##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Betty Brooks Wright]{.underline}

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

Official School Name [Steekee Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4500 Steekee School Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Loudon]{.underline} Tennessee
\_\_\_\_\_\_[37774-4610\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(865) 458-3322]{.underline} Fax [(865) 458-9921]{.underline}

Website/URL [http:/bugtug.com/Steekee/calendar.html]{.underline} Email
[wrightb@loudoncounty.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 [Mr. A. Edward Headlee]{.underline}

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

District Name [Loudon County Board of Education Tel. (865 )
458-5411]{.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 Mr. Freddie Gene Walker

President/Chairperson

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

I have reviewed the information in this package, 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 II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_\_[5]{.underline}\_\_
Elementary schools

\_\_[2]{.underline}\_\_ Middle schools

\_\_\_\_\_ Junior High School

\_\_[2]{.underline}\_\_ High schools

\_\_[9]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_[\$5,276]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: [\_\$6, 349\_\_\_\_\_]{.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\. [4]{.underline} Number of years the principal has been in her/his
position at this school.

[38]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       20        16                     **36**       **7**                             

  **1**       20        17                     **37**       **8**                             

  **2**       24        16                     **40**       **9**                             

  **3**       19        17                     **36**       **10**                            

  **4**       23        19                     **42**       **11**                            

  **5**       29        22                     **51**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   242
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95.6]{.underline} % White

the students in the school: [1.7]{.underline} % Black or African
American

[.4]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 9
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 12
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        21
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    258
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0813
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.139
              100                                
  ----------- ---------------------------------- ------------------------

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

[\_0\_\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_[\_\_\_2\_\_\_\_]{.underline}

Specify languages: [Spanish and English]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_[51.6]{.underline}\_\_%

\_\_[125]{.underline}\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably 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:
\_\_\_[8.6]{.underline} \_%

\_\_\_\_[21]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [5]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [15]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [1]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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 [12]{.underline} [4]{.underline}

Special resource teachers/specialists [4]{.underline} [\_\_\_\_
\_\_\_]{.underline}

Paraprofessionals [3]{.underline} \_\_\_\_\_\_\_\_

> Support staff [6]{.underline}
>
> Total number [26]{.underline} [4]{.underline}

12\. Student-"classroom teacher" ratio: [Grades K-3 teacher pupil ratio
18.6]{.underline}

[Grades 4-5 teacher pupil ratio 23.25]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.1        94.3        94.1        94.9        98

  Daily teacher attendance 96%         94.3        94.3        Archived    Records

  Teacher turnover rate    0           .04         0           Archived    Records

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

  Student drop-off rate    N/A         N/A         N/A         N/A         N/A
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

Steekee Elementary School in Loudon, Tennessee believes: Our mission is
to successfully educate each child in a safe, caring environment. This
mission statement was revised in 1999-2000 through the cooperation and
input of students, parents, faculty, and community. A parent suggested
that we use the word "our" to show ownership and continuity in our
school's mission.

This small community takes pride in its' local school. Steekee School is
named after a nearby creek, which flows to the Tennessee River, (the
word steekee is Cherokee for "big waters"). Steekee School was located
on the present site in 1950. Fire influenced structural changes when the
building burned in 1957. By the 1960's Steekee School began to witness
many changes in the community and student population. As the Tennessee
Valley Authority began acquiring land from area farmers for the building
of the Tellico Dam, small area schools were consolidated with Steekee
students.

Building programs in 1975, 1998, and 2001 have improved the facilities.
A library/media facility, a computer lab, technology additions,
additional personnel and ongoing educational programs have helped
integrate the growth of the community with the school's mission.

Steekee School began a growth process in the fall of 1999. At that time
a new principal, assistant principal, secretary, custodian and cafeteria
manager renewed the vision for Steekee School and began to revitalize
the school's identity and mission.

Test scores for the Tennessee Terra Nova test had declined, staff
development was minimal, organizational and accountability procedures
were not in place. A small caring community needed direction.

The administration, faculty, and staff made the decision to change.
After being identified as low achieving and placed on the "heads up"
list by the commissioner of education in the summer of 2000, we
implemented changes to increase student achievement.

Steekee School felt the impact of being labeled "low achieving" through
a drop in student enrollment. Over a three-year time span, our
enrollment dropped by sixty students. This affected newly hired faculty
members who had to transfer to other schools and the way we planned our
instructional program for our students. However, existing faculty
members stayed and began planning a cooperative effort for improvement,
between students, faculty, staff and community, to achieve the current
results.

