#####  *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Thomas D. Parker]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Holston View Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[1840 King College Rd]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Bristol TN 37620-2833

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Sullivan]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_\_\_[0030]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 423 ) 652-9470]{.underline} Fax [( 423 )
652-9472]{.underline}

Web site/URL [http/www.btcs.org/HV]{.underline} E-mail
[parkert@btcs.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Steve Dixon]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Bristol City]{.underline} Tel. [( 423 )
652-9451]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Dr. Steve Morgan

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT**

1\. Number of schools in the district: [6]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

**[8]{.underline}** TOTAL

2\. District Per Pupil Expenditure: [\_\_\_8476\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_7469\_\_\_\_\_\_]{.underline}

**SCHOOL**

3\. Category that best describes the area where the school is located:

> \[ x\] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    7         10                     **17**       **7**                             

  **K**       32        29                     **61**       **8**                             

  **1**       23        25                     **48**       **9**                             

  **2**       23        25                     **48**       **10**                            

  **3**       27        19                     **46**       **11**                            

  **4**       19        23                     **42**       **12**                            

  **5**       22        21                     **43**       **Other**   19        9           **28 \***

  **6**       28        16                     **44**                                         

                                    **TOTAL                                                   **377**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> \*Holston View Elementary houses three system-wide, self-contained
> Comprehensive
>
> Development Classes. The classes are for students classified as
> mentally retarded.

6\. Racial/ethnic composition of [96]{.underline} % White

the school: [3]{.underline} % Black or African American

[0.6]{.underline} % Hispanic or Latino

[0.3]{.underline} % Asian/Pacific Islander

[0.1]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_18\_\_\_]{.underline}%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      26
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      31
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    57
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 329
                            the school as of October 1  

  **(5)**                   Total transferred students  .18
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           18.0
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_[.
01]{.underline}\_\_%

[\_\_3\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_[3]{.underline}\_\_\_\_

Specify languages: Spanish, Chinese, and Gujarati

9\. Students eligible for free/reduced-priced meals: [40]{.underline}%

Total number students who qualify: [\_140\_\_\_]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [12%]{.underline}

[48]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[\_5 \_]{.underline}Autism [\_0\_\_]{.underline}Orthopedic Impairment

[\_0\_\_]{.underline}Deafness [\_4\_\_]{.underline}Other Health Impaired

[\_0\_\_]{.underline}Deaf-Blindness [\_22\_]{.underline}Specific
Learning Disability

[\_3\_\_]{.underline}Emotional Disturbance [\_1\_\_]{.underline}Speech
or Language Impairment

[\_0\_\_]{.underline}Hearing Impairment [\_0\_\_]{.underline}Traumatic
Brain Injury

> [\_11\_]{.underline}Mental Retardation [\_0\_\_]{.underline}Visual
> Impairment Including Blindness
>
> [\_2\_\_]{.underline}Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline}

Classroom teachers [18]{.underline}

Special resource teachers/specialists [6]{.underline} \_\_8\_\_\_

Paraprofessionals [1]{.underline} [\_\_15\_\_\_]{.underline}

> Support staff \_\_\_[3]{.underline}\_\_\_ [\_\_\_2\_\_\_]{.underline}
>
> Total number **[\_\_29\_\_\_]{.underline} [\_\_25\_\_\_]{.underline}**

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [19:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

  ---------------------------------- ------------ ------------ ------------
                                     2005-2006    2004-2005    2003-2004

  Daily student attendance           96%          95%          95%

  Daily teacher attendance           97%          98%          98%

  Teacher turnover rate              0.5%         0%           1%
  ---------------------------------- ------------ ------------ ------------

**PART III ‑ SUMMARY**

Holston View Elementary School, a five-pod complex located on a 34-acre
site on King College Road, opened in 1972. It encompasses 55.904 square
feet. The school is composed of Grades Pre-K through Sixth. The present
student enrollment is 377. The length of our school year is 200 days,
and the length of the day is 420 minutes.

All teachers are teaching in their area of certification. Advanced
degrees are held by 68 percent of our teaching staff. We have seven
teachers with over thirty years of experience; six teachers with over
twenty years of experience; six teachers with over ten years of
experience; and eight teachers with fewer than ten years of experience.
Holston View is fully accredited by the State of Tennessee and the
Southern Association of Schools and Colleges.

