***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 [Mrs. LaTasha Phillips]{.underline}

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

Official School Name [Jacks Creek Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_[65 State Route 22A,
South]{.underline}\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address.)

[Jacks Creek Tennessee\_\_\_\_ \_38347-0168\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[\_\_\_\_Chester]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_[120-0025]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 731 ) 989-8155]{.underline} Fax [( 731 )
989-8156]{.underline}

Web site/URL [www.chestercountyschools.org/jackscreek]{.underline}
E-mail [phillipsl2@k12tn.net]{.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\* [Mr. John Pipkin]{.underline}

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

District Name [Chester County Schools]{.underline} Tel.[(731)
989-5134]{.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 President/Chairperson [Mr. Dwain
Seaton]{.underline}

(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**

**\[Include this page in the school's application as page 2.\]**

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** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_[3]{.underline}\_
Elementary schools

\_\_\_[1]{.underline}\_ Middle schools

\_\_\_[1]{.underline}\_ Junior high schools

\_\_\_[1]{.underline}\_ High schools

\_\_\_\_\_ Other

[\_\_\_6]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\_\$5893.00]{.underline}\_

Average State Per Pupil Expenditure: [\_\_\_\_\$7569.00]{.underline}\_

**SCHOOL** (To be completed by all schools)

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

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

  **K**       25        15                     **40**       **8**                             

  **1**       13        21                     **34**       **9**                             

  **2**       16        8                      **24**       **10**                            

  **3**       11        9                      **20**       **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   118
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [93]{.underline} % White

the school: [6]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_[8]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    10
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 118
                            the school as of October 1  

  **(5)**                   Total transferred students  0.08
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[0]{.underline}\_\_\_%

\_\_[0]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_[53]{.underline}\_\_\_%

Total number students who qualify: \_\_[63]{.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:
[9\_\_\_]{.underline} %

\_\_[11\_\_\_\_]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[11]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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 [\_\_7\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ [5]{.underline}

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

> Support staff [5]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [14]{.underline} [5]{.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 [17:1]{.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   2002-2003   2001-2002

  Daily student attendance   96%         95%         95 %        95%         97%

  Daily teacher attendance   94%         96%         96%         95%         97%

  Teacher turnover rate      0 %         14%         0%          0 %         0%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Jacks Creek Elementary is located in a rural farming area and is the
oldest school site in Chester County that is still an active educational
facility. Records dating into the mid-1800s indicate that Jacks Creek
had a school for local residents. The present school was built in 1957.
This was the first consolidated school built in Chester County.
Additions and remodeling to the present building were completed in
August 2003.

Jacks Creek Elementary is a K-3 school-wide Title I school. There are
currently 8 classrooms in use. During the 2005-2006 school year, there
were only 7 classes, two classes each for kindergarten through second
grades and one third grade. The second third grade was added for the
2006-2007 school year. The school also has a computer lab, library, and
extra classroom space that is used for guidance and music classes.

Community members are an active part of our school. We currently have
two partners in education. Winford Ray of Industrial Paint Cleaning and
Danny Swafford with M.K.D. Corporation serve in this capacity. These
partners in education help financially with projects and well as to
sponsor events such as Field Day. The area churches also help by
providing supplies to students and host receptions for teachers. This
community involvement became an important part in the development of the
beliefs of our school. Our beliefs include:

Parents and community will play a vital role in children's learning.

-   All children can reach their highest level of intellectual and
    social development through a variety of methods.

-   Every student will have a moment of success on a daily basis.

-   Instruction and learning will take place during the majority of the
    day.

-   All assessments will be fair and varied.

-   Rules will guide students to get along and to make good decisions.

-   All members of the school community will be treated with respect and
    be clearly informed of school policies and procedures.

    If everyone is treated with dignity and respect, our mission can be
    accomplished. The mission of our school is for all students to be
    able to read, write, and perform mathematics and for all students to
    become proficient and advanced in these subjects. Our ideal future
    or vision for our school is to provide a learning environment in
    which all students can reach their academic potential in order to
    become productive, contributing members of society.

