizational practice.

 

A school will rarely have each of the surveys li= sted here, but at least one survey should be administered and evaluated.  Common survey types include: Title= I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE).

 

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)<= /span>

 

Data Source

Relevant Findings

Teacher Surveys

Teachers were survey on school environment.

Parent Surveys

Parents were surveyed on race, ethnicity, income, level of education and their feelings about the learning environment of Watertown Elementary.

Students Surveys

Students were surveyed on the safety level, academic environment, and their attitu= de towards school.

State report Cards

Statistically data was taken from state report card.

Wilson County Chamber of Commerce=

Information was obtained regarding the size, income and general demographics of the community.

 

 

 

 

 

 

 

 

 

 

 

 

 

TEMPLATE 1.3.2: Narrat= ive and Analysis of Relevant School and Community Data

Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, hono= rs classes, unique programs, parental support, school-business partnerships, m= ajor employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted = your school.. 

 

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)<= /span>

 

Narrative and analysis of relevant school and commun= ity factors:

 

*School Characteristics

 

Historic= al Background

        Watertown Elementary School is located in a rural area of eastern Wilson County, Tennessee.  It was named after the community= of Watertown, the m= unicipal where the school is located.  The school’s history dates back to 1909, when the two communities of Watertown and Cherry Valley joined together and bui= lt a school at the present site of what is now Watertown High Sc= hool. The school officially opened in 1911 with 325 pupils in primary through h= igh school.  A special school di= strict was created in 1921, which separated Watertown from the rest of the Wilson County School System.  In the late 1970s, once again, t= he Watertown Special School di= strict merged with the Wilson County Schools system.

        The present Wate= rtown Elementary School building was established in 1959.  Originally, it was an African American elementary school, but it w= as later integrated.  In the seventies, it housed the 6th, 7th and 8th grades.  The elementary scho= ol, K through fifth grades, was located on the same campus as the high school.<= span style=3D'mso-spacerun:yes'>   In 1981, K through eighth = grade was combined at the present location when the old elementary school on the hi= gh school campus was torn down.  A new part had to be added to the elementary school building to house these grades. Then in 1983, the seventh and eighth grades were moved back to the high school and the elementary school building housed only K through sixth grades.  Due to overcrowded conditions, a separate building was added in 1995 to house only the fifth= and sixth grades.  Growth contin= ued in the Watertown community and as a result the new pre-K through third grade building was opened in the Fall of 2007.  At that time, the seventh and eighth grades were moved from the high school = to the elementary school.  The = sixth, seventh, and eighth grades now comprise the middle school which is locate= d in the original elementary school building. The fourth and fifth grades are located in the annex.

 

 Facilities

   &= nbsp;  There are three buil= dings on the Watertown Elementary School campus.  The Pre-K through t= hird grades is in the new main building.  The annex contains the fourth and the fifth grades. The old elemen= tary school now known as the 4-8 building contains the sixth through eighth grades.  There are two cafet= erias on this campus.  The food is prepared in the 4-8 building and transported to the new building. There is one gym in the 4-8 building and a multi-use area in the new building which serves as the eating area for the pre-K through third grade students and = for PE classes.

 =

Environm= ental and Safety Conditions

       Watertown has a= safe learning environment.  Thirt= y-two cameras have been installed throughout the three buildings.  These cameras are monitored on t= he computers in the principal’s and assistant principal’s office= s as well at the secretaries’ desks in the pre-K building and the 4-8 building.  Outside doors on = the front of the buildings are locked during the day.  Visitors coming into the buildin= gs must enter through the main entrance by the offices. They must sign in and receive a visitor’s badge to wear while in the buildings.  There is no burglar alarm, but t= he local police patrol the school grounds regularly. There is an SRO officer available at this school that is shared with the high school.  

 

Grade Distribution

       Watertown Elementary School serves grades pre-kindergarten through eighth.

 

Length o= f the School Year

        Wilson County teachers are paid for a 2= 00 day school year.  Of these days,= 180 are instructional, five are administrative, five are in-service, and ten = are paid vacation days.  Student= s are required to attend 180 days a year.

 

Length o= f the School Day    

       &nbs= p; The teacher’s workday officially begins fifteen minutes befo= re the scheduled day and ends fifteen minutes after it.  The school hours are 7:35a.m. - = 2:50p.m.   Pre-k through third grade = teachers are given a fifty minute planning time.&= nbsp; Fourth and fifth grade teachers are given a fifty minute planning time.  The middle grade teac= hers are given a ninety minute planning time. All teachers are given a duty fr= ee lunch.

 

Operatin= g Budget Distribution Equity

        For the school year 2006-2007, Watertown Element= ary School was allocated

$23,028.50 from the county to operate the school.  These funds were distributed bet= ween the copier $6,996.00, phones $2,098.80, office supplies $2,127.95, library $3,498.00, P.E., Art, Music $4,081.00, planning books $1,749.00, and equipment $2,477.75.

       Fo= r the school year 2007-2008, = Watertown Elementary School= was allocated $33,787.50 from the county to operate the school.  These funds were distributed bet= ween the copier $ 9,540.00, phones $2,862.00, office supplies $2,901.75, libra= ry $4,770.00, P.E., Art, Music $5,565.00, planning book $4,770.00, and equip= ment $3,378.75.

      All teac= hers receive $200.00 each fall from BEP funds from the state for their classro= om.  They also receive money from the county for children who are on fee-waiver on an as needed basis.  The amounts vary from year to ye= ar.  All other funds that are used to operate this school are raised through school fund raisers.

 

Pre-pupi= l Expenditures 

        In the 2005-2006 school year, the= per pupil expenditure per ADA for the system was $6,124.00, while the state was $7,469.00.  This indicates a discrepancy of $1,345.00 between the system and the state.

       In= the 2006-2007 school year, the per pupil expenditure per ADA for the system was

$6,503.00, while the state was $7,794.00.  This indicates a discrepancy of $1,291.00 between the system and state.

 

Administ= ration, Faculty, and Staff Demographics (race, gender, and ethnicity)<= /u>

   &= nbsp; There are sixty-five teachers.&nb= sp; There are four male teachers.&nbs= p; Three are Caucasian and one is black.  There are sixty-one female teach= ers who are Caucasian.  There ar= e two administrators who are also Caucasian females.  There are two secretaries, one a= ttendance secretary, one bookkeeper, ten cafeteria workers, five educational assistants, four Title I educational assistants, two special education educational assistants, two pre-K aides, one head start aide,  one CDC aide, one nurse, two lib= rary aides and two computer aides.  These are all Caucasian and female.   There are seven custodians. There are four females and three males, one male being black and the remaining six being Caucasian.

 =

Years of Experience of Faculty and Administration

 

   &= nbsp; Faculty               &nbs= p;            &= nbsp;      Administration

25   = ;  1-   5 years

  9     6 -10 years

12    11-15 years

  7    16-20 years 

  7    21-25 years       &nbs= p;            &= nbsp;  1        21-25 years

  5    26 + years       &nbs= p;            &= nbsp;    1        26+    year= s

 =

Percenta= ge of Faculty and Staff who Hold Advanced Degrees

 

       &nbs= p; Faculty

65       &nbs= p; Bachelors       &nbs= p;            100%

27       &nbs= p; Masters       &nbs= p;            &= nbsp;    42%

 5       &nbs= p;  EDS        &nbs= p;            &= nbsp;          8%<= /p>

 0       &nbs= p;  Doctorate       &nbs= p;            &= nbsp;   0%

 

       &nbs= p; Administration

2       &nbs= p;  Bachelors       &nbs= p;            &= nbsp; 100%

2       &nbs= p;  Masters       &nbs= p;            &= nbsp;    100%

2       &nbs= p;  EDS       &nbs= p;            &= nbsp;         100%

 

 

       St= aff

 39       High School       &nb= sp;           95%

  1        Eleventh              &nbs= p;            <= /span>2%

  2        Jr. College       &nbs= p;            &= nbsp;   5%

  2        Bachelors     =             &nb= sp;       5%

 

 

 =

 =

 =

 

Number a= nd Percentage of Highly Qualified

     All sixty-five teache= rs at Watertown Elementary School are Highly Qualified.

 

Enrollme= nt

   &= nbsp; During the 2005-2006 school year, the school’s enrollment increased to 570 which was a 5% increase over 2004-2005.  During the school year 2006-2007= , the school’s enrollment was 654 which was approximately a 12% increase = over 2005-2006.   

      During t= he 2007-2008 school year based on current information, the school’s enrollment is 850 which is approximately a 23% increase.  This increase is due to the seve= nth and eighth students moving from the high school and to the new students moving into the community.

 

Curricul= um Offerings

   The curriculum at Watertown= Elementary School= is the standard curriculum.  In addition to regular classes at Watertown Elementary School, music, art, P.E. and library classes are offered to each child at least o= ne day a week to enrich their learning in the pre-K through third grade building.  The fourth and fi= fth grades have music, chorus, art, P.E., and computer lab at least one day a week.  The middle grades have music, band, art, P.E., computer lab, and drama that are built into their class rotation.  Speech/Lang= uage Therapy classes and ESL classes are also offered to students who need the= se services. 

    = Watertown Elementary School is a school-wi= de Title 1 school.  Title I is a federally funded program which enables WTES to offer smaller classes, additional teachers and assistants, additional training for school and st= aff, extra time for instruction, and a variety of teaching methods and materials.  WTES has three certified Title I teachers and four Title I educational assistants.  Title I teachers and educational assistants serve students through pull out programs, small group instruct= ion, in-class delivery, individual tutoring, and after school tutoring.  In addition, Title I provides workshops for families to enable them to help their children be more successful in school.

    = Watertown Elementa= ry School is one of four schools in = Wilson County that has a CDC (Comprehensive Development Class) classroom.  At the present time, there is one certified teacher and one educational assistant serving eight children in this classroom. These eight students are between the ages 5-9.  Together these children have mul= tiple disabilities but the main ones are functionally delayed, developmentally = delayed, and mentally retarded.

       &nbs= p;      

Unique P= rograms

   &= nbsp; Academy of Reading is an individual literacy intervention program that is designed to help struggl= ing students realize fast, permanent gains in core reading skills.  It is designed to complement the existing reading curriculum.  The program assists reading-delayed or at-risk readers, dyslexic students, ES= L, and special education students.

The premise of Academy of Reading is to = teach the sound, and patterns of sounds and letters so that students can learn = to “break the code” of written words.  The Academy of Readin= g program is used at Watertown Elementary with all enrolled students in gra= des K-3.  The students are asses= sed twice a year at the beginning and end of the school year.

    = Watertown Elementary has two Pre-K classrooms. Approximately 34 students are being served in the 2007-2008 school year. The program was started in the 2006-= 2007 school year with one class. Students who complete the program receive a readiness and a stronger foundation on which to build a lasting education= al experience.

    = Watertown Elementary has served as a site school for the graduate program through <= st1:place w:st=3D"on">Tennessee Tech University.  Teachers working on their Masters’ and Specialist in Education degrees can attend classes on = our campus.  These classes are c= onducted at least two nights per semester and throughout the summer.  Teachers can receive their gradu= ate degree in five semesters.  <= /p>

    Young Authors Conference is held each spring at Cumberland Univer= sity. The opportunity to participate in this conference each year is offered to= all students in grades first through sixth.&= nbsp; Students are asked to write and illustrate their own book.  The students’ books are ju= dged by a committee at our school.  The evaluation is based on a rubric provided by Cumberland Univer= sity.  A select number are invited to a= ttend the conference and present their work to a group of their peers in a small group setting.  At the confe= rence, the students have the opportunity to hear and meet a noted author.  Workshops are available for the = parents to learn strategies that they can use to help their child improve their writing skills.  Watertown has always had a high level= of participation at the conference.  This has been a very successful program at = Watertown Element= ary School.&nb= sp; A Young Authors Spotlight Night is held at the school level.  All students in grades 1-8 have = the opportunity to participate.  Parents and teachers serve as facilitators for all students who at= tend to present their book in small group settings.  A noted author opens the night w= ith a keynote address to parents and students.=   In 2006-2007, 20 students participated in Young Authors Conference= at Cumberland Univers= ity while 57 students participated in the Young Authors Spotlight held at Watertown Elementary School.  In 2007-2008, students participa= ted in the Young Authors Conference at Cumberland University while 87 students participated in the Young Authors Spotlight held at Watertown Element= ary School.