Planning for student achievement through faculty meetings, grade level
meetings, cross grade level meetings, staff development, assessment
strategies, and data analysis provided results. We knew where we were
and where we needed to go. All stakeholders owned increased
accountability for student achievement.

As a result of this effort, Steekee School found ways to improve our
program through writing grants such as: Preschool Grant, Loudon County
Education Foundation Grant, Technology Grant, Filling the Gap Grant,
WBIR TV grants, we also applied for free materials and honed our skills
at locating and implementing resources such as after school tutoring and
on site tutoring arranged through our VISTA (Volunteers in Service to
America) volunteer for our students. At the same time we began a Parent
Teacher Organization, highlighted student projects, through Open House,
Science Fair and Social Studies Fair, Grandparents Day, and Read Across
America.

Our students, faculty, staff and community are proud of the progress
we've made in "successfully educating each child".

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Steekee School utilizes the Tennessee Comprehensive Assessment Program,
which is the CTB McGraw Hill Terra Nova assessment to identify students'
strengths and weaknesses in grades three through five. Second Grade is
tested as well for better tracking of student knowledge. Faculty members
chart Terra Nova NCE scores in each of the five academic areas for each
child to monitor student's progress from grade to grade. Harcourt
reading assessments, STAR reading assessments and teacher made tests
complete our

We also used the kindergarten Brigance Assessment and teacher
observation of student readiness skills to identify the need for a
preschool program and to plan to meet the needs of incoming students.
Our preschool was initiated in January of 2000 through a state grant.
This program uses the Preschool Brigance test to evaluate incoming
preschoolers to identify children who are potentially at risk.

The Title I Needs Assessment is used to identify student's weaknesses in
math, reading, and language for all grade levels. Our VISTA summer
program provides tutoring for students with a weakness in reading for
students identified through the Harcourt reading assessments, and
teacher referral.

Grade level and cross grade level planning meetings are required to
provide continuity, to review assessment data of students, for peer
coaching and to make any instructional adjustments as needed throughout
the school year.

Steekee School also uses the STAR reading assessment to place students
on the correct level for the Accelerated Reading Program. This
assessment program indicates a student's strengths and weaknesses in
reading. Each six weeks all teachers list students in their class and
identify those with risk factors regarding academic performance,
attendance, and the interventions being implemented.

> 2\. Describe in one-half page how the school communicates student
> performance, including assessment data, to parents, students, and the
> community.

Steekee School attributes much of its success to valid communication of
student and school progress, which we convey to our parents, students,
and community. Our communication strategies fall into three broad
categories: conferences (individual and group), media, and school
activities.

Conferences are scheduled twice per year, and as needed, for teachers to
share assessment data with parents. At our open house, parents are
informed of the grade level expectations, Title I agenda, and conference
schedules. Teachers frequently call parents to inform them of their
child's individual progress and sometimes make home visits as well.

Media communication is facilitated through our weekly newsletter, school
signs, displays at area businesses, local television announcements,
school web page, and local newspaper photos/features.

School activities feature student success in a variety of programs, such
as: open house, Media night, (once per week), VISTA workers who recruit
volunteer tutors, PTO programs and plans, student recognition programs,
honor roll, Science Fair, Social Studies Fair, Grandparents Day, Read
Across America, and our annual spring spruce up day. This variety of
activities builds relationships which foster open communication between
the school and home.

> 3\. Describe in one-half page how the school will share its successes
> with other schools.

Steekee Elementary School will eagerly share its experiences and
successes with all interested parties upon request. An open door policy
will accommodate educators to observe students actively engaged in daily
multiple intelligence experiences designed to meet the needs of each
child.

This advancement process was undertaken four years ago by the Steekee
School faculty, in a sincere attempt to provide a better experience for
our students. The faculty and staff of Steekee made a commitment to
improve all aspects of our school prioritizing academic programs to meet
or exceed educational expectations at the local, state, and national
level. This commitment is reflected on our staff development, cosmetic
improvements to our facility, and student projects. Our success has
prompted much media attention at the local and state level. We, at
Steekee, are proud of our successes and feel that other schools might
benefit from sharing our experiences.

Our leadership team will be available for on site presentations, news
releases, magazine articles, professional presentations, television
interviews, and updates to our web site describing Steekee School's
advancement from low achieving to Blue Ribbon quality. We have applied
to present our accomplishments at the Southern Association of Colleges
and Schools at their annual meeting in Nashville, Tennessee in December
2003. TASCD magazine has requested an article highlighting our journey
for publication as well. In addition, Blue Ribbon achievements will be
published in our weekly school newsletter, local newspaper, and local
T.V. channel.