    Our school's motto is "Jacks Creek Elementary- Where Students
    Shine." It is our sincere desire to make every effort to give every
    child a chance to shine. A small school setting lends itself well to
    this motto. At Jacks Creek Elementary, no teacher takes the
    responsibility for her classroom only. Every teacher looks for
    opportunities to interact with as many students as possible. Every
    teacher and staff member knows most students by name regardless of
    whose class the student is in. Students, in return, know what to
    expect and are held accountable no matter where they are in the
    building. Parents are invited often to the school and are well
    informed of procedures and requirements. Many volunteers are at the
    school several times a week to be of help to teachers and students.
    These volunteers help teachers with making copies and with art
    projects. This sense of community and belonging to a larger group is
    a catalyst for learning. Students feel safe and loved and therefore
    perform well on a daily basis as well as on state tests. With the
    cooperation of parents, community members, faculty, and staff,
    students indeed "shine" at Jacks Creek Elementary.

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

1.  **Assessment Results:**

The Tennessee Department of Education issues a state report card
following TCAP testing for each school year. The website
[www.k-12.state.tn.us/rptcrd06/](http://www.k-12.state.tn.us/rptcrd06/)
can be used to locate the information. All classes participated in the
state tests in 2006, although it is voluntary for kindergarten through
second grade. The state report card reflects scores from the third grade
tests only. According to the report card, our school received a score of
71 (**A)** for the criterion referenced academic achievement in Math.
This score is above the 55(B) score for the state. We received a
61(**A)** in Reading in comparison to the state's score of 53(B).

The State Report Card shows that 100% of our third graders participated
in the TCAP test. In Math 100% of our students scored in the advanced or
proficient categories. 79% of our students scored in the advanced
category compared to the state average of 41%. This left 21% scoring at
proficient level, compared to 48% state average. The state average for
the combined advanced and proficient categories was 89%. The three-year
average in Math for Jacks Creek Elementary is 99% of third graders in
the proficient and advanced categories compared to the state average of
87%. 100% of students in the economically disadvantaged subgroup scored
in the proficient and advanced category, with 60% of those scoring in
advanced. 100% of the male subgroup scored proficient and advanced with
82% scoring advanced. In the female subgroup 100% scored proficient or
advanced with 80% scoring advanced. In the white subgroup 100% of
students scored proficient and advanced with 61% scoring advanced. There
were fewer than 10 students in all of the other subgroups including
black and there were no ELL students.

For Reading, the scores indicate a three year average for proficient and
advanced of \> 95%. In 2006 100% of our third graders were tested. 42%
scored proficient and 58% scored advanced totaling 100% in those two
categories. The state scores were 53% proficient and 35% advanced. Again
the report card records Jacks Creek's results as \>95% in the proficient
and advanced subgroups. For the economically disadvantaged subgroup 100%
scored at the proficient or advanced level with 60% in the advanced.
100% of students in the white subgroup scored proficient or advanced
with 61% scoring advanced. In the male subgroup 100% scored at the
proficient or advanced levels with 64% scoring advanced. Finally, in the
female subgroup 100% scored at the proficient or advanced levels with
50% in advanced. There were fewer than 10 students in all of the other
subgroups including black students and no ELL students.

Teachers and staff at Jacks Creek Elementary analyze all test data to
determine the strengths and weaknesses of all students. A wealth of
data, both formative and summative, is available. Students in grade
three take the summative Tennessee Comprehensive Assessment Program
(TCAP) Achievement Test each spring. The Achievement Test is a timed,
multiple-choice assessment that measures skills in Reading, Language
Arts, Mathematics, Science and Social Studies. Student results are
reported to parents, teachers and administrators. The test for grade
three is a criterion--referenced test (CRT). We also administer the TCAP
Achievement test (TerraNova) to grades K-2. The K-2 test is a norm-
referenced test (NRT). The K-2 test is not required by the state.

Formative tests are given to provide information on student achievement
throughout the year. This information is used to identify students who
are in need of remediation or acceleration on specific objectives.
Teachers can differentiate according to the needs of each student. We
rely on three formative tests. The *Brigance* is given to Kindergarten
students twice during the year to test basic skills. The *Dynamic
Indicators of Basic Early Literacy Skills* (*DIBELS)* is given to
students in grades one through three. *DIBELS* is a set of standardized,
individually administered measures of early literacy development. It is
designed to be a short (one minute) fluency measure used to regularly
monitor the development of pre-reading and early reading skills*.
CompassLearning* is an innovative, research-based educational technology
program designed to improve the academic achievement and performance of
all students. *CompassLearning* delivers scientifically-based and
validated assessment and curriculum solutions that incorporate the
latest research, current instructional pedagogy, and best practices. It
is a school-wide program. The *CompassLearning* assessment component
serves as an excellent indicator of student success.

