##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Jean S. Trohanis]{.underline}

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

Official School Name [Thrasher Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address[1301 James Blvd.]{.underline}

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

[Signal Mountain TN 37377-2627]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(423) 886-0882]{.underline} Fax [(423) 886-0888]{.underline}

Website/URL <http://www.hcschools.org/thrasher/> E-mail
<trohanis_j@hcde.org>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Jesse B. Register]{.underline}

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

District Name [Hamilton County Department of Education]{.underline} Tel.
[(423) 209-8603]{.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. Chip Baker]{.underline}

(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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or 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 2003-2004 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 1998.

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

6.  The 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
    the 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: [46]{.underline} Elementary
schools

[15]{.underline} Middle schools

[0]{.underline} Junior high schools

[14]{.underline} High schools

> [5]{.underline} Other (Special schools including magnet with
> configurations of k-8, 6-12, k-12)

[80]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 7,034]{.underline}

Average State Per Pupil Expenditure: [\$ 6,346]{.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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.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 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**       37        43                     **80**       **7**                             

  **1**       37        51                     **88**       **8**                             

  **2**       49        42                     **91**       **9**                             

  **3**       51        46                     **97**       **10**                            

  **4**       35        36                     **71**       **11**                            

  **5**       39        34                     **73**       **12**                            

  **6**                                                     Other       3         1           4

                                    **TOTAL                                                   504
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98.4]{.underline} % White

the students in the school: [.2]{.underline} % Black or African American

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

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[5.5]{.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 12
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    509
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .055
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.5
              100                                
  ----------- ---------------------------------- ------------------------

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

[0]{.underline} Total Number Limited English Proficient

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [6]{.underline} %

[31]{.underline} Total Number Students Who Qualify

> If this method does not produce 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: [4]{.underline} %

[22]{.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.

[1]{.underline} Autism [1]{.underline} Orthopedic Impairment

[3]{.underline} Deafness [4]{.underline} Other Health Impaired

Deaf-Blindness [13]{.underline} Specific Learning Disability

Hearing Impairment [4]{.underline} Speech or Language Impairment

Mental Retardation Traumatic Brain Injury

Multiple Disabilities [1]{.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 [25]{.underline}

Special resource teachers/specialists [7]{.underline} [1]{.underline}

Paraprofessionals [3]{.underline}

> Support staff [2]{.underline}
>
> Total number [38]{.underline} [1]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_20\_\_\_\_\_\_]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.1        96.5        96.8        96.4        96.5

  Daily teacher attendance 95.0        97.5        95.2        97.2        96.9

  Teacher turnover rate    11%         15%         19%         3%          63%\*

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

\* A new school was built in our community and a large number of
teachers retired or transferred.

Part III- Summary

Go ahead. Walk in Thrasher Elementary. You'll see it. You'll hear it.
You'll feel it. You'll discover all the reasons our children love to
come to school.

Thrasher's mission is all about taking in a child, and fostering within
that child a love of learning so intense that we assure the world of
another life-long learner. How is it done? We feel children are
positively affected through connections, challenging content, a
celebration of character, and community.

Connections

The very first things you'll notice about Thrasher are the obvious
connections between teacher and student. Our teachers are more than
qualified academically. They possess a sincere love of children and
learning that drives them to go above and beyond the call of duty.
Students are our first priority, and they know they are valued. Teacher
to teacher connections are also apparent. There is a heartfelt respect
and appreciation for one another's gifts and talents, and our mentoring
program is strong. Connections also exist between administration and
teachers. The principal practices shared leadership, empowering the
teachers with a sense of ownership for the school. Finally, the teachers
share a genuine relationship with our students' families. Parents are
active in every classroom and are comfortable approaching the teachers
with questions or concerns.

Challenging Content

Thrasher possesses very high expectations for teacher and student
performance. Teachers acknowledge developmental levels as they develop
challenging, but not stressful, curriculum paths for each student. All
resources are employed, including specialist teachers, peer and parent
tutors, and assistive technology, to ensure that each child is learning
to his or her potential. Exceptional education teachers serve
special-needs students in inclusionary and pullout programs. Many
diverse opportunities are provided for children to excel. These include
academic competitions, art contests, essay and poetry contests, athletic
competitions, public speaking competitions, and a variety of before and
after school enrichment clubs. Field trips are integrated into our
curriculum as a way to connect classroom content to real-life learning.
Thrasher continues to "raise the bar" for teacher and student
performance.