Finally, we are eagerly anticipating hosting a Blue Ribbon Open House as
a unique celebration of our success with our students, parents,
community, faculty, and staff.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.

Steekee Elementary School follows the state of Tennessee curriculum
guidelines in all subject areas.

The reading/language arts curriculum at Steekee School is implemented
through the Harcourt Reading Series selected by Loudon County. By
following state standards through curriculum mapping, grade level
benchmarks and early intervention, students are successfully educated in
grade level reading skills.

Teaching strategies are improved and practiced through the Dimensions of
Learning instructional model, which has been adopted by Loudon County.
This instructional model has been supported with professional
development over the past five years and has provided teachers the
development of skills to develop and implement skills acquisition
lessons and extension and refining lessons.

The Tennessee language arts curriculum standards, learning expectations,
and performance indicators were used to identify research based
instructional programs to ensure that all students meet their high
academic standards. The Harcourt Reading Series was selected as the
foundation of our system and school's reading program. Steekee School
utilizes the system's language arts prioritized curriculum developed by
teachers from the standards, expectations and performance indicators.

Additional tools to enhance the reading curriculum and encourage active
participation by our community include the following: Accelerated
Reader, Smart Moves, SMART Room, VISTA workers and parent/community
volunteers working with individual students, after-school tutoring by
staff, and media night. Our instructional design includes small group,
large group, individual instruction, heterogeneous/homogenous grouping
and inclusion for special education students. Daily Oral Language in
grades K -- 5 is highlighted each day to help students see how language
and reading skills are used in every day activities. Vocabulary words
are featured through a "word of the day" during morning announcements.

Writing skills are taught consistently beginning with prewriting at the
preschool and Kindergarten levels. Students are encouraged to publish
their writing as a tool for language development while developing
writing skills. A school wide writing plan has been developed by our
faculty and is implemented at all grade levels. Student work is
displayed throughout the school to encourage creativity and mastery of
writing skills.

In addition to the Social Studies and Science Curriculum, all students
are encouraged to participate with projects in the annual Social Studies
Fair in the fall and the Science Fair in the spring. Community
Volunteers participate as judges for both events. Projects are done at
home or school with parental support and involvement.

Steekee School incorporates Loudon County's math adoption, [Silver,
Burdette, Ginn]{.underline} as a basis for its math curriculum. Students
are engaged in math activities, use of math manipulatives, "problem of
the day" emphasis, and Math Their Way activities.

Classroom teachers integrate art, music, and foreign language activities
in daily activities to enhance all curriculum areas.

2.  (**Elementary Schools**) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.

Steekee School's reading curriculum reflects numerous strategies, which
could be used to raise children's reading ability. After mapping out the
reading curriculum, Steekee felt that Collections -- a Harcourt
Reading/Language Arts Program, which is researched based, had all the
components necessary to help all ability levels from gifted to those who
might require reading intervention. Hundreds of professional books and
articles contributed to the development of this reading program thus
validating our decision to use this as the foundation of our reading
instruction.

The [Collections]{.underline} series is compiled of phonics/decoding,
vocabulary, comprehension and intervention strategies. This series helps
teachers to be effective and achieve gains in reading, feedback
opportunities, and a great deal of independent practice. The Steekee
faculty also felt that the skills taught through the use of technology
in the program would be beneficial to our students.

The teacher-friendly program in [Collections]{.underline} provides
appropriate teacher guidance for experienced as well as new teachers.
The 5-day planner for each story gives step-by-step instructions for
each day including, skills and Terra Nova practice pages (the state test
required by Tennessee).

Steekee School feels that with the literature, teacher resources,
language arts component, assessment tools and our own process of
identifying "at risk" students there would be "no child left behind."
The [Collections]{.underline} assessments provide immediate feedback and
allow teachers to quickly determine which students have mastered the
skills being taught while identifying any students having difficulty.
This effective evaluation of each student is a goal at Steekee School to
determine whether a child can read proficiently at the student's grade
level. Thus again, leaving "No Child Behind."

3.  Describe in one-half page one other curriculum area of the school's
    choice and show how it relates to essential skills and knowledge
    based on the school's mission.