2.  **Using Assessment Results:**

Jacks Creek Elementary utilizes all of these varied methods of
assessment in order to determine school-wide academic performance,
strengths, weaknesses and future goals. Members of faculty and
administration collect and analyze the data provided by the state of
Tennessee. In addition to school-wide data analysis, each teacher is
responsible for looking at the class data to determine strengths and
weaknesses of individual students. The teachers are also responsible for
creating lessons and activities to strengthen students as well as to
test students on an on-going basis to ensure success.

The *DIBELS* test allows teachers and faculty to continually intervene
and to create strategies to maximize learning growth for students who
score below benchmark levels. The fluency scores are used to determine
if students are "at risk" or at "some risk." These students are given
extra one-on-one time with the teacher assistant on a daily basis.
Mid-year testing provides information used to adjust schedules and
provide time to meet specific students' needs. Scheduling of school-wide
paraprofessional is altered to address students and their shortcomings
in meeting Content Standards (SPI's).

Brigance testing with kindergarten students is used to ability group
students for instruction. It gives teachers an overall look at students
as well as individual scores.

*CompassLearning* involves a beginning and ending test. Compass itself
involves all students- kindergarten through third grade. The
computer-based program customizes instruction and assignments based on
CRT skills in which students are not proficient and on weaknesses
assessed in other tests such as *Brigance*.

A combination of TCAP, *DIBELS*, Brigance, and past grades are tools
that are used by the principal to make class assignments for each school
year. This allows each teacher to be aware of special needs and be able
to make modifications as necessary. Testing is used as a springboard to
help each student strengthen weaknesses and challenge strengths so that
he or she can "shine".

3.  **Communicating Assessment Results:**

The entire staff and Parent Advisory Committee meet to review the
Tennessee State Report Card. Data comparisons are also made during grade
level meetings, Parent-Involvement meetings, and PTO meetings. Teachers
communicate the state objectives at the beginning of each school year at
Parent Involvement meetings. Parents are also made aware of school
successes with state testing during our annual TCAP celebration night.
Fourth graders at Chester County Middle School who took part in the TCAP
the year prior are invited to join present students in our celebration.
Test scores are made available to parents, community members, and
stakeholders, through the mentioned school functions, as well as through
newspaper and via Internet.

TCAP scores are also communicated across the county from the Director of
Schools. E-mails are sent to all teachers to report TCAP results. Test
scores and successes are also posted in the hallways. Parents receive
individualized reports for their children summarizing strengths and
weaknesses.

DIBELS test results as wells as Brigance tests are shared only with the
classroom teacher because it is a diagnostic tool. The pre-tests and
post-tests for Compass are given to parents along with report cards. The
post-test indicates the growth of students within their grade levels.

Parents receive report cards every six weeks to monitor student
progress. Parents are also invited at the beginning of the second six
weeks period to be a part of parent-teacher conferences. This planned
meeting allows parents and teachers to voice concerns and to celebrate
successes. If parents are unable to come during this scheduled event,
every effort is made to contact the parent.

4.  **Sharing Success:**

Teachers at Jacks Creek Elementary participate in grade level meetings
with other teachers across the county. There are one to two staff
development days devoted to sharing within the grade levels. Teachers
meet to analyze test scores across the county and to determine each
school's strengths and weaknesses. Teachers from Jacks Creek Elementary
make use of this time with teachers from other schools to share methods
and strategies that help students to master certain skills.

Freed-Hardeman University is located in our school district. There is a
close working relationship between our school and the university's
education department. This provides the opportunity for Jacks Creek's
teachers to participate in the training program for future teachers.
Teachers pass on a love for teaching and successful methods of teaching
to students. Teachers often agree to have practicum students spend time
in their classrooms. The observation of teachers using a variety of
strategies lets prospective teachers view diversified methods to
accommodate learning styles. There are also student teachers in
classrooms throughout the school year. It is our goal to make these
experiences meaningful to college students. These future teachers can
experience success in our classrooms in order to implement sound ideas
and practices when they have their own classrooms.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Jacks Creek Elementary follows the Tennessee Curriculum Standards*.* The
curriculum was adopted by the State Board of Education and can be found
in its entirety on the web at <http://state.tn.us/education/>. All
teachers have a copy of the *[A Blueprint for Learning: A Teacher's
Guide to the Tennessee Curriculum]{.underline},* a desktop companion
document to the Tennessee Curriculum Standards.

Key features of the *Blueprint:*

-   Identification of content standards for each grade and content area.

-   Identification of skills for each grade and content that are labeled
    as introduced, developed, or mastered.

-   Identification of skills that correlate with the
    criterion-referenced test (CRT).