*Celebration of Character*

An amazing thing happens at our school every Friday morning. The entire
school meets in the cafetorium for an assembly to celebrate character
and student achievement. The theme of each assembly is a specific
character trait such as courage or respect. Students who demonstrate the
character trait are recognized publicly and applauded for their positive
behavior. Everything on the agenda, from the guest speakers to the songs
sung by our student chorus, emphasizes the importance of making the
right kind of choices.

Community

How fortunate Thrasher is to be in a community where excellence in
education is recognized and applauded! Our community supports the school
by providing tutors, helping with student clubs such as the Jr. Garden
Club and the Environmental Club, and by generously supplementing our
allotted funds through an independent fund-raising campaign. Thrasher's
PTA has won awards for its involvement in our school. It's impossible to
know just how incredible their impact has been on Thrasher's success.

Did you hear it in the laugh? Can you see it in the smile? Thrasher is
about children. Thrasher is about relationships. Thrasher is about
making a difference. You are welcome anytime.

**Part IV** -- Question 1

Thrasher Elementary has established a reputation for high achievement.
Parents and community members recognize student body achievement through
the use of grades, academic honors, and displays of student work. County
and state recognition, however, comes in the form of standardized test
scores. Year after year, Thrasher's students score at or near the top of
Hamilton County and the state of Tennessee. Norm-referenced testing, or
testing that measures students' performance against others in a selected
norm group, reports its data in the form of percentiles and normal curve
equivalents. Criterion-referenced testing, or testing that compares
student's performance to preset standards, reports percents of students
scoring in the advanced, proficient, and below proficient ranges.

**Norm-referenced testing results:**

National Percentiles compare students' scores with scores of students in
a norm group. For example, a student scoring at the 60^th^ percentile
scored higher than 60 percent of the students in the norm group. A
percentile score above 50 indicates above average performance. In 2003,
Thrasher's students in grade three scored at the 87^th^ percentile in
Reading. Fourth graders scored at the 82.9 percentile, and the fifth
graders achieved Reading scores at the 88.2 percentile. Clearly, the
median, or middle, percentile scores in each grade indicate that
Thrasher's students are achieving well above average in Reading. Math
scores were even better! Third grade percentile scores indicate a median
percentile score of 88.3 in Math. Fourth grade scored at the 85.3
percentile, and fifth grade's math composite score fell at the 94.7
percentile! Math achievement is also well above average.

Normal Curve Equivalents, or NCEs, are provided with norm-referenced
tests, and are useful for comparing one test to another. NCEs adjust the
percentile scores to be distributed on a normal bell-shaped curve with
most scores falling within the average range. 95.8% of Thrasher's
students had NCE scores of 40 or above in Reading. In Math, 97.1 % of
Thrasher's students scored at 40 or above. (40 is the targeted number
set by the State of Tennessee.)

**Criterion-referenced testing results:**

Results from Criterion-referenced tests are reported by giving the
percentages of students that scored in certain ranges. In 2003,
criterion-referenced results were only made available for grades three
and five. In third grade Reading, 97% of the students tested scored
either in the proficient or the advanced range. (The state's targeted
percent is 77.1%.) Third grade Math scores also indicated 97% in the
advanced and proficient range. (The state's targeted percent in Math is
72.4%.) Fifth grade reading scores showed 98% performing in the advanced
and proficient ranges in Reading and Math. The 2004 test scores will
expand the criterion-referenced testing to include fourth grade.

In summary, the school's performance on norm and criterion-referenced
assessments qualify Thrasher as being in the top 10 % of schools in the
nation. Furthermore, evidence of achievement is noted in related
assessments such as the Tennessee State Writing Assessment where 93% of
Thrasher's students have scored at levels 4, 5, or 6 on a six-level
writing assessment rubric. High expectations for student achievement
remain a priority at Thrasher Elementary.