Curriculum alignment has been completed in all subject areas. Family
Life is also part of the curriculum. There are many unique programs at
Holston View. System-wide Comprehensive Development Classes are housed
at Holston View. We also have a system-wide Behavior Specialist and
English as a Second Language Teacher. Band is offered for Sixth Grade
students. Pre-school is offered for selected Holston View students.
Students from King College and Tennessee High School provide peer
tutoring. East Tennessee State University, King College, and Virginia
Intermont College place student teachers at Holston View.

At Holston View, we provide students with a variety of resources to help
them succeed. The technology available to students continues to improve
with additional computers being added to the computer lab and a Smart
Board for large group presentations. Computers have Internet access and
are networked to have software for remediation and enrichment. Science
and Mathematics laser disc programs are used for instruction. Teachers
have access to a video camera, digital camera, and scanner.

Patrons contribute greatly through activities coordinated by the
Parent-Teacher Association. There is a program in place where parents or
community members read to the students. We have school-business
partnerships with Coca-Cola, Twin City Federal Bank, and Keen Pro. PTA
membership has been 100 percent for the last three years. Holston View's
PTA supports the school with projects such as landscaping, stocking a
student clothes closet, and providing snacks for needy children.
Teachers greatly appreciate parent help in staffing centers, planning
holiday parties and field trips, and donating items and managing star
shopping, which is a classroom reward system. Parents operate an annual
Book Fair and fundraisers to raise money for the purchase of computers,
sports equipment, and other learning programs. "Apples for the
Students", a Food City sponsored program, and the Pillsbury Box-top
program are managed through the PTA. The PTA publishes a school
yearbook.

Numbering of interior and exterior doors has been completed for safety
reasons, with emergency phones placed in classrooms. The front door has
been protected by a doorbell system with all exterior doors locked. One
fire drill is held monthly. The Sullivan County Health Department
inspects the kitchen and provides documentation. Playgrounds are
inspected monthly. The building has been approved and meets standards
for special education students. The staff has had Crisis Management and
Violent Intruder in-service training. There have been no drugs, alcohol,
or tobacco arrests at Holston View. Security cameras cover the interior
and exterior of the building.

The mission of Holston View Elementary School is to provide, through a
combined effort of staff, parents, and members of our community, a
learning environment that ensures experiences that promote the
intellectual, social, emotional, and physical development of each
individual child.

Holston View's vision is for our students to realize the value of being
lifelong learners as they develop social and cooperative skills that are
essential for success in our fast-changing world.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results:** Students in Grades One through Six are
administered the Tennessee Comprehensive Assessment Program (TCAP) each
Spring. The achievement test is a timed, multiple-choice assessment that
measures skills in Reading, Language Arts, Mathematics, Science and
Social Studies. Grade Five students are given a Writing Assessment each
February. Test results are reported to parents, teachers, and
administrators. Information on the state assessment system can be found
at http://state.tn.us/education/.

Grades One and Two student assessment scores are norm-referenced tests,
which show how well students do in comparison to a national group of
students who took the same test items.

Grades Three through Six student assessment scores are
criterion-referenced tests that are required by the federal No Child
Left Behind (NCLB) legislation. Criterion-referenced student scores
measure how well a student has learned Tennessee's state curriculum
rather than how the student compares with a national group. The scores
are also used to identify student areas of need or strength.

The Tennessee Department of Education produces an individual school
report card for the public to access each year online at
http://state.tn.us/education/. Schools must meet required federal
benchmarks. Holston View received all A's on the 2006 report card which
places the school in the exemplary category. The letter grades are based
on Criterion-Referenced Academic Achievement. The grades are in
Mathematics, Reading/Language Arts, Social Studies, and Science. Grade
Five Writing Assessment scores are 4.4 out of 6.0, which is an "A" on
the state report card.

Subgroup scores for Economically Disadvantaged students are as follows:

Grade 3 Reading/Language Arts 90% advanced and proficient

Grade 3 Mathematics 73% advanced and proficient

Grade 4 Reading/Language Arts 67% advanced and proficient

Grade 4 Mathematics 75% advanced and proficient

Grade 5 Reading/Language Arts 87% advanced and proficient

Grade 5 Mathematics 80% advanced and proficient

Grade 6 Reading/Language Arts 100% advanced and proficient

Grade 6 Mathematics 100% advanced and proficient

Grades Two through Six students are assessed in August, December, and
February of each school year using the Predictive Assessment Series
(PAS). The assessment is matched with the State of Tennessee TCAP Test.
The results assist teachers in revising instruction, enhancing learning,
and preparing students for the state testing program.