-   The Blueprint is used by teachers as the basis for content analysis,
    curriculum alignment, and benchmark pacing.

The Chester County School System provides time and resources for
horizontal curriculum alignment by grade level. Jacks Creek teachers
refine the horizontal alignment further with joint planning in each
grade to make it fit their unique needs. The Jacks Creek teachers go a
step further by meeting and planning school-wide to align the curriculum
vertically as well. The mapping and meshing of grade level content
throughout the school provides all teachers with the knowledge of what
is taking place at each grade level. This knowledge eliminates a lot of
curriculum redundancy and provides greater opportunity for student
learning to accelerate to a higher level.

Through training and staff development, it has become apparent that the
key to our school's success is to focus first on instruction.
Instruction is the most indispensable component of curriculum
implementation. We believe one of the best ways to do that is to begin
planning instruction with struggling students in mind. Our teachers plan
and execute a variety of instructional strategies to promote learning
and retention of all students. The methods we use are research-based and
have proved to be successful over time. Teachers and staff document
instructional strategies that work well with students; they then share
the successful ones with each other. The focus on instruction plus the
unselfish sharing of strategies has been paramount to student success
with curriculum content at Jacks Creek Elementary.

Curriculum standards are also reinforced outside of the regular
classroom. Students go to library class once per week. In this class
they develop a love for reading and are introduced to age-appropriate
skills. Students attend guidance classes for thirty minutes every other
week. These classes promote positive image and self-esteem. Students
participate in physical education classes for thirty minutes every day.
Music classes are also attended for thirty minutes each week. Physical
education and music teachers participate in school-wide curriculum
planning and implementation. They are familiar with the curriculum
standards. Through collaboration with the classroom teacher, the
physical education and music teachers are able to find ways to integrate
academic content into lesson planning. All students attend computer
classes for one and one-half hours per week. These classes use
the*CompassLearning* program. The computer instructor uses lesson plans
from teachers to determine the skills that students will work on while
in the lab. This program allows students to have an individualized
prescription to ensure success and to eliminate learning gaps. Students
also use the *Accelerated Reader* program while in the computer lab.
This program supplements the curriculum by allowing students to earn
points for reading. Teachers make use of the trade books that supplement
the reading curriculum; they enhance vocabulary and reinforce skill
development. These books are also part of the *Accelerated Reader*
program. The supplemental classes help students to develop academically,
emotionally, and physically. It is important for students to grow in all
areas in order to be successful in life, not just in the classroom.

**2a. (Elementary Schools)** **Reading:**

All of Chester County's schools have adopted the Macmillan-McGraw Hill
reading series as the core-reading program. This series is made
available to first through third grades. This series introduces a new
theme every six weeks period. There are many genres in this series.
There are a variety of fiction selections to introduce fables, myths,
poetry, and other forms of writing. Each unit also includes non-fiction
selections including a *Time for Kids* article. This series was chosen
because it allows for many avenues of leveled practice for skills. There
are also leveled trade books for each story. These stories are
incorporated in many ways: whole group, independent reading, and for
enrichment. These trade books use vocabulary in a new way so that
children are exposed over and over again. These trade books as well as
the weekly stories are tested on *Accelerated Reader* therefore
motivating students to read. This reading series also provides for many
writing opportunities. There is a writing prompt and a writing skill
addressed with each story. Grammar and spelling are also incorporated
into each unit. The spelling lists each week include vocabulary from the
week's selection. Teachers at Jack's Creek supplement the adopted text
with other resources and materials. *Reading A-Z* is one of the
supplemental programs used. The program has thousands of printable
teacher materials to teach guided reading, phonemic awareness, reading
comprehension, reading fluency, alphabet, and vocabulary. Other teaching
resources include downloadable-leveled books, lesson plans, worksheets,
and reading assessments. *Saxon Phonics and Spelling* is a supplemental
phonics program used in conjunction with the core-reading program. It is
used in kindergarten and first grade and focuses on phonemic awareness,
phonics, spelling, alphabetizing, handwriting, and fluency.