**Part IV --** Question 2

Improving student performance begins with **instructional decisions that
are data-based**. Thrasher's primary grades have available a variety of
assessment tools that identify levels of performance, and individual
strengths and weaknesses. The **STAR Reading** and **STAR Early**
**Literacy programs** provide valuable information on student readiness
and achievement as well as providing suggestions for improvement.
Teachers design lessons that focus on subskills needing improvement.
Parents receive a printed report of their child's progress with tips for
helping their child at home. Primary grades also use the **AIMS Web
program** to identify at-risk and lower performing students. With early
identification, the school support team can plan and implement
**intervention strategies** that prevent a student from falling farther
behind. All adopted K-5 curriculum materials in every subject area have
**a built-in assessment component** that helps teachers understand and
track students' progress. Grades three through five also have data
available from the Tennessee State Comprehensive Assessment Program
**(T-CAP)**. Each year at the beginning of school faculty meetings,
teachers are given the opportunity to review test data, including
objective performance indicators (OPIs) to determine **individual,
class, and grade level** **goals** for the year. Once the individual and
grade level goals are set, teachers collaborate between grade levels to
determine specific **school-wide goals**. These goals become the focus
of our school improvement plan. The school principal has also used data
received from student assessment to justify **purchasing and
implementing new curriculum** that addresses the specific needs of our
school population. Thrasher understands the need for fair assessment,
and the importance such assessment has in instructional planning.

Part IV - **Question** **3**

Thrasher recognizes the importance of communicating assessment data to
students, parents, and community. Teachers **conference individually
with students** to discuss results in student-friendly terms. Students
are helped to determine individual strengths and weaknesses, and set
personal goals for improvement. **Assessment data is shared with
parents** through parent conferences, printed reports from software
assessment programs, phone calls or e-mail messages, weekly newsletters,
report card comments, and messages in assignment books. **Student
portfolios** are reviewed frequently with parents. The principal
discusses formal testing results with parents every year in a **PTA
meeting**. Regularly informing parents of assessment results allows them
to become true partners with teachers in their children's education.
Community members are kept abreast of Thrasher's assessment results
through the **community and city** **newspapers**. Thrasher and Hamilton
County also maintain **websites** where testing information is readily
available to community members.

Thrasher also recognizes that student **performance is not limited to
scores** on paper/pencil tasks or computer assessments. Thrasher
celebrates student performance by **displaying its student work in
classrooms, hallways, and area businesses**. **Newspaper articles**
highlight student achievement in academics, athletics, and the arts.
**Fine art programs** (music programs and art shows) are shared with the
school and community throughout the year. **Extracurricular** **clubs**
such as Chess Club, Sign Language Club, and Newspaper Club give
opportunities for students to demonstrate gifts and talents to school
and community.

**Part IV --** Question 4

The Thrasher community believes that success shared is success
multiplied. Currently, effective school programs are highlighted via the
school **website** and the **community and city newspapers**. Educators
from other schools are **invited to observe** instructional methods and
materials within our classrooms. This practice has been particularly
helpful to beginning teachers in other schools. School faculty members,
including related arts teachers, **mentor other professionals** in our
school system. Faculty members **lead system-wide inservices** where
proven methods are described and demonstrated. Recent inservice topics
have included math problem solving, integrated reading instruction, and
technology. Thrasher emphasizes the importance of **developing a network
of professionals** across the school system by encouraging teachers to
join organizations and attend meetings focused on improving education.
For example, several Thrasher teachers attend focus meetings with other
identified effective teachers to brainstorm ideas and share strategies.
Future activities may include the development of a **partnership with a
sister school** where faculties can collaborate on a regular basis with
the goal of increasing student achievement. Another promising idea is a
**teacher-swap day** where faculty members at cooperating schools switch
places for a day to observe first hand effective materials and
techniques that could be adapted for use at one's own school. The
knowledge gained through sharing will continue to help Thrasher grow as
an effective school.

**Part V --** Question 1

The curriculum at Thrasher Elementary is based on meeting or exceeding
state and national standards. Our curriculum is child-centered and is
implemented with the goal of creating a life-long love of learning in
our students.

***Reading/Language Arts***

The core of reading instruction focuses on phonemic awareness, decoding,
vocabulary, and literal comprehension skills in the early grades and
shifts to a concentrated focus on inferential comprehension and
higher-order thinking skills in the upper grades. Throughout the grade
levels, there is an emphasis on literature and the joy of reading. The
integrated language arts curriculum includes spelling, grammar, and oral
and written communication skills. The librarian enriches the reading
curriculum by teaching research skills and introducing reading reference
materials.

***Mathematics***

Computation, application, and problem-solving are the core components of
the math curriculum. Students are engaged through hands-on activities in
every classroom. Through centers in the early grades and math projects
in the upper grades, Thrasher's teachers stress the importance of
connecting math content to real-life experiences. Technology is utilized
to provide more opportunities for students to "experience" math.