   &= nbsp; Junior Achievement of Middle Tennessee offers two unique programs = for the students at Waterto= wn Elementary School= .  One is the “Our NationR= 21; program and the other is “JA Biz Town” formerly “Exchange City”.   The “Our Nation̶= 1; program involves members of the business community.  These people are invited into the school to teach five pre-determined lessons on economics related to the f= ifth grade standards.  These less= ons involve advertising, supply and demand, and methods of production.  They are taught using hands on activities. These lessons are taught for five consecutive weeks and the meetings are pre-arranged with the teacher.   “JA Biz Town” = is a program that is offered only to fifth grade students.  A curriculum is provided to the classroom teacher based on the fifth grade standards.  Lessons are taught in the classr= oom involving government, banking, the electoral process, law enforcement, the post off= ice, the broadcast industry, the medical profession, technology, the fast food industry, and the newspaper.  Students apply for jobs in these areas.  They are taught the skills invol= ved in running a business.  They el= ect their own mayor and judge.  = They learn check writing and banking skills. They are trained in their classro= oms.  At the end of the unit, the stud= ents go to “JA Biz Town” in Nashville, Tennessee for one day.  The students apply the skills th= ey have learned by running fourteen different businesses in a real world set= ting with the help of a parent volunteer.

      Watertown Elementary collaborates with Watertown High School Math Club.  Our top math students participat= e in “Pi Day” math competition for first through sixth grade.

      Tutoring= is available in the afternoons after school by certified teachers.  At this time, there are two teac= hers working with students in the third grade.  There is one administrator that = is tutoring in the 4-8 building.

    =  Watertown Elementary is one of fo= ur Title 1 schools in the county that is assisted by a reading coach.   The duties of a reading co= ach include providing staff development training and assistance for Title 1 teachers/Title 1 paraprofessionals and classroom teachers/educational assistants.   The readi= ng coach meets on a regular basis with the classroom and/or Title 1 teachers/paraprofessionals to ensure that students are receiving a progra= m of instruction that meets their needs.  The reading coach conducts the student assessment process and plan= ning as well as attends conferences/staff development training for professional growth and follows up by sharing ideas with Watertown staff.  Other duties include gathering i= deas and research relating to the best practices in teaching, reading, language arts, math and writing which is shared and distributed to the teachers and staff.  The reading coach al= so helps with the assessment of the students’ needs and in the evaluat= ion of the Title 1 project.

   &= nbsp; The physical education department at Watertown Element= ary School has several unique programs at the present time.  In the pre-K through third grade building, one program is the SMART program.  This is a reading readiness curr= iculum that allows the students to use their gross motor skills along with fine motor skills.  Students will twist, spin, roll, crawl, and jump while saying letters, shapes, and soun= ds.   This program is being used= this year with pre-K, K, and first grade.&nbs= p; It has proven to help the students to improve on the basics necess= ary for successfully learning to read.  The second program that is unique for Watertown is the county-wide cup stac= king unit.  This unit is designed= to help students work on hand-eye coordination, focusing, and sequencing.  These are skills necessary to ma= ster academic subjects.  All first through fifth grade students participate in this unit.  The third program is a health un= it that is being sponsored by the Modern Woodmen of America for all students (K-3).  This involves learni= ng about staying active, learning about the heart, and eating healthy.  The fourth program is The Walking Works for schools which is sponsored by Blue Cross for grades K-5. The program incorporates math, science, vocabulary, and social studies in all= PE classes.  At this time, the = PE teachers at the 4-8 building are training for a program called Take 10 wh= ich is specifically for 4-5 grades.

      4-H serv= es fourth through sixth grades.  The students meet once each month.  Programs center around three areas:  leadership, citizens= hip, and life skills.

    DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a te= st that measures the five elements of reading: phonics, phonemic awareness, fluency, comprehension, and vocabulary.&= nbsp; DIBELS is a set of standardized, individually administered measure= s of early literacy development.  They are designed to be short (one minute) fluency measures that are used to regularly monitor the development of pre-reading and early reading skills= .  It is a research-based test that= is supposed to be an indicator of student success.

    =  Watert= own Elementary School has taken advantage of the opportunity to participate in the Think Link learning program offered through Vanderbilt University.  The Think Link Predictive Assess= ment Series (P.A.S. S.) utilizes a unique scientific approach that matches diagnostic assessments to each state’s high-stakes test.  It predicts student proficiency, mastery, and AYP performance so teachers can see student NCLB results bef= ore they take the actual test.  Students take up to three pre-configured tests during the year and results are available to the teacher.&nb= sp; Watertown uses the predictive assessments for Reading, Language Arts, and Math.

      The Ambassadors Program is a program for children in the first through sixth grades.  The children are ch= osen by the teacher and the guidance counselor.  Each classroom has at least two Ambassadors, one female and one male.&nb= sp; Those chosen are children who are in need of extra attention due to being at risk of failure in school, having attendance issues and or are lacking basic necessities due to their socio-economic status.  Their main responsibility would = be to welcome a new student in their classroom, and offering to eat with them at lunch.  They are also requir= ed to attend meetings periodically.  These meetings will consist of topics such as “Attendance”, “Being a Role Model”, “Treati= ng Others with Respect”, “Characteristics of a Leader”, etc.  In appreciation all am= bassadors are given a $5.00 gift certificate for the school Book Fair.

 <= /span>

 Clubs

   &= nbsp; Watertown Elementary offers a variety of extra curricular clubs for students to participate in each month. They may choose from the school newspaper, “The Purple Press”, which is the first middle scho= ol newspaper in Wilson County, the school drum-line which teaches drum rhythm and marching or they may participate = in the schools yearbook. Students who are more academically inclined may participate in the Math club, the Geography Club, the Newberry Club or the National Honor Society. Students may also choose to join the Technology c= lub to learn advanced computer skills or the Fellowship of Christian Athletes, which empowers students to reach their full potential. For the artistical= ly inclined students, we offer the Knitting Club and Art Club, where students take a variety of raw materials and create a portfolio of student work.

      Student Council consists of leaders within our school whose main goal is to serve= our entire student body and speak on their behalf about things they would lik= e to see around school. They are committed to community service and helping fe= llow clubs and groups at school. 

      Making M= iddle Grades Work is a program in the 6-8 grades.  The goal of this program is to r= aise the academic achievement of all middle grades to the Basic level with increasing percentages of middle grades students performing at the Profic= ient level as defined and measured by the National Assessment of Educational Progress.

   &= nbsp; Students in the 6-8 are on the A/B Block schedule.  Students attend four, ninety min= ute classes each day.  In additi= on to the core subjects, classes are offered in yearbook, newspaper, communications, PE, art, band, chorus, math lab, reading lab, and drama.<= /p>

      Three Forks Mar= ket was set up in the 4-8 building by Bill Shults who owns our local grocery store.  It serves as a books= tore for grade 4-8 and a Math lab for students in grades 1-8.  The lab is equipped with supplie= s that can be used to teach Math skills using a retail setting.

   &= nbsp; Watertown Elementary has a Reading Lab containing 29 computers. Teachers sign up and take their classes to use the lab for a variety of purposes. Students can work on many of the school purchased programs, suc= h as Study <= st1:PlaceType w:st=3D"on">Island, take the PASS test or wo= rk on core related subjects such as researching a paper for Social Studies.

 

Honors C= lasses

       SE= EK is a pullout enrichment program for the high-ability students.  WTES has two SEEK teachers.  The third through fifth grade SE= EK classes meet on Wednesday by grade level for ninety minutes.  Currently there are 23 students = in the third, fourth, and fifth grades enrolled in the SEEK program. The sixth through eighth grade SEEK classes meet on Thursday.  Currently there are twenty-two students in the sixth, seventh, and eighth grades enrolled in the SEEK program.

 

Parental= Support (PALS)

     PALS is a support group for Watertown Elementary School.  PALS stands for Parents as Leade= rs at School.  PALS has many membe= rs who are parents of children at our school and teachers at our school. However= , we also have members who are simply members of our community and want to help our school.  PALS meet once a month to discuss ways in which parents, community leaders, and other stakeholders can support teachers and students at Watertown Elementary.  PALS’ members are divided = into committees, each focusing on a different area to support.  PALS conduct fundraisers through= out the year and these funds are funneled into teachers’ classrooms or = other programs or areas of need.  = The teachers and the students are fortunate to have such an active teacher/parent/community organization at Watertown Elementary.

   &= nbsp; Watertown Elementary School houses its own Family Resource Center (FRC).  The FRC serves families, teacher= s, and the Watertown community.  It provides mate= rials that are available for checkout by families to use at home and for teache= rs to use in their classrooms.  There are a wide range of materials available: books on tape, tape players, com= puter software, and learning games.   In addition, the FRC provides family workshops both at school and = in the community on various topics throughout the school year.  Such topics have included Saxon Phonics, reading and math strategies, testing tips, and family reading nights.  In addition, the FRC coordinator provides staff development for the teachers in our school as needed. The FRC has an advisory council made up of teachers, administrato= rs, parents, and community leaders which meets four times per year to discuss needs and to give direction.  The FRC coordinator promotes and oversees programs such as 25 Nights of Readi= ng, Backpack for Kids Program, Dental Transport Program, Wilson Books from Bi= rth, and the volunteer tutors.  A= ll of these programs are described below.  

   &= nbsp; 25 Nights of Reading is a program designed to encourage families to read together at home.  All children in the school are provided with a reading log.  Each night they read with their = family and they are to log in the date on the reading log.  When the log is full (25 slots),= the child returns it to school and is rewarded with a free book.  The child is given another readi= ng log, and the program continues throughout the year.  Not only do families read togeth= er, but they also develop a library of quality children’s books in their home through the program.

   &= nbsp; Backpack for Kids Program is sponsored by Second Harvest Food Bank.  This program provides= 77 children with food items each Friday to ensure that they have nutritional food items at home over the weekend.&nbs= p; Studies show that children who participate in this program.

    = Watertown Elementary School participates i= n the Dental Transport Program.  T= his program is funded by a state grant.  This program is open to all students on free/reduced lunch.  Children who participate in this program are transported to the Wilson County Health Department for dental cleanings and exams.  If additional treatment is needed, they are transported back for that as well.  Approximately 78 stud= ents in K-3 are participating.  O= nce their treatment is complete the program will be opened to 4-8 grades.

    Wilson Books from Birth is a program in conjunction with Dolly Parton’s Imagination Library.  This program provides one free book through the mail each month to children under the age of five.  The only requirement for participation is that the family live in = Wilson County and that the child has not reached his fifth birthday.

   &= nbsp; The FRC coordinates the volunteer tutor program at Watertown Elementary.  Parent or commu= nity volunteers are sent to teachers’ classrooms who have requested this service.  The tutors are pai= red with an individual or a small group of students to work on their individu= al needs.

 

 

Drug, al= cohol, or tobacco incidents or arrest

      No drug, alcohol or tobacco incidents were reported on the 2005-2006 or 2006-2007 conduct reports. There were two students involved in a tobacco incident in the 2007-2008 school year.

 

School/B= usiness Partnerships

   &= nbsp; Wilson Bank and Trust offers banking for the students every month.  Students open accoun= ts and deposit money.  Wilson Bank = has representatives that come to fifth grade classes and teach the “Our Nation” program which is sponsored by Junior Achievement.

 

Grants

    Watertown Elementary received a $5,000 grant from Lowe’s to develop a “Reading Racetrack” on the playground.  This area consists of two jeep climbers, woodchip mulch, trash cans, reading materials for families to enjoy, and sign dedicating the area to former principal, Pat Nelson.  Community organizations such as Lowe’s, Leadership Wilson, and PALS were involved in preparing the ground for the installation of the playground.   

   &= nbsp; In the summer of 2007, fifth grade applied for a $1000 field trip grant through Target Stores Corporation.=   Fifth grade was chosen out of 1600 schools.  The students went to a play at <= st1:place w:st=3D"on">Nashville’s Children Theater to see the play The Most Valuable Player about Jackie Robinson.  The funds covered= the buses, tickets, and supplies to teach additional lessons on Jackie Robins= on and other civil rights leaders. &nb= sp; The students ended the experience by writing thank you business letters to the Target Stores Corporation.

    = Watertown receiv= ed $5,000 from Nickelodeon in their “Let’s Just Play Giveaway”.  One of our= first grade student’s names was drawn so our school won this money to be = used on playground equipment, health programs, PE equipment, etc.     

   &= nbsp; Watertown Elementary School received a grant from the Wilson Chamber of Commerce to purchase material= s to start the newspaper.  $498.9= 8 was received to purchase the In-Dream program and a printer.