3.  **Mathematics:**

Jacks Creek Elementary currently uses the Scott Foresman Mathematics
series. This series incorporates literature and many methods of
learning. It aligns with the Tennessee Curriculum Standards**.** This
series also provides many different methods for teaching the skills.
Each teacher has access to manipulatives in order to give students
hands-on practice for skills. Every teacher has *eTools* software that
incorporates electronic math manipulatives. The digital learning
software has engaging movies and programs that allow for student
interaction on an individual basis. Teachers make use of the "Problem of
the Day" in an effort to increase critical thinking skills. The "Problem
of the Day" is presented in a way that adds rigor and relevance to math
problem solving. Students use TCAP Practice/Spiral Review worksheets on
a weekly basis in order to build new skills and to review skills that
have been taught. Math skills are also reinforced in the computer lab.
The *CompassLearning* System allows students to revisit skills that
he/she is struggling with. It also presents students with higher-level
skills to enhance learning as they move to the next level of learning.

It is important for students to utilize math on a daily basis in order
to appreciate its importance. It is our goal to help students become
proficient in math skills so that they can experience success in school
and in life. We also desire to make learning fun by providing incentives
and awards for success. Teachers use music, games, and movement to teach
the facts. We celebrate our successes in various ways.

4.  **Instructional Methods:**

Instructional methods vary class by class. However, every teacher has
been provided with high quality professional development to make the
most of a teachable moment. It is a part of our school's culture to use
brain-compatible strategies to teach. Teachers try to be certain that
students don't stay in one place or position for too long. Teachers make
use of reciprocal teaching, group activities, drawing, art, music,
role-play, and visuals as well as other strategies to engage students in
learning.

Every teacher has at least one computer in her classroom. Every teacher
in the system is trained to use the technology. Technology use is a part
of the local teacher evaluation; this holds teachers accountable for
using it. One popular use of technology is *United Streaming.* This tool
allows teachers to take students on virtual field trips as well as
better explain many topics from any given subject. Our philosophy is
that learning will indeed take place if students are engaged and are
having fun.

Whole group instruction takes place on a daily basis at Jacks Creek,
however there are many opportunities for small group instruction. During
the one and one-half hour computer classes per week, only half of a
class goes at one time. The other half of the class is with the
classroom teacher. This block provides time for the teacher to work with
smaller groups. Many teachers use this time to re-teach,do experiments,
and other "hands-on" activities. One-on-one instruction is also
available to struggling learners. Teacher assistants work with students
that fall into an at-risk category with *DIBELS* or *Brigance*
assessments. Teachers make every effort to connect to prior learning and
to present material in such a way that students enjoy learning. Students
are given every opportunity to "shine."

5.  **Professional Development**

Jacks Creek Elementary's faculty completed an assessment of professional
development activities. Priorities included enhancing success with low
achieving students, classroom management strategies, and differentiated
instruction. These needs have been addressed with these professional
development activities.

-   DIBELS training with school-wide assistant

-   Training for use of math textbook and its tools and uses

-   United Streaming- varied instruction

-   Student Achievement- A Result of Good Classroom Management

-   Learning Workshop

-   [A Framework for Understanding Poverty]{.underline} by Ruby K.
    Payne, Ph.D.

-   [Worksheets Don't Grow Dendrites]{.underline} by Marcia L. Tate

-   [Boys in Crisis, Hear Their Cry]{.underline} by Dr. Paul Slocomb

Most professional development sessions are made available for the
Chester County Schools as a whole. Our school system does an excellent
job of providing outstanding speakers that give practical strategies to
use in the classroom. Teachers are also given the opportunity to take
part in other sessions. Kindergarten teachers attended a two-day
workshop especially for them. Our technology coordinator was able to
attend a three-day workshop for technology uses in the classroom. Every
grade level is able to meet with other teachers in her grade level
across the county as a part of professional development. This gives
teachers an opportunity to share strategies that work and to ask for
help when new ideas are needed. Teachers within our school are always
looking for ways to keep learning and teaching exciting and are quick to
share their ideas with others. This sense of community allows for an
atmosphere of learning.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

> Subject\_\_[Reading/ Language Arts]{.underline}\_
> Grade[\_\_3\_\_\_\_]{.underline} Test\_\_\_[TCAP]{.underline}\_\_\_\_

Publisher\_\_\_\_\_[CTB McGraw Hill]{.underline}\_\_\_

  --------------------------------------------- --------------- --------------- ---------------
  Edition/Publication Year                      Q/ 2006         P/ 2005         O/2004

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

  Testing month                                 April           April           April

  **SCHOOL SCORES**                                                             

  \% Proficient or Advanced                     100             100             100

  \% Advanced                                   57              52              59

  Number of students tested                     21              21              41

  Percent of total students tested              100             100             100

                                                                                

  SUBGROUP SCORES \*                                                            

  1.White                                                                       

  \% Proficient or Advanced                     100             100             100

  \% Advanced                                   61              50              65

  Number of students tested                     18              18              37

                                                                                