***Science***

The science curriculum teaches life, earth, and physical science
concepts in an atmosphere of inquiry and experimentation. Science
instruction is project-based, and encourages the students to work
cooperatively to find solutions to real-life situations. A school-wide
environmental education program is an example of students working
together to address a community concern.

Social Studies

History, economics, government, and geography are the core components of
Thrasher's social studies curriculum. Emphasis is also placed on reading
and interpreting maps, charts, tables, and graphs. Website activities,
virtual field trips, simulations, and individual and group projects are
common ways to engage students in learning.

***Foreign Language***

Thrasher students receive one lesson in Spanish every week. Lessons are
presented in an active, game-like atmosphere with a focus on basic
conversational skills.

***Physical Education***

Developing healthy bodies and healthy lifestyles is the focus of
Thrasher's physical education program. Physical education and academic
goals are integrated to reach students who learn best through a
bodily/kinesthetic intelligence. The physical education teacher works
not only with large classes, but also with smaller groups of children to
focus on motor skills improvement.

***Music Education***

Thrasher's music education curriculum focuses on the national standards
of creating, performing, and responding to music. The music teacher
collaborates with classroom teachers to reinforce academic content.
Older students learn to read music and play the recorder.

***Art Education***

Creating, expressing, and responding through visual media are the core
components of Thrasher's art education curriculum. Weekly art lessons
allow students to experiment visually, and include elements of art
history and appreciation.

**Part V** -- Question 2

Thrasher's reading curriculum is a **balanced literacy approach** that
incorporates phonics, vocabulary, and comprehension instruction.
**McGraw-Hill** is the adopted base curriculum. Included in the adopted
program are leveled readers and trade books for **individualized and
group** **instruction**. The reading curriculum was chosen not only for
its balanced approach, but also for its inclusion of **remediation and
enrichment activities** for students. Reading assessment data indicates
that Thrasher students are performing in the top percentage of students
in the state. Therefore, the reading program used must **challenge the
minds and abilities of the** **higher-achieving students**. For this
reason, Thrasher teachers also supplement the adopted program with
additional reading materials. Computer programs such as **Accelerated
Reader**, **Orchard**, and **STAR Reading** allow students to progress
in reading at their own level and pace. The school also purchased a
**supplemental vocabulary program** that introduces more challenging
vocabulary along with **critical thinking skills**. Every grade
encourages the reading of literature outside of the stories included in
the reading basal. Fifth grade students join a **Newbery** **Club**
where they compete to win group and individual honors by reading
award-winning children's novels. A **book club** for third and fourth
grade students introduces young readers to literary discussions.
**Project-based book reports** are common in grades two through five.
Thrasher's librarian works closely with classroom teachers to introduce
or enrich **author or** **genre studies** across grade levels. The
reading curriculum reinforces **Thrasher's goal of** **developing
life-long readers**.

**Part V** -- Question 3

The math curriculum at Thrasher Elementary is based on the adopted
curriculum of Everyday Math. **Everyday Math** is a spiraled learning
program that offers continuous review, real-life application, and
numerous problem-solving opportunities. With a **spiraled curriculum**,
students revisit math concepts and have the time necessary to master
essential skills. On state assessments, Thrasher students have
traditionally been strong in math computation with a relative weakness
in problem solving ability. Fortunately, the adopted math program offers
**many opportunities for** **problem-solving practice** in a variety of
life situations. Teachers have found that Everyday Math is especially
motivating to the advanced math students. To assure that all students
have adequate practice and lower-performing students have adequate
reteaching experiences, Thrasher **supplements** the adopted program
with **daily computation practice**, **Internet activities**, **computer
math programs**, and **hands-on math games**. First and second graders
benefit from the **Number Corner program** that supplements basic skill
instruction. The **Algebraic Equations** **program** is used in fifth
grade to provide students with a concrete foundation to middle school
math. Math instruction is also **integrated into the related arts
program**. The music and physical education teachers incorporate math
goals into their lesson planning, and make math come "alive" with
movement and rhythm. Thrasher's **goal is to make math a positive
learning experience by adapting and enriching instruction to meet all
learning styles**.