**2. Using Assessment Results:** As a part of the improvement process,
ongoing assessment is vital. Using data gathered and reported by the
Tennessee Comprehensive Assessment Program (TCAP) and the Predictive
Assessment System (PAS), the staff determines which areas will be
emphasized for improvement. Goals are established and written in a
School Improvement Plan. Based on assessment results, we selected
Reading Vocabulary and Mathematics Problem Solving and Reasoning as our
focus. Goals have been set for desired growth and gain, and strategies
for improvement have been developed and implemented. Timelines for
periodic and annual review, evaluations, and reassessment have been set.
Additional assessment includes chapter tests, individual assessments
using adopted texts, daily class work, and interim reports. Student
progress is monitored daily by the staff. Remediation and enrichment
activities are provided as needed. After formal evaluation each spring,
it is determined if specific goals have been met, if new strategies need
to be implemented, and if the bar needs to be raised.

**3. Communicating Assessment Results:** Grades One and Two parents
receive a TCAP Achievement Home Report that uses shaded bars to
represent a student National Percentile score in each of the content
areas measured on the TCAP Achievement Test. The National Percentile
score is the percentage of students in the national group that a student
scored higher than on the test items. A student's score determines the
height of each bar. The higher the bar, the better the student scored on
that content area. The right side of the Home Report indicates whether
scores are considered to be below average, average, or above average.

Grades Three through Six parents receive a Criterion-referenced
Individual Profile Report. The report shows the student's performance on
test items that measured the knowledge and skills in the Tennessee
Curriculum. The report lists a student's scale score and overall
proficiency for a particular content area and identifies where the
student is proficient and/or needs improvement. The report gives a
graphic representation of a student's performance in each reporting
category. Below proficient, proficient, and advanced are indicated by a
bar. (An estimate of the number of items a student would be expected to
answer correctly if there had been 100 similar items on the test.) The
minimum for proficient and advanced is listed.

Holston View employs a number of strategies to keep stakeholders
informed of student performance.

On a weekly basis, teachers use the Holston View website as well as
individual teacher websites to communicate student achievement. They
also correspond by use of weekly newsletters, take-home folders, e-mail,
and phone calls. Interim reports and report cards are other
communication tools employed to keep students and parents informed of
students' academic performances.

**4. Sharing Success:** Student progress, growth, and improvement are
communicated to staff, students, parents, and community. We utilize
school newsletters, the Holston View website, media, PTA meetings,
student recognition assemblies, and our annual formal recognition and
awards assembly. Students are recognized for academic and personal
improvement success. Our PTA shares our success with special student
projects, staff recognition on Teacher Day and American Education Week,
and by sponsoring fundraisers to improve technology. The school system
web page publicizes our school academic success and special activities.
Reports to the School Board are made at monthly meetings. PTA scheduled
a parent reception to celebrate our school's selection as a Blue Ribbon
School by Tennessee Education Commissioner Lana Seivers. We continue to
look for positive information to share within our school, school
district, and our community.

The faculty and staff at Holston View Elementary are committed to
sharing the school's successes with teachers throughout the school
district. Our doors are open to educators who are seeking ideas for
practice in their educational settings. Teachers share new teaching
ideas and classroom experiences. Classroom observation is one manner in
which teachers share our school's best practices. Through collaboration
with local colleges and universities, student teachers observe classes
on a continuous basis throughout the school year. We also interact with
colleagues in our work environment. Regular interaction with colleagues
creates and maintains a support structure for our teachers. Faculty
members participate as facilitators during summer staff development
workshops.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Curriculum and instruction are the priority at
Holston View Elementary. Every instructional lesson is aligned with
stated and essential goals. Through differentiated instruction we are
consistently providing curricular instruction as a means to meet the
needs of every student.

The Reading/Language Arts curriculum includes the content standards,
learning expectations, and accomplishments necessary for students to
develop the language skills necessary to succeed in school. The
foundation includes the three content standards: writing, reading, and
language. The three standards are taught in an integrated manner, not in
isolation. Students are exposed to elements of effective speaking,
critical listening, and viewing. Reading/Language Arts skills are the
supporting skills for all other content areas.

The foundation of the Mathematics curriculum includes the five content
standards: number and operations, algebra, geometry, measurement, and
data analysis and probability. The five content standards are taught in
an integrated manner, not in isolation. Within the content standards are
problem solving, reasoning and proof, communication, connections, and
representation. The intent is to communicate a vision of mathematical
literacy, which goes beyond traditional mathematics skills.

The foundation of the Social Studies curriculum standards includes
communication, data analysis, historical awareness, and acquiring
information. Students are exposed to culture, economics, geography,
government and civics, history, individuals, groups, and interactions.
Social Studies is taught across the curriculum in an integrated manner.