 

Staff Involvement in School/System Leadership Activities

      The Director’s Advisory Council meets with teachers from all the school= s in the county once a month.  Th= ese teachers are chosen from each school. Questions and concern are submitted= to the director by e-mail.  At = the meetings, these questions and concerns are discussed in an open forum.  The information that is gathered= at these meetings is brought back to the school and shared with fellow teach= ers and staff. 

   &= nbsp; The Faculty Advisory Committee is composed of faculty and administrators who meet on a quarterly basis to address leadership decisi= ons and any concerns faculty members have. There is one committee member representing each of the three buildings on campus.

 

Highly Q= ualified Paraprofessionals
      All the paraprofessionals at Watertown Elementary School= are highly qualified.  They were= given a test and had to pass in order to be classed as a paraprofessional.

 

 

 

 

Trained = and Qualified Mentors

       Watertown has t= hree qualified state trained mentors.  These are experienced teachers who offer support and encouragement= to new teachers.  They are avai= lable to discuss academics, discipline, and any other issues that cause concern= s.

 

*StudentsR= 17; Demographic Data:

&nbs= p;

Enrollment, Gender, and Ethnic Compositions

   &= nbsp; Watertown Elementary School consists of students from Pre-K to Eighth Grade.   The enrollment for the 2005-2006 school year was 589 students.  The gender breakdown consisted of appropriately 319 males and 270 females.=   The ethnic breakdowns for the 2005-2006 school year was 93.0% of t= he students were Caucasian with a total of 548 students, 3.2% of the students were African American with a total of 19 students, 2.4% of the students w= ere Hispanic with a total of 14 students, 0.5% of the students were Native American with a total of 3 students, and 0.7% of the students were Pacific Islander with a total of 5 students.

       The enrollment for the 2006-2007 school year was 606 students.  The gender breakdown consisted o= f 329 males and 277 females.  The = ethnic breakdown for 2006-2007 was 93.9% of the students were Caucasian with a t= otal of 569 students, 2.6% of the students were African American with a total = of 16 students, 2.1% Hispanic with a total of 13 students, 0.7% Asian/Pacific Islander with a total of 4 students, and 0.7% Native American/Alaskan wit= h a total of 4 students.

      Based on current information for the school year 2007-2008, the enrollment is 850 students.   The gender breakdown consists of 449 males and 441 females.  The ethnic breakdown is 93.8% Caucasian with a total of 798 students,   2.1% African American with= a total of 18 students, 2.4% Hispanic with a total of 21 students, 1% Asian/Pacific with a total of 3 students, 1% Native American/Alaskan with= a total of 6 students.  The ge= nder breakdown consistently indicates that there are more males than females.<= span style=3D'mso-spacerun:yes'>  The ethnic breakdown shows that = the school population is predominantly Caucasian with a few African Americans, Hispanics, Native Americans, and Pacific Islanders.  

 

English Proficiency

   &= nbsp; The language that is spoken predominantly at Watertown Elementary = is English.  Our records indica= te that in the 2005-2006 school year, there were six students registered as = ESL students by the state.  In 2006-2007 there were four students.  Currently in 2007-2008 there are six students that are being served through the ELL program.

Free and Reduced Lunch Program

   &= nbsp; The number of students who are on free and reduced breakfast and l= unch program changes each year.  = In the 2005-06 school year, the free and reduced program served 52.7% of the school’s population.  = In the 2006-07, it decreased to 51.7%. Based on current information in the 2007-= 08 school year, the free and reduced program has decreased to 49%-50% of the school population.   Th= ese percentages indicate that there is a slight improvement in the economic welfare of the parents.

 

 

 

Discipli= ne

   &= nbsp; Watertown Elementary School follows the Wilson County Schools Code of Conduct.  The Wilson County School Board of Education creates these rules.  Teachers use assertive discipline policies in the classroom.  = Many of these policies are based on the Lee Canter Program.  Records show that during the 2005-2006, 9 suspensions, 22 bus suspensions, 4 detentions, 184 ISS.  The number of students who were involved with possession of a weapon, drugs, tobacco, theft, violence, or willful damage of property totaled 8.    During the 2006-07 s= chool year, the records show 8 suspensions, 10 bus suspensions, 9 detentions, a= nd 177 ISS.  The number of stud= ents who were involved with possession of a weapon, drugs, tobacco theft, violence, or willful damage of property totaled 2.

 

Retentio= n Rate, Transfer Rate /Mobility Rate

   &= nbsp; The retention rate of students at Watertown Elementary is very low. The promotional percentage was 98.2% for the year 2005, 97.9% for the year 2006, and 98.6% for the year 2007.  The States’ Promotional Goal remains at 97%.   The promotional rate for Watertown Elementary is above the goals of the state.  Since Watertown has a high mobility rate, o= ne can assume that a lot of transfer students are leaving and returning.  Watertown has a high mobility rate due to several factors: transfers, economy, home environment, and financial needs. &= nbsp; During the 2005-2006 school year, Watertown had 84 students withdraw wh= ich was a mobility rate of 15% based on enrollment.  During the 2006-2007 school year= , Watertown had 11= 7 of its students to withdraw which was a mobility rate of 21% based on enrollment.  Based on current information, during the 2007-2008 school year, Watertown has had 98 students withdra= w from school which is a mobility rate of 12% based on enrollment.  On the average, the school enrol= lment has stayed consistent this year with the number of students leaving and n= ew enrollees being close in number.  Information from past years indicate that the mobility rate went u= p in 2006-2007 over 2005-2006 but at this time it is declining in 2007-2208.   Hopefully this trend will continue into the future and our enrollment will stay constant.

 

Special Education and Disability Types, Numbers, Percents=

       In the CDC class there are eight students.  One student is cl= assed as mentally retarded 12.5% of the class, two are classed as functionally delayed 25% of the class, and five are classed as developmentally delayed 62.5% of the class.

      In the s= pecial education class for first through third grade, there are twenty students.  Twelve students a= re classed as specific learning disabled 60% of the class, one is classed as health impaired 5% of the class, three are classed as developmentally del= ayed 15% of the class, four are classed language impaired 20% of the class.

   &= nbsp;  In the special educa= tion class for fourth and fifth grades, there are thirteen students.
Ten students are classed as learning disabled 76.9% of the class, two are classed as other health impaired 15% of the class, one is classed as emotionally disturbed 0.07% of the class, one language impaired 0.07% of = the class, and two are classed as speech impaired 15% of the class.

   &= nbsp; In the special education class for sixth through eighth grades, th= ere are twenty-four students.  Thirteen students are classed as learning disabled 54.2% of the cl= ass, two students are classed mentally retarded 8.3% of the class, two students are classed as health impaired 8.3% of the class,  three students are classed as la= nguage impaired 12.5% of the class, one students is classed as emotionally distu= rbed 5% of the class, one student is classed as orthopedic impaired 5% of the class, one student is classed as functionally delayed 5% of the class, one student is classed deaf 5% of the class.

 

Pre-Kind= ergarten Class

   &= nbsp; The Pre-Kindergarten class at Watertown Elementary offers a langua= ge and activity rich classroom where children are involved in active, hands-= on learning that engages and fosters the children’s love of learning. = The Pre-K program offers a variety of activities to develop a child’s t= hinking, language, physical, and social–emotional skills.  The class will prepare them for = their kindergarten year.  Currently there are ten Pre-K classes in Wilson County.  The Pre-K teachers collaborate together planning curriculum and lessons to correlate these plans with the early learning curriculum standards.&nbs= p; Pre-K teachers meet

monthly as well as planning online through a Microso= ft SharePoint  website establis= hed for the Pre-K program by the county technology department.  Access to the site is limited to= users of the county network and provides standards that are correlated with the Head Start Performance indicators and meet the expectation of a high qual= ity Pre-K classroom.

      Wilson County School system has a partnership with Mid-Cumberland Head Start for our Pre-K classes.  This partnership provides an additional educational assistant, materials, transportation f= or students as well as community field trips, health and dental services for= all students and family involvement opportunities.  Parent activities are jointly scheduled and held.

      Home vis= its are an essential part of the Pre-K program.  Three home visits per year are scheduled for each child.  H= ome visits are conducted at the beginning of the year, mid-year, and at the e= nd of the school year.  Parents= and teachers work together to ensure the children’s success as they ent= er kindergarten.

      Children= are tested during the year.  All students will complete an American Guidance Service developmentally scree= n, Fluharty speech and language assessment, Brigance Pre-K given three times= per school year, the LAP-D (Learning Accomplishment of Profile-Diagnostic), D= ECA ( Devereux Early Childhood Assessment), and DIBELS (Dynamics of Basic Ear= ly Literacy Skills).  Teachers = also complete portfolios of work samples throughout the year.

      The Pre-K classroom at Watertown Elementary is inspected and licensed annually.  Each Pre-K class must meet all requirements as outlined in the Scope of Services by the Department of Education.  This includes an= nual fire and health department inspections, as well as twice year pre-school program evaluations.  All documentation is available for inspection in the classroom in the complia= nce manual located in the Pre-K class. 

       A = Pre-K committee for the county conducted a year-long study to establish the pro= gram in the county.  Participatin= g from our school were our Principal and Assistant Principal along with a first-grade teacher and the Family Resource Coordinator.

        Our Pre-K class is determined by the applications qualifying our students for free and reduced lunch.&nbs= p; The long term effects of this program will be seen by the readines= s of the students in kindergarten and giving them a foundation for their early school years.  Our goal is f= or each student to complete high school and receive a diploma.   Currently, there are two P= re-K classes with seventeen students in each class.  There is one teacher and one aid= e per class.

 

Extracur= ricular Activities

      Athletic= s are offered to students in grades 6-8.  Our sports program includes football, girls and boys’ basketball, volleyball, softball, baseball, and golf.

 

SURVEYS<= o:p>

Students Attitudes/Perceptual Data       &nbs= p;

   &= nbsp; There were 164 students surveyed in the third, fifth, and eighth grades.  100% were returned.=

             &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;         Agree       &nbs= p;      Disagree

1.  I u= se my agenda book every day.       &nbs= p;            &= nbsp;        81%       &nbs= p;          19%

2.  I h= ave access to a computer as home or school.      87%       &nbs= p;           13%

3.  I f= eel accepted by the students in my class.       &nbs= p;     88%     =             &nb= sp; 12% 

4.  I participate in after-school activities       &nbs= p;            &= nbsp; 57%       &nbs= p;            43%

5.  I f= eel comfortable talking to my teacher or

     principal when there = is a problem.       &nbs= p;            &= nbsp;     79%       &nbs= p;            21%

6.  I f= eel safe at school.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;   87%       &nbs= p;            13%

7.  I f= eel the teacher would have more time

   &= nbsp; to work with me if there were fewer

   &= nbsp; students in the class.       &nbs= p;                 &nbs= p;            &= nbsp;        59%       &nbs= p;             41%

8.  I t= hink the teacher’s rules are fair.       &nbs= p;            &= nbsp;     73%       &nbs= p;             27%       &nbs= p;   

9.  I f= eel the dress code is fair.       &nbs= p;            &= nbsp;           &nbs= p;    20%       &nbs= p;             80%

10.  I = enjoy going to school everyday.       &nbs= p;            &= nbsp;    48%       &nbs= p;             52%

 

Teacher Sur= veys

       Su= rveys were passed out at a faculty meeting.&nb= sp; There are 65 teachers on staff at Watertown Elementary. 33 surveys were returned which is 52% of the faculty.