**Part V** -- Question 4

Thrasher recognizes that students should not be forced to fit a
curriculum. Rather, a curriculum must be designed to match each
individual child's style of learning. With this in mind, Thrasher
teachers employ a **wide variety of instructional methods** to improve
student learning. Several classroom teachers and the guidance teacher
**assess their students' learning styles** at the beginning of the
school year. This brief screening allows instruction to be tailored to
individual and classroom needs. Teachers use **hands-on centers**,
**computers**, and **academic games** to introduce, practice, reteach,
and enrich content knowledge. Thrasher's PTA purchased flattop student
desks to allow for cooperative activities and classroom games. Teachers
encourage **cooperative learning**, and allow for classrooms to be busy
(often noisy) places. A **peer-tutoring** **program** was implemented
with older students assisting younger students in an after-school
tutorial program. Tutoring by parents and teachers is also available.
Within the classroom, each teacher **creates an environment conducive to
learning** with meaningful and varying stimuli. Teachers plan the
academic year around **thematic units** that incorporate content
standards and **integrate curriculum** to make efficient use of class
time. Focus is put on **connecting student** **learning** to prior
experience to improve retention. **Graphic organizers** are used to help
students organize information for learning. **Team-teaching** within and
across, grade levels helps add excitement to student learning and serves
to "recharge" teachers. Additional instructional methods include the use
of **simulations** and **projects** to actively engage students, and the
use of **self-assessment techniques** to allow students the opportunity
to critique their own work.

**Part V --** Question 5

Thrasher's goal in planning professional development is twofold. First,
professional development should be **relevant** to our specific needs as
a school. Secondly, professional development should **involve in-house
staff**, as appropriate, to allow teachers to learn from each other and
discover talents and resources hidden behind classroom doors. As a
result of this focus, over the past two years Thrasher has had several
**technology inservices** that have acquainted the staff with the mobile
computer lab, the boxlight system, PowerPoint, Webquests, and various
curricular software programs. These inservices have resulted in an
increased use of technological resources, and have improved student
learning and assessment record-keeping. Since the inservices were
facilitated by five different Thrasher teachers, follow-up sessions were
possible which greatly enhanced professional learning. In addition to
technology, recent inservices have included **Brain-Based Learning**,
**The Learner-Centered School**, **Cooperative Learning**
**Strategies**, and **Data Interpretation**. All but one of these
inservice sessions were led entirely by Thrasher teachers. The focus of
this professional development was to share strategies that were easily
implemented but powerful in their affect on student learning.

Thrasher participates in **countywide professional development** that
concentrates on standards implementation, math and science instruction,
writing instruction, and technology. Countywide inservices are effective
as they allow for the sharing of instructional ideas between teachers of
different schools.

Thrasher encourages its teachers to participate in **other local and
national workshops**. Recently, teachers have attended the National Math
and Science Institute, Character Education Workshops, Southeastern
Center for the Creative Arts workshops, Parent Empowerment conference,
and the Seattle Technology conference. Obviously, the knowledge and
resources that are introduced at a large conference improve teachers'
professional expertise. The more professionals learn about the way our
students learn, the better we can adapt instruction to meet their
individual needs.

**STATE CRITERION- REFERENCED TEST**

Grade: [3]{.underline} Test [Tcap, N-13]{.underline}

Subject: [Reading]{.underline} Publisher [McGraw Hill, 2003]{.underline}

Number of students in the grade in which the test was administered?
[74]{.underline}

Number of students who took the test? [72]{.underline}

> 2002-2003

Testing Month April

# SCHOOL SCORES

\% Below Proficient 3%

\% Proficient 97%

\% Advanced 78%

Number of students tested 72

Percent of total students 97.3

Tested

Number of students None

Excluded

Percent of students 0%

Excluded

## STATE SCORES

\% Below Proficient 20%

\% Proficient 80%

\% Advanced 31%

The State Of Tennessee has only one year of Criterion-Referenced Test
data.

Please note that the above school scores are the scores reported on the
Reporting Category Performance Summary from CTB McGraw-Hill. The scores
reported on the Tennessee Report Card for Thrasher list 0% Below
Proficient, 20% Proficient, and 80% Advanced. We do not know why there
is a discrepancy.