Writing is a vital form of expression and a communication skill, which
is required for the work force of the future. This curriculum guide was
prepared to assist the faculty of Steekee School in successfully
educating our students for the future as well as for our Tennessee
writing assessment. Writing skills are integrated into every academic
area, therefore they are essential to our mission of successfully
educating each child.

Curriculum resources used by Steekee School include: Four Blocks by
Patricia Cunningham, Four Square Writing Method by Judith Gould and
Writer's Workshop. Kindergarten implements the curriculum with: shared
writing, guided writing, phonetic spelling to write words and sentences,
name on paper, capital letter at the beginning of a sentence, and mark
of punctuation at the end of each sentence.

First grade continues with shared writing, journal writing, phonetic
spelling, reinforcing name on paper, capital at beginning of sentence,
mark of punctuation at the end of each sentence, word wall words spelled
correctly, and writing complete sentences. Second grade then builds with
shared writing (teacher and students do writing together on chart paper
or overhead), guided writing, independent writing (story has 2-3
complete thoughts), name on paper, capital letter at the beginning of a
sentence, and mark of punctuation at the end of sentence.

Third grade incorporates shared writing, guided writing, independent
writing, name on paper, proper capitalization and punctuation, story
with at least 4-5 complete thoughts, word wall words, spelled correctly,
proper nouns capitalized, all sentences on the topic, indenting and
proofreading.

Fourth and fifth grade students begin refining writing skills through
creating five paragraph papers (introduction of details, and wrapping up
a written composition). Writer's workshop includes the skills of
creating a rough draft, proof reading, editing, re-writing, and
publishing. Monitoring the skills of capitalizing, use of proper nouns,
proper adjectives, ending punctuation, comma usage, and quotations, in a
story -- dialogue, indention and persuasive narrative expository
descriptive paragraphs

4.  Describe in one-half page the different instructional methods the
    school uses to improve student learning.

All teachers at Steekee School use the 4 Block balanced literacy model
selected by Loudon County, which comes from the work of Dr. Patricia
Cunningham. This model effectively addresses literacy needs through
shared/guided reading, self-selected reading, writing for fluency, and
working with words. Building Blocks, which are the companion literacy
model, is introduced at the Preschool and Kindergarten level.

All teachers at Steekee have been trained in the Dimensions of Learning,
(DOL), instructional model which teachers use to base all teaching
strategies on. DOL incorporates 5 critical dimensions for planning
instruction: Dimension #1-attitudes and perceptions about learning,
Dimension #2-acquisition and integration of knowledge, Dimension
#3-extension and refinement of knowledge, Dimension #4-meaningful use of
knowledge, and Dimension #5-productive habits of mind.

Four Square is a method of teaching basic writing skills that is
applicable across grade levels and curriculum areas. It can be applied
for the narrative, descriptive, expositionary, and persuasive forms of
writing. Writing opportunities are provided daily at all grade levels
through journal activities. Special focus opportunities such as scrap
booking are implemented Daily Oral Language and Daily Oral Math are
focused opportunities for students to acquire practical application of
knowledge at every grade level. The Accelerated Reader program is
offered to all students to motivate students to read while monitoring
student progress.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

Steekee School provides a variety of professional development
opportunities for all teachers. Our focus highlights the identified need
for improved teaching strategies for our faculty and appropriate
assessment of student learning. Teachers are required to share with
fellow faculty members the knowledge, which they have gained at
individual grade level or specialized conferences.

Staff development is also presented for the whole faculty in Dimensions
of Learning, The Effective Teacher (i.e. Harry Wong), Love and Logic,
Dyslexia, 4 Block Reading, Building Blocks, The Letter People, Blue
Ribbon visit by Bart Teal, and developing and implementing a school wide
discipline policy. Other staff development opportunities have been
accessed for SMART (Stimulating Maturity through Accelerated Reading
Training curriculum), Early Childhood Conferences for Pre-K, Tennessee
State Kindergarten conference, Tennessee State First Grade conference,
Music Conference, Writer's Workshop, Blue Ribbon Schools Conferences,
and Southern Association of Colleges and Schools. School administrators
also regularly attend staff development locally and state wide, such as:
Prospective Administrator's Academy, Beginning Principals Academy, and
Model Schools Conference in Washington D.C.

Weekly faculty meetings and regularly scheduled professional development
days allow teachers to share new ideas and train their coworkers in
current teaching methods.

Improved teacher performance resulted in greater academic achievement
for our students. These staff development opportunities increased
teacher morale while improving professionalism among coworkers.