       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;          Agree       &nbs= p;      Disagree

1.  The= morale of the school is good.             &nbs= p;            &= nbsp;         67%       &nbs= p;             33%  

2.  An administrator is visible in the classroom on

      a weekly basis.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;      82%       &nbs= p;            &= nbsp; 18%

3.  I am provided team planning time= on a weekly

     basis.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;         79%       &nbs= p;            &= nbsp;  21%

4.  My principal involves teacher in making key     &= nbsp;          

     decisions.       &nbs= p;            &= nbsp;           &nbs= p;                 &nbs= p;            &= nbsp;         76%       &nbs= p;            &= nbsp;  24%

5. Assistance in teachi= ng students with learning

      problems= is available at my school.       &nbs= p;            &= nbsp;           88%       &nbs= p;            &= nbsp;  12%

6.=       My school encourages and recognizes

      academic achievement.       &nbs= p;                &nbs= p;            &= nbsp;           &nbs= p; 88%       &nbs= p;               12%  

7.  Administrative procedures in the school are clear.        73%       &nbs= p;                27%

8.  There is a clearly defined syste= m of communication

       within my school       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  82%       &nbs= p;              18%

9.  I am aware of my school’s emergency/crisis

       &nbs= p;  plan.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;    100%               &nbs= p;        0%

10.Professional development provided by the system

       &nbs= p;  is adequate for our school’s discipline needs.       &nbs= p;     70%       &nbs= p;              30%

11.  Th= is school has a variety of interventions       &nbs= p;       

       &nbs= p;   in dealing with discipline problems.       &nbs= p;            &= nbsp;      61%       &nbs= p;              39%

12.Class sizes are consi= stent with state and

       &nbs= p;  federal guidelines.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;    73%     =                  27%

13.Research-based teachi= ng practices should be

       &nbs= p;   implemented to improve student performance.       &nbs= p;   91%       &nbs= p;               9%

14.Students should be gr= ouped for learning by

       &nbs= p;    ability level.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;      82%       &nbs= p;       18%

  1. I continually revise my instructional plans to teach

       &nbs= p;     all grade-level standards to teach students of all

       &nbs= p;     academic levels.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;         100%       &nbs= p;        0%

 

*Parent or Guardian Demographics

      Surveys = were sent home by each child to their parents.   The school’s enrollm= ent is approximately 850 students.  270 surveys were returned which means 32% of the parents responded.

 

Parent Demographics

       &nbs= p;  Race/Ethnicity         &nbs= p;            &= nbsp;        Number       &nbs= p;              Percent

White       &nbs= p;            &= nbsp;           &nbs= p;           253       &nbs= p;                       &nbs= p;94%

Hispanic       &nbs= p;            &= nbsp;           &nbs= p;          6       &nbs= p;                        &nbs= p;  2%

Black       &nbs= p;                  &nbs= p;            &= nbsp;        5       &nbs= p;            &= nbsp;           &nbs= p;  2%

Native American       &nbs= p;            &= nbsp;         3       &nbs= p;                        &nbs= p;  1%

Asian       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;  3       &nbs= p;            &= nbsp;           &nbs= p;  1%

 

Martial Status

Single       &nbs= p;            &= nbsp;           &nbs= p;            48       &nbs= p;           &nbs= p;            &nbs= p; 18%

Two parents       &nbs= p;            &= nbsp;            212       &nbs= p;            &= nbsp;             79%

Grandparents       &nbs= p;            &= nbsp;           &nbs= p;  8       &nbs= p;            &= nbsp;           &nbs= p;   2%

Guardian       &nbs= p;            &= nbsp;           &nbs= p;         2       &nbs= p;            &= nbsp;           &nbs= p;   1%

     

       Le= vel of Education

High School       &nbs= p;            &= nbsp;           &nbs= p; 125       &nbs= p;        &nbs= p;              &nbs= p; 46%

GED       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;  20            &nbs= p;            &= nbsp;         7%

       &nbs= p;    2 Yr College       &nbs= p;            &= nbsp;           &nbs= p;  68       &nbs= p;            &nbs= p;            &= nbsp;25%

4 Yr College       &nbs= p;            &= nbsp;           &nbs= p;  49           &nbs= p;            &= nbsp;         18%

Masters       &nbs= p;            &= nbsp;                &nbs= p;       7            &nbs= p;            &= nbsp;          3%<= /p>

Doctorate       &nbs= p;            &= nbsp;           &nbs= p;         1     =        &nbs= p;            &= nbsp;          1%

 

 Employment Status (Occupation)

Factory Worker       &nbs= p;            &= nbsp;         32       &nbs= p;            &= nbsp;               12%=

Office/Clerical       &nbs= p;            &= nbsp;           22             &nbs= p;            &= nbsp;          8%<= /p>

Technical       &nbs= p;            &= nbsp;           &nbs= p;       25             &nbs= p;            &= nbsp;          9%<= /p>

Professional       &nbs= p;            &= nbsp;           &nbs= p;   91            &nbs= p;          &nbs= p;            <= /span>33%

Homemaker       &nbs= p;            &= nbsp;           &nbs= p;   45       &nbs= p;            &= nbsp;             &nbs= p; 17%

Agriculture       &nbs= p;            &= nbsp;           &nbs= p;      4       &nbs= p;            &= nbsp;           &nbs= p;     2%

Unemployed       &nbs= p;            &= nbsp;           &nbs= p;  10             &nbs= p;            &= nbsp;           4%

Other       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp; 41               &nbs= p;            &= nbsp;       15%

 

   Income Level

0        -10000       &nbs= p;            &= nbsp;           &nbs= p; 19       &nbs= p;            &= nbsp;           &nbs= p;     7%

10001-20000             &nbs= p;            &= nbsp;       21              &nbs= p;            &= nbsp;          8%<= /p>

20001-30000       &nbs= p;            &= nbsp;           &nbs= p; 40       &nbs= p;            &= nbsp;           &nbs= p;    15%

30001-40000       &nbs= p;            &= nbsp;           &nbs= p; 39       &nbs= p;            &= nbsp;           &nbs= p;    14%

40001-50000       &nbs= p;            &= nbsp;           &nbs= p; 32       &nbs= p;            &= nbsp;           &nbs= p;    12%

Above 50000       &nbs= p;            &= nbsp;           102       &nbs= p;            &= nbsp;           &nbs= p;    38%

No Reply       &nbs= p;            &= nbsp;           &nbs= p;       17       &nbs= p;            &= nbsp;           &nbs= p;     6%

 

Parent Perceptional Data

       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       Agree       &nbs= p;  Disagree       &nbs= p;  Reply

1. I feel my child’s teacher and administrators

are available to discuss= my concerns.       &nbs= p;     96%       &nbs= p;        4%       &nbs= p;         0%

2. I feel I can communica= te with my child’s

teacher by phone or agen= da.       &nbs= p;            &= nbsp;      89%       &nbs= p;         3%       &nbs= p;        8%

       &nbs= p;    3.  I feel all the ch= anges Watertown       &nbs= p;          

       &nbs= p;         Elementary have experienced over the

       &nbs= p;         past year have been in the best interest

       &nbs= p;         of my child.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       86%       &nbs= p;        13%       &nbs= p;        1%

4.=       I use Teacher Web to have access to

my child’s assignments.       &nbs= p;            &= nbsp;           35%           &nbs= p;   62%       &nbs= p;         3%

5.=       Our school’s facilities (furnishings,

workplace, etc) are app= ropriate

for our children.       &nbs= p;            &= nbsp;           &nbs= p;           92%             &nbs= p;   7%       &nbs= p;          1%

6.=       My child feels safe traveling to and

from school.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;    93%             &nbs= p;   7%       &nbs= p;          0%

7.=       I feel matters are addressed and taken

care of in regard to bu= llying

and harassment so my ch= ild can have

a safe learning environment.       &nbs= p;            &= nbsp;   90%     =             9%       &nbs= p;           1% 

       &nbs= p;     8    Comput= ers are readily available to

       &nbs= p;            my child at school.       &nbs= p;            &= nbsp;           &nbs= p;     93%     =            6%            &nbs= p;       1%

9.=       My child has access to a computer

with internet access at= home or at

another facility away f= rom school.       &nbs= p;      86%       &nbs= p;          13%       &nbs= p;         1%

10.  I am aware that my child has textbooks

and assessments availab= le online for

several of his/her subjects.       &nbs= p;            &= nbsp;       53%       &nbs= p;         44%       &nbs= p;        3%

 

 

 

 

 

 

 

 

 

 

 

*Communi= ty Characteristics

 

Size of Community

       &nbs= p; Watertown<= /st1:place> is located on 1500 acres that was originally a land grant to two brothers.  The first settlem= ent was called Three Forks because the post office was situated at the conver= ging of three creeks now called Neal Creek, Thorne Cre= ek, and Beech Creek.

      Watertown was na= med for the Shelah Waters’s family, who settled on Round Lick Creek.  The Waters were granted a post o= ffice in their store in 1856 and the settlement was named Watertown.  Watertown was incorporated by the Tennessee Legislature by Private Act Chapter #187, and the House Bill No.490, on February 11, 1937.

       The population of Watertown is approximately 1,475.  The approximate number of households is 598.

 

 <= /span>

 <= /span>

Demographic Breakdown of the Populous<= /u>

 

  2007 Population by Race/Ethnicity

       &nbs= p;     Total       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       1,475       &nbs= p;

       &nbs= p;        &nbs= p;  White Alone       &nbs= p;            &= nbsp;           &nbs= p;  89.5%

       &nbs= p;           Black   Alone       &nbs= p;            &= nbsp;           &nbs= p;  7.5%

       &nbs= p;           American Indian Alone       &nbs= p;           0.3%

       &nbs= p;           Asian/Pacific Islander Alone       &nbs= p;   0.2%

       &nbs= p;           Some Other Race Alone       &nbs= p;          0.9%

       &nbs= p;           Two or more Races       &nbs= p;            &= nbsp;    1.5%
       &nbs= p;           Hispanic Origin       &nbs= p;            &= nbsp;          1.6%

       &nbs= p;       Diversity Index       &nbs= p;            &= nbsp;        &nbs= p;     21.8%

       &nbs= p;  A small rural community such as Watertown does not offer a broad economic base.&nb= sp; However, Watertown does have seve= ral small industries and is located only 12 miles from Lebanon where there is grea= ter opportunity for industrial positions.&nb= sp; The unemployment rate is only 6.20%.  The largest concentration of job= s for our community is in construction, transportation, and professional positi= ons.  Other common job opportunities a= re in sales, office and the armed services.&nb= sp; Collectively, these jobs represent 86.3% of the occupations.  Both males and females find it necessary to commute to Lebanon and other nearby towns to find jobs.

 

  Commu= nity Occupations are as follows:

       20= 07 Employed Population by Occupation &= nbsp;

       &nbs= p;     Occupation       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            Percent

   White Collar       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;        46.4%

Management/ Business/ Financial Operations       &nbs= p;            &= nbsp;           7.0%

Professional       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            18.4%

Sales       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;             9.5%

Administrative Support       &nbs= p;                &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;  11.6%

Services       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;      13.6%

       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;      

   Blue Collar       &nbs= p;                  &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;    39.9%

Farming/ Fishing/Forestry       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;    0.3%

Construction/ Extraction       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;     12.2%

Installation/Maintenance/Repair       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;       5.0%

Production       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;   9.8%

Transportation/Material Moving       &nbs= p;            &= nbsp;           &nbs= p;             &nbs= p;   12.2%

 

 

 Averag= e Income or Economic Level

 

2007 Households by Income       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           598

Income less that $15,000       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  14.1%

Income $15,000-$24,999           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;          13.= 3%

Income $25,000-$34,999       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  12.2%

Income $35,000-$49,999       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  13.8%

Income $50,000-$74,999       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  22.5%

Income $75,000-$99,000       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  13.1%

Income $100,000-$149,999       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            8.2%

Income $150,000-$199,999       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            1.2%

$200,000+       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  1.7%

 

 

Median Household Income 2007   $46,553

 =

Number of P= rivate Schools in the Area

       Th= ere are no private schools in the Watertown community area.  All student= s in the Watertown district attend Watertown Elementa= ry School, and only WTES students feed into the Watertown High School.

 =

Major Emplo= yers

       Watertown is a c= ommunity of antique shops and restaurants that cater to thousands of visitors each year.  It is also developing= a manufacturing and service center with a new industrial park and drive-in theatre built on the western end of the city.

 =

Residents w= ith School Age Children

       &nbs= p;   There are approximately 221 households with school-age children wh= ich is 37.1% of the households.

 =

Community Involvement or Participation in School Activities

        The Watertown community has two excellent ballparks operated by the City of Watertown in one huge complex.  The bleachers and concession area provide fans comfort and refreshments.&n= bsp; It is here at the Three= Forks Community Park that the Watertown High Sc= hool baseball and girls softball teams play their home games.  Several youth leagues for T-ball, soccer, junior pro football, baseball, and softball also operate at this = well kept sports complex.  Also, = we have a public library and walking track.=   Not only does Waterto= wn offer the students sports activities, but also Boy Scouts and Girl Scouts= .

       Watertown also = takes pride in its numerous churches, its civil organizations such as the Lions Club and Historic Watertown, its nationally famous mile yard sale in the spring and fall, its annual Jazz Festival in the summer.  The Watertown and East Wilson Chamber of Commerce sponsor the train excursions and historical re-enactments, which bring hundreds of visitors to our city each year.  The city sponsors an annual Four= th of July parade that boost dozens of floats and other participants such as antique car collectors, riding clubs, local civic groups, and local and a= rea office holders.