**STATE CRITERION- REFERENCED TEST**

Grade [3]{.underline} Test [Tcap, N-13]{.underline}

Subject [Math]{.underline} Publisher [McGraw Hill, 2003]{.underline}

Number of students in the grade in which the test was administered?
[74]{.underline}

Number of students who took the test? [73]{.underline}

2002-2003

Testing Month April

# SCHOOL SCORES

\% Below Proficient 3%

\% Proficient 97%

\% Advanced 67%

Number of students tested 73

Percent of total students 98.6

Tested

Number of students None

Excluded

Percent of students 0%

Excluded

## STATE SCORES

\% Below Proficient 21%

\% Proficient 79%

\% Advanced 31%

The State Of Tennessee has only one year of Criterion-Referenced data.

Please note that the above school scores are the scores reported on the
Reporting Category Performance Summary from CTB McGraw-Hill. The scores
reported on the Tennessee Report Card for Thrasher list 0% below, 31%
proficient and 69% advanced. We do not know why there is a discrepancy.

**STATE CRITERION- REFERENCED TEST**

Grade: [5]{.underline} Test: [Tcap, N-15]{.underline}

Subject [Reading]{.underline} Publisher: [McGraw Hill, 2003]{.underline}

Number of students in the grade in which the test was administered?
[93]{.underline}

Number of students who took the test? [92]{.underline}

2002-2003

Testing Month April

# SCHOOL SCORES

\% Below Proficient 2%

\% Proficient 98%

\% Advance 76%

Number of students tested 92

Percent of total students 98.9

Tested

Number of students None

Excluded

Percent of students 0%

Excluded

## STATE SCORES

\% Below Proficient 21%

\% Proficient 79%

\% Advanced 31%

The State Of Tennessee has only one year of Criterion-Referenced data.

Data on Tennessee Report Card and data on Reporting Category Performance
Summary are identical.

**STATE CRITERION- REFERENCED TEST**

Grade [5]{.underline} Test [Tcap, N-15]{.underline}

Subject [Math]{.underline} Publisher [McGraw Hill, 2003]{.underline}

Number of students in the grade in which the test was administered?
[93]{.underline}

Number of students who took the test? [93]{.underline}

2002-2003

Testing Month April

# SCHOOL SCORES

\% Below Proficient 2%

\% Proficient 98%

\% Advanced 80%

Number of students tested 93

Percent of total students 100

Tested

Number of students None

Excluded

Percent of students 0%

Excluded

## STATE SCORES

\% Below Proficient 20%

\% Proficient 80%

\% Advanced 31%

The State Of Tennessee has only one year of Criterion-Referenced data.

Please note that the above school scores are the scores reported on the
Reporting Category Performance Summary from CTB McGraw-Hill. The scores
on the Tennessee Report Card for Thrasher list 3% Below, 18% Proficient
and 79% Advanced. We do not know why there is a discrepancy.

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

Grade [3]{.underline} Test [Terra Nova]{.underline}

Subject [Reading]{.underline} Publisher [CTB/McGraw Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No groups were excluded from the testing. There were some children
absent because of sickness who took only portions of the test.

Scores are reported here as: NCEs

Edition/Publication year N/2003 M/2002 L/2001 K/2000 B/1999

2002-2003 2001-2002 2000-2001 1999-2000 1998-1999

Testing Month April April April April April

# SCHOOL SCORES

Total Score 72.96 72.36 71.10 72.54 70.28

Number of students tested 72 77 83 79 194

Percent of total students 97.3 96 95.4 100 99.5

Tested

Number of students None None None None None

Excluded

Percent of students 0% 0% 0% 0% 0%

Excluded

No significant subgroups

The "cutoff score" is the minimum score a school needs to be in the top
10 percent of the schools in the nation that administered a particular
test. The CTB/McGraw Hill "cutoff score" for the third grade reading is
64.1

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

Grade [3]{.underline} Test [Terra Nova]{.underline}

Subject [Math]{.underline} Publisher [CTB/McGraw Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No groups were excluded from the testing. There were some children
absent because of sickness who took only portions of the test.

Scores are reported here as: NCEs

Edition/Publication year N/2003 M/2002 L/2001 K/2000 B/1999

2002-2003 2001-2002 2000-2001 1999-2000 1998-1999

Testing Month April April April April April

# SCHOOL SCORES

Total Score 75.03 72.08 78.65 73.11 66.66

Number of students tested 73 78 82 79 192

Percent of total students 98.6 97.5 94.3 100 98.5

Tested

Number of students None None None None None

Excluded

Percent of students 0% 0% 0% 0% 0%

Excluded

No significant subgroups

The "cutoff score" is the minimum score a school needs to be in the top
10 percent of the schools in the nation that administered a particular
test. The CTB/McGraw Hill "cutoff score" for third grade math is 64.5.