  2\. Economically Disadvantaged                                                

  \% Proficient or Advanced                     100             100             100

  \% Advanced                                   60              67              59

  Number of students tested                     10              9               22

                                                                                

  3\. Females                                                                   

  \% Proficient or Advanced                     100             100             100

  \% Advanced                                   50              58              75

  Number of students tested                     10              12              20

                                                                                

  4\. Males                                                                     

  \% Proficient or Advanced                     100             100             100

  \% Advanced                                   64              64              43

  Number of students tested                     11              9               21
  --------------------------------------------- --------------- --------------- ---------------

**\* Please note that Jacks Creek Elementary does not have enough
students in any other subgroups to report the data.**

**STATE CRITERION-REFERENCED TESTS**

Subject [Math]{.underline}\_\_\_ Grade\_[3\_\_\_\_\_]{.underline}
Test\_\_\_[TCAP]{.underline}\_\_\_\_\_

Publisher\_\_\_[CTB McGraw Hill]{.underline}\_\_\_\_\_

  --------------------------------------------- ----------- ----------- -----------
  Edition/Publication Year                      Q/2006      P/2005      O/2004

                                                2005-2006   2004-2005   2003-2004

  Testing month                                 April       April       April

  **SCHOOL SCORES**                                                     

  \% Proficient or Advanced                     100         100         98

  \% Advanced                                   81          71          68

  Number of students tested                     21          21          41

  Percent of total students tested              100         100         100

                                                                        

  SUBGROUP SCORES \*                                                    

  1.White                                                               

  \% Proficient or Advanced                     100         100         100

  \% Advanced                                   89          70          70

  Number of students tested                     18          18          37

                                                                        

  2\. Economically Disadvantaged                                        

  \% Proficient or Advanced                     100         100         95

  \% Advanced                                   60          67          73

  Number of students tested                     10          9           22

                                                                        

  3\. Females                                                           

  \% Proficient or Advanced                     100         100         100

  \% Advanced                                   80          67          80

  Number of students tested                     10          12          20

                                                                        

  4\. Males                                                             

  \% Proficient or Advanced                     100         100         95

  \% Advanced                                   82          78          57

  Number of students tested                     11          9           21
  --------------------------------------------- ----------- ----------- -----------

**\* Please note that Jacks Creek Elementary does not have enough
students in any other subgroups to report the data.**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject\_\_\_\_\_\_\_[Reading]{.underline}
Grade[\_\_\_\_2]{.underline}\_\_
Test\_\_\_\_\_\_[TCAP\_\_\_\_\_\_\_\_]{.underline}

Publisher\_\_\_\_\_[CTB McGraw Hill]{.underline}\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
| > Edition/ Publication Year              | C      | C      | C      |
+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 71     | 79     | 71     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 27     | 20     | 20     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

Subject\_\_\_\_\_\_\_[Language Arts]{.underline}
Grade[\_\_\_\_2]{.underline}\_\_
Test\_\_\_\_\_\_[TCAP\_\_\_\_\_\_\_\_]{.underline}

Publisher\_\_\_\_\_[CTB McGraw Hill]{.underline}\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
| > Edition/ Publication Year              | C      | C      | C      |
+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 81     | 90     | 74     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 27     | 20     | 20     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

**Scores for subgroups are not available by the state.**

Subject [Math]{.underline} Grade[\_\_\_\_2]{.underline}\_\_
Test\_\_\_\_\_\_[TCAP\_\_\_\_\_\_\_\_]{.underline}

Publisher\_\_\_\_\_[CTB McGraw Hill]{.underline}\_\_\_\_

Scores are reported here as (check one): NCEs\_[X]{.underline}\_\_
Scaled scores \_\_\_\_ Percentiles\_\_\_\_

+------------------------------------------+--------+--------+--------+
| > Edition/ Publication Year              | C      | C      | C      |
+------------------------------------------+--------+--------+--------+
|                                          | 200    | 200    | 200    |
|                                          | 5-2006 | 4-2005 | 3-2004 |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | April  | April  | April  |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 79     | 85     | 73     |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              | 27     | 20     | 20     |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > SUBGROUP SCORES                        |        |        |        |
+------------------------------------------+--------+--------+--------+
| > 1.\_\_\_\_\_\_\_\_\_\_(specify         |        |        |        |
| > subgroup)                              |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Number of students tested              |        |        |        |
+------------------------------------------+--------+--------+--------+

> **Scores for subgroups are not available by the state.**