The foundation of the Science curriculum includes knowing about and
understanding the natural world, using scientific processes in making
personal decisions, engaging in matters of scientific and technological
concern, and becoming a scientifically literate person in their careers.
Science is taught in an integrated manner across the curriculum.

The foundation of the Computer Technology curriculum includes exhibiting
responsible behavior when using technology, acquiring knowledge in the
use of technological resources, processes, and software, accessing and
organizing information, and enhancing a broad range of communication
skills. Students have scheduled computer lab classes in which they
utilize the Scholastic Reading Counts program, sites provided by adopted
textbook companies, the Internet, and other educational links. Teachers
incorporate technology across the curriculum.

Specialists in each area offer Music, Art, Library, and Physical
Education curriculum. Regular classroom teachers follow up by teaching
the areas across the curriculum.

General Music and Art are taught in a yearlong course for Pre-K through
Grade Six. Students receive exposure to exploratory opportunities to
develop an interest in the arts and to develop their creative abilities.
Students also perform for students and parents at PTA meetings and
special events. Instrumental Music is offered to interested Grade Six
students.

Physical Education teaches students to display competency in movement
concepts and principles, personal and social responsibility, fitness,
and understanding physical activity. The students will understand that
physical activity produces enjoyment, challenge, self-expression, and
social interaction.

Library/Media teaches students a love of books and reading. Skills are
taught in use of the library, electronic card catalog, Scholastic
Reading Counts, and an appreciation for all literature. The
Library/Media Center is the hub of learning at Holston View Elementary.

**2. Reading/Language Arts:** The Reading/Language Arts curriculum
standards include the content standards, learning expectations and
accomplishments necessary to ensure that students develop language
skills needed to succeed in school, in the workplace, and in their daily
lives. The foundation of the curriculum standards includes the three
content standards: writing, reading, and elements of language. The three
standards are taught in an integrated manner, not in isolation. Pre-K
through Grade Three students use the adopted SRA Open Court Reading
series. Comprehension strategies and writing are emphasized from the
very beginning of Pre-K. At levels Kindergarten and First Grade,
decoding skills are developed and combined with pre-decodable and
decodable books and authentic literacy experiences. Once decoding skills
are in place, emphasis gradually shifts to developing reading fluency
and comprehension. Grades Two and Three emphasize reading to learn,
write, and develop high order thinking skills. Grades Four through Six
students use the adopted McGraw-Hill reading series. The series engages
students in a wealth of high quality literature.

Explicit instruction and ample practice ensure students' growth in
reading proficiency. Grammar, writing, and spelling are integrated for a
total language arts approach.

**3. Additional Curriculum Area -- Mathematics:** The foundation of the
curriculum includes five content standards: number and operations,
algebra, geometry, measurement, and data analysis and probability. The
five content standards are taught in an integrated manner, not in
isolation. Included with the content standards are problem solving,
reasoning and proof, communication, connections, and representation.

Pre-K through Grade Five uses the adopted Harcourt Math program. The
program provides thorough coverage of state and national standards and
provides the flexibility to customize the program for local courses of
study. The program is designed to help build conceptual understanding,
skill proficiency, problem solving, and logical reasoning while
carefully developing concepts within and across the mathematics strands.

Grade Six uses the adopted McDougal Littell Middle School Math program.
The program provides students with essential math concepts with
integrated print and technology support that provides a vital link to
real-life problem solving. Special emphasis is given to the development
of note taking and vocabulary skills along with Brain Games to challenge
thinking skills.

**4. Instructional Methods:** Research-based strategies currently
utilized include: Six Traits Writing, Compass Learning software,
Thinking Maps, Scholastic Reading Counts, PAS test, and cooperative
groups.

Technology components are utilized with the adopted Reading, Math,
Science, and Social Studies series. Students have scheduled times in our
twenty-five-station computer lab, which also has a projector and Smart
Board. Our building is networked, and our students have access to many
educational sites on the Internet.

Extended contracts allow for individual teacher tutoring after school
hours at each grade level. Educational assistants and high school peer
tutors are available to work with students for remediation and
enrichment.

A needs assessment is developed for each student using PAS and TCAP
Achievement Tests. Students receive instruction and remediation in areas
of diagnosed weakness. Teachers establish a plan for each student to
foster skill improvement.

At Holston View, teachers employ a number of instructional methods to
improve and maintain an environment for student learning. Low-level
cognitive questions evaluate student preparation and comprehension
through reviewed summarization techniques. High-level cognitive
questions encourage critical thinking, problem solving, and stimulate
students to assume greater responsibility for seeking information on
their own. Teachers incorporate multiple hands-on learning activities
and use various manipulatives in their lessons.