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

Grade [4]{.underline} Test [Terra Nova]{.underline}

Subject [Reading]{.underline} Publisher [CTB/McGraw Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No groups were excluded from the testing. There were some children
absent because of sickness who took only portions of the test.

Scores are reported here as: NCEs

Edition/Publication year N/2003 M/2002 L/2001 K/2000 B/1999

2002-2003 2001-2002 2000-2001 1999-2000 1998-1999

Testing Month April April April April April

# SCHOOL SCORES

Total Score 71.36 72.93 73.33 67.33 70.31

Number of students tested 74 90 91 90 170

Percent of total students 98.6 100 100 98.9 96.6

Tested

Number of students None None None None None

Excluded

Percent of students 0% 0% 0% 0% 0%

Excluded

No significant subgroups

The "cutoff score" is the minimum score a school needs to be in the top
10 percent of the schools in the nation that administered a particular
test. The CTB/McGraw Hill "cutoff score" for fourth grade reading is
63.8.

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

Grade: [4]{.underline} Test: [Terra Nova]{.underline}

Subject: [Math]{.underline} Publisher: [CTB/McGraw Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No groups were excluded from the testing. There were some children
absent because of sickness who took only portions of the test.

Scores are reported here as: NCEs

Edition/Publication year N/2003 M/2002 L/2001 K/2000 B/1999

2002-2003 2001-2002 2000-2001 1999-2000 1998-1999

Testing Month April April April April April

# SCHOOL SCORES

Total Score 70.85 73.82 77.88 71.73 70.87

Number of students tested 74 90 91 90 170

Percent of total students 98.6 100 100 98.9 96.6

Tested

Number of students None None None None None

Excluded

Percent of students 0% 0% 0% 0% 0%

Excluded

No significant subgroups

The "cutoff score" is the minimum score a school needs to be in the top
10 percent of the schools in the nation that administered a particular
test. The CTB/McGraw Hill "cutoff score" for fourth grade math is 64.1.

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

Grade: [5]{.underline} Test: [Terra Nova]{.underline}

Subject: [Reading]{.underline} Publisher: [CTB/McGraw Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No groups were excluded from the testing. There were some children
absent because of sickness who took only portions of the test.

Scores are reported here as: NCEs

Edition/Publication year N/2003 M/2002 L/2001 K/2000 B/1999

2002-2003 2001-2002 2000-2001 1999-2000 1998-1999

Testing Month April April April April April

# SCHOOL SCORES

> Total Score 74.89 76.64 69.32 74.26 67.85 Number of students tested 93
> 85\* 87 78 194

Percent of total students 100 95.5\* 98.7 100 98.5

Tested

Number of students None None None None None

Excluded

Percent of students 0% 0% 0% 0% 0%

Excluded

No significant subgroups

\*Only 85 students took parts of the reading tests, but four students
did not complete all reading subtests.

The "cutoff score" is the minimum score a school needs to be in the top
10 percent of the schools in the nation that administered a particular
test. The CTB/McGraw-Hill "cutoff score" for fifth grade reading is 64.1

**ASSESSMENTS REFERENCED**

**AGAINST NATIONAL NORMS**

Grade: [5]{.underline} Test: [Terra Nova]{.underline}

Subject: [Math]{.underline} Publisher: [CTB/McGraw Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?

No groups were excluded from the testing. There were some children
absent because of sickness who took only portions of the test.

Scores are reported here as: NCEs

Edition/Publication year N/2003 M/2002 L/2001 K/2000 B/1999

2002-2003 2001-2002 2000-2001 1999-2000 1998-1999

Testing Month April April April April April

# SCHOOL SCORES

Total Score 79.18 84.45 75.19 75.09 76.82

Number of students tested 92 84\* 88 77 194

Percent of total students 98.9 94\* 100 98.7 98.5

Tested

Number of students None None None None None

Excluded

Percent of students 0% 0% 0% 0% 0%

Excluded

No significant subgroups

> Two students took only part of the math tests, but not enough to be
> included in composite score. They were absent due to illness.

The "cutoff score" is the minimum score a school needs to be in the top
10 percent of the schools in the nation that administered a particular
test. The CTB/McGraw-Hill "cutoff score" for fifth grade math is 63.8.