**CTB McGraw Hill Performance Level Summary Report**

(Steps along the path toward 5^th^ Grade Proficiency) McGraw Hills
Performance Level Report compares the percent of students locally with
the national sample in each of the five performance levels. [Performance
levels are: 5 = advanced, 4 = proficient, 3 = nearing proficiency, 2 =
progressing and]{.underline}

[1 = starting out.]{.underline} These levels provide a description of
what students can do in terms of content and skills assessed by Terra
Nova found in curriculum from grades 3, 4, and 5.

**1999-2000**

  ----------------- ----------------- ----------------- -----------------
  **Third Grade     **Reading**       **Language**      **Math**
  Performance                                           
  Levels**                                              

  Performance Level 1                 0                 1
  5                                                     

  Performance Level 3                 2                 4
  4                                                     

  Performance Level 12                12                17
  3                                                     

  Performance Level 16                22                14
  2                                                     

  Performance Level 20                16                16
  1                                                     

  **School Third    **2.01**          **2.0**           **2.23**
  Grade Student                                         
  Average**                                             
  ----------------- ----------------- ----------------- -----------------

**1999-2000**

+-----------------+-----------------+-----------------+-----------------+
| **Fourth        | **Reading**     | **Language**    | **Math**        |
| Grade**         |                 |                 |                 |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Levels**        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 1               | 0               | 2               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 11              | 9               | 6               |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 21              | 20              | 23              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 17              | 18              | 17              |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 9               | 12              | 11              |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **School Fourth | **2.62**        | **2.44**        | **2.50**        |
| Grade**         |                 |                 |                 |
|                 |                 |                 |                 |
| **Student       |                 |                 |                 |
| Average**       |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**1999-2000**

+-----------------+-----------------+-----------------+-----------------+
| **Fifth Grade** | **Reading**     | **Language**    | **Math**        |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Levels**        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 4               | 1               | 2               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 7               | 10              | 12              |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 17              | 7               | 13              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 9               | 19              | 10              |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 8               | 8               | 7               |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **School Fifth  | **2.77**        | **2.48**        | **2.77**        |
| Grade Student   |                 |                 |                 |
| Average**       |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**CTB McGraw Hill Performance Level Summary Report**

(Steps along the path toward 5^th^ Grade Proficiency) McGraw Hills
Performance Level Report compares the percent of students locally with
the national sample in each of the five performance levels. [Performance
levels are: 5 = advanced, 4 = proficient, 3 = nearing proficiency, 2 =
progressing and]{.underline}

[1 = starting out.]{.underline} These levels provide a description of
what students can do in terms of content and skills assessed by Terra
Nova found in curriculum from grades 3, 4, and 5.

**2000-2001**

+-----------------+-----------------+-----------------+-----------------+
| **Third Grade** | **Reading**     | **Language**    | **Math**        |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Levels**        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 0               | 0               | 1               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 9               | 3               | 1               |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 12              | 10              | 15              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 11              | 17              | 15              |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 14              | 16              | 14              |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **School Third  | **2.34**        | **2.0**         | **2.13**        |
| Grade Student   |                 |                 |                 |
| Average**       |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**2000-2001**

  ----------------- ----------------- ----------------- -----------------
  **Fourth Grade    **Reading**       **Language**      **Math**
  Performance                                           
  Levels**                                              

  Performance Level 0                 2                 1
  5                                                     

  Performance Level 8                 6                 5
  4                                                     

  Performance Level 16                10                13
  3                                                     

  Performance Level 14                16                17
  2                                                     

  Performance Level 4                 8                 6
  1                                                     

  **School Fourth   **2.66**          **2.47**          **2.47**
  Grade Student                                         
  Average**                                             
  ----------------- ----------------- ----------------- -----------------

**2000-2001**

+-----------------+-----------------+-----------------+-----------------+
| **Fifth Grade** | **Reading**     | **Language**    | **Math**        |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Levels**        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 3               | 3               | 2               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 14              | 16              | 11              |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 17              | 13              | 21              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 8               | 10              | 8               |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 8               | 8               | 8               |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **School Fifth  | **2.92**        | **2.92**        | **2.82**        |
| Grade Student   |                 |                 |                 |
| Average**       |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**CTB McGraw Hill Performance Level Summary Report**

(Steps along the path toward 5^th^ Grade Proficiency) McGraw Hills
Performance Level Report compares the percent of students locally with
the national sample in each of the five performance levels. [Performance
levels are: 5 = advanced, 4 = proficient, 3 = nearing proficiency, 2 =
progressing and]{.underline}

[1 = starting out.]{.underline} These levels provide a description of
what students can do in terms of content and skills assessed by Terra
Nova found in curriculum from grades 3, 4, and 5.