       Wa= tertown Elementary has an active parent-teacher organization called PALS.  PALS is supportive of all school activities.  Their efforts provided additional playground equipment, money for teachers’ classrooms, and technology upgrades.&nbs= p; They also provide incentive parties for students and classrooms to show appreciation for the teacher and students and their hard work.

      Located = on the Watertown Elementary campus is the Family Resource Center.  This center provides meetings and workshops for students and parents.  It also provides resources and materials that can be checked out by the parent.  The FRC has a g= roup of community volunteers that come into the school to read to students or classroom. They also provide tutoring for students. 

   &= nbsp;  Watertown is truly a vibrant communit= y, which takes pride in all that it has to offer its citizens.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Component 1b – Academic and Non-Academic Data Analysis/Synthesis

 

TEMPLATE= 1.4: Variety of Academic and Non-Academic Assessment Measures

Refer to Component 1 Academic/Nonacademic Helpful Hints.

 

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

(Rubric Indicator 1.4)

 

List Data Sources

1.          &nbs= p;           Tennessee State Report Card Data Desegregation (NCLB= )

2.       &nbs= p;          TCAP Tests administered annually

3.          &nb= sp;       TCAP Writing Assessment administered each winter for grades 5 and 8<= /o:p>

4.          &nb= sp;       Think Link tests administered each fall and winter

5.          &nb= sp;       Brigance Screening administered to students beginning kindergarten

6.          &nb= sp;       Report Cards completed quarterly

7.          = ;        Gates-MacGinitie tests administered beginning, middle, and end of year

8.      =        &nbs= p;       DIBELS tests administered beginning, middle, and end of year for grades K-3=

= 9.       &nbs= p;          EXPLORE academic assessment taken by eighth graders in the fall

= 10.       &nbs= p;        End of Course Assessments

 

Non-Academic Assessment Measures

1.          &nbs= p;           Office referral discipline records

2.          &nb= sp;       Attendance reports

3.          &nb= sp;       Sign-in forms for Parent-Teacher Conferences

4.          &nb= sp;       Sign-in forms for various Family Nights

5.          &nb= sp;       Sign-in forms for PALS (Parents as Leaders) meetings

6.          &nb= sp;       Needs Assessment Surveys

7.          &= nbsp;           &nbs= p;       =    Reports of at-risk ch= ildren

       

 

 

 

 

 

 

TEMPLATE= 1.5: Data Collection and Analysis

Describe the data collection and analysis process used in determining your strengths and needs.  Collection refers to the types of = data gathered.  Analysis would be t= he process used for the full review of all data gathered.

 

TEMPLATE 1.5: Data Collection and Analysis

(Rubric Indicator 1.5)

 

Describe the data collection and analysis process us= ed in determining your strengths and needs.

   &= nbsp; The committee in charge with Component 1b (one representative from each grade level) gathered and discussed the variety of academic and nonacademic data that is available to us.  We determined how best to disagg= regate the information that would be gathered from this data.  A common format for observation = made and interpretation statements was mutually determined.  The committee was assigned varia= tions of assessment measures and charged with the collection and initial analys= is of this information.  Where appropriate, information was divided by grade level and subject area, then further sub-divided by subgroups and specific objectives and areas of skill.  The completed analys= is was presented to the faculty for further review and discussion.

 

   &= nbsp; Individual members returned to committee meetings bringing to the table their collection and their analysis viewpoints.  The group collaborated to discus= s in depth the observations and analyses made.  At this point, a full review of = all data was completed including cross walking or triangulation of data to determine areas of strength and areas of need.  This process of collection of al= l data sources was extremely critical in this determination.  Interventions were planned and p= lans for the school year were solidified.

 

   &= nbsp; Due to a structural reconfiguration of Watertown Element= ary School and Watertown Junior High, these sch= ools have merged together for the 2007-2008 school year.  The students that are currently = in our 8th grade were not students in our school during the 2006-2007 school year.

 

 =

 =

Non-Academic Assessment Measures

 

Attendance

   &= nbsp; Watertown Elementary School exceeded the attendance target goal of 2007-2008 (93%), registering at 94= .8%.  This is a slight decrease from 2= 006 (95.7%) and 2005 (95.2%).  T= he mobility rate (entries and exits from school) for the 2007-2008 school ye= ar to date shows a withdrawal of 23 students and enrollment of 17 students f= rom the original 850 students enrolled at the beginning of the school year. T= he importance of attendance is not only stressed by administration but also = by teachers to the students and parents.&nb= sp; Watertown Elementary School= has School Messenger that notifies parents when students are absent.  This report is generated and rev= iewed by administration and teachers so that contacts with parents are made  to reach the needs of the studen= ts.

 

Parent – Teacher Conferences and PALS meetings

 

   &= nbsp; Parent-Teacher Conferences were held September 13, 2008.  We had a record attendance of approximately 340 parents or guardians who signed in to speak with teache= rs about any questions or concerns about their child’s performance and behavior in the classroom.  Several members of our parent organization (PALS) provided refreshments for the teachers and staff throughout the scheduled day.  Watertown Element= ary School is proud to have so many parents involved in their child’s education and active within our school.  In review all of the data, we fe= el that this increase attendance of conference will lead to a comparable increase in achievement and we will carefully review student information = to verify that fact.  This cross-referencing was also done with sign-in sheets for monthly PALS̵= 7; meetings and volunteer parent-school visits.

 

Study Island

 

   &= nbsp; Study Island is a web-based program (www.studyisland.com) that is bei= ng utilized by third grade through the sixth grade. 

 

   &= nbsp; The program is organized into topics covering all of the Tennessee State Standards that are assessed on the state-mandated TCAP test in grade three through eight.  The ac= ademic material is organized into topics, which contain a lesson and assessment questions with explanations.  Students must take a pre-test and a post-test in order to complete= the program.  Teachers can also = access the students’ results as well as the other students that are in the state for comparison.  This information is then cross-referenced with other data to assess student’s growth and/or program effectiveness.   

 

 

 =


 

TEMPLATE= 1.6: Report Card Data Disaggregation

Provide narrative analysis of disaggregated Report Card data.  Disaggregation is the separating o= f data into pieces for a detailed review.  The results would focus on what you learn about the individual data pieces.

 

TEMPLATE 1.6: Report Card Data Disaggregation

(Rubric<= /span> Indicator 1.6)

 

Report Card Data Disaggregation

     The population= of Watertown Elementary School is continually growing.  The population of = the 2006-2007 school year was 614.  It has grown this school year of 2007-2008 to 847 also taking into considera= tion that the seventh and eighth grades have joined our population.  These numbers reflect a 37% incr= ease in student enrollment.  We e= xpect more students for the 2008-2009 school year due to rezoning.

 = ;

     In 2007, out o= f the 614 students, the demographics are as follows: 16 students were African American, making up 2.6% of our population; 4 students were Asian/Pacific Islander making up 0.7% of our population; 13 were Hispanic, making up 2.= 1% of our population; 4 were Native American/Alaskan, making up 0.7% of our population; however, our White population was the highest having 569 stud= ents having that make up 93.9% of our population.   Of all of these students, = 312 are considered economically disadvantaged (51.7%), 277 are females (45.7%= ), and 329 are male (54.3%).  

 = ;

     The attendance= rate was 94.8% (93% state).  The promotion rate was 98.6% (97% state).&nb= sp; There were seven white suspensions, all being male for the 2006-20= 07 school year.

 = ;

Reading Data Analysis

 

   &= nbsp; The 2007 School Report Card revealed that <= st1:PlaceName w:st=3D"on">Watertown Element= ary School received a “B” in reading academic achievement with a three-year average NCE of 54.0 as compared to 56.0 for the state.  The school’s report card also indicated an “A” in reading w= ith a value-added mean gain of 3.3 (Value-added measures student progress wit= hin a grade and subject, which demonstrated the influence of in-school factor= s on the student’s achievement. This diagnostic tool is designed to impr= ove educational opportunities for students in various achievement levels).&nb= sp; This is a .5 gain from 2006 (2.8). The 2007 Report Card from Watertown High School revealed that the se= venth and eighth graders received a “B” in reading academic achieve= ment with a three-year average NCE of 54.0 as compared to 56.0 for the state.<= span style=3D'mso-spacerun:yes'>  It also indicated a “CR= 21; in reading with a value-added mean gain of +0.5; this is a +0.4 gain from 20= 06 (+0.1). 

 

   &= nbsp; Tennessee’s targets for reading and language arts are determined by the percent of students at the proficient or advanced level.  The current target (benchmark) f= rom 2004-2007 is 83%.    Criterion Referenced Test scores for third grade reading (2006) re= veal that 90.1% of all students are proficient and advanced compared to 92.4% = of the state.  This reveals that third grade performed –2.3% points than the state.  Fourth grade reading CRT scores = reveal that 90.4% of all students are proficient and advanced compared to 87.9% = of the state on average.  This = is 2.5% higher than the state.  However, fifth grade reading CRT scores reveal that 85.2% of all students are proficient and advanced compared to 95.1% of the state.  Even though fifth grade scored -= 9.9% points compared to the state, they did meet the target of 83%.  Sixth grade, overall, scored hig= hest of all grades 3-8.  Sixth gr= ade CRT scores reveal that 95.6% of all students are proficient and advanced compared to 91.8% of the state.  This reveals +3.8% of the state on average. 

 

   &= nbsp; Seventh grade (from Watertown High School) read= ing CRT scores reveal that 89.6% of all students are proficient and advanced compared to 89.8% of the state. This is only -.2% of the state on average. Eighth grade (from Watertown High School) reading CRT scores reveal that 88.4% of all students scored proficient and advanced compared to 92.0% of= the state.  This does indicate a –3.6% compared to the state.  However, eighth grade has also met the target of 83%.  In conclusion, third grade throu= gh eighth grade have all met the target well above 83%.

 

Third Grade

 

   &= nbsp; Third grade has maintained TCAP scores within the past two years. = In 2005-2006, 56% were proficient while 38 % were advanced in reading/langua= ge arts. In 2006-2007, 58% were proficient while 32 % were advanced in reading/language arts. There has not been an increase in advanced or below proficient students.

 

   &= nbsp; In 2005-2006 third grade math students scored 93.6% proficient and advanced. Those who were economically disadvantaged made up 85.3% of those who were proficient and advanced. Students with disabilities made up 62.5= % of the proficient and advanced. Females were 42.5% while males made up 39.5%= of that 93.6% of the proficient and advanced group. In 2006-2007 students sc= ored 74% proficient in math. Data analysis and probability had a lower profici= ent rating. Therefore, this year more hands-on activities have taken place. Students have also had constant reinforcement review as well as exposure = to the Study Island computerized program duri= ng math class. Algebraic thinking was the area of strength for the third gra= de with 84% as well as computation with 81%. Therefore, we still have worked= to excel students in that area with a variety of classroom activities that integrates with differentiated instruction.

 

   &= nbsp; Third grade has put more time in planning within reading that invo= lves more cross-curriculum subject matter.&nb= sp; Also, a variety of science and social studies’ hands on activities were developed and implemented to aid the students grasp state standards. In 2005-2006, 45% of the students scored proficient and 41% advanced in science. In 2006-2007, 67% were proficient and dropped to 12% advanced. The new reading series by Scott Foresman has provided a variety= of instructional material that correlates within the different subjects.

 

 

Fourth Grade

 

   &= nbsp; The fourth grade improved in all areas of reading and math in 2007 from 2006. Reading below levels decreased by 8%. The proficient level decreased by 3% because the advanced increased by 11%.  In math, the below level decreas= ed by 15%. The proficient decreased by 5%, because the advanced increased by 20= %. The fourth grade teachers collaborate teaching techniques to meet the nee= ds of the students. This present year the fourth grade has remained self-contained. Classroom strategies used last year would not work well w= ith this group of students. Each year the needs of the students are assessed. 

 

   &= nbsp; The Think Link test results for year 2006-2007 showed 60 – 7= 8% proficient in all areas of reading with the exception of vocabulary. As a result, vocabulary is emphasized. Word walls are used continually through= out the year.  Multiple games are used to reinforce every word. One test= has been taken this year. The results for year 2007-2008 show the greatest ne= eds in writing/ organization and grammar. These specific skills are a focus in our instruction. 