**5. Professional Development:** Teachers have a variety of
opportunities available during the summer months. The school system
publishes a list of in-service opportunities in May of each year. All
professional staff are required to complete eighteen hours of staff
development each school year.

Teachers are allowed professional leave time during the school year to
attend state and national conferences. In-service is provided for
Reading, Math, Science, Social Studies, Writing, and Technology at the
local system level. Grade level meetings are scheduled on a regular
basis during the school year. Teachers are encouraged to collaborate
with their colleagues to share teaching methods and techniques.

Staff Development days are scheduled in the school calendar to be
conducted at the building level. Principals are responsible for
scheduling the days. We schedule staff development activities based upon
our School Improvement Plan.

The Staff Development team reviews the latest findings in educational
research and future trends related to defining expectations for student
learning. Survey and achievement data are compared to state and local
standards in order to analyze teacher needs for training and initiate
the annual redesign of our School Improvement Plan. This redesign
provides a clear indication of our priorities for improvement. Staff
development workshops are attended to provide teachers instructional
strategies to promote students' achievement of our targeted goal

**PART VI - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading/Language Arts]{.underline} Grade [3]{.underline} Test
[TCAP Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   67          75          57

  \% Proficient                                 31          25          41

  \% Below Proficient                           3           0           2

  Number of students tested                     39          40          49

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   45          62          64

  \% Proficient                                 45          38          36

  \% Below Proficient                           10          0           0

  Number of students tested                     11          13          12
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Mathematics]{.underline} Grade [3]{.underline} Test [TCAP
Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   77          83          67

  \% Proficient                                 15          17          27

  \% Below Proficient                           8           0           6

  Number of students tested                     39          40          49

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   45          77          70

  \% Proficient                                 27          15          23

  \% Below Proficient                           27          8           7

  Number of students tested                     11          13          12
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading/Language Arts]{.underline} Grade [4]{.underline} Test
[TCAP Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   59          62          47

  \% Proficient                                 29          29          47

  \% Below Proficient                           12          5           5

  Number of students tested                     49          45          38

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   33          30          35

  \% Proficient                                 33          40          45

  \% Below Proficient                           33          30          20

  Number of students tested                     12          10          11
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Mathematics]{.underline} Grade [4]{.underline} Test [TCAP
Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   53          66          39

  \% Proficient                                 35          29          47

  \% Below Proficient                           12          5           13

  Number of students tested                     49          45          38

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   17          40          35

  \% Proficient                                 58          20          30

  \% Below Proficient                           25          40          35

  Number of students tested                     12          10          11
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading/Language Arts]{.underline} Grade [5]{.underline} Test
[TCAP Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   62          49          50

  \% Proficient                                 33          49          39

  \% Below Proficient                           5           2           11

  Number of students tested                     55          39          36

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   27          6           15

  \% Proficient                                 60          88          78

  \% Below Proficient                           13          6           7

  Number of students tested                     15          16          15
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Mathematics]{.underline} Grade [5]{.underline} Test [TCAP
Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   69          74          75

  \% Proficient                                 20          24          17

  \% Below Proficient                           11          2           8

  Number of students tested                     55          39          36

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   47          50          45

  \% Proficient                                 33          38          45

  \% Below Proficient                           20          13          10

  Number of students tested                     15          16          15
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading/Language Arts]{.underline} Grade [6]{.underline} Test
[TCAP Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   87          58          51

  \% Proficient                                 13          40          39

  \% Below Proficient                           0           2           11

  Number of students tested                     39          40          57

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   69          19          20

  \% Proficient                                 31          63          65

  \% Below Proficient                           0           19          15

  Number of students tested                     13          16          15
  --------------------------------------------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

Subject [Mathematics]{.underline} Grade [6]{.underline} Test [TCAP
Achievement]{.underline}

Edition/Publication Year [06]{.underline} Publisher [CTB McGraw
Hill]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2005-2006   2004-2005   2003-2004

  Testing month April                                                   

  **SCHOOL SCORES\***                                                   

  \% Advanced                                   82          63          66

  \% Proficient                                 18          34          29

  \% Below Proficient                           0           3           5

  Number of students tested                     39          40          57

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  [Economically disadvantaged]{.underline}                              

  \% Advanced                                   62          31          35

  \% Proficient                                 38          44          45

  \% Below Proficient                           0           25          20

  Number of students tested                     13          16          15
  --------------------------------------------- ----------- ----------- -----------