**2001-2002**

+-----------------+-----------------+-----------------+-----------------+
| **Third Grade** | **Reading**     | **Language**    | **Math**        |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Level**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 5               | 6               | 0               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 8               | 2               | 2               |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 19              | 17              | 15              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 2               | 9               | 17              |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 9               | 9               | 9               |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **School Third  | **2.95**        | **2.69**        | **2.23**        |
| Grade**         |                 |                 |                 |
|                 |                 |                 |                 |
| **Student       |                 |                 |                 |
| Average**       |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**2001-2002**

+-----------------+-----------------+-----------------+-----------------+
| **Fourth        | **Reading**     | **Language**    | **Math**        |
| Grade**         |                 |                 |                 |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Level**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 6               | 4               | 0               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 9               | 7               | 7               |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 9               | 18              | 13              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 16              | 6               | 12              |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 3               | 8               | 11              |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| **School Fourth | **2.97**        | **2.83**        | **2.37**        |
| Grade**         |                 |                 |                 |
|                 |                 |                 |                 |
| **Student       |                 |                 |                 |
| Average**       |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**2001-2002**

+-----------------+-----------------+-----------------+-----------------+
| **Fifth Grade** | **Reading**     | **Language**    | **Math**        |
|                 |                 |                 |                 |
| **Performance   |                 |                 |                 |
| Level**         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 6               | 4               | 2               |
| Level 5         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 12              | 11              | 7               |
| Level 4         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 10              | 12              | 16              |
| Level 3         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 5               | 3               | 6               |
| Level 2         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Performance     | 2               | 5               | 4               |
| Level 1         |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| School Fifth    | 3.42            | 3.17            | 2.91            |
| Grade           |                 |                 |                 |
|                 |                 |                 |                 |
| Student Average |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**Tennessee Value Added (TVAAS) Gains**

**Value added gains:** The minimum standard or expectation is that
students will gain a year's average growth (compared to the national
norm) for a year's instruction in each subject area. This is expressed
as a 100% gain. Higher or lower performance is rated accordingly.

**2000** **2001** **2002**

<table>
<colgroup>
<col style="width: 13%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 11%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p><strong>Steekee</strong></p>
<p><strong>Elementary</strong></p>
<p><strong>School</strong></p></td>
<td><strong>Grade 4</strong></td>
<td><strong>Grade 5</strong></td>
<td><p><strong>Cumulative % of the</strong></p>
<p><strong>National</strong></p>
<p><strong>Norm Gain</strong></p></td>
<td><strong>Grade 4</strong></td>
<td><p><strong>Grade</strong></p>
<p><strong>5</strong></p></td>
<td><p><strong>Cumulative % of the</strong></p>
<p><strong>National</strong></p>
<p><strong>Norm Gain</strong></p></td>
<td><strong>Grade 4</strong></td>
<td><p><strong>Grade</strong></p>
<p><strong>5</strong></p></td>
<td><p><strong>Cumulative % of the</strong></p>
<p><strong>National</strong></p>
<p><strong>Norm Gain</strong></p></td>
</tr>
<tr class="even">
<td>Reading</td>
<td>6.5</td>
<td>14.6</td>
<td>84.3%</td>
<td>15.6</td>
<td>12.3</td>
<td>111.7%</td>
<td>23.7</td>
<td>19.9</td>
<td>174.2%</td>
</tr>
<tr class="odd">
<td>Language</td>
<td>.07</td>
<td>7.6</td>
<td>27.5</td>
<td>20.3</td>
<td>11.2</td>
<td>105.1%</td>
<td>25.5</td>
<td>12.6</td>
<td>127%</td>
</tr>
<tr class="even">
<td>Math</td>
<td>30.5</td>
<td>19</td>
<td>110%</td>
<td>27.3</td>
<td>19.1</td>
<td>103.0%</td>
<td>15.7</td>
<td>8.7</td>
<td>54.4%</td>
</tr>
</tbody>
</table>

**Mean Scale Scores - Norm Referenced Scores**

**Scale Score**: the score a student earns in a subject on an
achievement test. The test is scaled to allow the test to measure
achievement across grades on the same scale. This makes it possible to
use scores in a subject from different grades in simple arithmetic
calculations. Scale Scores range from 1 -- 999.