 

   &= nbsp; The Think Link test results for year 2006-2007 in math showed the greatest need in computation, measurement, and geometry. In 2007-2008, measurement and geometry are high, but computation is still low.  Tu= tors come in and work with individuals on skills not proficient.  The Gat= es MacGinitie test has been administered two times this year to assess the reading levels. In August of 07, 44% of the fourth grade was below grade level.  In November of 07, 25% were below reading level.  Scott Foresman leveled readers are currently being used.  The readers have up to five diff= erent reading groups in a room at a time. Each group works on their own reading level.  An increase in reading levels has been observed.

 

   &= nbsp; Posters, with skills listed of individual students, are charted to track mastery of each skill in reading and math. Each student is working = on Think Link Learning practice probes and Study Island to master each skill. The students work with the teacher, EA, and tutors = on an individualized plan.  Charts can be seen throughout the classroom= for students to take pride in each skill learned. Students are taking possess= ion of their own learning.

 =

 =

Fifth Grade

 

     For 5th grade reading/language arts in 2005/2006, the entire student body is made up 91= .4% for proficient and advanced, while all the students for the state made up 91.9% for proficient and advanced.  The economically disadvantaged m= ade up 90.7% for proficient and advanced, while the state made up 87.2%.  Students with disabilities made = up 64.3% for proficient and advanced, while the state made up 74.1%.  Males made up 90.7% for proficie= nt and advanced, while the state made up 89.8%.  Females made up 92.3% for = proficient and advanced, while the state made up 94.1%.  In 2006-2007, 85% of a= ll students were proficient and advanced.  There is a slight decrease between the two years.  Last year, a tier program was implemented in which the lowest level readers were pulled out for an additional thirty minutes every day.  These readers were chosen based on their 2006-20= 07 TCAP scores.  During the thirty minutes, students focus on comprehension, fluency, phonics, and vocabulary.  All students met t= he reading target of 83% by scoring 91.4% in 2005-2006 and 85% in 2006-2007.=

 =

     Fifth grade ma= th in 2005-2006, all the students made up 90.3% for proficient and advanced, wh= ile all the students for the state made up 92%.  The economically disadvantaged made up 86.1% for proficient and advanced, while the state = made up 87.5%.  Students with disabilities made up 50% for proficient and advanced, while the state made up 67.3%.=   Males made up 88.9% proficient and advanced, while the state made = up 91.3%.  Females made up of 9= 2.3% proficiency and advanced, while the state made up 92.8%.  In 2006-2007, 88% of a= ll students were proficient and advanced.  Computation had a lower proficiency rating.  For that reason, this year hands-on demonstrati= ons and activities have been implemented.  To emphasize all the standards and material, Study Island is being utilized to reinforce the skills taught throughout the year.  T= he strengths included algebraic thinking, data analysis and probability.&nbs= p; Therefore, emphasis is being stressed in the weakest areas.  All students met the math target of 79% by scoring 90.3% in 2005-2006 and 88%= in 2006-2007.

 =

     Comparing the = two years, 2005-2006 there were four teachers (91 students) and in 2006-2007 there were three teachers (88 students).   As a result, the 2006-2007 school year had larger classes.  Therefore, it would benefit the students to have four teachers instead of three.    

 

 

Adequate Yearly Progress (AYP) Summary:=

    = Adequate Yearly Progress is required by No Child Left Behind as a measure of all schools, school systems, and the state in meeting required federal benchmarks. Each benchmark has individually determined standards or targe= ts that must be met for Below Proficient, Proficient, and Advanced to be calculated.  At Watertown Element= ary School, 91% of all students scored proficient and advanced compared to 90% of the state.  Of the eight subgrou= ps, the following percentages are as follows: 91% of Whites scored proficient= and advanced compared to 93% of the state, 87% of the Economically Disadvanta= ged scored proficient and advanced compared to 86% of the state, 69% of Stude= nts with Disabilities scored proficient and advanced compared to 70% of the state. There were five subgroups that had less than 5 students in each: African American, Asian/Pacific Islander, Hispanic, Native American, and Language English Proficient (LEP).  Watertown Elementary did meet AYP for the 2006-2007 school year.   At = Watertown High Sc= hool (7th and 8th grade), 89% of all students scored proficient and advanced compared to 90% of the state.  Of the eight subgroups, the foll= owing percentages are as follows: 89% of Whites scored proficient and advanced compared to 93% of the state, 88% of the Economically Disadvantaged score= d proficient and advanced compared to 86% of the state, 59% of Students with Disabilit= ies scored proficient and advanced compared to 70% of the state.  There were four subgroups that h= ad less than 5 students (African American, Hispanic, Native America, and Lan= guage English Proficient (LEP)) with one subgroup that did not have any student= s, Asian/Pacific Islander.  Watertown High School (7th and = 8th grade) also made AYP for the 2006-2007 school year.

&nbs= p;

DIBELS-Anal= yzed Assessment Data and Projected Actions

 

Kindergarten

 

    = Data shows that 74% of the kindergarten student body is on grade level in init= ial sound fluency.  This is an increase of 26% from last year’s data.  The 24% of children in the emerg= ing group are working on this phonemic awareness skill during tier 1, tier 2,= and in some instances tier 3 as well.  The 2% who are deficient in this skill are receiving intensive instruction in all three tiers.

   &= nbsp; In letter naming fluency, 66% of the student body is currently on grade level.  This is an inc= rease of 21% from last year.  This leaves 24% that have some risk and 10% at risk in the student body.  Scores in this area have drastic= ally improved from last year.  Th= is is partially due to the discontinuation of the letter of the week program. 

 

   &= nbsp; 63% of the student body is on grade level in phonemic awareness th= is year.  This is an increase o= f 24% from last year.  The 25% tha= t are in the some risk category will gain extra support and instruction during = tier 2. The 13% that are currently at risk will be involved in all three tiers during the school day.

 

   &= nbsp; In the area of phonics skills, 70% of the student body is on grade level.  This is an increase = from last year of 26%.  14% of the children are at some risk and will be working on this specific skill duri= ng tier 2.  The at-risk group i= s 16% of the student body.  These students are receiving intensive intervention in all three tiers.

 

   &= nbsp; In conclusion, 68.6% of the kindergarten class is showing on grade level.  In order to meet all= the educational needs of all the children in kindergarten, all students, including this benchmark group will be included in a 90-minute tier 1 rea= ding block.  The Scott Foresman R= eading Program and the differentiated reading model will be used during this tim= e.  The strategic group, which is ma= de up of 25.6% of the student body, will also have an extra 30 minute tier 2 in which the classroom teacher and a federally funded reading teacher will w= ork with the students on specifically targeted skills.  The intensive group, the remaini= ng 5.8% will receive intensive instruction from federally funded reading teachers and/or a special education resource teacher using the Scott Fore= sman Early Reading Intervention or Foundations.

 

First Grade

   &= nbsp; Phonemic awareness in first grade is showing 90% of the student bo= dy is on grade level, showing a 14% increase of students on grade level from= the previous year.  Of the remai= ning 10%, 9% are on an emerging level, they are showing progress, and will rec= eive help during tier 1 and tier 2. The remaining 1% will receive special tuto= ring during tier 3, in addition to individualized attention in tier 1 and tier= 2 to meet their educational needs.

 

   &= nbsp; Phonics skills, are assessed though nonsense words, showed 47% of = the first grade children are currently on grade level.  This is a 3% decline from the pr= evious year.  Phonics skills traditionally have been taught through Saxon phonics program; however this year the grade level teachers and federally funded reading teachers have incorporated phonics into tier 1, tier 2, and tier 3 instructional times = as well as their phonics curriculum. 

 

   &= nbsp; Oral reading fluency, which was assessed with this group of childr= en for the first time, shows 41% of the student body is on grade level.  This is an 11% decline from the previous year. 

 

   &= nbsp; In order to meet the educational needs of all children in the 1st grade, Watertown Elementary has implemented the three-tier model of instruction.  All 92 childre= n in the grade level, including the 32.6% that are benchmark, will participate= in a 90-minute reading instruction time during tier 1.  Classroom teachers and federally funded reading teachers will utilize the Scott Foresman Reading Program a= nd the small group differentiated reading model during this time.   The (47.8%) strategic grou= p will receive 30 minutes of instructional time in addition to tier 1 time that = will focus on specific skills that they are having difficulty with.  Finally, the 19.6% of the studen= t body that makes up the intensive group will receive additional instruction for= at least 30 more minutes during the school day.  This will be a total of 2 &frac1= 2; hours of reading a day for this intensive group.  Tier 3 will be a pull out model through the federally funded reading teachers and/or the special education resource teacher.  During th= is time instruction will be giving using brain-based programs and methods, including the My Sidewalks program and the Carbo Reading program, among o= ther researched and highly effective programs and methods.

         = ;  

Second Grade

   &= nbsp; The second grade student body is tested on the oral reading fluency.  This test revealed= that 63% of the students are on grade level.&= nbsp; This is a decrease of 5% from last year.  This benchmark group will partic= ipate in a 90 minute block of reading each day that will include the use of the Scott Foresman Reading Program.  The strategic group is made up of 17% of the student body.  These students have some risk an= d will receive targeted specific skill instruction during tier 2 in addition to a small group in tier 1.  The remaining 21% is the intensive group.&nb= sp; They will receive a total of 2 ½ hours of reading instructi= on per day.  In addition to tie= rs 1 and 2, they will also have at least a 30-minute tier 3 utilizing the pull= -out model.  A federally funded r= eading teacher and/or a special education teacher will give this instruction usi= ng brain-based and scientifically researched programs such as the Scott Fore= sman My Sidewalks and the Carbo Reading Program.

 

Third Grade

   &= nbsp; The third grade is assessed on their oral reading fluency.  The data has shown that 47% of t= he student body is on grade level.  This is an increase of 11% from the previous year.  These students will all have a 90 minute block of reading each day.  During this time, the classroom teacher will utilize the Scott Foresman Reading Program.  T= he strategic group is made up of 24% of the student body.  These children are at some risk = and will have a 30-minute tier 2 in addition to a small group during tier 1. During that time the students will be working on specific targeted skills.  The Intensive group= is most at risk, and incorporates 28% of the student body.  These children will have a total= of 2 ½ hours of reading instruction per day.  In addition to tiers 1 and 2, th= ey will receive extra reading instruction for no less than 30 minutes per da= y in tier 3.  Tier 3 will be taug= ht by a federally funded reading teacher and/or a special education teacher usi= ng brain-based, scientifically researched programs such as Scott Foresman’s My Sidewalks program and the Carbo Reading Program.

 

 

Gates-MacGinitie Reading Tests (GMRT)

 

    = The basic premise of the GMRT is that it is useful for teachers and schools to know the general level of reading achievement of individual students throughout their school careers.  The objective information obtained from the tests, complemented by teacher’s

evaluations and other sources of information, is an important basis for:  select= ing students for further individual diagnosis and special instruction, planni= ng instructional emphases, locating students who are ready to work with more advanced materials, making decisions about grouping students, conferencing with students about their progress in reading, deciding which levels of instructional materials to use with incoming students, evaluating the effectiveness of instructional programs, and most importantly, reporting = to parents and the community.

 

   &= nbsp; Students in grades three through eight participate in the GMRT.  The students are tested three ti= mes a year:  beginning of first se= mester (August), beginning of second semester (January), and end of second semes= ter (May).  The students are tes= ted on vocabulary, a measure of word knowledge.=   The student’s task is to choose the word or phrase that means most nearly the same as the test word.&n= bsp; The students are also tested on comprehension.  Comprehension consists of prose passages that are fiction and non-fiction, from various content areas, and written in a variety of styles. 

 

   &= nbsp; This is the first year that Watertown Elementary School= has participated in the testing.  The following test results are as follows as of the beginning of the 2007-2008 school year:

 

Third Grade

   &= nbsp; Third grade tested in November.&n= bsp; This test was not made mandatory during the time of testing.  Only thirty-four students were g= iven the GMRT.   The target = reading level was 3.4 (third grade, fourth month).  Out of the thirty-four students,= 91% of the students tested below grade level.  Only .09% of the students tested= above grade level.  There weren= 217;t any students that tested on grade level.=   All students will be tested in May to get an accurate measurement = of the reading levels.

 

Fourth Grade

   &= nbsp; Fourth grade was also tested in November.  Fourth grade’s target read= ing level was 4.4.  Out of the 76 students that were tested, 46% of the students tested below reading level.  The percentage of st= udents that were reading on grade level was .04%.  However, the test revealed that = 50% of the students were reading above grade level (4.6 and higher).