  ----------------- ----------------- ----------------- -----------------
  **Third Grade**   **2000**          **2001**          **2002**

  Reading Composite 620.8             619.6             650.4

  Language          617.2             617.3             646.3
  Composite                                             

  Math Composite    607.3             606.0             615.2
  ----------------- ----------------- ----------------- -----------------

  ----------------- ----------------- ----------------- -----------------
  **Fourth Grade**  **2000**          **2001**          **2002**

  Reading Composite 634.9             634.9             646.6

  Language          628.3             635.8             644.2
  Composite                                             

  Math Composite    626.2             627.9             616.6
  ----------------- ----------------- ----------------- -----------------

  ----------------- ----------------- ----------------- -----------------
  **Fifth Grade**   **2000**          **2001**          **2002**

  Reading Composite 644.2             648.3             660.1

  Language          637.8             641.1             653.8
  Composite                                             

  Math Composite    634.1             638.9             636.8
  ----------------- ----------------- ----------------- -----------------

**Tennessee Comprehensive Achievement Test - Writing Assessment Summary
-- Steekee School**

The Writing Assessment requires 4^th^ grade students to write a five
paragraph narrative essay in response to a given prompt within a
specified timeframe. The writing samples were scored holistically using
a six-point scale. Measurement of student progress is determined by
examining the percentage of students who reach or exceed the score of 4
on the scale, which is considered Competent, per grade level.

2000. **Writing Assessment Scores**

+---------------------------+----------+---------+---------+---------+
| **Writing Assessment      | **With   |         | **      |         |
| Scores**                  | Special  |         | Without |         |
|                           | Edu      |         | Special |         |
|                           | cation** |         | Educ    |         |
|                           |          |         | ation** |         |
+---------------------------+----------+---------+---------+---------+
|                           | **       | > **Pe  | **N     | > **Pe  |
|                           | Number** | rcent** | umber** | rcent** |
+---------------------------+----------+---------+---------+---------+
| **6 - Outstanding**       | **0**    | **0**   | **0**   | **0**   |
+---------------------------+----------+---------+---------+---------+
| **5 - Strong**            | **5**    | **9**   | **5**   | **9**   |
+---------------------------+----------+---------+---------+---------+
| **4 - Competent**         | **24**   | **42**  | **24**  | **44**  |
+---------------------------+----------+---------+---------+---------+
| **3 - Limited**           | **17**   | **30**  | **17**  | **31**  |
+---------------------------+----------+---------+---------+---------+
| **2 - Flawed**            | **10**   | **18**  | **9**   | **16**  |
+---------------------------+----------+---------+---------+---------+
| **1 - Deficient**         | **1**    | **2**   | **0**   | **0**   |
+---------------------------+----------+---------+---------+---------+

  ---------------------------- ----------- ---------- ---------- ----------
  **Condition Codes**                                            

  **A - Blank**                **0**       **0**      **0**      **0**

  **B -- Insufficient to Score **0**       **0**      **0**      **0**
  or Illegible**                                                 

  **C -- Off Topic**           **0**       **0**      **0**      **0**

  **D -- Another Language**    **0**       **0**      **0**      **0**

  **TOTALS**                   **57**      **100%**   **55**     **100%**
  ---------------------------- ----------- ---------- ---------- ----------

**2001 Writing Assessment Scores**

+---------------------------+----------+---------+---------+---------+
| **Writing Assessment      | **With   |         | **      |         |
| Scores**                  | Special  |         | Without |         |
|                           | Edu      |         | Special |         |
|                           | cation** |         | Educ    |         |
|                           |          |         | ation** |         |
+---------------------------+----------+---------+---------+---------+
|                           | **       | > **Pe  | **N     | > **Pe  |
|                           | Number** | rcent** | umber** | rcent** |
+---------------------------+----------+---------+---------+---------+
| **6 - Outstanding**       | **1**    | **3**   | **1**   | **3**   |
+---------------------------+----------+---------+---------+---------+
| **5 - Strong**            | **2**    | **6**   | **2**   | **6**   |
+---------------------------+----------+---------+---------+---------+
| **4 - Competent**         | **14**   | **39**  | **14**  | **41**  |
+---------------------------+----------+---------+---------+---------+
| **3 - Limited**           | **13**   | **36**  | **13**  | **38**  |
+---------------------------+----------+---------+---------+---------+
| **2 - Flawed**            | **6**    | **17**  | **4**   | **12**  |
+---------------------------+----------+---------+---------+---------+
| **1 - Deficient**         | **0**    | **0**   | **0**   | **0**   |
+---------------------------+----------+---------+---------+---------+

  ---------------------------- ----------- ---------- ---------- ----------
  **Condition Codes**                                            

  **A - Blank**                **0**       **0**      **0**      **0**

  **B -- Insufficient to Score **0**       **0**      **0**      **0**
  or Illegible**                                                 

  **C -- Off Topic**           **0**       **0**      **0**      **0**

  **D -- Another Language**    **0**       **0**      **0**      **0**

  **TOTALS**                   **36**      **100%**   **34**     **100%**
  ---------------------------- ----------- ---------- ---------- ----------

**2002 Writing Assessment Scores**

+---------------------------+----------+---------+---------+---------+
| **Writing Assessment      | **With   |         | **      |         |
| Scores**                  | Special  |         | Without |         |
|                           | Edu      |         | Special |         |
|                           | cation** |         | Educ    |         |
|                           |          |         | ation** |         |
+---------------------------+----------+---------+---------+---------+
|                           | **       | > **Pe  | **N     | > **Pe  |
|                           | Number** | rcent** | umber** | rcent** |
+---------------------------+----------+---------+---------+---------+
| **6 - Outstanding**       | **0**    | **0**   | **0**   |         |
+---------------------------+----------+---------+---------+---------+
| **5 - Strong**            | **1**    | **2**   | **1**   | **3**   |
+---------------------------+----------+---------+---------+---------+
| **4 - Competent**         | **29**   | **71**  | **27**  | **77**  |
+---------------------------+----------+---------+---------+---------+
| **3 - Limited**           | **6**    | **15**  | **6**   | **17**  |
+---------------------------+----------+---------+---------+---------+
| **2 - Flawed**            | **4**    | **10**  | **1**   | **3**   |
+---------------------------+----------+---------+---------+---------+
| **1 - Deficient**         | **0**    | **0**   | **0**   | **0**   |
+---------------------------+----------+---------+---------+---------+

  ---------------------------- ----------- ---------- ---------- ----------
  **Condition Codes**                                            

  **A - Blank**                **1**       **2**      **0**      **0**

  **B -- Insufficient to Score **0**       **0**      **0**      **0**
  or Illegible**                                                 

  **C -- Off Topic**           **0**       **0**      **0**      **0**

  **D -- Another Language**    **0**       **0**      **0**      **0**

  **TOTALS**                   **41**      **100%**   **35**     **100%**
  ---------------------------- ----------- ---------- ---------- ----------

+-----------------------+---------------+---------------+--------------+
| **Steekee School**    | **1999-2000** | **2000-2001** | *            |
|                       |               |               | *2001-2002** |
| **Average for Writing |               |               |              |
| Scores**              |               |               |              |
+-----------------------+---------------+---------------+--------------+
| **Fourth Grade**      | **4**         | **4**         | **3.42**     |
+-----------------------+---------------+---------------+--------------+

**CTB McGraw Hill Tennessee Comprehensive Assessment Program (TCAP)**

**Disaggregated Test Scores (NCE's)**

**Socioeconomic Status**

+-------------------+-------+-------+-------+-------+-------+-------+
| **Average of      | **1   |       | **2   |       | **2   |       |
| Grades**          | 999 - |       | 000 - |       | 001 - |       |
|                   | 2     |       | 2     |       | 2     |       |
| **3 -- 4 -- 5**   | 000** |       | 001** |       | 002** |       |
+-------------------+-------+-------+-------+-------+-------+-------+
|                   | **    | **Not | **    | **Not | **    | **Not |
|                   | Low** | Low** | Low** | Low** | Low** | Low** |
+-------------------+-------+-------+-------+-------+-------+-------+
| **Reading**       | 41.5  | 50.1  | 50.33 | 51.67 | 54    | 59.67 |
+-------------------+-------+-------+-------+-------+-------+-------+
| **Language**      | 38.1  | 45.3  | 47.33 | 48.67 | 52.67 | 65    |
+-------------------+-------+-------+-------+-------+-------+-------+
| **Math**          | 43.3  | 46.6  | 50.67 | 56.67 | 49.67 | 59.67 |
+-------------------+-------+-------+-------+-------+-------+-------+

\*Socioeconomic Status:

is based on Free/Reduced Lunch Count -- Paid Students (not low) vs.
Free/Reduced (low).