 

Fifth Grade

   &= nbsp; Out of the 75 fifth graders that were tested in November, 32% of t= he students tested below grade level (Goal 5.4).  None tested on grade level.  However, 68% of the students tes= ted above grade level.

 

Sixth Grade

   &= nbsp; Sixth grade has been given two testing sessions.  Due to semester scheduling, diff= erent students have been given the GMRT.  O= ut of the 43 students that were tested in November, (target of 6.4) 60% of the students tested below grade level.  Only .02% of the students tested on grade level, and 37% tested ab= ove grade level.  While another = group of students of 23 were tested in January of 2008, (target of 6.5) the test revealed that 35% of the students tested below grade level and 65% of the students tested above grade level.  No one tested on grade level.

 

Seventh Grade

   &= nbsp; Seventh grade had two different testing sessions.  The test that was administered in November had a reading target of 7.4. Out of the 27 students that were tested, 19% of the students tested below grade level. No one tested on gr= ade level, and 81% of the seventh grade tested above grade level.  However, when a different group = of 48 students were tested in January of 2008 (target of 7.5), 60% of the stude= nts tested below grade level, .04% tested on grade level, and 35% tested abov= e grade level.

 

Eighth Grade

   &= nbsp; Eighth grade also had two different testing sessions, both testing different students.  The fir= st test was administered in November 2007 with a target of 8.4.  Out of the 26 students that were tested, 81% of the students tested below grade level, 0% tested on grade = level, and 19% only tested above grade level.&n= bsp; When a group of 47 students were tested in January of 2008 (target= of 8.5), 49% of the students tested below grade level, 0% tested on grade le= vel, and 51% of the students tested above grade level.

 

Math Data Analysis

(Sixth Grade through Eighth Grade)=

 

   &= nbsp; The 2007 Report Card revealed that Watertown Element= ary School (grades 3-6) received a “BR= 21; in math academic achievement with a three year average NCE of 54.0 as compared to 57 “A”, for the state.  Watertown High Sc= hool (grades 7-8) received a 51 “B” in math academic achievement as compared to 57 “A”, for the state.  Math achievement scores have imp= roved both at Watertown Elementary and Watertown High School for g= rades three through eight.  In 200= 5, Watertown Elementary (grades 3-6) scored 52 “B”.  In 2006, it scored 53 “B”.  In 2007, it scored 54 “B”.  = In 2005, Watertown High School (grad= es 7-8) scored a 47 “C”.  In 2006, it scored a 48 “C”, and in 2007 it scored a 51 “B”.

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for sixth grade math reveal that 100% of the students were tested.  89.0% (even with the state) sixth graders at Watertown Elementary School scored proficient and advanced compared to 89.0% of the state.  86.0% (+2.7% of the state) scored proficient and advanced that were economically disadvantaged compared to 83.3% of the state.  Student= s that had disabilities scored above the state as well.  58.3% (+0.6% of the state) stude= nts scored proficient and advanced compared to 57.7% of the state.  Of the male students, 92.2% (+4.= 9% of the state) were proficient and advanced compared to 87.3% of the state.  Of the female population, 85.0% = (-5.8% of the state) scored proficient and advanced compared to 90.8% of the sta= te.

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for seventh grade math reveal that 97.5% of the students were tested.  92.2% (+3.8% of the state) seven= th graders at Watertown High School scored proficient and advanced compared to 88.4% of the state.  86.7% (+4.6% of the state) score= d proficient and advanced that were economically disadvantaged compared to 82.1% of the state.  Students that had disabilities scored well above the state.  83.3% (+28.5% of the state) stud= ents scored proficient and advanced compared to 54.8% of the state.  Of the male students, 87.8% (+2.= 1% of the state) were proficient and advanced compared to 85.7% of the state.  Of the female population, 97.2% = (+6.0% of the state) scored proficient and advanced compared to 91.2% of the sta= te.

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for eighth grade math reveal that 100.0% of the students were tested.  89.5% (+1.5% of the state) eighth graders at Watertown High School scored proficient and advanced compared to 88.0% of the state.  99.0% (+8.6% of the state) scored proficient and advanced that were economically disadvantaged compared to 81.4% of the state.  Student= s that had disabilities scored below the state.=   42.9% (-11.4% of the state) students scored proficient and advanced compared to 54.3% of the state.  Of the male students, 85.4% (-0.3% of the state) were proficient a= nd advanced compared to 885.7% of the state.  Of the female population, 94.7% = (+4.4% of the state) scored proficient and advanced compared to 90.3% of the sta= te.

 

Brigance Screening for Kindergarten=

 

   &= nbsp; Kindergarten screening is held each year in April, prior to the beginning of kindergarten in August.&nbs= p; The Brigance Screening Instrument includes basic assessment for: personal data response, color recognition, picture vocabulary, visual dis= crimination, visual-motor skills, gross-motor skills, rote counting, identification of body parts, following verbal directions, numerical comprehension, printing personal data, syntax and fluency.  The scores that were collected determined the level kindergarten readiness and need for referral for special programs. 

 

   &= nbsp; The test results are used by the kindergarten teachers to group the children in classes.  These results are useful to the teachers to ensure that the students are distributed evenly among the five teachers.

 

   &= nbsp; At the end of the 2006-2007 school year, the test was given to 85 children. The scores ranged from 28.5% to 100%. Twenty-eight students sco= red a 90% or above. Forty-five students scored between 61% and 89%. Twelve students scored at or below 60%.  We also started the year with two repeaters.

 

   &= nbsp; At the beginning of the 2007-2008 school year, the test was given = to 73 children. The scores ranged from 22.5% to 100%. Thirty-two students sc= ored a 90% or above. Thirty-one students scored between 61% and 89%. Ten stude= nts scored at or below 60%. We started the year with only one repeater.

 

   &= nbsp; A kindergarten exit test is administered during the week of TCAPS.= The test includes math and reading.  The following numbers are in regard to the school year of 2006-200= 7. There were 92 children given the test in April 2007. The scores ranged fr= om 17% to 100% out of 100 questions. Thirty-two students scored a 90% or abo= ve. Forty-seven students scored between 70% and 89%. Thirteen students scored= below 70%. Out of those 13 students, 2 have been placed in CDC full time and 6 others have been placed in special education.

 

STATS

 

   &= nbsp; As of the 2007-2008 school year, there are currently 88 children in kindergarten at Waterto= wn Elementary School= . Of these 88 students, 42 are receiving free or reduced lunch, 29 are defined= as at-risk, and 12 have had over ten absences already.

 

   &= nbsp; When these categories are listed separately, each child was either= on no list, only one list, two different lists, or all of the lists. If s/he= was on every list that would mean the child was receiving free lunch, defined= as at-risk, and also over 10 absences for the school year. Of the 88 childre= n, 29 students were on no lists and only 3 were on every list. There were 37 students whose name was on one list and 19 students with names on two different lists. The two lists most likely to correlate were free lunch a= nd at-risk.  Similar comparison= s were made for each succeeding grade level with similar results appearing. This practice was repeated with each grade level with similar results appearing. 

 

Think Link

 

   &= nbsp; The Think Link Learning Website (www.thinklinklearning.com) describes this assessment as “providing measures of student progres= s in the midst of instruction.  Teachers are able to adjust instruction based upon measurable data.”  At Watertown Element= ary School, students in grades three through ei= ght take the Think Link test in August and in December.  The August assessment measures h= ow well students have retained knowledge completed at the end of the previous year.  Teachers use this information in planning instruction and goals for the first semester.  The December assessment provides= an accurate measurement of how well students have mastered grade level objectives by this point in the curriculum.  The test measures the percentage= of students that are non-proficient, proficient, and advanced.  Using this data, teachers can implement strategies to bolster skills that have not yet been acquired.  Reading and math are the only two subject areas tested using the Think Link assessment.  However, scienc= e and social studies teachers are able to access the standards that are being tested statewide for that grade level.&n= bsp; All academic teachers have access to make testing probes for every subject matter.  This other feature also helps the students that are non-proficient master the standa= rd that they find most challenging.  <= /span>

 

 

Writing Assessment

 

   &= nbsp; The Tennessee Comprehensive Assessment Program (TCAP) requires students to write a rough draft essay in response to an assigned prompt within a limited time period.  The Writing Assessment is administered in early February for grades five and = eight.  Based on current information ind= icates that:

 

   &= nbsp; Fifth grade has scored an “A” for the past three years.  In 2005, they scored= a 4.2; in 2006, they scored a 4.2; and in 2007, they scored a 4.1.  The state on average scored a 4.= 1 that noted no change (NC).

 

   &= nbsp; Eighth grade also scored all “A’s” for the past three years.  In 2005, they = scored 4.2; in 2006, they scored a 4.2; and in 2007, they scored a 4.2.  The state scored on average a 4.= 2 that also noted no change (NC).

 = ;

 

 

 

 

EXPLORE Academic Achievement Test

 

   &= nbsp; The EXPLORE test was given to eighth graders for the first time at= Watertown Elementary School in January of 2008.  This test was develop= ed by ACT to evaluate the students’ academic development.  Eighth grade was tested in four academic subjects:  English,= math, science, and reading.  This program is “designed to help eighth graders explore a broad range of options for their future.”  This test serves as a baseline to monitor academic progress.  The students’ strengths and weaknesses can be identified.  When the test results are released to W= atertown Elementary School, guidance counselors at Watertown= High School have a great opportunity to establish a four-year program of study that will help the students achieve their career and educational goals.  Watertown Element= ary School will also be able to view the result= s to make any modifications for the upcoming eighth graders.  The goal is to ensure that our students are kept on track and become successful.    

 = ;

   &= nbsp; The scores of our students compared with those of students nationa= lly show that we were above average in English (14.4, 13.9), slightly below averag= e in Mathematics (13.7, 14.4), nearly even in Reading (13.8, 13.9), on par in Scien= ce (15.9, 15.9), with the composite score of our students at 14.6 and studen= ts nationally at 14.7.  The mean scores in Usage/Mechanics locally were 7.2, and 7.3 nationally.  The means scores in Rhetorical S= kills locally were 7.2, and 6.9 nationally.&nb= sp;

 

   &= nbsp; When the composite scores were broken down by gender and ethnicity, reports showed that females generally excelled (15.4) compared to the boys (13.8).  There were too few students with different ethnicities to show any significance in composite scores.

 

    = Of the 112 students tested, over half (64) have plans of attending either a junior college (5), 4-year college/university (32), or pursuing a graduate/professional degree (27).  Nine students were undecided, while 7 showed interest in job train= ing in the military services.  F= ive students were interested in Career/Technical school, while 14 were undeci= ded or had other plans.

 

    = The majority (mean composite score) of students expressed their needs for hel= p in exploring options after high school (15.6).  The next highest need was improv= ing math skills (14.6), public speaking skills (14.5), improving writing skil= ls (14.4), followed by improving computer skills (14.3), improving study ski= lls (13.0), and finally improving reading speed or comprehension (12.7).

 

    = Students showed the most interest in careers such as Science and Technology (15.8), Arts (15.0), Social Service (14.1), Administration and Sales (14.0), and Technical (13.8).

 

 = ;

Science Data Analysis

 

    = The 2007 Report Card revealed that Watertown Elementary School (grades 3-6) received a “C” in science academic achievement w= ith a three-year average NCE of 52.0 as compared to 55 “B”, for t= he state.  Watertown High Sc= hool (grades 7-8) received a 53“C” in science academic achievement= as compared to 55 “B” for the state.  Science achievement scores have improved in grades seven and eight.  In 2005, Waterto= wn High School score= d a 49 “C”.  In 2006, it scored a 50 “C”, and in 2007 it scored a 53 “C”.<= span style=3D'mso-spacerun:yes'>  

 

    = Criterion Referenced Test scores (2006-2007) for seventh grade science reveal that 96.2% of the students were tested.  89.5% (+12% of the state) seventh graders at Watertown High Sc= hool scored proficient and advanced compared to 77.5% of the state.  96.6% (+30.3% of the state) scor= ed proficient and advanced that were economically disadvantaged compared to 66.3% of the state.  Student= s that had disabilities scored above the state as well.  83.3% (+35.5% of the state) stud= ents scored proficient and advanced compared to 47.8% of the state. Of the male students, 85.4% (+8.9% of the state) were proficient and advanced compare= d to 76.5% of the state.  Of the = female population, 94.3% (+15.8% of the state) scored proficient and advanced compared to 78.5% of the state.

 

    = Criterion Referenced Test scores (2006-2007) for sixth grade science reveal that 10= 0% of the students were tested.  81.3% (-2.9% of the state) sixth graders at Watertown Element= ary School scored proficient and advanced compa= red to 84.2% of the state.  72.1% (-3.7% of the state) scored proficient and advanced that were economically disadvantaged compared to 75.8% of the state.  58.3% (-1.2% of the state) stude= nts scored proficient and advanced compared to 59.5% of the state. Of the male students, 92.2% (+7.5% of the state) were proficient and advanced compare= d to 84.7% of the state.  Of the = female population, 67.5%

(-16.1% of the state) scored proficient and advanced compared to 83.6% of the state.

 

    = Criterion Referenced Test scores (2006-2007) for fifth grade science reveal that 10= 0% of the students were tested.  71.6% (-11.0% of the state) fifth graders at Watertown Element= ary School scored proficient and advanced compa= red to 82.6% of the state.  76.3% (+3.2% of the state) scored proficient and advanced that were economically disadvantaged compared to 73.1% of the state.  50.0% (-9.3% of the state) stude= nts scored proficient and advanced compared to 59.3% of the state. Of the male students, 77.1% (-5.9% of the state) were proficient and advanced compare= d to 83.0% of the state.  Of the = female population, 65.0%

(-17.2% of the state) scored proficient and advanced compared to 82.2% of the state.

 

    = Criterion Referenced Test scores (2006-2007) for fourth grade science reveal that 9= 8.8% of the students were tested.  86.6% (+4.3% of the state) fourth graders at Watertown Element= ary School scored proficient and advanced compa= red to 82.3% of the state.  78.4% (+5.6% of the state) scored proficient and advanced that were economically disadvantaged compared to 72.8% of the state.  100.0% (+39.4% of the state) stu= dents scored proficient and advanced compared to 60.6% of the state. Of the male students, 88.9% (+6.1% of the state) were proficient and advanced compare= d to 82.8% of the state.  Of the = female population, 84.4%

(+2.6% of the state) scored proficient and advanced compared to 81.8% of the state.

 

    = Criterion Referenced Test scores (2006-2007) for third grade science reveal that 10= 0% of the students were tested.  79% (-3.9% of the state) third graders at Watertown Element= ary School scored proficient and advanced compa= red to 82.9% of the state.  67.5% (-7.1% of the state) scored proficient and advanced that were economically disadvantaged compared to 74.6% of the state.  75% (+8.7% of the state) students scored proficient and advanced compared to 66.3% of the state. Of the male students, 70.7% (-11.6% of the state) were proficient and advanced compar= ed to 82.3% of the state.  Of t= he female population, 87.5%

(+3.9% of the state) scored proficient and advanced compared to 83.6% of the state.

 

Social Studies Data Analysis

 

   &= nbsp; The 2007 Report Card revealed that Watertown Element= ary School (grades 3-6) received a “CR= 21; in social studies academic achievement with a three-year average NCE of 5= 1.0 as compared to 54 “B”, for the state.  This score reveals three points = below the state.  Watertown Element= ary School has scored a 50 “C” in 2= 005 and a 51”C” in 2006.  <= /span>Watertown High School (grades 7-8) receive= d a 54“B” in social studies academic achievement as compared to 54 “B” for the state.  Social studies achievement scores have improved in grades seven and eight.  In 2005, Watertown High Sc= hool scored a 51 “C”.  In 2006, it scored a 52 “C”, and in 2007 it scored a 54 “B”.  

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for seventh grade soc= ial studies reveal that 96.2% of the students were tested.  82.9% (+7.4% of the state) seven= th graders at Watertown High School scored proficient and advanced compared to 75.5% of the state.  79.3% (+16.2% of the state) scor= ed proficient and advanced that were economically disadvantaged compared to 63.1% of the state.  66.7% (= +26.2% of the state) students scored proficient and advanced compared to 40.5% of the state. Of the male students, 75.6% (+1.3% of the state) were proficie= nt and advanced compared to 74.3% of the state.  Of the female population, 91.4% =

(+14.5% of the state) scored proficient and advanced= compared to 76.9% of the state.

 

    = Criterion Referenced Test scores (2006-2007) for sixth grade social studies reveal = that 100% of the students were tested.  82.4% (+3.4% of the state) sixth graders at Watertown Element= ary School scored proficient and advanced compa= red to 79% of the state.  72.1% = (+3.3% of the state) scored proficient and advanced that were economically disadvantaged compared to 68.8% of the state.  66.7% (+17.1% of the state) stud= ents scored proficient and advanced compared to 49.6% of the state. Of the male students, 86.3% (+9.1% of the state) were proficient and advanced compare= d to 77.2% of the state.  Of the = female population, 77.5% (-3.5% of the state) scored proficient and advanced compared to 81.0% of the state.

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for fifth grade social studies reveal that 100% of the students were tested.  67% (-12.4% of the state) fifth graders at Watertown Elementary School scored proficient and advanced compared to 79.4% of the state.  71.1% (+2.1% of the state) scored proficient and advanced that were economically disadvantaged compared to = 69% of the state.  33.3% (-15.6%= of the state) students scored proficient and advanced compared to 48.9% of t= he state. Of the male students, 75% (-2.9% of the state) were proficient and advanced compared to 77.9% of the state.=   Of the female population, 57.5% (-23.5% of the state) scored proficient and advanced compared to 81.0% of the state.

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for fourth grade soci= al studies reveal that 98.8% of the students were tested.  82.9% (-0.4% of the state) fourth graders at Watertown Elementary School scored proficient and advanced compared to 83.3% of the state.  75.7% (+1% of the state) scored proficient and advanced that were economically disadvantaged compared to 74.7% of the state.  100% (+= 38.8% of the state) students scored proficient and advanced compared to 61.2% of the state. Of the male students, 83.3% (+1.3% of the state) were proficie= nt and advanced compared to 82% of the state.  Of the female population, 82.2% = (-2.4% of the state) scored proficient and advanced compared to 84.6% of the sta= te.

 

   &= nbsp; Criterion Referenced Test scores (2006-2007) for third grade social studies reveal that 100% of the students were tested.  77.8% (-3.1% of the state) third graders at Watertown Elementary School scored proficient and advanced compared to 80.9% of the state.  65.0% (-6.7% of the state) scored proficient and advanced that were economically disadvantaged compared to 71.7% of the state.  50% (-5= .1% of the state) students scored proficient and advanced compared to 55.1% of t= he state. Of the male students, 63.4% (-16.1% of the state) were proficient = and advanced compared to 79.5% of the state.=   Of the female population, 92.5% (+10.1% of the state) scored proficient and advanced compared to 82.4% of the state.

 

TVAAS School Report

 =

Eighth Grade

 

     The 2007 TVAAS School Report reveals that eighth made a 0.7 NCE (+3.3 state) mean gain in reading/language arts compared to -2.6 of the state. The three-year avera= ge NCE gain of eighth grade was a 2.4 (+3.6) compared to –2.6 of the state.  Viewing the 2007 Diagnostic Report indicated that the eighth grade showed both losses and gains in the subgroups.  Usi= ng a reference as 0.0, the report revealed the following:  9 students showed a loss of -1.8= in the lowest subgroup, 19 students showed a gain of +1.8 in the middle-low subgroup, 13 students showed a loss of -1.2 in the middle subgroup, 22 st= udents showed a gain of +2.0 in the middle-high subgroup, and 13 students showed= a loss of -2.4 in the highest subgroup.&nb= sp; Since Watertown Elementary is a Title I –schoolwide school, a special mention needs to be addressed out of the economically disadvantag= ed students.  There was no nota= ble difference in any of the sub-groups.

 = ;

     The 2007 TVAAS School Report reveals that eighth grade made a -0.3 NCE (+2.4 state) mean loss in math compared to -2.7 of the state. The three-year average NCE lo= ss of eighth grade was a -1.3 (+2.2 state) compared to -3.5 of the state.  Viewing the 2007 Diagnostic Repo= rt indicated that the eighth grade showed more losses than gains in many of = the subgroups.  Using a referenc= e as 0.0, the report revealed the following:&= nbsp; 12 students showed a +2.9 gain in the lowest subgroup, 24 students showed a -3.1 loss in the middle-low subgroup, 13 students showed a +0.9 = gain in the middle subgroup, 18 students showed a -0.9 loss in the middle-high subgroup, and 10 students showed a loss of –0.7 in the highest subgroup.  It is evident tha= t the highest gain was in the lowest subgroup.=   However, since Watertown Elementary is a Title I –schoolwide school, a special mention needs to be addressed out of the twenty-nine economically disadvantaged students: using a 0.0 reference, there were no= gains or losses in the lowest, middle, middle-high and highest sub-group.  However; 9 students had a loss o= f -4.3 in the middle-low sub-group.

 = ;

    The 2007 TVAAS School Report reveals that eighth grade made a 2.8 NCE (+2.8 state) mean gain in science compared to 0.0 of the state. The three-year average NCE gain of eighth grade was a 0.9 (+2.9) compared to –2.0 of the state.  Viewing the 2007 Diagnostic Repo= rt indicated that the eighth grade showed significant gains in all sub-groups with the exception of the highest subgroup showing no notable gains. Usin= g a reference as 0.0, the report revealed the following:  15 students showed +2.3 gain in = the lowest subgroup, 16 students showed a +4.4 gain in the middle-low subgrou= p, 17 students showed a +3.2 gain in the middle subgroup and 25 students sho= wed a +2.7 gain in the middle-high subgroup.=   Since Watertown Elementary is a Title I –schoolwide school, a special mention needs to be addressed out of the twenty-nine economically disadvantaged students: using a 0.0 reference, 9 students had a loss of  -5.2 in the middle-high subgroup= , all other subgroups showed no notable changes.

 = ;

    The 2007 TVAAS School Report reveals that eighth grade made a -5.2 NCE (-3.3 state) mean loss in social studies compared to -1.9 of the state. The three-year average NCE = loss of eighth grade was a -2.4 (-2.8) compared to 0.4 of the state.  Viewing the 2007 Diagnostic Repo= rt indicated that the eighth grade showed significant losses in all subgroup= s.  Using a reference as 0.0, the re= port revealed the following:  16 students = showed a -8.6 loss in the lowest subgroup, 10 students showed a -5.4 loss in the middle-low subgroup, 16 students showed a -4.6 loss in the middle subgrou= p, 17 students showed a -3.9 loss in the middle-high subgroup, and 18 studen= ts showed a –2.3 loss in the highest subgroup.  Since Watertown Elementary is a = Title I –school wide school, a special mention needs to be addressed out = of the twenty-nine economically disadvantaged students: using a 0.0 referenc= e, 9 students had a loss of -8.2 in the lowest subgroup, all other subgroups showed no notable changes.

 

Seventh Gra= de

 =

     The 2007 TVAAS School Report reveals that seventh grade made a -2.1 NCE (0.0 state) mean loss in reading/language arts compared to –2.6 of the state. The three-year average NCE gain of seventh grade was a –1.4 (-0.2) comp= ared to –1.2 of the state.  Viewing the 2007 Diagnostic Report indicated that the seventh grade showed gains in one subgroup (lowest).   Using a reference as 0.0, = the report revealed the following:  9 students showed an +6.0 gain in the lowest subgroup, 17 students showed a –4.5 loss in the middle-low subgroup, 13 students showed a –2= .5 loss in the middle subgroup, 16 students showed a –3.1 loss in the middle-high subgroup, and 16 students showed a loss of –0.6 in the highest subgroup.  It is evi= dent that the highest gain was in the lowest subgroup.  However, since Watertown Element= ary in a Title I –school wide school, a special mention needs to be addres= sed out of the twenty-four economically disadvantaged students: no notable ga= ins were noted in this subgroup.

 = ;

 = ;

     The 2007 TVAAS School Report reveals that seventh grade made a –1.9 NCE (+0.8 stat= e) mean loss in math compared to –2.7 of the state. The three-year ave= rage NCE gain of seventh grade was a –2.5 loss (+1.0) compared to –= ;3.5 of the state.  Viewing the 2= 007 Diagnostic Report indicated that the seventh grade showed gains in two subgroups.  Using a referenc= e as 0.0, the report revealed the following:&= nbsp; 10 students showed an –3.4 loss in the lowest subgroup, 17 students showed a +1.1 gain in the middle-low subgroup, 19 students showe= d a –2.9 loss in the middle subgroup, 11 students showed a –1.9 l= oss in the middle-high subgroup, and 14 students showed a gain of +0.2 in the highest subgroup.  It is evi= dent that the highest gain was in the middle-low group.